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Dijital Çağda Eğitim: Anatomi Eğitiminde Teknolojik Eğilimler

Yıl 2019, Cilt: 25 Sayı: 97, 31 - 46, 20.09.2019
https://doi.org/10.22559/folklor.925

Öz

Tıp ve sağlık bilimlerindeki yeni gelişmeler, daha hızlı ve daha çok bilgi üretilmesine olanak
sağlamıştır. Ancak üretilen bilginin artması, öğrencilere verilen Anatomi eğitiminin süresinde
bir daralmaya yol açmıştır. Bu nedenle, Anatomi dersi veren öğretmenlerin, günümüzün
yenilikçi dijital teknolojileri, alternatif öğrenme stratejileri ve alternatif eğitim araçlarını
kullanmaları, anatomi öğretiminde etkinliği arttırma konusunda faydalı olabilir. Bu araştırma,
Anatomi eğitiminin verildiği öğrenme ortamında kullanılabilecek interaktif dijital teknolojilere
odaklanmak ve mevcut durumu daha anlaşılır hale getirmek için yapılan bir literatür
incelemesidir. İncelemelerle elde edilen veriler araştırmacılar tarafından betimsel yaklaşımına
uygun olarak değerlendirilmiş ve yorumlanmıştır. Yapılan çalışmalar incelendiğinde, Anatomi
eğitiminde interaktif dijital teknolojilerin kullanımının yeterli ve yaygın olmadığı
anlaşılmaktadır. Bu nedenle, bu çalışmanın amacı, Anatomi eğitiminde kullanılabilecek
interaktif dijital teknolojilerin ve bu teknolojilerle beraber kullanılabilecek öğrenme/öğretme
stratejilerin de neler olabileceği hakkında bilgi vermek ve bunların önemini ortaya koymaktır.
Dijital teknolojilerin gelişmesi sadece sanayide, elektronikte, uzay bilimlerinde, tarımda veya
tıp alanında değil aynı zamanda eğitimde de önemli etkiler yaratmıştır. Günümüzde dijital
teknoloji, yeni verilerin oluşturulmasında ve bu verilerin yeni öğretim platformlarına
aktarılmasında çeşitli olanaklar sağlamaktadır. Dijital teknolojinin etkisiyle, yüzlerce yıldır
konservatif bir yapıda devam eden anatomi eğitiminin sınıf içi teorik derslerin yapısı pek
değişmemiştir. Üstelik kadavra diseksiyonu üzerinden verilen uygulama eğitimi sorgulanmaya
başlanmıştır. Bu durum anatomi eğitiminde ciddi bir dönüşümün öncü göstergesi olarak kabul
edilebilir. Günümüzde dijital eğitim materyallerinin öğrenci ile etkileşim kurabiliyor (interaktif)
hale gelmesi, bu dönüşümün en önemli tetikleyicisidir. Bazı çalışmalar göstermektedir ki
öğrenciler, anatomik dokularla ilgili öğrenimlerini 3-boyutlu (3D) dijital kadavralar üzerinden
yapabilmekte, bu ders materyallerine istedikleri zamanda, istedikleri yerden ulaşabiliyor ve
istedikleri kadar tekrar yapabilmektedirler. Dijital çağın sunduğu bu yeni öğrenme materyalleri,
her öğrenciyi kendi öğrenme hızına ve becerisine uygun biçimde zamanı daha etkin kullanmaya
teşvik etmektedir. Ayrıca, öğrenme etkinliğini arttırmak için ters-yüz sınıf modelinin bir
öğretme stratejisi olarak kullanılması; Kahoot, Classcraft, Plickers, Padlet gibi oyunlaştırma
yöntemlerinin geliştirilmesi; infografiklerin kullanılması; mobil öğrenme araçlarının ve bunlara
33
ait programların da bu öğrenme ortamlarına entegre edilmesi ile dijital teknolojilerin eğitim
alanına çok ciddi bir katkı sunma potansiyeli olduğunu göstermektedir.
Sonuç olarak, bilginin daha iyi işlenmesini sağlayan, eğitimde zamanı ve mekanı daha etkin
kullanmamızı mümkün kılan dijital çağın bu yeni ürünleri, günümüzde, emekleme safhasında
olan arttırılmış gerçeklik, sanal gerçeklik, Web 4.0 ve yapay zeka gibi araçların da entegre
edilmesiyle, eğitimde zamanı daha etkin kullanan, daha eşitlikçi eğitim ortamı, daha objektif
ölçme ve değerlendirme yapabilme olanağı sağlayan yeni öğrenim platformları sunmaktadır. Bu
çalışmanın, Anatomi öğretmenlerine, öğrenme ortamlarının iyileştirilmesine ve Anatomi
eğitiminde etkileşimli dijital teknolojilerin kullanılmasına katkı sağlaması beklenmektedir. Bu
çalışma ile Anatomi öğretmenlerinin, 3D dijital Anatomi materyalleri ve dijital Anatomi
kaynaklarını dijital teknolojiler kullanarak geliştirmeleri ve bunları ters-yüz sınıf, oyunlaştırma
gibi dijital teknolojilere dayalı öğrenme stratejileri ile entegre ederek zenginleştirilmiş öğrenme
ortamları geliştirmelerine ve bu geliştirilen interaktif dijital teknoloji destekli Anatomi eğitimi
sağlanan ortamları eğitim sistemimize kazandırmalarına yardımcı olacağı ümit edilmektedir.

Kaynakça

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Education in the Digital Age: Technological Trends in Anatomy Education

Yıl 2019, Cilt: 25 Sayı: 97, 31 - 46, 20.09.2019
https://doi.org/10.22559/folklor.925

Öz

New developments in medicine and health sciences produced high volume knowledge.
However, the more knowledge led to narrowing in duration of anatomy education given to
students. For this reason, it may be useful for teachers who teach anatomy to use alternative
learning strategies and alternative educational tools, including today’s interactive digital
technologies, to enhance the effectiveness of anatomy teaching. This research is a literature
review study. In order to reveal the current situation and to make it better understandable, the
research is based on the review of the literature. In this study, it is observed that use of interactive
digital technologies in anatomy education is insufficient and no so widespread. Therefore, the aim
of this study is to reveal the significance of interactive digital technologies that can be used in
anatomy education. In accordance with this aim, the study mentioned about some important digital
technologies and teaching strategies such as flipped classroom model and gamification in
anatomy education. Indeed, the development of digital technologies has not only created an
impact on electronics, space science, agriculture and medicine, but also on education. Nowadays,
students can learn anatomical tissues through 3-dimensional digital cadavers, they can access
them and repeat study whenever and wherever they want. These new learning materials in digital
age encourage each student to use their time more effectively in accordance with their own learning pace and skill set. It is expected that this study will contribute to the anatomy teachers
on improvement of learning environments and using interactive digital technologies in anatomy
education.

Kaynakça

  • Ahmed M, Sherwani Y, Al-Jibury O, Najim M, Rabee R, Ashraf M, (2015). Letter to the Editor, Gamification in medical education. Med Educ Online, 20:29536. DOI: 10.3402/meo.v20.29536
  • Ang ET, Chan JM, Gopal V, Li Shia N, (2018). Gamifying anatomy education. Clin Anat, 31(7):997–1005. DOI: 10.1002/ca.23249
  • Arshed N & Danson M, (2015). “The Literature Review” in O’Gorman K & Maclntosh R. (Ed.). Research methods for business & management, London: Goodfellow.
  • Azer SA & Azer S (2016). 3D Anatomy models and impact on learning: A review of the quality of the literature. Afr J Health Prof Educ 2, 2(2):80–98. Retrieved from http://dx.doi.org/10.1016/j.hpe.2016.05.002 on 16.06.2018.
  • Aziz MA, McKenzie JC, Wilson JS, Cowie RJ, Ayeni SA & Dunn BK, (2002). The human cadaver in the age of biomedical informatics. Anat Rec, 269:20–32.
  • Balogun WG, (2018). Using Electronic Tools and Resources to Meet the Challenges of Anatomy Education in Sub-Saharan Africa. Anat Sci Educ, 0:1–8.
  • Bartholomew S, Furse J, (2015). Successfully integrating robotics into your curriculum. Techniq Connect Educ Careers, 90(7):14–17.
  • Becker HJ, (2000). Findings from the teaching, learning, and computing survey: Is Larry Cuban right? Educ Policy (EPAA), 8(51):1-31.
  • Becker J, Ravitz JL, (2001). Computer use by teachers: Are Cuban's predictions correct? 2001 Annual Meeting of the American Educational Research Association, Seattle. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.90.6742&rep=rep1&type=pdf. on 10.06.2018.
  • Bers MU, Flannery L, Kazakoff ER, Sullivan A, (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Comput Educ, 72:145–157. Retrieved from https://doi. org/10.1016/j.compedu.2013.10.020 on 16.06.2018.
  • Bliuc AM, Goodyear P, Ellis RA. 2007. Research focus and methodological choices in studies into students’ experiences of blended learning in higher education. Internet High Educ, 10:231– 244.
  • Bozkurt A, Keskin NO, de Waard I, (2016). Research trends in massive open online course (MOOC) theses and dissertations: Surfing the tsunami wave. Open Praxis, 8(3):203–221.
  • Brazina D, Fojtik R, Rombova Z, (2014). 3D visualization in teaching anatomy. Procedia - Social and Behavioral Sciences, 143:367–371.
  • Brenton H, Hernandez J, Bello F, Strutton P, Purkayastha S, Firth T, et al. (2007). Using multimedia and web3D to enhance anatomy teaching. Comput Educ, 49(1):32–53.
  • Brown DG, Petitto KR, (2003). The status of ubiquitous computing. Educase Rev, 38:25–33.
  • Cassady JC, (1998). Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate university courses. J Educ comput Res, 19:175–189.
  • Chen F, Lui AM & Martinelli SM, (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Med Educ. 2017 Jun;51(6):585-597. Doi: 10.1111/medu.13272.
  • Costa C, (2017). Robotics K-12 and your district: The essence of stem education and the eticket to unlimited possibilities. Leadership, 46(4):32–35.
  • Coxon SV, Dohrman RL, Nadler DR, (2018). Children using robotics for engineering, science, technology, and math (CREST-M): The development and evaluation of an engaging math curriculum. Roeper Review, 40:86–96.
  • Cuban L, (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.
  • Cuban L, (2000). So much high-tech money invested, so little use and change in practice: how come? Paper prepared for the Council of Chief State School Officers' annual Technology Leadership Conference. Washington, D.C. (January). [cited from Becker HJ, (2000).
  • Findings from the teaching, learning, and computing survey: Is Larry Cuban right? Educ Policy (EPAA), 8(51):1-31].
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  • Green RA, Whitburn LY, (2016). Impact of introduction of blended learning in gross anatomy on student outcomes. Anat Sci Educ, 9:422–430.
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  • Hoyek N, Collet C, Di Rienzo F, De Almedia M & Guillot A, (2014). Effectiveness of threedimensional digital animation in teaching human anatomy in an authentic classroom context. Anat Sci Educ, 7:430–437.
  • Jamali SS, Shiratuddin MF, Wong KW & Oskam C, (2015) Utilising mobile-augmented reality for learning human anatomy. Procedia Soc Behav Sci, 197:659–68.
  • Joynes V, Fuller R, (2016). Legitimisation, personalisation and maturation: Using the experiences of a compulsory mobile curriculum to reconceptualise mobile learning. Med Teach, 38:621–627.
  • Kennepohl D, (2001). Using computer simulations to supplement teaching laboratories in chemistry for distance delivery. Int J E-Learning & Distance Educ, 16(2):58–65.
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  • Kraushaar JM, Novak DC, (2010). Examining the effects of student multitasking with laptops during the lecture. J Inform Syst Educ, 21:241–251.
  • Lynn VA, Yenser A, Harman R, (2015). Body apps: iPads for undergraduate anatomy and physiology students. Coll Res Libr News, 76:149–152.
  • Ma, Fallavollita P, Seelbach I, von Der Heide AM, Euler E, Waschke J, Navab N, (2016). Personalized augmented reality for anatomy education. Clin Anat, 29:446–453.
  • Mackay BJ, Anderson J & Harding T, (2017). Mobile technology in clinical teaching. J Nurs Educ Pract, 22:1-6.
  • McMenamin PG, Quayle MR, McHenry CR, Adams JW, (2014). The Production of Anatomical Teaching Resources Using Three-Dimensional (3D) Printing Technology. Anat Sci Educ 7:479–486.
  • Moro C, Stromberga Z, Raikos A, Stirling A, (2017). The Effectiveness of virtual and augmentted reality in health sciences and medical anatomy. Anat Sciences Educ, 10(6):549-559. DOI: 10.1002/ase.1696
  • Morton DA, Colbert-Getz JM, (2017). Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom's taxonomy. Anat Sci Educ, Mar;10(2):170-175. doi: 10.1002/ase.1635.
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  • O`Flaherty J, Phillips C, (2015). The use of flipped classrooms in higher education: A scoping review. Internet High Educ, 25, 85–95.
  • Oliver M, Trigwell K. 2005. Can ‘blended learning’ be redeemed? E Learn Digit Media, 2:17–26. Ozdamli F, Kocakoyun S, Sahin T, Akdag S, (2016). Statistical reasoning of impact of infographics on education. Procedia Comput Sci, 102:370–377.
  • Ozdamli F, Ozdal H, (2018). Developing an instructional design for the design of infographics and the evaluation of infographic usage in teaching based on teacher and student opinions. Eurasia J Math Sci Technol Educ, 14(4):1197–1219.
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  • Singh A & Min AKK, (2017). Digital lectures for learning gross anatomy: a study of their efficacy. Korean J Med Educ, 29(1):27–32. DOI: 10.3946/kjme.2017.50
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Toplam 83 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Türk Halk Bilimi
Bölüm Derleme Makaleleri -Compilation Articles
Yazarlar

Türker Sahin Bu kişi benim

Nadire Çavuş Bu kişi benim

Yayımlanma Tarihi 20 Eylül 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 25 Sayı: 97

Kaynak Göster

APA Sahin, T., & Çavuş, N. (2019). Education in the Digital Age: Technological Trends in Anatomy Education. Folklor/Edebiyat, 25(97), 31-46. https://doi.org/10.22559/folklor.925

Derginin yayım dili Türkçe ve İngilizce’dir, ayrıca Türkçe de olsa tüm basılan makalelerin başlık, öz ve anahtar sözcükleri İngilizce olarak da makalede bulunur. Hakemlerden onay almış Türkçe makaleler için 750-1000 sözcükten oluşan genişletilmiş özet (extended summary) gereklidir. Elektronik çeviriler kabul edilmez.
Dergi TR-Dizin, Web of Science (ESCI), DOAJ ile diğer pek çok dizin tarafından taranmaktadır. Scimagoe quartile değeri: Q2 'dir:

TR DIZIN 2020 Etik Kriterleri kapsamında, dergimize 2020 yılından itibaren etik kurul izni gerektiren çalışmalar için makalenin yöntem bölümünde ilgili Etik Kurul Onayı ile ilgili bilgilere (kurul-tarih-sayı) yer verilmesi gerekecektir. Bu nedenle dergimize makale gönderecek olan yazarlarımızın ilgili kriteri göz önünde bulundurarak makalelerini düzenlemeleri önemle rica olunur.

Alan Editörleri/ Field Editörs

Halkbilimi/Folklore
Prof.Dr. Hande Birkalan-Gedik (JohannWolfgang-Goethe İniversitet-birkalan-gedik@m.uni-frankfurt.de)
Prof.Dr. Ali Yakıcı (Gazi Üniversitesi-yakici@gazi.edu.tr)
Prof.Dr. Aynur Koçak (Yıldız Teknik Üniversitesi-nurkocak@yildiz.edu.tr)
Prof.Dr. Işıl Altun ( (Regensburg Üniversitesi/Kocaeli Üniversitesi-İsil.Altun@zsk.uni-regensburg.de)
Edebiyat/Literature
Prof.Dr. Abdullah Uçman (Mimar Sinan Güzel Sanatlar Üniversitesi -emekli-29 MayısÜniversitesi-abdullahucman@29mayis.edu.tr
Prof. Dr. Ramazan Korkmaz (Ardahan Üniversitesi-emekli-Kafkasya Üniversiteler Birliği -KÜNİB-r_korkmaz@hotmail.com)
Prof.Dr. Emel Kefeli (Marmara Üniversitesi-emekli-İstanbul 29 Mayıs Üniversitesi-ayseemelkefeli @gmail.com)
Antropoloji/Anthropology
Prof.Dr. Hanife Aliefendioğlu (Doğu Akdeniz Üniversitesi-hanife.aliefendioglu@emu.edu.tr)
Prof. Dr. Şebnem Pala Güzel (Başkent Üniversitesi-sebnempa@baskent.edu.tr)
Prof.Dr. Derya Atamtürk Duyar (İstanbul Üniversitesi-datamturk@istanbul.edu.tr)
Prof.Dr. Meryem Bulut (Ankara Üniversitesi-meryem.bulut@gmail.com)
Dil-Dilbilim/Language-Linguistics
Prof.Dr. Nurettin Demir (Hacettepe Üniversitesi-demir@hacettepe.edu.tr)
Prof. Dr. Aysu Erden (Maltepe Üniversitesi-aysuerden777@gmail.com)
Prof.Dr. Sema Aslan Demir (Hacettepe Üniversitesi-semaaslan@hacettepe.edu.tr)