Lifelong Learning Tendencies of Faculty of Medicine Students

Year 2022, , 391 - 397, 29.06.2022

Albena Gayef , Çağrı Alptürk

https://doi.org/10.18521/ktd.995160

Cited By: 1

Abstract

Objective: The aim of this study is to determine the lifelong learning tendencies of the students studying at the medical faculty and whether there is a relationship between lifelong learning tendencies and gender, grade level variables.
Methods: In the study, “Lifelong Learning Tendency Scale”, sociodemographic question form were applied face to face to the medical faculty students (n= 196) in the 2019-2020 academic year. Statistical evaluation was made with the SPSS statistical program. Mean, standard deviation, frequency, percentage, Mann Whitney U, Kruskall Wallis tests were applied.
Results: Means of motivation, persistence, deprivation in regulating learning, deprivation in curiosity subdimensions, total score average are 6.43 + 2.43; 18.9 + 6.23; 24.48 + 5.05; 24.5 + 6.54; 74.34 + 9.56 respectively. The mean levels of females in motivation and deprivation in regulating learning were significantly lower than males; males’ total score mean was significantly higher than females (p<0.05). Fifth grade students’ deprivation in regulating learning averages were significantly higher than the first grade (p= 0.001). Fifth grade students' deprivation in regulating learning averages were significantly higher than the second grade (p= 0.039). Fifth grade students’ deprivation in regulating learning mean was significantly higher than the third grade (p=0.017). Fourth grade students’ lifelong learning tendencies total score was significantly higher than the first grade (p= 0.013). Fifth grade students’ lifelong learning tendencies total score was significantly higher than the first grade (p= 0.012).
Conclusions: Appropriate environments should be prepared to increase the lifelong learning tendencies of medical faculty students. In this direction, on-campus and off-campus systems should be developed in which students can easily access and effectively use learning resources.

Keywords

Lifelong learning, tendency, faculty, medicine, student

Tıp Fakültesi Öğrencilerinin Yaşam Boyu Öğrenme Eğilimleri

Abstract

Amaç: Bu çalışmanın amacı tıp fakültesinde eğitim gören öğrencilerin yaşam boyu öğrenme eğilimlerini ve yaşam boyu öğrenme eğilimleri ile cinsiyet ve sınıf düzeyi değişkenleri arasında bir ilişki olup olmadığını belirlemektir.
Gereç ve Yöntem: Araştırmada, 2019-2020 eğitim öğretim yılında tıp fakültesi öğrencilerine (n= 196) “Yaşam Boyu Öğrenme Eğilimi Ölçeği” ve sosyodemografik sorulardan oluşan form yüz yüze uygulanmıştır. İstatistiksel değerlendirme SPSS istatistik programı ile yapılmıştır. Ortalama, standart sapma, sıklık, yüzde, Mann Whitney U, Kruskall Wallis testleri uygulanmıştır.
Bulgular: Motivasyon, sebat, öğrenmeyi düzenlemede yoksunluk, merak yoksunluğu alt boyut ortalamaları, toplam puan ortalaması sırasıyla 6,43 + 2,43; 18,9 + 6,23; 24,48 + 5,05; 24,5 + 6,54; 74,34 + 9,56’dır. Kadınların motivasyon ve öğrenmeyi düzenlemede yoksunluk ortalamalarının erkeklere göre anlamlı olarak daha düşük; erkeklerin toplam puan ortalamalarının kadınlara göre anlamlı olarak daha yüksek olduğu belirlenmiştir (p<0.05). 5.sınıf öğrencilerinin öğrenmeyi düzenlemede yoksunluk ortalamalarının 1.sınıfa göre anlamlı olarak daha yüksek (p= 0.001), 5.sınıf öğrencilerinin öğrenmeyi düzenlemede yoksunluk ortalamalarının 2.sınıfa göre anlamlı olarak daha yüksek (p= 0.039), 5.sınıf öğrencilerinin öğrenmeyi düzenlemede yoksunluk ortalamalarının 3.sınıfa göre anlamlı olarak daha yüksek (p=0.017) olduğu saptanmıştır. 4.sınıf öğrencilerinin yaşam boyu öğrenme eğilimleri toplam puanının 1.sınıfa göre anlamlı olarak daha yüksek (p= 0.013), 5.sınıf öğrencilerinin yaşam boyu öğrenme eğilimleri toplam puanının 1.sınıfa göre anlamlı olarak daha yüksek (p= 0.012) olduğu saptanmıştır.
Sonuç: Tıp fakültesi öğrencilerinin yaşam boyu öğrenme eğilimlerinin arttırılmasına yönelik uygun ortamlar hazırlanmalıdır. Bu doğrultuda öğrencilerin öğrenme kaynaklarına kolayca erişebileceği ve etkin biçimde kullanacakları kampüs içi ve dışı sistemler geliştirilmelidir.

Keywords

Yaşam boyu öğrenme, Eğilim, Fakülte, Tıp, Öğrenci

References

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