Lifelong Learning Tendencies of Faculty of Medicine Students

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

1. REFERENCES 1.Arslan ŞF, Sarıkaya Ö, Vatansever K. Reliability and validity study of the lifelong learning tendency questionnaire for medical education. Tıp Eğitimi Dünyası. Eylül-Aralık 2016; Sayı 47.
2. 2. Akbulut S, Erol A, Say S. Examining the relationship between lifelong learning tendencies and occupational anxiety of the prospective teachers. Journal of Education and New Approaches. 2018; 1(1), 1-11.
3. 3. Şahin Ü, Sarıtaş E, Çatalbaş G. Lifelong learning tendencies of primary school teacher candidates. PAU Journal of Education. 2020; 48:374-389, doi: 10.9779/pauefd.572500.
4. 4. Wain K. The learning society: postmodern politics. International Journal of Lifelong Education. 2000; 19 (1), 36-53.
5. 5. Gencel İE. Prospective teachers’ perceptions towards lifelong learning competencies. Education and Science. 2013; Vol. 38, No 170, 237-252.
6. 6. Tunca N, Şahin AS, Aydın Ö. Life-long learning tendencies of pre-service teachers. Mersin University Journal of the Faculty of Education. 2015; Vol. 11, Issue 2, DOI: 10.17860/efd.92694.
7. 7. Dinevski, D, Dinevski IV. The concepts of university lifelong learning provision in Europe. Transition Studies Review. 2004; 11 (3), 227-235.
8. 8. Güleç İ, Çelik S, Demirhan B. What is lifelong learning? an evaluation on definition and scope. Sakarya University Journal of Education. 2012; 2 (3), 34-48.

9. 9. Erdamar G, Demirkan Ö, Saraçoğlu G, Alpan G. The relationship between high school teachers’ life-long learning tendencies and their educational ınternet use self-effıcacy beliefs. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 2017; 17(2), 636-657.
10. 10. Kurt E, Cevher YT, Arslan N. Pre-service turkish teachers' tendencies towards lifelong learning. Trakya Journal of Education. Volume 9, Issue 1, January 2019; 152-160.
11. 11. Diker Coşkun Y, Demirel M. Lifelong learning tendencies of university students. H.U. Journal of Education. 2012; 42, 108-120.
12. 12. Coşkun Diker Y. Examining lifelong learning tendencies of university students according to some variables. Hacettepe University, Social Science Institute, Educational Science Department. Unpublished doctoral dissertation. Ankara. 2009.
13. 13. Şahin M, Akbaşlı S, Yelken TY. Key competences for lifelong learning; the case of prospective teachers. Educational Research and Review. 2010; 5 (10), 545-556.
14. 14. Kangalgil M, Özgül F. Investigation of physical education and sports training students in lifelong learning trends. Journal of Global Sport and Education Research. 2018; I (1):64-72.
15. 15. İzci E, Koç S. The evaluation of the teacher candidates’ views on the life long learning. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2012; Yıl: 5, Sayı: 9, 101-114.
16. 16. Bulaç E, Kurt M. Öğretmen adaylarının yaşam boyu öğrenme eğilimlerinin incelenmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi. 2019; 8(1), 125-161.
17. 17. Dikmen Y, Yuvacı HU, Erol F. The investigation of lifelong learning tendencies in medical faculty students. International Journal of Human Sciences. 2017; 14(3), 2399-2408.
18. 18. Şenyuva E, Kaya H. Nurses’ Lifelong-learning tendencies and their attitudes toward distance education: A sample of Turkey. The New Educational Review. 2014; 36(2), 17-29.
19. 19. Arslan Y. Hemşirelik öğrencilerinin yaşam boyu öğrenme eğilimlerinin belirlenmesi. Yüksek Lisans Tezi, Doğu Akdeniz Üniversitesi. 2018.
20. 20. Babenko O, Koppula S, Daniels L, Nadon L, Daniels V. Lifelong learning along the education and career continuum: meta-analysis of studies in health professions. Journal of Advances in Medical Education & Professionalism. 2017; 5(4), 157-163.
21. 21. Gökyer N, Türkoğlu İ. Lifelong learning trends of university students. The Journal of International Social Sciences. 2018; Cilt: 28, Sayı: 2, 125-136.
22. 22. Dindar H, Bayrakçı M. Factors effecting students’ lifelong learning in higher education. International Journal on Lifelong Education and Leadership. 2015; 1(1): 11-20.
23. 23. Karaman D, Aydoğmuş U. Living length learning trends of university students. An application at Uşak University Eşme Vocational School. Nevşehir Hacı Bektaş Veli University SBE Journal. 2018; 8(1), 23-44.
24. 24. Kılavuz F, Karabağ Aydın A. Determining the correlation between nursing students' individual entrepreneurship perceptions and lifelong learning trends. Journal of Hacettepe University Faculty of Nursing. 2020; 7(3):240-248. DOI: 10.31125/hunhemsire.834097
25. 25. Kılıç Ç. Perceptions of candidate teachers towards lifelong learning. Journal of Education and Instructional Research. 2014; 3(4), 79-87.
26. 26. Karaduman A, Tarhan S. Examining the relationship between university students’ lifelong learning tendencies and their self-efficacy perceptions. Journal of Human Sciences. 2017; 14(1), 355-375.
27. 27. Çetin S, Çetin F. Lifelong learning tendencies of prospective teachers. Journal of Education and Practice. 2017; 8(12):1-8.
28. 28. Dikmen Y, Denat Y, Filiz NY, Başaran H. Hemşirelik öğrencilerinde yaşam boyu öğrenme eğilimleri. Journal of Human Rhythm. 2016; 2(1).
29. 29. Ekşioğlu S, Tarhan, S, Çetin Gündüz H. The relationships between self efficacy expectations and personality traits with lifelong learning tendency. Kastamonu Education Journal. September 2017; Vol:25, No:5, 1925-1940.
30. 30. Seyhan S, Kadı A. Lifelong learning tendencies and media literacy levels of university students. TSA. 2015; Year: 19 No: 3.
31. 31. Yüzlü U. Relationship between lifelong learning tendencies and lifelong learning competence levels of associate degree students. Bartın University Institute of Educational Sciences Department of Lifelong Learning, Thesis Advisor: Assistant Professor Hüseyin Kaygın, Bartın, 2019.
32. 32. Karaduman A. The relationship between the lifelong learning tendencies of undergraduate students and their self-efficacy perceptions. Master’s Thesis, Bartın University Institute of Educational Sciences, Department of Lifelong Learning Lifelong Learning Discipline Thesis Advisor: Yrd. Doç. Dr. Sinem Tarhan, Bartın, 2015.
33. 33. Mi M, Riley-Doucet C. Health professions students’ lifelong learning orientation: Associations with information skills and self efficacy. Evidence Based Library and Information Practice. 2016; 11.2, 121-135.
34. 34. Günüç S, Odabaşı HF, Kuzu A. Factors affecting lifelong learning. Gaziantep University Journal of Social Sciences. 2012; 11(2), 309-325.
35. 35. Atacanlı MF. Ankara Üniversitesi Tıp Fakültesi öğrencilerinin öğrenme tercihi değerlendirme (LPA) ölçeği aracılığıyla yaşam boyu öğrenme davranışının yıllara göre değişiminin araştırılması. Yayımlanmamış yüksek lisans tezi, Ankara Üniversitesi, 2007.
36. 36. Karakuş C. Lifelong learning competences of vocational school students. Journal of Research in Education and Teaching. 2013; 2 (3): 26-35.
37. 37. Ayra M, Kösterelioğlu İ. The relationship between teachers’ lifelong learning tendencies and their perceptions of professional self-efficacy. NWSA-Education Sciences. 2015; 1C0630, 10, (1), 17-28.
38. 38. Yenice N, Tunç AG. An investigation of pre-service teachers’ lifelong learning tendencies and their individual innovativeness levels. Kastamonu Education Journal. 2019; 27(2).
39. 39. Duymuş Y, Sulak S. The effect of undergraduate education, gender and department on prospective teachers’ lifelong learning dispositions. The Journal of Limitless Education and Research. 2018; Volume 3, Issue 2, 58- 74, DOI: 10.29250/sead.427723.
40. 40. Arslan A, Bıçakçıgil Özsoy R, Aslan R. Investigation of attitudes of vocational school students about lifetime learning tendencies and book reading habits. The Journal of International Social Research. 2019; Volume: 12, Issue: 66.
41. 41. Ünal K, Akay C. Teaching profession and lifelong learning: from the perspective of teacher candidates. Mersin University Journal of the Faculty of Education. 2017; 13(3), 821-838.
42. 42. Ergün S, Özata SC. The tendency of preschool education teaching programs student’s to lifelong learning. International Journal of Human Sciences. 2016; 13(1), 1851-1861.
43. 43. Kozikoğlu İ. Üniversite ve meslek yüksekokulu öğrencilerinin yaşam boyu öğrenme yeterliklerinin incelenmesi. Journal of Instructional Technologies & Teacher Education. 2014, Vol. 3 No 3, 29-43.
44. 44. Wetzel AP, Mazmanian PE, Hojat M, Kreutzer KO, Carrico RJ, Carr C, Veloski J, Rafiq A. Measuring medical students’ orientation toward lifelong learning: A psychometric evaluation. Acad Med. 2010; Vol.85, No.10, October 2010, Supplement, S41-S44.