HİSTOLOJİ ÖĞRENEN TIP VE DİŞ HEKİMLİĞİ FAKÜLTESİ ÖĞRENCİLERİNDE MOTİVASYON

Yıl 2023, , 128 - 135, 30.04.2023

Tülay Mortaş

https://doi.org/10.24938/kutfd.1233282

Cited By: 1

Öz

Amaç: Öğrencilerin sağlık bilimleri müfredatında, temel bilimleri öğrenmeye yönelik motivasyonlarına az odaklanılmıştır. Bu çalışmanın amacı, sağlık bilimleri müfredatında insan histolojisi öğrenen öğrencilerde, motivasyonun farklı bileşenlerinin etkisini araştırmaktır.

Gereç ve Yöntemler: Histoloji Motivasyon Ölçeği, tıp ve diş hekimliği ikinci sınıf lisans programlarına kayıtlı 235 öğrenciye (147 kadın ve 88 erkek), histoloji öğrenimine yönelik motivasyon bileşenlerini karşılaştırmak için kullanılmıştır.

Bulgular: Bu çalışmada histoloji öğrenen tıp fakültesi öğrencilerinin, diş hekimliği öğrencilerine göre, kariyer motivasyonu, öz yeterlilik ve öz belirleme bileşenlerinde daha fazla motivasyona sahip oldukları saptanmıştır. Cinsiyetin ise histoloji öğrenme motivasyonunda farklılık göstermediği görülmüştür.

Sonuç: Araştırma sonuçları, histoloji öğrenme motivasyonunda tıp ve diş hekimliği öğrencilerinde farklılık olduğunu ortaya çıkarmıştır. Bu sonuçlar öğrenme süreçlerini desteklemede, müfredatın gelişiminde ve eğitimin planlanmasında faydalı olacaktır.

Anahtar Kelimeler

Motivasyon, histoloji, sağlık bilimleri, eğitim

Motivation in Medicine and Dentistry Faculty Students Learning Histology

Öz

Objective: Little focus has been placed on the motivation of students to learn basic sciences in the health sciences curriculum. The aim of this study is to investigate the effect of different components of motivation in students learning human histology in the health sciences curriculum.

Material and Methods: Histology Motivation Scale, was used to compare the motivational components for histology learning in 235 students (147 female and 88 male) enrolled in second-year medical and dentistry undergraduate programs.

Results: In this study, it was found that medical school students learning histology had more motivation in career motivation, self-efficacy and self-determination components than dentistry students. It was observed that gender did not differ in histology learning motivation.

Conclusion: The results of the research revealed a difference in the motivation to learn histology among medicine and dentistry students. These results will be useful in supporting the learning processes, the development of the curriculum and the planning of education.

Anahtar Kelimeler

Motivation, histology, health sciences, education

Kaynakça

• Pintrich PR, Marx RW, Boyle RA. Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research. 1993;63(2):167-99.
• Kelecioğlu H. Güdülenme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 1992;7:175-181.
• Eccles JS, Wigfield A. Motivational beliefs, values, and goals. Annual review of psychology. 2002;53(1):109-32.
• Bryan RR, Glynn SM, Kittleson JM. Motivation, achievement, and advanced placement intent of high school students learning science. Science education. 2011;95(6):1049-63.
• Glynn SM, Brickman P, Armstrong N, Taasoobshirazi G. Science motivation questionnaire II: validation with science majors and nonscience majors. Journal of research in science teaching. 2011;48(10):1159-76.
• Campos-Sánchez A, López-Núñez JA, Carriel V, Martín-Piedra MÁ, Sola T, Alaminos M. Motivational component profiles in university students learning histology: a comparative study between genders and different health science curricula. BMC medical education. 2014;14(46):1-13.
• Osborne J, Simon S, Collins S. Attitudes towards science: a review of the literature and its implications. Int J Sci Educ. 2003;25(9):1049-79.
• Merk M, Knuechel R, Perez-Bouza A. Web-based virtual microscopy at the RWTH Aachen university: didactic concept, methods and analysis of acceptance by the students. Annals of Anatomy-Anatomischer Anzeiger. 2010;192(6):383-7.
• Tufts MA, Higgins-Opitz SB. What makes the learning of physiology in a PBL medical curriculum challenging? Student perceptions. Advances in physiology education. 2009;33(3):187-95.
• Sen S, Yılmaz A. Investigating high school and university students’ motivation towards chemistry: a cross age study. Western Anatolian Journal of Educational Science (WAJES). 2014;5(10):17-37.
• Kusurkar RA, Croiset G, Mann KV, Custers E, Ten Cate O. Have motivation theories guided the development and reform of medical education curricula? A review of the literature. Academic Medicine. 2012;87(6):735-43.
• Gallagher J, Clarke W, Wilson N. Understanding the motivation: a qualitative study of dental students’ choice of professional career. European Journal of Dental Education. 2008;12(2):89-98.
• Pajares F. Gender differences in mathematics self-efficacy beliefs. Cambridge University Press, 2005.
• Abdel Meguid EM, Smith CF, Meyer AJ. Examining the motivation of health profession students to study human anatomy. Anatomical Sciences Education. 2020;13(3):343-52.
• Kusurkar RA, Croiset G. Autonomy support for autonomous motivation in medical education. Medical education online. 2015;20(1):1-3.
• Simons J, Dewitte S, Lens W. The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you’ll know what you learn! British Journal of Educational Psychology. 2004;74(3):343-60.
• Kusurkar RA. Autonomous motivation in medical education. Medical teacher. 2019;41(9):1083-1084.
• Deepak KK, Al-Umran KU, Al-Sheikh MH, Al-Rubaish A. The influence of gender on undergraduate performance in multiple choice testing in clinical disci-plines at University of Dammam, Saudi Arabia. Al Ameen J Med Sci. 2011;4(2):123-30.
• McDonough CM, Horgan A, Codd M, Casey P. Gender differences in the results of the final examination at University College Dublin. Medical Education-Oxford. 2000;34(1): 30-4.
• Kusurkar R, Kruitwagen EC, Ten Cate O, Croiset G. Effects of age, gender and educational background on strength of motivation for medical school. Advances in health sciences education. 2010;15(1):303-13.