Dijital Çağda Kalemin Gücü: Tıp Fakültesi Öğrencilerinin Not Alma Tercihleri Üzerine Bir Araştırma

Öz

Amaç: Çalışmamız, tıp fakültesi öğrencilerinin not alma sıklıkları ile not alma aracı tercihlerini, ayrıca bunların sosyodemografik değişkenler, algılanan akademik başarı ve el yazısı bozulması algıları ile ilişkisini araştırmayı amaçlamıştır. Yöntem: Bu kesitsel çalışma, Gazi Üniversitesi Tıp Fakültesi birinci, ikinci ve üçüncü sınıfta eğitim gören 407 tıp fakültesi öğrencisini kapsamıştır. Not alma alışkanlıkları, not alma aracı tercihi, algılanan akademik başarı ve algılanan el yazısı bozulması ile ilgili verileri toplamak için araştırmacılar tarafından literatüre dayalı olarak geliştirilen, kapalı uçlu sorulardan oluşan bir sosyodemografik form kullanılmıştır. İstatistiksel analizlerde ki-kare testleri, non-parametrik karşılaştırmalar ve ikili lojistik regresyon modelleri kullanılmıştır. Bulgular: Öğrencilerin çoğunluğu (%62,7) not alma stratejisi kullandığını söylemiş ve dijital araçlara göre kalem ve kâğıdı (%82,7) tercih ettiğini belirtmiştir. Not alma, kadın cinsiyet ve algılanan akademik başarının yüksekliği ile anlamlı bir şekilde ilişkiliydi (p<0,001). Lojistik regresyon analizi, erkek öğrencilerin not almama olasılığının 3,17 (95% CI=2,004–5,014) kat daha fazla olduğunu ve not almama olasılığının akademik yıl ile arttığını ortaya koydu (2. sınıf vs 1.: OR=3,29; 3. sınıf vs 1.: OR=4,45). Ayrıca, el yazısındaki bozulma algısı, not alan öğrenciler arasında anlamlı bir şekilde daha yüksekti (p=0,013). Sonuç: Dijital araçların giderek yaygınlaşmasına rağmen, kalem ve kâğıt hala baskın not alma yöntemi olmaya devam etmektedir. Not alma, bu çalışmadaki tıp fakültesi öğrencileri için algılanan akademik başarı ile anlamlı bir şekilde ilişkiliydi. Öğrencilerin not alma alışkanlıklarının cinsiyet, akademik yıl, başarı algısı ve el yazısı kalitesiyle ilişkili olduğu bulunmuştur. Not alma stratejisinin uzun vadeli bilişsel ve eğitimsel etkilerini araştırmak için uzunlamasına ve çok merkezli çalışma tasarımlara sahip daha fazla araştırma yapılması gerekmektedir.

Anahtar Kelimeler

• akademik başarı
• el yazısı
• not alma
• öğrenme stratejileri
• tıp eğitimi

Destekleyen Kurum

Yazarlar bu makale için herhangi bir maddi destek almamışlardır.

Etik Beyan

Yazarlar herhangi bir çıkar çatışması olmadığını beyan ederler.

The Power of the Pen in the Digital Age: A Study on the Note-Taking Preferences of Medical School Students

Öz

Objective: This study investigates the note-taking frequency and tool preferences of medical school students, as well as their relationship with sociodemographic variables, perceived academic achievement, and perceptions of handwriting deterioration. Method: This cross-sectional study included 407 medical students from the first, second, and third academic years at Gazi University Faculty of Medicine. A sociodemographic form developed by the researchers based on the literature and consisting of closed-ended questions was used to collect data on note-taking habits, tool preferences, perceived academic achievement, and perceived handwriting deterioration. Chi-square tests, non-parametric comparisons, and binary logistic regression models were used for statistical analyses. Results: The majority of students (62.7%) reported using a note-taking strategy and stated a preference for pen and paper (82.7%) over digital tools. Note-taking was significantly associated with the female gender and higher perceived academic achievement (p<0.001). Logistic regression analysis revealed that male students were 3.17 (95% CI=2.004–5.014) times more likely not to take notes, and the likelihood of not taking notes increased with the academic year (Year 2 vs Year 1: OR=3.29; Year 3 vs Year 1: OR=4.45). Furthermore, the perception of deterioration in handwriting was found to be significantly higher among students who took notes (p=0.013). Conclusion: Despite the increasing prevalence of digital tools, pen and paper remain the dominant note-taking method. Note-taking was significantly associated with perceived academic achievement for the medical students in this study, and note-taking habits were associated with gender, academic year, perception of achievement, and handwriting quality. Further research with longitudinal and multi-center study designs is needed to investigate the long-term cognitive and educational impact of note-taking strategies.

Anahtar Kelimeler

• academic success
• handwriting
• learning strategies
• medical education
• note-taking

Destekleyen Kurum

The authors received no financial support for this article.

Etik Beyan

The authors declare that they have no conflict of interest.

Kaynakça

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