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İntern Hekimlere Yönelik “I. Basamakta Hasta-Hekim İlişkisi” Dersinde Jigsaw Tekniğinin Kullanımı

Yıl 2018, , 69 - 79, 31.12.2018
https://doi.org/10.25282/ted.434069

Öz

Amaç:
Bu çalışmanın amacı, intern hekimlere yönelik
gerçekleştirilen “I. Basamakta Hasta-Hekim İlişkisi” başlıklı derste kullanılan
işbirlikli öğrenme yöntemi JT ile ilgili öğrenci görüşlerini değerlendirmektir.

Gereç
ve Yöntem:
Araştırma, Ege Üniversitesi Tıp
Fakültesi Halk Sağlığı stajındaki 50 intern hekim ile gerçekleştirilmiştir.
Öğrenciler 5’erli 12 gruba ayrılmış, her gruptan bir öğrenci seçilerek uzman
grupları oluşturulmuştur. Ders materyali olarak kullanılan Calgary-Cambridge
Gözlem Rehberi’ndeki 5 konu başlığı uzman gruplarına dağıtılmıştır. Uzman
gruplarında konuyu tartışan öğrenciler, ilk gruplarına dönerek öğrendiklerini
paylaşmıştır. Son olarak büyük grup tartışması düzenlenmiş, tüm konu başlıkları
gözden geçirilmiştir. Öğrencilerden ders ile ilgili yazılı geri bildirim
alınmıştır. Elde edilen niteliksel verilerin içerik analizi MAXQDA software
kullanılarak yapılmıştır. İçerik analizinde tema, kod belirlenmiş ve sözcük
bulutu yapılmıştır.

Bulgular:
İçerik analizinde olumlu görüşler (memnuniyet,
konu önemi,
öğrenilenleri
mesleğe aktarabilme,
interaktif yöntem, farklı deneyim
paylaşılması, dersin refleksiyon etkisi, JT’nin öğrenmeye etkisi, dersin
verilme dönemi), olumsuz görüşler (JT,
dersin uzunluğu,
ders
konusu, süre yetersizliği, eğitim ortamı, gruplarda konu dağılımı, öğrenmeye
direnç, hazır-bulunuşluk, dersin veriliş dönemi
),
öneriler (JT’ne öneriler, farklı
öğretim yöntemi önerileri, ders süresi,
farklı hastalara yaklaşım)
başlıklı 3 tema-27 kod
oluşturulmuştur. Sözcük bulutunda olumlu görüşler temasında ders konusuna
(hasta, hekim, iletişim) ve dersin niteliğine (güzel, önemli); olumsuz görüşler
temasında JT’ne (grup) ve dersin süresine (ders, zaman, süre, uzun) ilişkindir.







Sonuç:
Hasta-hekim ilişkisi konusu, JT’nin modifikasyonu
ile kullanılabilir. 

Kaynakça

  • 1. Atıcı E. Hasta-hekim ilişkisi kavramı. Uludağ Üniversitesi Tıp Fakültesi Dergisi 2007;33(1):45-50. 2. Dunn SM. The art of teaching communication skills. In: Kissane DW, Bultz BD, Butow PM, Finlay IG, eds. Handbook of Communication in Oncology and Palliative Care. 1st ed. New York: Oxford University Press; 2010.
  • 3. Berkhof M, van Rijssen HJ, Schellart AJM, Anema JR, van der Beek AJ. Effective training strategies for teaching communication skills to physicians: An overview of systematic reviews. Patient Education and Counseling 2011;84:152-62.
  • 4. Joyner B, Young L. Teaching medical students using role play: Twelve tips for successful role plays. Medical Teacher 2006;28(3):225-9.
  • 5. Temel öğretim ilkeleri öğretim yöntem ve teknikleri, Ulaşım tarihi: 16.05.2018, http://content.lms.sabis.sakarya.edu.tr/Uploads/77148/47970/%C3%B6%C4%9Fretim_y%C3%B6ntem_ve_teknikleri.pdf
  • 6. Wolff M, Wagner MJ, Poznanski S, Schiller J, Santen S. Not another boring lecture: Engaging learners with active learning techniques. J Emerg Med. 2015;48(1):85-93.
  • 7. Summers JJ, Svinicki MD. Investigating classroom community in higher education. Learn Individ Differ 2007;17(1):55-67.
  • 8. Johnson D. Social interdependence: Interrelationships among theory, research, and practice. Am Psychol 2003;58(11):934.
  • 9. Aronson E. Building empathy, compassion, and achievement in the jigsaw classroom. Improv Acad Achieve, Impact Psychol Factors Educ 2002;209-225.
  • 10. Phillips J, Fusco J. Using the jigsaw technique to teach clinical controversy in a clinical skills course. Am J Pharm Educ. 2015;79(6).
  • 11. Buhr GT, Heflin MT, White HK, Pinheiro SO. Using the Jigsaw cooperative learning method to teach medical students about long-term and postacute care. J Am Med Dir Assoc. 2014;15(6):429-34.
  • 12. Sagsoz O, Karatas O, Turel V, Yildiz M, Kaya E. Effectiveness of Jigsaw learning compared to lecture-based learning in dental education. Eur J Dent Educ. 2017;21(1):28-32.
  • 13. Bhandari B, Mehta B, Mavai M, Raj Singh Y, Singhal A. Jigsaw method : An ınnovative way of cooperative learning in physiology. Indian J Physiol Pharmacol 2017; 61(3): 315-321.
  • 14. Persky AM, Pollack GM. A hybrid jigsaw approach to teaching renal clearance concepts. Am J Pharm Educ. 2009;73(3).
  • 15. Charlier N, Van Der Stock L, Iserbyt P. Peer-assisted learning in cardiopulmonary resuscitation: The jigsaw model. J Emerg Med 2016;50(1):67-73.
  • 16. Moonaghi HK, Bagheri M. Jigsaw: A good student-centered method in medical education. Future of Medical Education Journal 2017:7(1):35-40.
  • 17. Fryman C, Fei A, Mehta R, Ahmad S. Jigsaw method for non-technical skills in cardiac arrest: A novel application of this active learning pedagogy. Med Sci Educ 2018;28(2):401-405.
  • 18. Kurtz SM, Silverman JD, Draper J (1998). Teaching and Learning Communication Skills in Medicine. Radcliffe Medical Press (Oxford).
  • 19. Silverman JD, Kurtz SM, Draper J (1998). Skills for Communicating with Patients. Radcliffe Medical Press (Oxford).
  • 20. Norintan AM. Learning through teaching and sharing in the jigsaw classroom. Annal Dent Univ Malaya 2008;15(2):71-76.
  • 21. Kılıç D. The Effect of the jigsaw technique on learning the concepts of the principles and methods of teaching. World Applied Sciences 2008; Journal 4 (Supple 1):109-114.
  • 22. Özdilek K, Erkol M, Doğan A, Doymuş K, Karaçöp A. Fen ve teknoloji dersinin öğretiminde jigsaw tekniğinin etkisi ve bu teknik hakkındaki öğrenci görüşleri. Erzincan Eğitim Fakültesi Dergisi 2010;12(2):209-224.
  • 23. Aronson E, Stephan C, Sikes J, Blaney N, Snapp M. The Jigsaw Classroom, Sage Publications, Inc., Beverly Hills, California, 1978.
  • 24. Gaske PC. Informational interviewing: A targeted approach. Commun Educ 1984;33(4):404-407.
  • 25. Şimşek Ü (2007). Çözeltiler ve kimyasal denge konularında uygulanan jigsaw ve birlikte öğrenme tekniklerinin öğrencilerin maddenin tanecikli yapıda öğrenmeleri ve akademik başarıları üzerine etkisi. Yayımlanmamış Doktora Tezi, Atatürk Üniversitesi Fen Bilimleri Enstitüsü, Erzurum.
  • 26. Papanna KM, Kulkarni V, Tanvi D, Lakshmi V, Kriti L, B Unnikrishnan, Akash S, Tejesh S, Sumit, Kumar S. Perceptions and preferences of medical students regarding teaching methods in a medical college, Mangalore India. African Health Sciences 2013;13(3):808-813.

The Use Of Jigsaw Technique In The Lesson Of “Patient-Physician Relationship In Primary Care” For Intern Physician

Yıl 2018, , 69 - 79, 31.12.2018
https://doi.org/10.25282/ted.434069

Öz

Background: The aim of this study was to evaluate the student’s view about the use of JT which is used in the lesson of “patient-physician relationship in primary care” for intern physician.

Methods: The study was mentioned with 60 intern physicians who were in Public Health Internship participation in Ege University, Faculty of Medicine. The students were divided into 12 groups with 5 students. One student from each group was selected to form an expert group. The Calgary-Cambridge Observation Guide was used as guide material and the five topics that are located in the guide, were distributed to the each expert groups. Students discussed and learned about the topics. Each student in the expert groups were then returned to their first groups and shared knowledge about the distributed topic. Finally, a large group discussion was organized and all topics were reviewed with all. A written feedback was gotten from students about the lesson. Content analysis of the qualitative data was made by the usage of MAXQDA software. In the content analysis, the theme, the code was determined and the word cloud was made.

Results: In content analysis, 3 thema-27 code titled positive opinions (satisfaction, subject importance, knowledge transfer to profession, interactive method, sharing of different experiences, reflection effect of the lesson, effect of JT on learning, the time of lesson), negative opinions (JT, lesson’s length, lesson’s content, inadequate of time, education environment, distribution of subjects in groups, resistance to learning, readiness, the time of lesson), recommendations (recommendations for JT, recommendations for different teaching methods, duration of lesson, approach to different patients) were created. Positive opinions in the word cloud were about the lesson’s subject (patient, physician, communication) and the lesson’s quality (beautiful, important); and negative opinions were about the JT (group) and the duration of the course (lecture, time, duration, long).

Conclusions: The subject of the “Patient physician relationship” can be used with the modification of JT.

Kaynakça

  • 1. Atıcı E. Hasta-hekim ilişkisi kavramı. Uludağ Üniversitesi Tıp Fakültesi Dergisi 2007;33(1):45-50. 2. Dunn SM. The art of teaching communication skills. In: Kissane DW, Bultz BD, Butow PM, Finlay IG, eds. Handbook of Communication in Oncology and Palliative Care. 1st ed. New York: Oxford University Press; 2010.
  • 3. Berkhof M, van Rijssen HJ, Schellart AJM, Anema JR, van der Beek AJ. Effective training strategies for teaching communication skills to physicians: An overview of systematic reviews. Patient Education and Counseling 2011;84:152-62.
  • 4. Joyner B, Young L. Teaching medical students using role play: Twelve tips for successful role plays. Medical Teacher 2006;28(3):225-9.
  • 5. Temel öğretim ilkeleri öğretim yöntem ve teknikleri, Ulaşım tarihi: 16.05.2018, http://content.lms.sabis.sakarya.edu.tr/Uploads/77148/47970/%C3%B6%C4%9Fretim_y%C3%B6ntem_ve_teknikleri.pdf
  • 6. Wolff M, Wagner MJ, Poznanski S, Schiller J, Santen S. Not another boring lecture: Engaging learners with active learning techniques. J Emerg Med. 2015;48(1):85-93.
  • 7. Summers JJ, Svinicki MD. Investigating classroom community in higher education. Learn Individ Differ 2007;17(1):55-67.
  • 8. Johnson D. Social interdependence: Interrelationships among theory, research, and practice. Am Psychol 2003;58(11):934.
  • 9. Aronson E. Building empathy, compassion, and achievement in the jigsaw classroom. Improv Acad Achieve, Impact Psychol Factors Educ 2002;209-225.
  • 10. Phillips J, Fusco J. Using the jigsaw technique to teach clinical controversy in a clinical skills course. Am J Pharm Educ. 2015;79(6).
  • 11. Buhr GT, Heflin MT, White HK, Pinheiro SO. Using the Jigsaw cooperative learning method to teach medical students about long-term and postacute care. J Am Med Dir Assoc. 2014;15(6):429-34.
  • 12. Sagsoz O, Karatas O, Turel V, Yildiz M, Kaya E. Effectiveness of Jigsaw learning compared to lecture-based learning in dental education. Eur J Dent Educ. 2017;21(1):28-32.
  • 13. Bhandari B, Mehta B, Mavai M, Raj Singh Y, Singhal A. Jigsaw method : An ınnovative way of cooperative learning in physiology. Indian J Physiol Pharmacol 2017; 61(3): 315-321.
  • 14. Persky AM, Pollack GM. A hybrid jigsaw approach to teaching renal clearance concepts. Am J Pharm Educ. 2009;73(3).
  • 15. Charlier N, Van Der Stock L, Iserbyt P. Peer-assisted learning in cardiopulmonary resuscitation: The jigsaw model. J Emerg Med 2016;50(1):67-73.
  • 16. Moonaghi HK, Bagheri M. Jigsaw: A good student-centered method in medical education. Future of Medical Education Journal 2017:7(1):35-40.
  • 17. Fryman C, Fei A, Mehta R, Ahmad S. Jigsaw method for non-technical skills in cardiac arrest: A novel application of this active learning pedagogy. Med Sci Educ 2018;28(2):401-405.
  • 18. Kurtz SM, Silverman JD, Draper J (1998). Teaching and Learning Communication Skills in Medicine. Radcliffe Medical Press (Oxford).
  • 19. Silverman JD, Kurtz SM, Draper J (1998). Skills for Communicating with Patients. Radcliffe Medical Press (Oxford).
  • 20. Norintan AM. Learning through teaching and sharing in the jigsaw classroom. Annal Dent Univ Malaya 2008;15(2):71-76.
  • 21. Kılıç D. The Effect of the jigsaw technique on learning the concepts of the principles and methods of teaching. World Applied Sciences 2008; Journal 4 (Supple 1):109-114.
  • 22. Özdilek K, Erkol M, Doğan A, Doymuş K, Karaçöp A. Fen ve teknoloji dersinin öğretiminde jigsaw tekniğinin etkisi ve bu teknik hakkındaki öğrenci görüşleri. Erzincan Eğitim Fakültesi Dergisi 2010;12(2):209-224.
  • 23. Aronson E, Stephan C, Sikes J, Blaney N, Snapp M. The Jigsaw Classroom, Sage Publications, Inc., Beverly Hills, California, 1978.
  • 24. Gaske PC. Informational interviewing: A targeted approach. Commun Educ 1984;33(4):404-407.
  • 25. Şimşek Ü (2007). Çözeltiler ve kimyasal denge konularında uygulanan jigsaw ve birlikte öğrenme tekniklerinin öğrencilerin maddenin tanecikli yapıda öğrenmeleri ve akademik başarıları üzerine etkisi. Yayımlanmamış Doktora Tezi, Atatürk Üniversitesi Fen Bilimleri Enstitüsü, Erzurum.
  • 26. Papanna KM, Kulkarni V, Tanvi D, Lakshmi V, Kriti L, B Unnikrishnan, Akash S, Tejesh S, Sumit, Kumar S. Perceptions and preferences of medical students regarding teaching methods in a medical college, Mangalore India. African Health Sciences 2013;13(3):808-813.
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Sağlık Kurumları Yönetimi
Bölüm Orjinal Araştırma
Yazarlar

Ozlem Surel Karabilgin Ozturkcu 0000-0002-3271-0432

M. İnci Başer Kolcu

Yayımlanma Tarihi 31 Aralık 2018
Gönderilme Tarihi 14 Haziran 2018
Yayımlandığı Sayı Yıl 2018

Kaynak Göster

Vancouver Karabilgin Ozturkcu OS, Başer Kolcu Mİ. İntern Hekimlere Yönelik “I. Basamakta Hasta-Hekim İlişkisi” Dersinde Jigsaw Tekniğinin Kullanımı. TED. 2018;17(53):69-7.