BibTex RIS Kaynak Göster

The Scenario Feedbacks in Ondokuz Mayıs University Medical Faculty

Yıl 2006, Cilt: 21 Sayı: 21, 34 - 38, 01.04.2006

Öz

In this study we investigated the scenario feedback forms constructed for the students and tutors that are used in the problem-based learning curriculum of Ondokuz Mayıs University Medical Faculty in the educational year of 2004-2005. In the both terms, a total of 242 students had replied 5190 feedback forms for 54 scenarios with a 934 written feedback. Tutors had replied 736 scenario feedback forms. The return rates of feedback forms were 81.5% in tutors and 76.9% in students. In both terms, the students had rated the scenarios 7.22 points while the tutors had rated 8.05 points in general. The tutors and the students mostly liked the feature of the reality of the problems in the scenarios. The students rated the features about to find sufficient data resources about scenarios and to use their former knowledge in order to solve the problem with the lowest points. Tutors rated the feature of scenarios to achieve the students to the knowledge border with the lowest rates. In order to improve the process of problem-based learning the scenarios that allows students to use their former knowledge may be used. The knowledge resources that the students reach would be increased.

Kaynakça

  • Spencer JA, Jordan RK. Learner centered approaches in medical education. BMJ 1999;318:1280-1283
  • Wood FD. ABC of learning: Problem-based learning. BMJ 2003;326:328-330
  • Smits PBA, Verbeek JHAM, Buisonje CD. Problem based learning in continuing medical education: a review of controlled studies. BMJ 2002;324:153-156
  • Steinert Y. Student perception of effective small group teaching. Medical Education 2004;38:286-293
  • Norman GR, Schmidt HG. The psychological basis of problem based learning: a review of the evidence. Acad Med 1992;67:557-565
  • Thomas RE. Problem-based learning: measurable outcomes. Medical Education 1997:31:320-329
  • Des Marcheis JE. A student-centered, problem-based curriculum: 5 years’ experience. Canadian Medical Association Journal 1993;168:445-448
  • Shin JH, Haynes RB, Johnson Me. The effect of problem-based, self-directed undergraduate education on lifelong learning. Canadian Medical Association Journal 1993;148:969-976
  • Dolmans D, Wolfhagen I, Vleuten C, Wijnen W. Solving problems with group work in problem-based learning hold on the philosophy. Medical Education 2001;35:884-889
  • Barrows HS. A taxonomy of problem-based learning methods. Medical Education 1986;20:481-486
  • Van der Vleuten C, Wijnene W. Problem-based learning: Perspectives from the Maastricht experience. Amsterdam: Publication Thesis 1990
  • H Forbes, M Duke, and M Prosser. Students' perceptions of learning outcomes from group-based, problem-based teaching and learning activities. Adv Health Sci Educ Theory Pract, 2001; 6(3): 205-17.
  • Dolmans DHJM, Snellen-Balendong H, Wolfhagen IHAP, Van der Vleuten CPM. Seven principles of effective case design for a problem-based curriculum. Medical Teacher 1997;19:185-189
  • Glick TH, Armstrong EG. Crafting cases for problem-based learning: experience in a neuroscience course. Medical Education 1996;34:24-30
  • JE Des Marchais. A Delphi technique to identify and evaluate criteria for construction of PBL problems. Medical Education, 1999; 33(7): 504-508
  • Roberts C, Lawson M, Newble D, Self A, Chan P. The introduction of large class problem-based learning into an undergraduate medical curriculum: an evaluation. Med Teach, 2005; 27(6): 527-33.
  • Dolmans D, Schmidt H. The advantages of problem-based curricula. Postgrad Med J 1996;(72):535- 538

ONDOKUZ MAYIS ÜNİVERSİTESİ TIP FAKÜLTESİ SENARYO GERİ BİLDİRİMLERİ

Yıl 2006, Cilt: 21 Sayı: 21, 34 - 38, 01.04.2006

Öz

Bu çalışmada Ondokuz Mayıs Üniversitesi Tıp Fakültesinde 2004–2005 eğitim yılında probleme dayalı öğrenim müfredatı içinde kullanılan senaryolar için yapılandırılmış öğrenci ve yönlendirici geri bildirim formları incelenmiştir. Her iki dönemde toplam 242 öğrenci 54 senaryo için 5190 geri bildirim formunu yanıtlarken bu formlarda toplam 934 adet yazılı geri bildirimde bulunmuşlardır. Yönlendiriciler 736 adet geri bildirim formu yanıtlamışlardır. Yönlendiricilerde geri bildirim formu iade oranı %81.5 iken öğrencilerde bu oran %76.9 olarak gerçekleşmiştir. Her iki dönem için öğrenciler senaryolara genel olarak 7.22 puan verirken yönlendiriciler ise 8.05 puan vermişlerdir. Hem öğrencilerin hem de yönlendiricilerin senaryolarda en beğendikleri özellik gerçeğe uygun kurgulanması olmuştur. Öğrenciler senaryoların yeterli kaynağa ulaşma ve eski bilgilerin problemin çözümüne katkısına en düşük puanları vermişlerdir. Yönlendiriciler ise senaryoların öğrencileri bilgi sınırına getirmesi özelliğinin geliştirilebileceğini belirtmişlerdir. PDÖ sisteminin işlerliğinin artırılabilmesi için öğrencilerin daha önceki bilgilerini kullanabilecekleri senaryolar kullanılabilir. Öğrencilerin ulaşabileceği kaynak sayısı ve imkanları arttırılmalıdır.

Kaynakça

  • Spencer JA, Jordan RK. Learner centered approaches in medical education. BMJ 1999;318:1280-1283
  • Wood FD. ABC of learning: Problem-based learning. BMJ 2003;326:328-330
  • Smits PBA, Verbeek JHAM, Buisonje CD. Problem based learning in continuing medical education: a review of controlled studies. BMJ 2002;324:153-156
  • Steinert Y. Student perception of effective small group teaching. Medical Education 2004;38:286-293
  • Norman GR, Schmidt HG. The psychological basis of problem based learning: a review of the evidence. Acad Med 1992;67:557-565
  • Thomas RE. Problem-based learning: measurable outcomes. Medical Education 1997:31:320-329
  • Des Marcheis JE. A student-centered, problem-based curriculum: 5 years’ experience. Canadian Medical Association Journal 1993;168:445-448
  • Shin JH, Haynes RB, Johnson Me. The effect of problem-based, self-directed undergraduate education on lifelong learning. Canadian Medical Association Journal 1993;148:969-976
  • Dolmans D, Wolfhagen I, Vleuten C, Wijnen W. Solving problems with group work in problem-based learning hold on the philosophy. Medical Education 2001;35:884-889
  • Barrows HS. A taxonomy of problem-based learning methods. Medical Education 1986;20:481-486
  • Van der Vleuten C, Wijnene W. Problem-based learning: Perspectives from the Maastricht experience. Amsterdam: Publication Thesis 1990
  • H Forbes, M Duke, and M Prosser. Students' perceptions of learning outcomes from group-based, problem-based teaching and learning activities. Adv Health Sci Educ Theory Pract, 2001; 6(3): 205-17.
  • Dolmans DHJM, Snellen-Balendong H, Wolfhagen IHAP, Van der Vleuten CPM. Seven principles of effective case design for a problem-based curriculum. Medical Teacher 1997;19:185-189
  • Glick TH, Armstrong EG. Crafting cases for problem-based learning: experience in a neuroscience course. Medical Education 1996;34:24-30
  • JE Des Marchais. A Delphi technique to identify and evaluate criteria for construction of PBL problems. Medical Education, 1999; 33(7): 504-508
  • Roberts C, Lawson M, Newble D, Self A, Chan P. The introduction of large class problem-based learning into an undergraduate medical curriculum: an evaluation. Med Teach, 2005; 27(6): 527-33.
  • Dolmans D, Schmidt H. The advantages of problem-based curricula. Postgrad Med J 1996;(72):535- 538
Toplam 17 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Orjinal Araştırma
Yazarlar

B. Murat Yalçın Bu kişi benim

Füsun Artıran İğde Bu kişi benim

Demet Karadenizli Bu kişi benim

Esra Yalçın Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2006
Gönderilme Tarihi 5 Eylül 2015
Yayımlandığı Sayı Yıl 2006 Cilt: 21 Sayı: 21

Kaynak Göster

Vancouver Yalçın BM, İğde FA, Karadenizli D, Yalçın E. ONDOKUZ MAYIS ÜNİVERSİTESİ TIP FAKÜLTESİ SENARYO GERİ BİLDİRİMLERİ. TED. 2006;21(21):34-8.