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KALP SESLERİ DERSLERİNDE MODEL KULLANIMININ ÖĞRENCİ MEMNUNİYETİ VE ÖĞRENME ÜZERİNE ETKİSİ

Yıl 2012, Cilt: 35 Sayı: 35, 201235181 - 201235188, 01.09.2012

Öz

Amaç: Dönem III programına eklenen kalp sesleri beceri eğitiminin öğrenme ve öğrenci memnuniyeti üzerine etkisini araştırmaktır. Gereç Yöntem: Bu çalışmada 2008–2009 eğitim öğretim yılında dönem III öğrencilerine “Dolaşım ve Solunum Sistemleri” ders kurulu tamamlandıktan sonra teorik olarak anlatılan kalp sesleri dersi ile ilgili bilgilerini ölçülen bir test uygulanmış ve dersten memnuniyetleri sorgulanmıştır. 2009–2010 eğitim öğretim yılında “ Dolaşım ve Solunum Sistemleri” ders kurulu müfredatına 1 saatlik kalp sesleri beceri dersi eklenmiştir. Pratik uygulama sırasında hem modeller hem de sesli film gösterimleri kullanılmıştır. Ders kurulu bittikten sonra bir önceki yıl yapılmış olan test öğrencilere uygulanmış ve iki yıldaki öğrenciler karşılaştırılmıştır. İstatistiksel analizlerde ki kare testi kullanılmış, p

Kaynakça

  • Sayek İ, Kiper N, Kılıç B. Türk Tabipleri Birliği Mezuniyet Öncesi Tıp Eğitimi Raporu-2004. Türk Tabipleri Birliği Yayınları, 2004.
  • Özçakır A. Tıp eğitiminde iletişim ve klinik beceriler dersi verilmeli mi?: İntern öğrenci görüşleri.Türkiye Klinikleri J Med Sci 2002; 22:185-189.
  • Özçakır A, Uncu Y. Mesleksel beceri eğitimi açısından geldiğimiz nokta. Uludağ Üniversitesi Tıp Fakültesi Dergisi 2002; 28 (3):105-107.
  • Yazar F. Tıp eğitiminde beceri laboratuarı ve simülatörlerin kullanılması. Gülhane Tıp Dergisi 2003; 45 (1):96-99.
  • Remmen R, Derese A, Scherpbier A, Denekens J, Hermann I, van der Vleuten C, Van Royen P, Bossaert L. Can medical schools rely on clerkship to train students in basic clinical skills? Medical Education 1999; 33:600
  • Goodwin J. The importance of clinical skills. British Medical Journal 1995;310:1281-1282.
  • Mc Manus IC, Richards P, Winder BC, Sproston KA, Vincent CA. The changing clinical experience of British medical students. Lancet 1993; 341; 941-944.
  • Du Boulay C, Medway C. The clinical skills resource: a review of current practice. Medical Education ;33:185-89. Rees LH. Medical education in the new millenium. Journal of Internal Medicine 2000;248:95-101.
  • McCaughey CS, Traynor MK. The role of simulation in nurse education. Nurse Education Today ;30(8):827-32. Mıdık Ö, Kartal M. Simülasyona dayalı tıp eğitimi. Marmara Medical Journal 2010;23(3);389-399.
  • Wayne D.B, Butter J, Siddall V.J, Fudala M.J, Lindquist L.A, Feinglass J, Wade L.D, McGaghie W.C. Simulation based training of internal medicine residents in advanced cardiac life support protocols: a randomised trial. Teaching and Learning in Medicine 2005; 17 (3):210–216.
  • Ti L.K, Tan G.M, Koo S.G.M.Y, Chen F.G, The impact of experiential learning on NUS medical students: our experience with task trainers and Human-Patient Simulators. Annals Academy of Medicine Singapore 2006; (9), 619–623.
  • Kory P.D, Eisen L.A, Adachi M, Ribaudo V.A, Rosenthal M.E, Mayo P.H, Initial airway management skills of senior residents simulation training compared with traditional training. Chest 2007; 132 (6): 1927–1931.
  • Shukla A, Kline D, Cherian A, Lescanec A, Rochman A, Plautz C, Kirk M, Littlewood K.E, Custalow C, Srinivasan R, Martin M.L. A simulation course on lifesaving techniques for third year medical students. Simulation in Healthcare 2007; 2 (1):11–15.
  • Ten Eyck R, Tews M, Ballester,J.M. Improved medical student satisfaction and test performance with a simulation-based emergency medicine curriculum: A randomized controlled trial. Annals of Emergency Medicine 2009; 684-691.
  • Butter J, McGaghie WC, Cohen ER, Kaye M, Wayne DB. Simulation-based mastery learning improves cardiac auscultation skills in medical students. Journal of General Internal Medicine 2010;25(8):780-5.
  • Alper Z, Özdemir H. Tıp Fakültesi birinci sınıf öğrencilerinin mesleki beceri laboratuarı hakkındaki görüşleri. Türk Aile Hekimliği Dergisi 2005; 9(2): 65-70.
  • Euliano TY. Small group teaching: clinical correlation with a human patient Simulator Advances in Physiology Education 2001;25(1-4):36-43.
  • Stern DT, Mangrulkar RS, Gruppen LD, Lang AL, Grum CM, Judge RD. Using a multimedia tool to improve cardiac auscultation knowledge and skills. Journal of General Internal Medicine 2001;16(11):763-9.
  • Vukanovic-Criley JM, Criley S, Warde CM, Boker JR, Guevara-Matheus L, Churchill WH, Nelson WP, Criley JM. Competency in cardiac examination skills in medical students, trainees, physicians, and faculty: a multicenter study. Archives of Internal Medicine 2006;166:610-616.
  • Mangione S. Cardiac auscultatory skills of physicians-in-training: a comparison of three English-speaking countries. American Journal of Medicine 2001;110:210-216.
  • Ewy GA, Felner JM, Juul D, Mayer JW, Sajid AW, Waugh RA. Test of cardiology patient Simulator with students in fourth-year electives. Journal of Medical Education 1987; 62(9):738-43.
  • D.S. Ruchkin, J. Grafman, K. Cameron, R.S. Berndt, Working memory retention systems: A state of activated long-term memory. Behavioral and Brain Sciences 2003; 26(6): 709–728.

Effect Of Using Models In Lessons Of Heart Sounds On Student Satisfaction And Learning

Yıl 2012, Cilt: 35 Sayı: 35, 201235181 - 201235188, 01.09.2012

Öz

Aim: The aim of our study was to evaluate the effect of heart sound skill lesson added to term III program on learning and student satisfaction. Material-Method: A questionnaire was applied to term III students in order to asses the student satisfaction and knowledge regarding the theoretical lesson about heart sounds in 2008–2009 academic year. Survey was made after completion of “Circulatory and Respiratory Systems” committee. In 2009–2010 academic year skill lesson for an hour about heart sound was added to the curriculum of “Circulatory and Respiratory Systems” committee. During the lesson models and screening was used. After the completion of committee the same questionnaire was applied to the students and the knowledge of the students in both academic years were compared. Chi square test was used for statistical analysis and p value

Kaynakça

  • Sayek İ, Kiper N, Kılıç B. Türk Tabipleri Birliği Mezuniyet Öncesi Tıp Eğitimi Raporu-2004. Türk Tabipleri Birliği Yayınları, 2004.
  • Özçakır A. Tıp eğitiminde iletişim ve klinik beceriler dersi verilmeli mi?: İntern öğrenci görüşleri.Türkiye Klinikleri J Med Sci 2002; 22:185-189.
  • Özçakır A, Uncu Y. Mesleksel beceri eğitimi açısından geldiğimiz nokta. Uludağ Üniversitesi Tıp Fakültesi Dergisi 2002; 28 (3):105-107.
  • Yazar F. Tıp eğitiminde beceri laboratuarı ve simülatörlerin kullanılması. Gülhane Tıp Dergisi 2003; 45 (1):96-99.
  • Remmen R, Derese A, Scherpbier A, Denekens J, Hermann I, van der Vleuten C, Van Royen P, Bossaert L. Can medical schools rely on clerkship to train students in basic clinical skills? Medical Education 1999; 33:600
  • Goodwin J. The importance of clinical skills. British Medical Journal 1995;310:1281-1282.
  • Mc Manus IC, Richards P, Winder BC, Sproston KA, Vincent CA. The changing clinical experience of British medical students. Lancet 1993; 341; 941-944.
  • Du Boulay C, Medway C. The clinical skills resource: a review of current practice. Medical Education ;33:185-89. Rees LH. Medical education in the new millenium. Journal of Internal Medicine 2000;248:95-101.
  • McCaughey CS, Traynor MK. The role of simulation in nurse education. Nurse Education Today ;30(8):827-32. Mıdık Ö, Kartal M. Simülasyona dayalı tıp eğitimi. Marmara Medical Journal 2010;23(3);389-399.
  • Wayne D.B, Butter J, Siddall V.J, Fudala M.J, Lindquist L.A, Feinglass J, Wade L.D, McGaghie W.C. Simulation based training of internal medicine residents in advanced cardiac life support protocols: a randomised trial. Teaching and Learning in Medicine 2005; 17 (3):210–216.
  • Ti L.K, Tan G.M, Koo S.G.M.Y, Chen F.G, The impact of experiential learning on NUS medical students: our experience with task trainers and Human-Patient Simulators. Annals Academy of Medicine Singapore 2006; (9), 619–623.
  • Kory P.D, Eisen L.A, Adachi M, Ribaudo V.A, Rosenthal M.E, Mayo P.H, Initial airway management skills of senior residents simulation training compared with traditional training. Chest 2007; 132 (6): 1927–1931.
  • Shukla A, Kline D, Cherian A, Lescanec A, Rochman A, Plautz C, Kirk M, Littlewood K.E, Custalow C, Srinivasan R, Martin M.L. A simulation course on lifesaving techniques for third year medical students. Simulation in Healthcare 2007; 2 (1):11–15.
  • Ten Eyck R, Tews M, Ballester,J.M. Improved medical student satisfaction and test performance with a simulation-based emergency medicine curriculum: A randomized controlled trial. Annals of Emergency Medicine 2009; 684-691.
  • Butter J, McGaghie WC, Cohen ER, Kaye M, Wayne DB. Simulation-based mastery learning improves cardiac auscultation skills in medical students. Journal of General Internal Medicine 2010;25(8):780-5.
  • Alper Z, Özdemir H. Tıp Fakültesi birinci sınıf öğrencilerinin mesleki beceri laboratuarı hakkındaki görüşleri. Türk Aile Hekimliği Dergisi 2005; 9(2): 65-70.
  • Euliano TY. Small group teaching: clinical correlation with a human patient Simulator Advances in Physiology Education 2001;25(1-4):36-43.
  • Stern DT, Mangrulkar RS, Gruppen LD, Lang AL, Grum CM, Judge RD. Using a multimedia tool to improve cardiac auscultation knowledge and skills. Journal of General Internal Medicine 2001;16(11):763-9.
  • Vukanovic-Criley JM, Criley S, Warde CM, Boker JR, Guevara-Matheus L, Churchill WH, Nelson WP, Criley JM. Competency in cardiac examination skills in medical students, trainees, physicians, and faculty: a multicenter study. Archives of Internal Medicine 2006;166:610-616.
  • Mangione S. Cardiac auscultatory skills of physicians-in-training: a comparison of three English-speaking countries. American Journal of Medicine 2001;110:210-216.
  • Ewy GA, Felner JM, Juul D, Mayer JW, Sajid AW, Waugh RA. Test of cardiology patient Simulator with students in fourth-year electives. Journal of Medical Education 1987; 62(9):738-43.
  • D.S. Ruchkin, J. Grafman, K. Cameron, R.S. Berndt, Working memory retention systems: A state of activated long-term memory. Behavioral and Brain Sciences 2003; 26(6): 709–728.
Toplam 22 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Orjinal Araştırma
Yazarlar

Zeynep Baykan Bu kişi benim

Ali Baykan Bu kişi benim

Melis Naçar Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2012
Gönderilme Tarihi 5 Eylül 2015
Yayımlandığı Sayı Yıl 2012 Cilt: 35 Sayı: 35

Kaynak Göster

Vancouver Baykan Z, Baykan A, Naçar M. KALP SESLERİ DERSLERİNDE MODEL KULLANIMININ ÖĞRENCİ MEMNUNİYETİ VE ÖĞRENME ÜZERİNE ETKİSİ. TED. 2012;35(35):201235181-8.