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Acil Servis Doktorları En İyi Nasıl Öğrenir: Bir VARK Analizi

Yıl 2018, Cilt 17, Sayı 53, 41 - 50, 31.12.2018
https://doi.org/10.25282/ted.412315

Öz

Amaç: Öğrenme öğrencinin bilgiyi kavrama, zihninde yer etme ve o bilgiyi kullanabilme sürecidir.  Eğitimciler öğrencilerinin öğrenme tercihine hitap eden bir şekilde eğitim verdiklerinde, öğrencinin akademik başarısı olumlu yönde etkilenecektir. Bu çalışmada acil tıp hekimlerinin öğrenme tercihlerinin belirlenmesi hedeflendi.

Materyal-Metot: Çalışmaya Türkiye’de acil tip uzmanlık eğitimi veren on bir kamu hastanesinde çalışan 330 acil tıp hekiminden çalışmaya katılmayı kabul eden 223’ü dahil edildi. Katılımcılara yüz yüze veya posta yoluyla ulaşarak yedi sorudan oluşan anket ve on altı sorudan oluşan VARK testi (version7.8) Türkçe olarak uygulandı. Katılımcılara yaş, cinsiyet, çalıştığı kurumun tipi, acil serviste çalışma süreleri, acil servisteki görev durumu, sağlık personeline eğitim verip vermedikleri, daha önce eğitici eğitimi alıp almadıkları soruları yöneltildi. Çalışmanın analizleri SPSS software (version 19.0, SPSS Inc., Chicago, IL) paket programı kullanılarak yapıldı

Bulgular: Katılımcıların %61,9’u (n=138) erkekti. Üniversite hastanesinde çalışan hekimler grubun %63,2’ sini (n= 141) oluşturmaktaydı. Katılımcıların %57,4’ü (n=128) sağlık personeline eğitim verdiği ve %67, 3’ünün (n= 150) eğitici eğitimi almadığı tespit edildi. Grubun öğrenme tercihlerinde en çok AK %15,7 (n=35)  ve ARK %14,8 (n=33) tercih edildi. Katılımcıların öğrenme tercihleri %43 (n=96) bimodal, %31,8 (n=71) trimodal dağılım gösterdi.

Tartışma ve sonuç: Tek eğitim stili çoğu acil tıp hekimi için, hatta bir acil tıp hekimi için bile uygun değildir. En iyi öğrenme şeklinin iki komponenti vardır. Birisi öğrenicinin tercihine uygun eğitim sunulması, diğeri ise öğrenicinin kendi öğrenim şeklinin bilincinde olmasıdır. Eğitim faaliyetlerinin eğitici eğitimi almış eğitmenler tarafından uygulanması, eğitim materyallerinin görsel, işitsel, okuma-yazma, kinestetik modüller içermesi mükemmel bir öğrenim ortamı sunar.  Acil tıp hekiminin kendi öğrenim tercihinin farkında olması ve her tip eğitim tercihine uygun ögeler içeren eğitim müfredatı hazırlanması eğitimde başarı ve kalitenin artmasına olumlu yönde katkıda bulunacaktır

Kaynakça

  • Nandita Shenoy, Ashok Shenoy K., Ratnakar U.P., The Perceptual Preferences in Learning Among Dental Students in Clinical Subjects, Journal of Clinical and Diagnostic Research. 2013 Aug, Vol-7(8):1683-1685, DOI: 10.7860/JCDR/2013/4940.3219
  • IJ Prithishkumar, SA Michael, Understanding your student: Using the VARK model, Journal of Postgraduate Medicine, Year:2014, Volume:60, Issue:2, Page: 183­186
  • Stephney Whillier, PhD, Reidar P. Lystad, MChiroprac, David Abi-Arrage, MChiroprac, Christopher McPhie, The learning style preferences of chiropractic students: A cross-sectional study, J Chiropr Educ 2014;28(1):21–27 DOI 10.7899/JCE-13-25
  • Jennifer Breckler, David Joun, Huy Ngo, Learning styles of physiology students interested in the health professions, Advances in Physiology Education, 33: 30–36, 2009; doi: 10.1152/advan.90118.2008.
  • Erica A. Wehrwein, Heidi L. Lujan, Stephen E. DiCarlo, Gender differences in learning style preferences among undergraduate physiology students, Adv Physiol Educ 31: 153–157, 2007;
doi:10.1152/advan.00060.2006.
  • Heidi L. Lujan, Stephen E. DiCarlo, First-year medical students prefer multiple learning styles, Adv Physiol Educ 30: 13–16, 2006; doi: 10.1152/advan.00045.2005.
  • Zeynep Baykan, Melis Naçar, Learning styles of first-year medical students attending Erciyes University in Kayseri, Turkey, Adv Physiol Educ 31: 158–160, 2007; doi:10.1152/advan.00043.2006.
  • Rathnakar P. Urval, Ashwin Kamath, Sheetal Ullal, Ashok K. Shenoy, Nandita Shenoy, Laxminarayana A. Udupa, Assessment of learning styles of undergraduate medical students using the VARK questionnaire and the influence of sex and academic performance, Adv Physiol Educ 38: 216–220, 2014; doi:10.1152/advan.00024.2014.
  • Siaw-Cheok Liew, Jagmohni Sidhu, Ankur Barua, The relationship between learning preferences (styles and approaches) and learning outcomes among pre-clinical undergraduate medical students, BMC Medical Education (2015) 15:44 DOI 10.1186/s12909-015-0327-0
  • http://vark-learn.com/introduction-to-vark/research-statistics/ ).
  • Loulwa Mohammed Saad Al-Saud, Learning Style Preferences of First-Year Dental Students at King Saud University in Riyadh, Saudi Arabia: Influence of Gender and GPA, Journal of Dental Education, Volume 77, Number 10
  • Jill A. Slater, Heidi L. Lujan, Stephen E. DiCarlo, Does gender influence learning style preferences of first-year medical students? Adv Physiol Educ 31: 336–342, 2007; doi: 10.1152/advan.00010.2007. Poonam Kharb, Prajna Paramita Samanta, maniSha jindal, ViShram Singh, The Learning Styles and the Preferred Teaching–Learning Strategies of First Year Medical Students, Journal of Clinical and Diagnostic Research. 2013 June Vol-7 (6): 1089-1092
  • Sabitha Panambur, Vinod Nambia, Thomas Heming, Learning Style Preferences of Preclinical Medical Students in Oman, Oman Medical Journal [2014], Vol. 29, No. 6: 461–463
  • Ali Sarabi-Asiabar, Mehdi Jafari, Jamil Sadeghifar, Shahram Tofighi, Rouhollah Zaboli, Hadi Peyman et all, The Relationship Between Learning Style Preferences and Gender, Educational Major and Status in First Year Medical Students: A Survey Study From Iran, Iran Red Crescent Med J. 2015 January; 17(1): e18250, DOI: 10.5812/ircmj.18250
  • Lasitha Samarakoon, Tharanga Fernando, Chaturaka Rodrigo, Senaka Rajapakse, Learning styles and approaches to learning among medical undergraduates and postgraduates
, BMC Medical Education 2013, 13:42 http://www.biomedcentral.com/1472-6920/13/42

How do Emergency Medicine Specialists Learn Best?

Yıl 2018, Cilt 17, Sayı 53, 41 - 50, 31.12.2018
https://doi.org/10.25282/ted.412315

Öz

Background: Learning is the process of the student's concept of knowledge, imprinted on the mind, and the ability to use that knowledge. This study aimed to determine the learning preferences of emergency physicians.

Methods: A total of 223 emergency physicians working in eleven public hospitals and agreed to participate the study were included in the study. Participants evaluated with a questionnaire consisting of seven questions and Turkish translation of VARK  [visual (V), aural (A), kinesthetic (K), Read- Write (R)] (version 7.8) consisting of sixteen questions, by face-to-face or by mail. We probed the participants’ position in emergency department, whether they had taken place in emergency staff training, and whether they had already attended to a facilitation skills course .

Results: 63.2% (n = 141) of the physicians were working in the university hospital. It was found that 57.4% (n = 128) of the participants took charge in  training of emergency staff and 67.3% (n = 150) did not attended to a facilitation skills course. In the learning preferences of the group, AK was the most favored by 15,7% (n = 35) and ARK was 14,8% (n = 33). Learning preference distribution of the participants were 43% (n = 96) bimodal and 31.8% (n = 71) trimodal.

Conclusions: The best learning style has two components. One of those to provide appropriate training to the preference of the learner, and the other is that the learner is aware of his own learning style. Implementation of training activities by trained trainers, provides an excellent learning environment in which the training materials contain visual, auditory, read-write and kinesthetic modules. The awareness of the emergency physicans own learning preference and the preparation of curriculum containing the items appropriate for all types of medical training preferences will contribute positively to the success and quality of education.


Kaynakça

  • Nandita Shenoy, Ashok Shenoy K., Ratnakar U.P., The Perceptual Preferences in Learning Among Dental Students in Clinical Subjects, Journal of Clinical and Diagnostic Research. 2013 Aug, Vol-7(8):1683-1685, DOI: 10.7860/JCDR/2013/4940.3219
  • IJ Prithishkumar, SA Michael, Understanding your student: Using the VARK model, Journal of Postgraduate Medicine, Year:2014, Volume:60, Issue:2, Page: 183­186
  • Stephney Whillier, PhD, Reidar P. Lystad, MChiroprac, David Abi-Arrage, MChiroprac, Christopher McPhie, The learning style preferences of chiropractic students: A cross-sectional study, J Chiropr Educ 2014;28(1):21–27 DOI 10.7899/JCE-13-25
  • Jennifer Breckler, David Joun, Huy Ngo, Learning styles of physiology students interested in the health professions, Advances in Physiology Education, 33: 30–36, 2009; doi: 10.1152/advan.90118.2008.
  • Erica A. Wehrwein, Heidi L. Lujan, Stephen E. DiCarlo, Gender differences in learning style preferences among undergraduate physiology students, Adv Physiol Educ 31: 153–157, 2007;
doi:10.1152/advan.00060.2006.
  • Heidi L. Lujan, Stephen E. DiCarlo, First-year medical students prefer multiple learning styles, Adv Physiol Educ 30: 13–16, 2006; doi: 10.1152/advan.00045.2005.
  • Zeynep Baykan, Melis Naçar, Learning styles of first-year medical students attending Erciyes University in Kayseri, Turkey, Adv Physiol Educ 31: 158–160, 2007; doi:10.1152/advan.00043.2006.
  • Rathnakar P. Urval, Ashwin Kamath, Sheetal Ullal, Ashok K. Shenoy, Nandita Shenoy, Laxminarayana A. Udupa, Assessment of learning styles of undergraduate medical students using the VARK questionnaire and the influence of sex and academic performance, Adv Physiol Educ 38: 216–220, 2014; doi:10.1152/advan.00024.2014.
  • Siaw-Cheok Liew, Jagmohni Sidhu, Ankur Barua, The relationship between learning preferences (styles and approaches) and learning outcomes among pre-clinical undergraduate medical students, BMC Medical Education (2015) 15:44 DOI 10.1186/s12909-015-0327-0
  • http://vark-learn.com/introduction-to-vark/research-statistics/ ).
  • Loulwa Mohammed Saad Al-Saud, Learning Style Preferences of First-Year Dental Students at King Saud University in Riyadh, Saudi Arabia: Influence of Gender and GPA, Journal of Dental Education, Volume 77, Number 10
  • Jill A. Slater, Heidi L. Lujan, Stephen E. DiCarlo, Does gender influence learning style preferences of first-year medical students? Adv Physiol Educ 31: 336–342, 2007; doi: 10.1152/advan.00010.2007. Poonam Kharb, Prajna Paramita Samanta, maniSha jindal, ViShram Singh, The Learning Styles and the Preferred Teaching–Learning Strategies of First Year Medical Students, Journal of Clinical and Diagnostic Research. 2013 June Vol-7 (6): 1089-1092
  • Sabitha Panambur, Vinod Nambia, Thomas Heming, Learning Style Preferences of Preclinical Medical Students in Oman, Oman Medical Journal [2014], Vol. 29, No. 6: 461–463
  • Ali Sarabi-Asiabar, Mehdi Jafari, Jamil Sadeghifar, Shahram Tofighi, Rouhollah Zaboli, Hadi Peyman et all, The Relationship Between Learning Style Preferences and Gender, Educational Major and Status in First Year Medical Students: A Survey Study From Iran, Iran Red Crescent Med J. 2015 January; 17(1): e18250, DOI: 10.5812/ircmj.18250
  • Lasitha Samarakoon, Tharanga Fernando, Chaturaka Rodrigo, Senaka Rajapakse, Learning styles and approaches to learning among medical undergraduates and postgraduates
, BMC Medical Education 2013, 13:42 http://www.biomedcentral.com/1472-6920/13/42

Ayrıntılar

Birincil Dil İngilizce
Konular Sağlık Bilimleri ve Hizmetleri
Yayınlanma Tarihi 53
Bölüm Orjinal Araştırma
Yazarlar

Tuğba ATMACA TEMREL (Sorumlu Yazar)
SAĞLIK BİLİMLERİ ÜNİVERSİTESİ, ANKARA NUMUNE SAĞLIK UYGULAMA VE ARAŞTIRMA MERKEZİ
0000-0001-7794-872X
Türkiye


Şervan GÖKHAN Bu kişi benim
Yıldırım Beyazıt Üniversitesi, Atatürk Eğitim ve Araştırma Hastanesi
Türkiye


Adnan KARAİBRAHİMOĞLU
SÜLEYMAN DEMİREL ÜNİVERSİTESİ
0000-0002-8277-0281
Türkiye


Mehmet ERGİN
Yıldırım Beyazıt Üniversitesi, Atatürk Eğitim ve Araştırma Hastanesi
Türkiye


Fatih TANRIVERDİ
Yıldırım Beyazıt Üniversitesi, Atatürk Eğitim ve Araştırma Hastanesi, Ankara, Türkiye
Türkiye


Gülhan KURTOĞLU ÇELİK
Yıldırım Beyazıt Üniversitesi, Atatürk Eğitim ve Araştırma Hastanesi
Türkiye


Ayhan ÖZHASENEKLER
Yıldırım Beyazıt Üniversitesi, Atatürk Eğitim ve Araştırma Hastanesi
Türkiye


Fatih ATMACA Bu kişi benim
İstinye Üniversitesi, Medikal Park Hastanesi
Türkiye

Yayımlanma Tarihi 31 Aralık 2018
Başvuru Tarihi 3 Nisan 2018
Kabul Tarihi 8 Kasım 2018
Yayınlandığı Sayı Yıl 2018, Cilt 17, Sayı 53

Kaynak Göster

Vancouver Atmaca Temrel T. , Gökhan Ş. , Karaibrahimoğlu A. , Ergin M. , Tanrıverdi F. , Kurtoğlu Çelik G. , Özhasenekler A. , Atmaca F. How do Emergency Medicine Specialists Learn Best?. Tıp Eğitimi Dünyası. 2018; 17(53): 41-50.