Opinions of Trainers and Students About Clinical Educational Programme of Dokuz Eylul University Faculty of Medicine
Abstract
Objective: The
purpose of this paper is to present the studies on the opinions and suggestions
of trainers and students about clinical educational programme of Dokuz Eylul
University Faculty of Medicine.
Material and method: The
questionnaires which consisted of seven closed-end, one open-end questions and
two scales were sent to task/block chairs in March 2016. One of the scales was
prepared for evaluation of clinical educational program, and the other was
prepared to explore the trainers’ expectations and perceptions
about the application of SPICES Model’s educational strategies in Faculty. The
findings of the survey study applied in 2015-2016 academic year to evaluate the
effectiveness of educational activities by Phase 4 and 5 students were
included.
Results:
Trainers and students gave highest ratings to the lectures, practicals and
bed-side visits; lowest ratings to the outpatient clinics and laboratory practicals.
Trainers’ ratings on expectations about educational strategies in the SPICES
model were in favour of innovative strategies. Trainers evaluated the
application of three educational strategy (student centered, problem-based and
electives) in Faculty as innovative.
Conclusion: It
is planned to carry out discussions of the opinions of trainers and students in
related educational commitees and to utilize the findings for the improvement
of the educational programme.
References
- Referans1 Musal B. Dokuz Eylül Üniversitesi Tıp Fakültesi Eğitim Programı: Temel Özellikleri ve Revizyon Çalışmaları. Tıp Eğitimi Dünyası Ocak 2012:42-48.
- Referans2 Musal B. Problem-based Learning and Task-based Learning Curriculum Revision Experience of a Turkish Medical Faculty. Creative Education 2013;4:116-119.
- Referans3 Özkan H, Değirmenci H, Musal B, İtil O, Akpınar H, Akalın E, Özkan Ş, Alıcı E. Task-based Learning (TBL) in Dokuz Eylül University Medical School, Turkey. Medical Teacher 2004:26;279-280.
- Referans4 Ozkan H, Degirmenci B, Musal B, Itil O, Akalın E, Kılınc O, Ozkan S, Alıcı E. Task-Based Learning Programme for Clinical Years of Medical Education. Education for Health 2006;19:32-42.
- Referans5 Harden RM, Laidlaw JM, Ker JS, Mitchell HE. AMEE Medical Education Guide no.7 Task-based Learning: An educational strategy for undergraduate, postgraduate and continuing medical education. Part 1. Medical Teacher 1996;265:518-523.
- Referans6 Harden RM, Crosby J, Davis MH, Howie PW, Struthers AD. Task-based learning: The answer to integration and problem-based learning in the clinical years. Medical Education 2000;34;391-397.
- Referans7 Race P. Task-based learning. Medical Education 2000;34;335-336.
- Referans8 Harden RM, Laidlaw JM, Hesketh EA. AMEE Medical Education Guide No 16: Study guides-their use and preparation. Medical Teacher 1999;21:248-265.
- Referans9 Gibson KA, Boyle P, Black DA, Cunningham M, Grimm MC, McNeil PH. Enhancing evaluation in an undergraduate medical education program. Academic Medicine 2008;8:787-793.
- Referans10 Goldie J. AMEE Education Guide no.29: Evaluating educational programmes. Medical Teacher 2006;28:210-224.
- Referans11 Musal B, Taskıran C, Gursel Y, Ozan S, Tımbıl S, Velipaşaoğlu S. An Example of Program Evaluation Project in Undergraduate Medical Education. Education for Health 2008;21:113.http://www.educationforhealth. net/
- Referans12 Harden RM, Sowden S, Dunn WR. ASME Medical Education Booklet No. 18. The SPICES Model. Medical Education 1984;18:284-297.
- Referans13 Harden RM, Laidlaw JM, Hesketh EA. AMEE Medical Education Guide No:16: Study guides-their use and preparation. Medical Teacher 1999;21:248-265. Referans14 Musal B, Taskiran C, Kelson A. Opinions of Tutors and Students about Effectiveness of PBL in Dokuz Eylul University School of Medicine. Med Educ Online (serial online) 2003;8:16.
Dokuz Eylül Üniversitesi Tıp Fakültesi Klinik Eğitim Programı ve İşleyişine İlişkin Eğitici ve Öğrenci Görüşleri
Abstract
Amaç: Dokuz Eylül
Üniversitesi Tıp Fakültesi’nde klinik eğitim programına ilişkin olarak eğitici
ve öğrenci görüş ve önerilerinin belirlenmesine yönelik yapılan çalışmaların
sunulması amaçlanmaktadır.
Gereç ve Yöntem: Task
ve/veya blok başkanlığı yapan öğretim üyelerine Mart 2016’da yedi kapalı, bir
açık uçlu soru ve iki ölçek içeren anket formları gönderilmiştir. Ölçeklerden
biri klinik eğitim programının değerlendirilmesi, diğeri ise SPICES modelindeki
altı eğitim stratejisine ilişkin istekler ve fakültedeki uygulamaların
değerlendirilmesi amacıyla hazırlanmıştır. Dönem 4 ve 5 öğrencilerine eğitim
etkinliklerini değerlendirmelerine yönelik olarak 2015-16 akademik yılında
uygulanan anket çalışmasının bulguları değerlendirilmiştir.
Bulgular:
Eğiticilerin ve öğrencilerin klinik eğitim etkinliklerine verdikleri puanlar
incelendiğinde en yüksek puan verilen üç etkinliğin sunumlar, uygulamalar ve
hasta başı teorik; en düşük puan verilen etkinliklerin ise poliklinik çalışması
ve laboratuvar etkinlikleri olduğu saptanmıştır.
Eğiticilerin
SPICES modelindeki eğitim stratejilerine ilişkin isteklerinin yenilikçi
stratejiler lehine olduğu, fakültedeki uygulamalardan üç stratejiyi (öğrenci
merkezli, probleme dayalı ve seçmeli) yenilikçi strateji yönünde
değerlendirdikleri saptanmıştır.
Tartışma ve sonuç:
Eğiticilerin ve öğrencilerin görüşlerinin ilgili eğitim kurullarında
tartışılarak programın geliştirilmesi yönünde kullanılması planlanmıştır.
References
- Referans1 Musal B. Dokuz Eylül Üniversitesi Tıp Fakültesi Eğitim Programı: Temel Özellikleri ve Revizyon Çalışmaları. Tıp Eğitimi Dünyası Ocak 2012:42-48.
- Referans2 Musal B. Problem-based Learning and Task-based Learning Curriculum Revision Experience of a Turkish Medical Faculty. Creative Education 2013;4:116-119.
- Referans3 Özkan H, Değirmenci H, Musal B, İtil O, Akpınar H, Akalın E, Özkan Ş, Alıcı E. Task-based Learning (TBL) in Dokuz Eylül University Medical School, Turkey. Medical Teacher 2004:26;279-280.
- Referans4 Ozkan H, Degirmenci B, Musal B, Itil O, Akalın E, Kılınc O, Ozkan S, Alıcı E. Task-Based Learning Programme for Clinical Years of Medical Education. Education for Health 2006;19:32-42.
- Referans5 Harden RM, Laidlaw JM, Ker JS, Mitchell HE. AMEE Medical Education Guide no.7 Task-based Learning: An educational strategy for undergraduate, postgraduate and continuing medical education. Part 1. Medical Teacher 1996;265:518-523.
- Referans6 Harden RM, Crosby J, Davis MH, Howie PW, Struthers AD. Task-based learning: The answer to integration and problem-based learning in the clinical years. Medical Education 2000;34;391-397.
- Referans7 Race P. Task-based learning. Medical Education 2000;34;335-336.
- Referans8 Harden RM, Laidlaw JM, Hesketh EA. AMEE Medical Education Guide No 16: Study guides-their use and preparation. Medical Teacher 1999;21:248-265.
- Referans9 Gibson KA, Boyle P, Black DA, Cunningham M, Grimm MC, McNeil PH. Enhancing evaluation in an undergraduate medical education program. Academic Medicine 2008;8:787-793.
- Referans10 Goldie J. AMEE Education Guide no.29: Evaluating educational programmes. Medical Teacher 2006;28:210-224.
- Referans11 Musal B, Taskıran C, Gursel Y, Ozan S, Tımbıl S, Velipaşaoğlu S. An Example of Program Evaluation Project in Undergraduate Medical Education. Education for Health 2008;21:113.http://www.educationforhealth. net/
- Referans12 Harden RM, Sowden S, Dunn WR. ASME Medical Education Booklet No. 18. The SPICES Model. Medical Education 1984;18:284-297.
- Referans13 Harden RM, Laidlaw JM, Hesketh EA. AMEE Medical Education Guide No:16: Study guides-their use and preparation. Medical Teacher 1999;21:248-265. Referans14 Musal B, Taskiran C, Kelson A. Opinions of Tutors and Students about Effectiveness of PBL in Dokuz Eylul University School of Medicine. Med Educ Online (serial online) 2003;8:16.
Details
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | January 13, 2017 |
| Submission Date | August 4, 2016 |
| Published in Issue | Year 2017 Volume: 30 Issue: 3 |
