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Öğe The evaluation of the processes of problem based learning tutorials: Online or face-to-face?(Marmara Univ, Fac Medicine, 2024) Gayef, Albena; Emre, Ozge; Akdeniz, Esra; Gulpinar, Mehmet AliObjective: The purpose of this research is to evaluate e-PBL tutorials and compare these sessions with face-to-face PBL sessions. Materials and Methods: This research is a program evaluation study in which quantitative methods were used. In the research, four 90 -minute e-PBL sessions held between April and June 2020 were evaluated. Sessions conducted online were realised using the sevenstep approach in groups of 13-14 students and a tutor. Video recordings were analysed with the thin slicing method. In addition, various quantitative data on evaluation were analysed using multiple tools and materials, including the end -of -program evaluation form. Friedman test and Mann -Whitney U test were used in the analyses of quantitative data. Results: Upon evaluating the analyses of the feedback received from the students about the structure, content and process of the program regarding the e-PBL tutorials, the students gave a positive opinion of 80% or more. In regards with the cases, the students had positive opinions of over 80% in terms of motivation for learning and researching, daily life and its relation to their individual development, suitability to their levels of knowledge and skills, reinforcement of topics. Support, guidance and feedback received from the tutor as a group and individually during online tutorials were statistically significantly higher than the face-to-face PBL tutorials (P<0.05). Conclusion: Research on the effectiveness of e-PBL tutorials, including ours, point out that e-PBL practices may constitute a viable alternative besides face -to face ones. However, for a sounder framing and better results, the subject should be studied in different aspects and more evidences be gathered in this area. These studies will provide evidence to educational institutions and practitioners on how to adapt and modify educational practices, including PBL.Öğe Fizyoloji Lisansüstü ve Uzmanlık Öğrencilerinin Tıp Fakültelerindeki Fizyoloji Eğitimi Hakkında Görüşleri(2022) Tosunoğlu, Esra Akbaş; Gayef, Albena; Aslan, Enver; Vardar, Selma ArzuAmaç: Türkiye’de fizyoloji lisansüstü ve tıpta uzmanlık öğrencileri, kendi eğitimlerine devam ederken tıp fakültesi öğrencilerine verilen fizyoloji eğitimi sürecini de yakından takip etmekte ve bu sürece katkıda bulunmaktadır. Bu çalışmada, fizyoloji lisansüstü ve uzmanlık öğrencilerinin tıp fakültelerindeki fizyoloji lisans eğitimine dair görüşlerinin belirlenmesi amaçlandı. Gereç ve Yöntem: Likert tipi, çoktan seçmeli ve açık uçlu sorulardan oluşan anket, fizyoloji lisansüstü ve uzmanlık öğrencilerine 10.08.2020 ile 15.09.2020 tarihleri arasında çevrimiçi olarak uygulandı. Anket, sosyo-demografik bilgilere yönelik sorular, tıp fakültesi öğrencilerine verilen fizyoloji teorik ve uygulama derslerine yönelik sorular, lisansüstü ve uzmanlık öğrencilerinin fizyoloji eğitimindeki katkısına yönelik soruları içeren dört bölümden oluşmaktaydı. Veriler PASW programı kullanılarak değerlendirildi. İstatistiksel analizde yüzde, frekans, Ki-Kare ve Fisher-Freeman-Halton testleri kullanıldı. Bulgular: Çalışmaya 71 gönüllü (17 uzmanlık, 28 doktora ve 26 yüksek lisans öğrencisi) katıldı; %51’i tez, %42’si ders dönemindeydi. Gönüllülerin %30’u fizyoloji anabilim dalında, akademik kadrodaydı. Katılımcıların %15’inin pedagojik eğitim aldığı, %83’ünün pedagojik eğitim almaya istekli olduğu saptandı. Tüm katılımcılar teorik derslerde öğrenim hedeflerinin açıklanması gerektiğini belirtti. Doktora öğrencileri teorik derslerde uzaktan eğitimi, yüksek lisans öğrencilerine göre daha uygulanabilir buldu (p=0,025). Katılımcıların çoğu, uygulama derslerinde simüle hastalardan yararlanılmasını (%83) ve uygulama derslerinin yürütülmesi ile ilgili olarak fizyoloji lisansüstü ve uzmanlık öğrencilerinden geri bildirim alınması gerektiğini (%97) belirtti. Sonuç: Fizyoloji lisansüstü ve uzmanlık öğrencilerinin güncel öğrenme yöntemlerine dair farkındalıklarının yüksek olduğu ve pedagojik eğitim alma konusunda istekli oldukları tespit edildi. Lisansüstü ve uzmanlık öğrencilerinin görüşleri, mevcut fizyoloji eğitimi ile ilgili geribildirimler sunarken, fizyoloji eğitiminin geleceğinin planlanmasına da katkı sağlayabilir.Öğe FLIPPED CLASSROOM IN MEDICAL EDUCATION(Iated-Int Assoc Technology Education & Development, 2020) Gayef, AlbenaWhile continuous development of technology necessitates integration of technology into education, education systems are obliged to develop and change in order to meet the needs of the age and adapt to the age in every field from pre-school education to university. This change has led to the emergence of new approaches to teaching and learning, and brought forth the feasibility of the flipped classroom system, a new educational strategy in the teaching-learning process. With the help of asynchronous systems, the flipped clasroom system provides students with the opportunity to access the parts of the subjects that are suitable for individual learning outside the school as well as to provide more individual or group problem-solving activities in the classroom environment. Briefly, this system, which gives students the opportunity to focus on the problems they face in their individual learning, is defined as the replacement of homework and classroom instruction. In the flipped classroom, students learn the content of the course by using online resources at home, and evaluate the classroom hours with activities using active learning methods such as teacher-guided discussion and problem solving. The aim of this study is to introduce the concept of flipped classroom, flipped classroom model in terms of technique and application, studies about flipped classroom applications in medical education, advantages and disadvantages of flipped classroom. Taking into account the results of the data collected from the applications of the flipped classroom system, which is a new process in education, it is thought that if this system is recognized and integrated into education, it will provide many convenience to students and teachers in the education process.Öğe The knowledge level and perceptions toward COVID-19 among Turkish final year medical students(Taylor & Francis Ltd, 2020) Caliskan, Fatih; Midik, Ozlem; Baykan, Zeynep; Senol, Yesim; Tanriverdi, Esra Cinar; Tengiz, Funda Ifakat; Gayef, AlbenaBackground Coronavirus disease 2019 (COVID-19) has upended medical education as well as the lives of healthcare professionals. Higher education institutions have a crucial role in the solution of public health problems by training young doctor candidates, and it is also essential to increase the knowledge level of physician candidates about the epidemic. So, in this study, we aimed to examine Turkish final year medical students' knowledge level and perceptions toward the COVID-19 pandemic. Methods The present descriptive multicentered study was conducted with the medical students in the final year of six medical schools located in six geographic regions of Turkey. After ethical approval, data were gathered using an online questionnaire through Google forms between 10 April 2020, and 20 April 2020. Results In this national survey study, 860 volunteers answered the questions thoroughly. The median age was 24 (22-38) years. A total of 55.3% of the participants were female. The median knowledge level score was 69.0 (0-93.1). The knowledge level was moderate. A total of 34.2% of the participants had a high level of knowledge. A total of 48.7% of participants stated that they felt the most competent about performing CPR. Updates about COVID-19 were followed regularly by 84.5% of the participants. Conclusion We determined that final year medical students are knowledgeable and aware of this pandemic. We, medical educators, should inculcate relevant knowledge and educate the medical students to improve practices in the current pandemic, as well as for future epidemics. Different learning techniques should be added to the curriculum, especially at the time which widespread panic and uncertainty are prevalent.Öğe Learning styles of medical students and related factors(Bmc, 2023) Gayef, Albena; Caylan, Ayse; Temiz, Selahattin AlpBackgroundThe concept of learning style is quite important for teachers to teach, organize students' learning experiences, and accomplish educational goals. Motivation is one of the most important psychological concepts in education. Motivation is multidimensional and ranges from amotivation to extrinsic motivation and intrinsic motivation. When students are motivated extrinsically, they enjoy striving toward rewards and goals which may differ from individual goals. Intrinsically motivated students enjoy exploring, learning, and curiosity-oriented academic efforts. Understanding learning styles can make it easier to create, modify, and develop more efficient curriculum and educational programs. It can also encourage students' participation in these programs and motivate them to gain professional knowledge This study aims to determine the learning styles of medical school students and to evaluate whether there is a relationship between their learning styles and academic motivation and the sociodemographic variables.MethodsIn this study a questionnaire containing socio-demographic factors, Grasha-Reichmann Learning Styles Scale, Academic Motivation Scale was filled out by 1st, 2nd, 3rd, 4th, and 5th -year medical students of the 2019-2020 academic year. Frequency, percentage, mean, ANOVA, Pearson correlation analysis, and independent group t-test (for analyzing data with normal distribution) were applied. Mann Whitney U test, Kruskal Wallis test, and Spearman correlation analysis were used for analyzing data without normal distribution.ResultsWe found that the mean of independent learning was the highest among the learning style dimensions, and the mean of the intrinsic motivation to know (IMKN) was the highest among the academic motivation dimensions. We found that there were significant relationships between independent learning and intrinsic motivation (IM), between avoidant learning and extrinsic motivation (EM) and between collaborative learning and IMKN, IM to accomplish things (IMAT) and IM to experience stimulation (IMES).ConclusionWe think that different teaching methods can be applied to strengthen collaborative learning, participant learning, and intrinsic motivation. We hope that this research will contribute to medical education on the subject of establishing appropriate teaching methods. Teachers have to plan and implement activities based on students' learning styles and academic motivation to encourage students to effectively participate in the classroom.Öğe Lifelong Learning Tendencies of Faculty of Medicine Students(Duzce Univ, Fac Medicine, 2022) Gayef, Albena; Alpturk, CagriObjective: The aim of this study is to determine the lifelong learning tendencies of the students studying at the medical faculty and whether there is a relationship between lifelong learning tendencies and gender, grade level variables. Methods: In the study, Lifelong Learning Tendency Scale, sociodemographic question form were applied face to face to the medical faculty students (n= 196) in the 2019-2020 academic year. Statistical evaluation was made with the SPSS statistical program. Mean, standard deviation, frequency, percentage, Mann Whitney U, Kruskall Wallis tests were applied. Results: Means of motivation, persistence, deprivation in regulating learning, deprivation in curiosity subdimensions, total score average are 6.43 + 2.43; 18.9 + 6.23; 24.48 + 5.05; 24.5 + 6.54; 74.34 + 9.56 respectively. The mean levels of females in motivation and deprivation in regulating learning were significantly lower than males; males' total score mean was significantly higher than females (p<0.05). Fifth grade students' deprivation in regulating learning averages were significantly higher than the first grade (p= 0.001). Fifth grade students' deprivation in regulating learning averages were significantly higher than the second grade (p= 0.039). Fifth grade students' deprivation in regulating learning mean was significantly higher than the third grade (p=0.017). Fourth grade students' lifelong learning tendencies total score was significantly higher than the first grade (p= 0.013). Fifth grade students' lifelong learning tendencies total score was significantly higher than the first grade (p= 0.012). Conclusions: Appropriate environments should be prepared to increase the lifelong learning tendencies of medical faculty students. In this direction, on-campus and off-campus systems should be developed in which students can easily access and effectively use learning resources.Öğe MOBILE APPLICATIONS USED IN ANATOMY EDUCATION(Iated-Int Assoc Technology Education & Development, 2020) Gayef, AlbenaMedical education has entered a process of change in recent years, in line with advances in technology and computer-assisted learning. In the studies conducted in recent years, it is stated that it has been concluded that researchers' interest in the use of technology to improve education is increasing day by day. In particular, mobile and interactive technology are focus orientations. Smartphones are an indispensable tool commonly used for countless daily activities. With the development of contemporary operating systems, its popularity has increased significantly. In particular, students are among the most common users of the smartphone. For this reason, it is always used more by academicians. As the use of mobile devices in daily life increases, the idea that these technologies are used for teaching and learning has been strongly supported by scientists. The easy accessibility of the Internet and the intensive use of mobile applications enabled the rapid filling of the gaps in medical education, especially in anatomy. Mobile learning (m-learning) has been described in a comprehensive and simple way as the use of mobile technologies to facilitate learning. In this study, it is aimed to introduce the mobile applications used in anatomy education. Applications containing information about human anatomy were analyzed. Anatomy practices allow students to view and define structures in three dimensions, learn the position and orientation of structures in the body, and interact actively by rotating structures and removing and altering body layers. It is suggested that these applications should be recommended to students for use in anatomy course programs and integrated into educational processes.Öğe Opinions of Physiology Postgraduate Students and Residents About Physiology Education in Medical Faculties in Turkiye(Wiley, 2022) Tosunoglu, Esra Akbas; Gayef, Albena; Arslan, Enver; Vardar, Selma Arzu[Abstract Not Available]Öğe Pulmonologists’ Competencies in Bronchoscopy Graduated from the Same University Clinic(2022) Gayef, Albena; Karlıkaya, Haydar CelalAim: One of the primary competencies of pulmonologists is bronchoscopy. Bronchoscopy is looking inside the lungs with a medical instrument and performing necessary procedures. There are various techniques and methods performed under local or general anesthesia with flexible or rigid devices aiming diagnosis and/or treatment. Bronchoscopic procedures are classified as basic (defining and diagnosing pulmonary conditions, basic operative skills, sampling skills etc) and advanced bronchoscopic procedures (such as rigid bronchoscopy, therapeutic bronchoscopy procedures etc). Today in our country, competency-based education has been adopted for medical specialty training. Core curriculum and minimum educational standards were defined. In this study, we aimed to determine the pulmonologists’ bronchoscopy competencies, potential variables and to evaluate training needs.Methods: A questionnaire was applied to pulmonologists in electronic environment. The questionnaire was including qualitative and quantitative questions such as the educational environment and opportunities, the number of procedures attended, or performed by themselves during and after their assistantship. Data on 11 first level (such as anatomy, mucosa, secretions, maneuvers, flexible bronchoscopy, endobroncial forceps biopsy) and 8 second level (such as foreign body removal, rigid bronchoscopy) seniority in bronchoscopist competencies were analyzed with MSExcel and SPSS softwares.Results: The mean age of 29 pulmonologists (14 female and 15 male) was 43.8 ± 6.9 years. Their graduation years from specialty training ranged from 1999 to 2017, with a median of 2008. According to the self-assessment results, basic bronchoscopist competencies were 7-76 % at the end of the specialty training. There was an insignificant improvement (14-86 %) throughout working as a specialist doctor. Advanced bronchoscopist competencies were 28-72 % at the end of the specialty training. There were some significant improvements only in the endobronchial ultrasonography (EBUS), endobronchial ultrasonographic fine needle aspiration (EBUS-FNA) and argon plasma coagulation competencies (APC) throughout working as a specialist doctor.Conclusions: It was evaluated that the basic bronchoscopist competencies of the pulmonologists are not at sufficient level. The results obtained in this study support the need for competency-based training. This study also emphasizes that more attention should be paid to continuous professional development after graduation.Öğe Relationship Between Motivational Orientations, Metacognitive Adaptations and Academic Successes of Doctorate Students(Tuba-Turkish Acad Sciences, 2018) Gayef, Albena; Gulpinar, Mehmet Ali; Bakirci, Nadi; Yegen, Berrak C.Motivational orientations and metacognitive adaptations displayed in difficult situations are the two major factors that affect the academic success of students. The aim of this study is to examine relationship between motivational orientations, metacognitive adaptations and academic successes of doctorate students attending to Health Sciences Institute. In this study conducted on 139 students The Modified Archer's Health Professions Motivation Survey, The Positive Metacognitions and Positive Meta-Emotions Questionnaire and performance evaluation forms were used. In the study where metacognitive adaptation levels of doctorate students were found high, their self-confidence levels in extinguishing perseverative thoughts and emotions were found to be significantly different in comparison to their levels of goal orientations towards performance, academic alienation and their use of superficial learning strategies. Their self-confidence levels in interpreting own emotions as cues, restraining from immediate reaction and mind setting for problem solving, establishing flexible and feasible hierarchy of goals were also found to be significantly different in comparison to their levels of academic alienation, use of metacognitive learning strategies, and internal control (p<0.05). It was also observed that academic success of the students at course and thesis stages were found to be significantly different as compared to their level of metacognitive learning strategies, self-confidence levels for setting flexible/feasible hierarchy of goals (p<0.05).Öğe The Relationship between the Nutrition Habits, Body Mass Indexes and Academic Successes of the Health School Students(Duzce Univ, 2021) Gayef, Albena; Kaya, Ece Nur; Telatar, BerrinObjective: This research was conducted to examine the relationship between university students' nutritional habits, body mass index and academic achievements. Methods: The study was conducted with 213 students studying at a school of health in a private university. Socio-demographic characteristics, height and weights and eating habits were asked in the questionnaire applied to students who volunteered with the informed volunteer consent form. The academic success of the students was evaluated on the basis of the end of year weighted grade point average scores. Results: More than half of the participants (51.2%) were students of the Department of Nutrition and Dietetics. The majority of students (69.5%) are among the normal values according to the Body Mass Index classification. Of the students, 35.7% think that they always eat healthy and 49.3% eat healthy intermittently. The ratio of the students who stated that they skipped main meals was 87.8% and most frequently skipped meal was the lunch for 60.6% of the participants. The ratios of the students who always consume snacks and who consume snacks from time to time were 27.2% and 65.7% respectively. The academic success of the students who consume snacks regularly was significantly higher. It was found that the academic achievement of students who thought that they were eating healthy was higher than that of the others. There was a weak but statistically significant negative correlation between students' body mass index values and academic achievement. Conclusions: A relationship between students' nutritional habits and academic success was found in our study. In order to raise healthy, productive and successful generations, the importance of nutrition should be emphasized more especially in adolescent period in which life-time basic nutrition habits are adopted. Nutrition trainings and lessons may be useful for this purpose.Öğe Team based learning in medical education(E D P Sciences, 2019) Gayef, AlbenaTeam based learning is an active, student-centered method applied in a group of 5-7 students with the management of a single trainer who is a specialist. There are three stages in the team based learning method: preparation, display of readiness and implementation. Team based learning is an active learning strategy in medical education. In this study, the structure and basic principles of team based learning, the steps of the method and assessment and evaluation are discussed.Öğe Trakya Üni?versi?tesi? Tıp Fakültesi? Öğrenci?leri?ni?n Di?key Kori?dor Dersleri?ne İli?şki?n Görüşleri?ni?n Değerlendirilmesi(2019) Gayef, Albena; Marangoz, Bahar; Şimşek, Şevval; Kaya, Sümeyye; Atabey, Uğur Şimal; Eskiocak, MuzafferGiriş ve Amaç: Araştırmanın amacı, tıp fakültesi öğrencilerinindikey koridor programı kapsamındaki dersler ile ilgili görüşlerinideğerlendirmek ve değerlendirmeler sonucunda eğitim programınıgeliştirmeye yönelik önerilerde bulunmaktır.Gereç ve Yöntem: Araştırma kesitsel ve tanımlayıcı niteliktedir.Araştırmacılar tarafından geliştirilmiş olan, sosyodemografik özelliklerve öğrencilerin dikey koridor dersleri ile ilgili görüşlerini değerlendirmeyeyönelik sorulardan oluşan anket formu Trakya Üniversitesi Tıp Fakültesiilk beş yılda öğrenim görmekte olan öğrencilere (n=183) 2018 yılı Martayında uygulanmıştır. Ulaşılma oranı %52,2’dir.Araştırmadan elde edilen veriler, SPSS 24.0 programında analizedilmiştir. Verilerin analizinde tanımlayıcı istatistikler uygulanmıştır.Öğe Use of Youtube in Medical Education(Duzce Univ, Fac Medicine, 2021) Gayef, Albena; Caylan, AyseThe use of technologies is gradually increasing in undergraduate, postgraduate and continuing medical education. The internet has become not only an easily accessible resource for health services but also the biggest and latest source of medical knowledge. In this framework, Web 2.0 sites such as YouTube have become useful sources of information, and they are widely used by medical students as a learning resource. Educators should promote the use of YouTube particularly as a self-guiding method to enhance students' learning. YouTube provides an affordable and useful communication tool that students can access at any time. We believe that YouTube will continue to provide the skills and information needed in the learning processes in undergraduate and postgraduate medical education in the future as well.Öğe Using simulated patients in medical and health professions education(E D P Sciences, 2019) Gayef, AlbenaInteractive methods, which are one of the effective training methods used in medical and health professions education enable students to participate actively in the learning process. In this context, simulated patients can be used in simulation applications which are interactive methods. The simulated patient is an educated person to revive and present the real patient scenario and offers a safe learning opportunity based on experience in a virtual or laboratory environment prior to the real patient environment. This application enables to students to increase knowledge and skill level, self-efficacy, motivation and self-confidence, improves clinical decision making and communication skills. The aim of this study is to review simulated patient applications in medicine and health sciences education and to provide a detailed overview on using simulated patients for both teaching and assessment purposes in medical and healthcare professional education.
