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Öğe Distance Education in Medical Schools: the Experience and Opinions of Academicians and Students(Trakya Üniversitesi, 2020) Çifcibaşı, Hilal Sena; Kef, Berkay; Özyiğit, Irmak İrem; Sayın, Sezin; Göztepe, Aslı; Güven, Selis Gülseven; Atıcı, SerkanAims: This study aims to identify the thoughts and opinions of medical schools’ students and academicians about the distance medical education and examination system that has been rapidly applied during the COVID-19 pandemic Methods: A ques- tionnaire was prepared via Google Forms which consisted of a total of 3 sections. Informed consent was obtained in the first section and participants were directed to “student” or “academician” section. There were 28 questions for the students and 24 questions for the academicians. Categorical variables were demonstrated as numbers and percentages, whereas continuous variables were presented as minimum, maximum, and mean values. Chi-squared test was used to compare preclinic and clinic year students, and the academicians in preclinic, medical, and surgical fields. Results: A total of 321 participants completed the questionnaire. The mean participant ages were 21.4 years and 41.68 years for the students and the academicians, respectively. Only 30% of the students thought the distance education lessons were beneficial while it was 35.5% for the academicians. 25.8% of the academicians and 29.6% of the students were indecisive on the matter. When the examination process was taken into account 67.7% of the academicians and 56.9% of the students thought the online examinations were not reliable. Conclusion: It is predicted that the pandemic process will continue in the next academic years. Considering the current situation, distance education seems to be the best option to ensure that the learning process can continue while protecting the health of students and academicians. Although distance education is not sufficient by itself in medical education during and after the COVID-19 pandemic, it is a method that should be used in almost every field of medical education, especially in the preclinical phase. Both the distance education, and online examination process require improvements and they are needed to be supported with face to face lectures and practices.Öğe Effects of Acute Physical Exercise and Acute Mental Exercise on Simple Visual Reaction Time(Trakya Üniversitesi, 2019) Kef, Berkay; Elibol, Alperen; Şenyiğit, Ece; İpsalalı, Hasan Orkun; Gölbaşı, Umutcan; Atay, Fatih Erkan; Mutlu, Arda UlaşAims: The aim of this study is to investigate the effects of acute physical exercise and acute mental exercise on visual reactiontime in healthy medical students. Methods: We used a simple reaction time task software developed by the researchers to measure the visual reaction times of the subjects. Reaction times of subjects as well as pulse rates were measured on three different occasions: basal (resting), post acute mental exercise and post acute physical exercise. The acute physical exercise was constructedto last for 5 minutes in a way that would double the basal pulse rate of the participant. The acute mental exercise was induced byfive minutes of ADD-3 arithmetics. All volunteered physically healthy medical students from four different medical schools inTurkey without red-green color deficiencies were included in the study. Results: A total of 232 (136 male, 96 female) individualswith a mean age of 20.79 ± 1.42 were included in the study. Differences between basal reaction time and post-physical exercisereaction time; the basal reaction time and post-mental exercise reaction time were found to be statistically significant. Basalreaction time of participants was found to be the key element deriving both post-mental and physical exercise reaction times.Also, one unit increase in the number of ADD-3 problems solved was associated with 0.21 units decrease in post-mental exercisereaction time. Conclusion: Both acute mental exercise and acute physical exercise can shorten visual reaction time. Our resultsalso indicate that there might be a relationship between arithmetic capability (ADD-3 arithmetics performance) and visual reaction time. Keywords: Exercise, pulse, reaction time, softwareÖğe Otoscopic Examination(Trakya Üniversitesi, 2018) Kef, Berkay; İşkan, Nur Gülce; Kef, KemalAbstract: Ear related diseases are common in both otolaryngology clinics and family practice since all age groupscan get affected. Due to the frequency and the range of diseases of the ear, it is very important to carry out a thoroughexamination and make a correct diagnosis. Otoscopes are very useful tools used for otoscopic examination.Although head mirrors and head lambs can be used for the examination of the ear, otoscopes provide a better fieldof vision and a more detailed sight. There are two main types of otoscopes; portable and wall-mounted. However, theexamination should not be limited to the outer ear. It is the examiner’s responsibility to check the area around the earfor abnormalities. Otoscopic examination is a convenient method for making a correct diagnosis. Therefore, everymedical doctor should be able to perform a proper otoscopic examination and make a correct diagnosis.Öğe Thoughts and Awareness of Medical Students About the Covid-19 Pandemic(Trakya Üniversitesi, 2020) Çifcibaşı, Hilal Sena; Elibol, Alperen; Kef, Berkay; Gür, Bengisu; Kolsuz, Selin; Kurtoğlu, Berra; İpsalalı, Hasan OrkunAims: This study aims to evaluate medical students’ knowledge, thoughts, and awareness of the COVID-19 pandemic. Metho- ds: A questionnaire consisting of 31 questions was prepared for this descriptive study. In the questionnaire, medical students’ knowledge, attitudes and behaviors during the COVID-19 pandemic were investigated. Categorical variables are demonstrated as numbers and percentages, whereas continuous variables are presented as minimum, maximum, and mean values. Results: A total of 575 participants completed the questionnaire. The mean participant age was 21.7 years. Fifty-two percent of participants knew about the coronaviridae family before the outbreak and 38.8% were informed about COVID-19 in their medical schools. Of the students, 99.7% stated that the first case’s origin was in China. Eighty percent of the participants stated that droplet spread is the transmission route of COVID-19. The most common opinion about the incubation period of the SARS CoV-2 was two to twelve days. Being older than 65 years old, having a comorbidity, being immunosuppressed, or working in the healthcare sector were the most particular risk factors to get infected. The majority of the participants follow the vaccine developments from social media, radio and television. According to 75.83% of the participants, all people should wear a mask in daily life for protection. Conclusion: The epidemiology and diagnostic factors of COVID-19 are well known by medical students. To minimize informa- tion pollution and raise awareness, medical students should be educated about pandemic and management of it. Further evalu- ation with various methods and more participants may help to better understand the awareness of the COVID-19 pandemic in medical students.
