Trakya Üniversitesi Tıp Fakültesi öğrencilerinin öğrenme çeşitliliğinin araştırılması
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2019
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info:eu-repo/semantics/openAccess
Özet
Çalışmamızda Trakya Üniversitesi Tıp Fakültesi öğrencilerinde öğrenme çeşitliliğinin araştırılması amaçlanmıştır. Çalışma evrenini Trakya Üniversitesi Tıp Fakültesi’nde 2017-2018 eğitim-öğretim döneminde okumakta olan 1513 öğrenci oluşturmuştur. Çalışmamıza 815 öğrenci katılmayı kabul etti. Veriler araştırmacı tarafından oluşturulan bir anket ile toplandı. Ankette katılımcıların sosyodemografik özellikleri ile ilgili 12 soru ve 12 maddeden oluşan Kolb Öğrenme Stili Envanteri-III bulunmaktadır. Katılımcıların 531’i (%65,2) kadın, 284’ü (%34,8) erkek idi. Yaş ortalaması 21,5±2,10 yıl olup 17 ile 29 yaş arasında saptandı. Katılımcıların sınıflara göre dağılımına bakıldığında %19,8’i (n=161) 1.sınıf, %12,4’ü (n=101) 2.sınıf, %17,3’ü (n=141) 3.sınıf, %19,6’sı (n=160) 4.sınıf, %19,5’i (n=159) 5.sınıf ve %11,4’ü (n=93) 6.sınıf idi. Araştırmamıza katılan öğrencilerilerin öğrenme stillerine bakıldığında %41,3 (n=337) ile en çok tercih edilen öğrenme stili olarak özümseyen tip öğrenme stili bulunmuştur. Özümseyen tip öğrenme stilini sırasıyla % 26,3 (n=214) ile ayrıştıran tip, %19,9 (n=162) ile değiştiren tip ve % 12,5 (n=102) ile yerleştiren tip öğrenme stili takip etmiştir. Katılımcıların cinsiyeti, sınıfı, not ortalaması, mezun olduğu lise türü, ailesinin aylık geliri ile öğrenme stili arasında istatistiksel anlamlı ilişki olduğu saptanmıştır. Yaş, yaşanılan yer, ders çalışma alışkanlığı, ders çalışırken tercih edilen yer, çay, kahve, uyarıvı madde/ilaç kullanım durumu, sigara alkol kullanım durumu ile öğrenme stilinin ilişkili olmadığı bulunmuştur. Sonuç olarak öğrenme stili kişiden kişiye ve pek çok değişkene göre değişen bir durumdur. Bu nedenle, eğitimciler daha iyi ve kaliteli bir eğitim için tüm öğrenme stillerini dikkate alarak öğretim yaklaşımlarını, strateji, yöntem ve teknikler ile eğitim materyallerini dikkatli ve bilinçli bir şekilde seçmeli ve kullanmalıdır.
In this study, it is aimed to investigate the learning diversity of Trakya University Faculty of Medicine students. The study consisted of 1513 students studying at the Faculty of Medicine of Trakya University during the 2017-2018 education period. 815 participants were volunteer to be involved in our study. Data is collected with a questionnaire composed by the resarcher. The questionnaire includes 12 questions about the socio-demographic characteristics of the participants and Kolb Learning Style Inventory-III consisting of 12 items. Five hunfred and thirty one participants (65.2%) were female and 284 (34.8%) were male. The mean age was 21.5±.2.10 where minimum age was 17 and maximum age was 29. When we categorize students according to their grades, 19.8% (n=161) of students were first grade, 12.4% (n=101) were second grade, 17.3% (n=141) were third grade, 19.6% (n=160) were fourth grade, 19.5% (n=159) were fifth grade and 11.4% (n=93) were sixth grade. It is found that learning by assimilation is the most preferred learning style among the students with a percentage of 41.3% (n=337). Diverging, converging and accomodating learning styles follow assimilating learning type with percentages of 26.3% (n=214), 19.9% (n=162) and 12.5% (n=102) respectively. It is determined that learning styles of students are related with their gender, grade, grade point average, high school they gratuated and monthly salary of their families. However it is found that learning styles is not related with their age, accomodation, study habit, study place, habit of drinking tea or coffee and usage of stimulant substances and drugs, cigarette or alcohol As a result, learning styles of people vary from person to person and so many different parameter have an impact of this situation. That’s why instructors should carefully and consciously choose and use the teaching strategy, approaches, methods and techniques with appropriate education materials by considering all learning styles in order to ensure better quality of education.
In this study, it is aimed to investigate the learning diversity of Trakya University Faculty of Medicine students. The study consisted of 1513 students studying at the Faculty of Medicine of Trakya University during the 2017-2018 education period. 815 participants were volunteer to be involved in our study. Data is collected with a questionnaire composed by the resarcher. The questionnaire includes 12 questions about the socio-demographic characteristics of the participants and Kolb Learning Style Inventory-III consisting of 12 items. Five hunfred and thirty one participants (65.2%) were female and 284 (34.8%) were male. The mean age was 21.5±.2.10 where minimum age was 17 and maximum age was 29. When we categorize students according to their grades, 19.8% (n=161) of students were first grade, 12.4% (n=101) were second grade, 17.3% (n=141) were third grade, 19.6% (n=160) were fourth grade, 19.5% (n=159) were fifth grade and 11.4% (n=93) were sixth grade. It is found that learning by assimilation is the most preferred learning style among the students with a percentage of 41.3% (n=337). Diverging, converging and accomodating learning styles follow assimilating learning type with percentages of 26.3% (n=214), 19.9% (n=162) and 12.5% (n=102) respectively. It is determined that learning styles of students are related with their gender, grade, grade point average, high school they gratuated and monthly salary of their families. However it is found that learning styles is not related with their age, accomodation, study habit, study place, habit of drinking tea or coffee and usage of stimulant substances and drugs, cigarette or alcohol As a result, learning styles of people vary from person to person and so many different parameter have an impact of this situation. That’s why instructors should carefully and consciously choose and use the teaching strategy, approaches, methods and techniques with appropriate education materials by considering all learning styles in order to ensure better quality of education.
Açıklama
Anahtar Kelimeler
Öğrenme, Önlisans Tıp Eğitimi, Tıp Öğrencileri, Eğitim Modelleri, Learning, Undergraduate Medical Education, Medical Students, Educational Models
