Yucel Gursel | Dokuz Eylül University (original) (raw)
Papers by Yucel Gursel
Introduction: Within the context of program evaluation activities being implemented at the Dokuz ... more Introduction: Within the context of program evaluation activities being implemented at the Dokuz Eylul School of Medicine, the aim of the present study is to determine the School’s incoming students’ sociodemographic properties, willingness levels for selecting medical school, factors influencing their selection, reasons for selecting this School, awareness about the School’s active learning system at the moment of selection, perceptions about Schools’ learning environment and their future professional plans. Material and method: In the 2005-2006 academic year, at end-October, a questionnaire was given to School’s incoming students before a problem-based learning (PBL) session. 92.51% of the students were reached. Findings and discussion: Majority of the students were male (61.8%) and graduates of super/anadolu/fen high school (85.3%). Those who were previously aware about School’s active learning system were 47.0% and 83.6% of these students mentioned their awareness about the syst...
DergiPark (Istanbul University), Feb 1, 2005
DergiPark (Istanbul University), Sep 1, 2007
Dokuz Eylul University School of Medicine has made a fundamental change in its curriculum from tr... more Dokuz Eylul University School of Medicine has made a fundamental change in its curriculum from traditional to problem-based in the 1997-1998 academic year. The SPICES model was adopted when designing the new curriculum. The principal educational strategy in the first three years of undergraduate programme is problem-based learning. Task-based learning was adopted as a continuum for the clerkship years. The purpose of this study is to explore the perceptions and future expectations of tutors about the educational strategies of the school. Two identical Likert-type scales were composed of educational strategies in the SPICES model. Tutors were asked to mark each scale, first to express their present perceptions of existing educational strategies, and second their future expectations about these strategies. All of the ratings of items corresponding to educational strategies in the SPICES model were in favour of innovative strategies. The results showed faculty members’ positive thought...
“Basic Communication Skills Training” (BCST) is among the objectives of DEUSM’s Year I programme.... more “Basic Communication Skills Training” (BCST) is among the objectives of DEUSM’s Year I programme. Implemented in the course of a semester by a team of trainers, this programme was revised in the light of student feedbacks, considering the difficulties in its implementation and its needs were considered and necessary corrections were made Student feedbacks, variations in feedbacks over the years and changes in the programme were evaluated in the study. The feedbacks of 321 students in the 2001-2004 periyod were evaluated. The student feedback form consists of three open-ended questions on trainers, training method and content, and a close-ended question in which students mark their opinions on the usefulness of the course. Forms were filled in anonymously. The general response rate was 72.3%. Over the years, considerable increases in the ratios of students who evaluated BCST as useful and very useful (60.0%, 78.5%, 87.9%) were found. The abundance of opinions and suggestions which may shed light to trainers, training method and content was noteworthy. In the light of the experiences of the training team and student feedbacks, necessary changes were made in the training method and materials, the number of trainers was increased and a new session titled “Effective Feedback Giving and Receiving” was added. It was thought that the implemented changes increased the efficiency of the course and the level of satisfaction related to it.
Education for Health, Apr 11, 2008
Revisions to existing program evaluation approaches of the Dokuz Eylul University School of Medic... more Revisions to existing program evaluation approaches of the Dokuz Eylul University School of Medicine (DEUSM) were made by the Medical Education Department in June 2005. After considering several evaluation models, a mixed evaluation model was developed to meet institutional needs. The general program evaluation plan was structured as areas of inquiry under the three main program evaluation questions: what are the effects of the educational program on students and graduates, what are the effects of the educational program on trainers, and is the educational program being implemented as planned. The School's first report made through its new program evaluation approach was prepared in July 2006, leading to important revisions to the educational program. This article presents DEUSM's project to revise its program evaluation approach and briefly discusses its early implementation.
Education for health, 2008
Revisions to existing program evaluation approaches of the Dokuz Eylul University School of Medic... more Revisions to existing program evaluation approaches of the Dokuz Eylul University School of Medicine (DEUSM) were made by the Medical Education Department in June 2005. After considering several evaluation models, a mixed evaluation model was developed to meet institutional needs. The general program evaluation plan was structured as areas of inquiry under the three main program evaluation questions: what are the effects of the educational program on students and graduates, what are the effects of the educational program on trainers, and is the educational program being implemented as planned. The School's first report made through its new program evaluation approach was prepared in July 2006, leading to important revisions to the educational program. This article presents DEUSM's project to revise its program evaluation approach and briefly discusses its early implementation.
A group of 2006 and 2007 International FAIMER (Foundation for Advancement of Medical Education an... more A group of 2006 and 2007 International FAIMER (Foundation for Advancement of Medical Education and Research) Fellows explored online issues related to the adoption of PBL in their institutions. The theme of web discussion was focused on two questions: 1) If you are using PBL at your school, what are the challenges and issues you and your colleagues faced as you implemented and continued to use PBL? (2) If you are not using PBL at your school, or are contemplating using it and have not yet implemented it, what are the issues and concerns of teachers about PBL that made it not possible at this time to be used? About thirty percent of the fellows (n=43) responded to the first question and 69.7% responded to the second question. Analysis of the responses revealed issues of cost, faculty development and resources are major impediments to adoption of PBL. The attraction of more students-centered, self-directed learning was common. Different strategies for implementing PBL among the respon...
Turkiye Klinikleri Journal of Medical Sciences, 2009
Yasal uyarı: Bu sitede yayınlanan resim, yazı ve diğer uygulamaların her hakkı Ortadoğu Reklam Ta... more Yasal uyarı: Bu sitede yayınlanan resim, yazı ve diğer uygulamaların her hakkı Ortadoğu Reklam Tanıtım Yayıncılık Turizm Eğitim İnşaat Sanayi ve Ticaret A.Ş. 'ye aittir. Kaynak gösterilmeden kullanılamaz. Bu site hekimleri sağlık alanında bilgilendirmeye yönelik hazırlanmıştır. ...
The Journal of Emergency Medicine, 2008
The aim of the study was to determine the advanced cardiac life support (ACLS) knowledge level of... more The aim of the study was to determine the advanced cardiac life support (ACLS) knowledge level of residents and related factors in the departments of Anesthesiology, Emergency Medicine, Internal Medicine, and Cardiology in a university hospital. For this cross-sectional study, a total of 20 multiple-choice questions were prepared concerning several different topics, including: fatal dysrhythmias, oxygenation, ventilation and airway control, asystole, and pulseless electrical activity. Questions were given to residents before their periodic training meetings and collected in 30 min. There were 101 of 120 residents from four clinical departments (participation rate 84%) tested. Average point total and standard deviations of all residents were 66.3 +/- 17 out of 100 points. On a departmental basis, statistically significant differences were found in the knowledge level of residents (Emergency Medicine: 86.2 +/- 8.2, Cardiology: 66.7 +/- 12.9, Anesthesiology: 59.3 +/- 16.2, Internal Medicine: 56.1 +/- 13.5, F: 28.6, p < 0.0001). The factors that affect ACLS knowledge level of residents were "postgraduate ACLS training," "awareness of guidelines," and "resuscitation frequency." Postgraduate training and the frequency of ACLS practice seem to increase the ACLS knowledge level of residents. The present study emphasizes the necessity for a standardized systematic postgraduate ACLS training program for the residents of related medical disciplines. Further studies with larger groups are needed to investigate theoretical knowledge, resuscitation skill competency, and related factors.
Education for health (Abingdon, England), 2008
Revisions to existing program evaluation approaches of the Dokuz Eylul University School of Medic... more Revisions to existing program evaluation approaches of the Dokuz Eylul University School of Medicine (DEUSM) were made by the Medical Education Department in June 2005. After considering several evaluation models, a mixed evaluation model was developed to meet institutional needs. The general program evaluation plan was structured as areas of inquiry under the three main program evaluation questions: what are the effects of the educational program on students and graduates, what are the effects of the educational program on trainers, and is the educational program being implemented as planned. The School's first report made through its new program evaluation approach was prepared in July 2006, leading to important revisions to the educational program. This article presents DEUSM's project to revise its program evaluation approach and briefly discusses its early implementation.
The objective of this study is to investigate the perceptions of first and third year medical stu... more The objective of this study is to investigate the perceptions of first and third year medical students on self-study and reporting processes of Problem-based Learning (PBL) sessions and their usage of learning resources.
Medical Education, 2009
students in the first semester are expected to demonstrate culturally sensitive communication ski... more students in the first semester are expected to demonstrate culturally sensitive communication skills. The steps for learning the skill include: a 1-hour discussion session on culturally sensitive communication; a role-play demonstration by two faculty members during which each student can refer to a checklist of performance steps, and a subsequent opportunity for students to practise communication skills in pairs. Groups of 15 Year 1 students accompanied by two faculty members also attend a field site once a week for 7-8 weeks, from which they carry out household visits. These visits provide opportunities for students to use their skills and for instructors to observe and evaluate students using the performance checklist. Evaluation of results and impact To date, the new CHN curriculum has been implemented for students in Years 1 and 4. The curriculum for Years 2 and 3 will be added this year (2009). Data
Education for Health, 2005
BMC medical …, 2004
© 2004 Musal et al; licensee BioMed Central Ltd. This is an open-access article distributed under... more © 2004 Musal et al; licensee BioMed Central Ltd. This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by /2.0), which permits unrestricted use, distribution, and reproduction in any medium, ...
iamse.org
Dokuz Eylul University School of Medicine changed its curriculum from a traditional one to a Prob... more Dokuz Eylul University School of Medicine changed its curriculum from a traditional one to a Problem-based Learning (PBL) curriculum in 1997. The objectives of this study were to investigate students' satisfaction levels regarding academic support, facilities of the School, educational activities and tutor performance and to compare the satisfaction levels in different years. At the end of each of the academic years 1999, 2001 and 2003 satisfaction levels, opinions, and expectations of the students were determined with a questionnaire. On a five point scale (1:min, 5:max), the satisfaction scores for academic support and facilities of the School varied between 1.9±1.1 and 4.2±0.9 and the scores on educational activities varied between 2.8±1.4 and 4.1±0.9. The points attributed to PBL sessions, professional skills program, basic science practicals, and self-study activities were higher than the overall assessment point of educational activities. The performance scores of the tutors given by the students varied between 3.5±1.0 and 4.4±0.9. The highest satisfaction scores were observed in 1999, followed by a moderate decrease in 2001, and a moderate increase in 2003. As part of the program evaluation studies, the findings of the present study were evaluated and necessary revisions were made. The present study may constitute an example of using student feedback in evaluation and revision of PBL programs.
The Journal of Emergency Medicine, 2008
The aim of the study was to determine the advanced cardiac life support (ACLS) knowledge level of... more The aim of the study was to determine the advanced cardiac life support (ACLS) knowledge level of residents and related factors in the departments of Anesthesiology, Emergency Medicine, Internal Medicine, and Cardiology in a university hospital. For this cross-sectional study, a total of 20 multiple-choice questions were prepared concerning several different topics, including: fatal dysrhythmias, oxygenation, ventilation and airway control, asystole, and pulseless electrical activity. Questions were given to residents before their periodic training meetings and collected in 30 min. There were 101 of 120 residents from four clinical departments (participation rate 84%) tested. Average point total and standard deviations of all residents were 66.3 +/- 17 out of 100 points. On a departmental basis, statistically significant differences were found in the knowledge level of residents (Emergency Medicine: 86.2 +/- 8.2, Cardiology: 66.7 +/- 12.9, Anesthesiology: 59.3 +/- 16.2, Internal Medicine: 56.1 +/- 13.5, F: 28.6, p < 0.0001). The factors that affect ACLS knowledge level of residents were "postgraduate ACLS training," "awareness of guidelines," and "resuscitation frequency." Postgraduate training and the frequency of ACLS practice seem to increase the ACLS knowledge level of residents. The present study emphasizes the necessity for a standardized systematic postgraduate ACLS training program for the residents of related medical disciplines. Further studies with larger groups are needed to investigate theoretical knowledge, resuscitation skill competency, and related factors.
Journal of Family …, Jan 1, 2007
... A Study on Its Effectiveness Akca Toprak Ergonen & Serpil Salacin & S... more ... A Study on Its Effectiveness Akca Toprak Ergonen & Serpil Salacin & Sevgi Karademir & Yucel Gursel & Berna Musal ... Adli Bilimler Kongresi (IV. National Forensic Sciences Congress), Istanbul. Salacin, S., Ergonen, TA, Ozkara, E., Celikgun, S., Isikligil, I., Ture, H., et al. (2000c). ...
egetip.dergisi.org
Anahtar Sözcükler: Probleme-dayalı öğrenim, bağımsız çalışma, öğrenme hedefleri, öğrenme kaynakla... more Anahtar Sözcükler: Probleme-dayalı öğrenim, bağımsız çalışma, öğrenme hedefleri, öğrenme kaynakları, öğrenme kaynakları merkezi ÖZET Probleme-dayalı Öğrenimde (PDÖ) öğrencilerin bağımsız çalışma süreçlerini etkin kullanmaları; kendi öğrenme sorumluluklarını almaları ve tam öğrenmeyi gerçekleştirmeleri bakımından önemlidir. Çalışmada, PDÖ uygulanan Dokuz Eylül Üniversitesi Tıp Fakültesinde, öğrencilerin bağımsız çalışma süreçlerini nasıl değerlendirdikleri ve öğrenme kaynakları hakkındaki düşüncelerinin belirlenmesi hedeflenmiştir. Çalışmaya DEÜTF'de 2001-2002 güz yarıyılını tamamlayan Dönem I öğrencileri dahil edilmiştir. Öğrencilere, bağımsız çalışma süreçlerini nasıl değerlendirdiklerine ilişkin sorular yöneltilmiş ve ölçekten oluşan bir anket formu uygulanmıştır. Sunum notları, diğer yardımcı kitaplar, öğrenci notları öğrencilerin öncelikle başvurdukları kaynaklardır. Öğrencilerin %80'i, Öğrenme Kaynakları Merkezini yüksek oranda yeterli ve kısmen yeterli bulmuşlardır. Öğrencilerin %84.3'ünün merkezi düzenli veya aralıklı olarak kullandığı anlaşılmıştır. Öğrencilerin, bağımsız çalışma sürecinde sıklıkla öğrenme hedeflerinin rehberliğinden yararlandıkları, oturumlarda bilgi aktarmaya yönelik hazırlık yaptıkları, tartışmanın derinliğine ve genişliğine önem verdikleri görülmüştür. Öğrenme Kaynakları Merkezi ve kütüphanenin sunduğu olanaklar, yüksek oranda yeterli ve kısmen yeterli bulunmuştur. Öğrencilerin değişik öğrenme kaynaklarını kullanma sıklıkları arasında belirgin farklar vardır. Öğrenme Kaynakları Merkezi ve kütüphanenin olanakları, çoğunlukla yeterli ve kısmen yeterli bulunmuştur. Öğrencilerin yabancı dile hakimiyet düzeylerinin yetersizliğinin, kullanılan kaynak çeşitliliği kısıtlayabileceği düşünülmüştür. Öğrencilerinin öğrenme becerilerinin gelişimi ve bilgi danışmanlığı uygulamasının iyileştirilmesine koşut olarak, öğrenme kaynaklarının kullanımında daha dengeli bir dağılımın sağlanabileceği kanısına varılmıştır.
Introduction: Within the context of program evaluation activities being implemented at the Dokuz ... more Introduction: Within the context of program evaluation activities being implemented at the Dokuz Eylul School of Medicine, the aim of the present study is to determine the School’s incoming students’ sociodemographic properties, willingness levels for selecting medical school, factors influencing their selection, reasons for selecting this School, awareness about the School’s active learning system at the moment of selection, perceptions about Schools’ learning environment and their future professional plans. Material and method: In the 2005-2006 academic year, at end-October, a questionnaire was given to School’s incoming students before a problem-based learning (PBL) session. 92.51% of the students were reached. Findings and discussion: Majority of the students were male (61.8%) and graduates of super/anadolu/fen high school (85.3%). Those who were previously aware about School’s active learning system were 47.0% and 83.6% of these students mentioned their awareness about the syst...
DergiPark (Istanbul University), Feb 1, 2005
DergiPark (Istanbul University), Sep 1, 2007
Dokuz Eylul University School of Medicine has made a fundamental change in its curriculum from tr... more Dokuz Eylul University School of Medicine has made a fundamental change in its curriculum from traditional to problem-based in the 1997-1998 academic year. The SPICES model was adopted when designing the new curriculum. The principal educational strategy in the first three years of undergraduate programme is problem-based learning. Task-based learning was adopted as a continuum for the clerkship years. The purpose of this study is to explore the perceptions and future expectations of tutors about the educational strategies of the school. Two identical Likert-type scales were composed of educational strategies in the SPICES model. Tutors were asked to mark each scale, first to express their present perceptions of existing educational strategies, and second their future expectations about these strategies. All of the ratings of items corresponding to educational strategies in the SPICES model were in favour of innovative strategies. The results showed faculty members’ positive thought...
“Basic Communication Skills Training” (BCST) is among the objectives of DEUSM’s Year I programme.... more “Basic Communication Skills Training” (BCST) is among the objectives of DEUSM’s Year I programme. Implemented in the course of a semester by a team of trainers, this programme was revised in the light of student feedbacks, considering the difficulties in its implementation and its needs were considered and necessary corrections were made Student feedbacks, variations in feedbacks over the years and changes in the programme were evaluated in the study. The feedbacks of 321 students in the 2001-2004 periyod were evaluated. The student feedback form consists of three open-ended questions on trainers, training method and content, and a close-ended question in which students mark their opinions on the usefulness of the course. Forms were filled in anonymously. The general response rate was 72.3%. Over the years, considerable increases in the ratios of students who evaluated BCST as useful and very useful (60.0%, 78.5%, 87.9%) were found. The abundance of opinions and suggestions which may shed light to trainers, training method and content was noteworthy. In the light of the experiences of the training team and student feedbacks, necessary changes were made in the training method and materials, the number of trainers was increased and a new session titled “Effective Feedback Giving and Receiving” was added. It was thought that the implemented changes increased the efficiency of the course and the level of satisfaction related to it.
Education for Health, Apr 11, 2008
Revisions to existing program evaluation approaches of the Dokuz Eylul University School of Medic... more Revisions to existing program evaluation approaches of the Dokuz Eylul University School of Medicine (DEUSM) were made by the Medical Education Department in June 2005. After considering several evaluation models, a mixed evaluation model was developed to meet institutional needs. The general program evaluation plan was structured as areas of inquiry under the three main program evaluation questions: what are the effects of the educational program on students and graduates, what are the effects of the educational program on trainers, and is the educational program being implemented as planned. The School's first report made through its new program evaluation approach was prepared in July 2006, leading to important revisions to the educational program. This article presents DEUSM's project to revise its program evaluation approach and briefly discusses its early implementation.
Education for health, 2008
Revisions to existing program evaluation approaches of the Dokuz Eylul University School of Medic... more Revisions to existing program evaluation approaches of the Dokuz Eylul University School of Medicine (DEUSM) were made by the Medical Education Department in June 2005. After considering several evaluation models, a mixed evaluation model was developed to meet institutional needs. The general program evaluation plan was structured as areas of inquiry under the three main program evaluation questions: what are the effects of the educational program on students and graduates, what are the effects of the educational program on trainers, and is the educational program being implemented as planned. The School's first report made through its new program evaluation approach was prepared in July 2006, leading to important revisions to the educational program. This article presents DEUSM's project to revise its program evaluation approach and briefly discusses its early implementation.
A group of 2006 and 2007 International FAIMER (Foundation for Advancement of Medical Education an... more A group of 2006 and 2007 International FAIMER (Foundation for Advancement of Medical Education and Research) Fellows explored online issues related to the adoption of PBL in their institutions. The theme of web discussion was focused on two questions: 1) If you are using PBL at your school, what are the challenges and issues you and your colleagues faced as you implemented and continued to use PBL? (2) If you are not using PBL at your school, or are contemplating using it and have not yet implemented it, what are the issues and concerns of teachers about PBL that made it not possible at this time to be used? About thirty percent of the fellows (n=43) responded to the first question and 69.7% responded to the second question. Analysis of the responses revealed issues of cost, faculty development and resources are major impediments to adoption of PBL. The attraction of more students-centered, self-directed learning was common. Different strategies for implementing PBL among the respon...
Turkiye Klinikleri Journal of Medical Sciences, 2009
Yasal uyarı: Bu sitede yayınlanan resim, yazı ve diğer uygulamaların her hakkı Ortadoğu Reklam Ta... more Yasal uyarı: Bu sitede yayınlanan resim, yazı ve diğer uygulamaların her hakkı Ortadoğu Reklam Tanıtım Yayıncılık Turizm Eğitim İnşaat Sanayi ve Ticaret A.Ş. 'ye aittir. Kaynak gösterilmeden kullanılamaz. Bu site hekimleri sağlık alanında bilgilendirmeye yönelik hazırlanmıştır. ...
The Journal of Emergency Medicine, 2008
The aim of the study was to determine the advanced cardiac life support (ACLS) knowledge level of... more The aim of the study was to determine the advanced cardiac life support (ACLS) knowledge level of residents and related factors in the departments of Anesthesiology, Emergency Medicine, Internal Medicine, and Cardiology in a university hospital. For this cross-sectional study, a total of 20 multiple-choice questions were prepared concerning several different topics, including: fatal dysrhythmias, oxygenation, ventilation and airway control, asystole, and pulseless electrical activity. Questions were given to residents before their periodic training meetings and collected in 30 min. There were 101 of 120 residents from four clinical departments (participation rate 84%) tested. Average point total and standard deviations of all residents were 66.3 +/- 17 out of 100 points. On a departmental basis, statistically significant differences were found in the knowledge level of residents (Emergency Medicine: 86.2 +/- 8.2, Cardiology: 66.7 +/- 12.9, Anesthesiology: 59.3 +/- 16.2, Internal Medicine: 56.1 +/- 13.5, F: 28.6, p < 0.0001). The factors that affect ACLS knowledge level of residents were "postgraduate ACLS training," "awareness of guidelines," and "resuscitation frequency." Postgraduate training and the frequency of ACLS practice seem to increase the ACLS knowledge level of residents. The present study emphasizes the necessity for a standardized systematic postgraduate ACLS training program for the residents of related medical disciplines. Further studies with larger groups are needed to investigate theoretical knowledge, resuscitation skill competency, and related factors.
Education for health (Abingdon, England), 2008
Revisions to existing program evaluation approaches of the Dokuz Eylul University School of Medic... more Revisions to existing program evaluation approaches of the Dokuz Eylul University School of Medicine (DEUSM) were made by the Medical Education Department in June 2005. After considering several evaluation models, a mixed evaluation model was developed to meet institutional needs. The general program evaluation plan was structured as areas of inquiry under the three main program evaluation questions: what are the effects of the educational program on students and graduates, what are the effects of the educational program on trainers, and is the educational program being implemented as planned. The School's first report made through its new program evaluation approach was prepared in July 2006, leading to important revisions to the educational program. This article presents DEUSM's project to revise its program evaluation approach and briefly discusses its early implementation.
The objective of this study is to investigate the perceptions of first and third year medical stu... more The objective of this study is to investigate the perceptions of first and third year medical students on self-study and reporting processes of Problem-based Learning (PBL) sessions and their usage of learning resources.
Medical Education, 2009
students in the first semester are expected to demonstrate culturally sensitive communication ski... more students in the first semester are expected to demonstrate culturally sensitive communication skills. The steps for learning the skill include: a 1-hour discussion session on culturally sensitive communication; a role-play demonstration by two faculty members during which each student can refer to a checklist of performance steps, and a subsequent opportunity for students to practise communication skills in pairs. Groups of 15 Year 1 students accompanied by two faculty members also attend a field site once a week for 7-8 weeks, from which they carry out household visits. These visits provide opportunities for students to use their skills and for instructors to observe and evaluate students using the performance checklist. Evaluation of results and impact To date, the new CHN curriculum has been implemented for students in Years 1 and 4. The curriculum for Years 2 and 3 will be added this year (2009). Data
Education for Health, 2005
BMC medical …, 2004
© 2004 Musal et al; licensee BioMed Central Ltd. This is an open-access article distributed under... more © 2004 Musal et al; licensee BioMed Central Ltd. This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by /2.0), which permits unrestricted use, distribution, and reproduction in any medium, ...
iamse.org
Dokuz Eylul University School of Medicine changed its curriculum from a traditional one to a Prob... more Dokuz Eylul University School of Medicine changed its curriculum from a traditional one to a Problem-based Learning (PBL) curriculum in 1997. The objectives of this study were to investigate students' satisfaction levels regarding academic support, facilities of the School, educational activities and tutor performance and to compare the satisfaction levels in different years. At the end of each of the academic years 1999, 2001 and 2003 satisfaction levels, opinions, and expectations of the students were determined with a questionnaire. On a five point scale (1:min, 5:max), the satisfaction scores for academic support and facilities of the School varied between 1.9±1.1 and 4.2±0.9 and the scores on educational activities varied between 2.8±1.4 and 4.1±0.9. The points attributed to PBL sessions, professional skills program, basic science practicals, and self-study activities were higher than the overall assessment point of educational activities. The performance scores of the tutors given by the students varied between 3.5±1.0 and 4.4±0.9. The highest satisfaction scores were observed in 1999, followed by a moderate decrease in 2001, and a moderate increase in 2003. As part of the program evaluation studies, the findings of the present study were evaluated and necessary revisions were made. The present study may constitute an example of using student feedback in evaluation and revision of PBL programs.
The Journal of Emergency Medicine, 2008
The aim of the study was to determine the advanced cardiac life support (ACLS) knowledge level of... more The aim of the study was to determine the advanced cardiac life support (ACLS) knowledge level of residents and related factors in the departments of Anesthesiology, Emergency Medicine, Internal Medicine, and Cardiology in a university hospital. For this cross-sectional study, a total of 20 multiple-choice questions were prepared concerning several different topics, including: fatal dysrhythmias, oxygenation, ventilation and airway control, asystole, and pulseless electrical activity. Questions were given to residents before their periodic training meetings and collected in 30 min. There were 101 of 120 residents from four clinical departments (participation rate 84%) tested. Average point total and standard deviations of all residents were 66.3 +/- 17 out of 100 points. On a departmental basis, statistically significant differences were found in the knowledge level of residents (Emergency Medicine: 86.2 +/- 8.2, Cardiology: 66.7 +/- 12.9, Anesthesiology: 59.3 +/- 16.2, Internal Medicine: 56.1 +/- 13.5, F: 28.6, p < 0.0001). The factors that affect ACLS knowledge level of residents were "postgraduate ACLS training," "awareness of guidelines," and "resuscitation frequency." Postgraduate training and the frequency of ACLS practice seem to increase the ACLS knowledge level of residents. The present study emphasizes the necessity for a standardized systematic postgraduate ACLS training program for the residents of related medical disciplines. Further studies with larger groups are needed to investigate theoretical knowledge, resuscitation skill competency, and related factors.
Journal of Family …, Jan 1, 2007
... A Study on Its Effectiveness Akca Toprak Ergonen & Serpil Salacin & S... more ... A Study on Its Effectiveness Akca Toprak Ergonen & Serpil Salacin & Sevgi Karademir & Yucel Gursel & Berna Musal ... Adli Bilimler Kongresi (IV. National Forensic Sciences Congress), Istanbul. Salacin, S., Ergonen, TA, Ozkara, E., Celikgun, S., Isikligil, I., Ture, H., et al. (2000c). ...
egetip.dergisi.org
Anahtar Sözcükler: Probleme-dayalı öğrenim, bağımsız çalışma, öğrenme hedefleri, öğrenme kaynakla... more Anahtar Sözcükler: Probleme-dayalı öğrenim, bağımsız çalışma, öğrenme hedefleri, öğrenme kaynakları, öğrenme kaynakları merkezi ÖZET Probleme-dayalı Öğrenimde (PDÖ) öğrencilerin bağımsız çalışma süreçlerini etkin kullanmaları; kendi öğrenme sorumluluklarını almaları ve tam öğrenmeyi gerçekleştirmeleri bakımından önemlidir. Çalışmada, PDÖ uygulanan Dokuz Eylül Üniversitesi Tıp Fakültesinde, öğrencilerin bağımsız çalışma süreçlerini nasıl değerlendirdikleri ve öğrenme kaynakları hakkındaki düşüncelerinin belirlenmesi hedeflenmiştir. Çalışmaya DEÜTF'de 2001-2002 güz yarıyılını tamamlayan Dönem I öğrencileri dahil edilmiştir. Öğrencilere, bağımsız çalışma süreçlerini nasıl değerlendirdiklerine ilişkin sorular yöneltilmiş ve ölçekten oluşan bir anket formu uygulanmıştır. Sunum notları, diğer yardımcı kitaplar, öğrenci notları öğrencilerin öncelikle başvurdukları kaynaklardır. Öğrencilerin %80'i, Öğrenme Kaynakları Merkezini yüksek oranda yeterli ve kısmen yeterli bulmuşlardır. Öğrencilerin %84.3'ünün merkezi düzenli veya aralıklı olarak kullandığı anlaşılmıştır. Öğrencilerin, bağımsız çalışma sürecinde sıklıkla öğrenme hedeflerinin rehberliğinden yararlandıkları, oturumlarda bilgi aktarmaya yönelik hazırlık yaptıkları, tartışmanın derinliğine ve genişliğine önem verdikleri görülmüştür. Öğrenme Kaynakları Merkezi ve kütüphanenin sunduğu olanaklar, yüksek oranda yeterli ve kısmen yeterli bulunmuştur. Öğrencilerin değişik öğrenme kaynaklarını kullanma sıklıkları arasında belirgin farklar vardır. Öğrenme Kaynakları Merkezi ve kütüphanenin olanakları, çoğunlukla yeterli ve kısmen yeterli bulunmuştur. Öğrencilerin yabancı dile hakimiyet düzeylerinin yetersizliğinin, kullanılan kaynak çeşitliliği kısıtlayabileceği düşünülmüştür. Öğrencilerinin öğrenme becerilerinin gelişimi ve bilgi danışmanlığı uygulamasının iyileştirilmesine koşut olarak, öğrenme kaynaklarının kullanımında daha dengeli bir dağılımın sağlanabileceği kanısına varılmıştır.