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Öğe A De Novo Tool to Measure the Preclinical Learning Climate of Medical Faculties in Turkey(Edam, 2015) Yilmaz, Nilufer Demiral; Velipasaoglu, Serpil; Sahin, Hatice; Basusta, Bilge Uzun; Midik, Ozlem; Coskun, Ozlem; Budakoglu, Isil Irem; Mamakli, Sumer; Tengiz, Funda Ifakat; Durak, Halil Ibrahim; Ozan, SemaAlthough several scales are used to measure general and clinical learning climates, there are no scales that assess the preclinical learning climate. Therefore, the purpose of this study was to develop an effective measurement tool in order to assess the preclinical learning climate. In this cross-sectional study, data were collected from 3,540 preclinical medical students of six medical faculties in Turkey. The methodology included the following activities: generate an item pool, receive expert opinions, perform a pretest to purify the instrument, and conduct factor and reliability analyses. According to the factor analysis, eight factors were determined and their contribution to the variance was 50.39%. In addition, the item factor loadings ranged from .31 to .91, Cronbach's alpha coefficients for the subscales ranged from .72 to .77, and the item-total correlation coefficients for the subscales ranged from .44 to .76. All the items significantly discriminated between the low- and high-performing students (t = 99.57; p = .01). The scale included 52 items with the following subscales: management, teaching, teaching staff, institutional commitment, emotions, inter-student relationships, physical environment, and motivation. The analysis of this newly developed Preclinical Learning Climate Scale (PLCS) indicated that its psychometric properties are appropriate and this scale can be employed to evaluate medical education programs.Öğe Description and evaluation of an innovative course on learning and study skills for the first year medical students(Tohoku Univ Medical Press, 2006) Durak, Halil Ibrahim; Torun, Sila Elif; Sayiner, Abdullah; Kandiloglu, GulsenThe purpose of this study is to share educational structure and evaluation results of an innovative course on effective learning and study skills for the first year medical students. In Turkey, undergraduate medical education takes six years and each year nearly 5,000 high school graduates start medical schools. However, many students experience frustration and failure because of their lack in the learning and studying strategies. At the Ege University Faculty of Medicine, preclinical curriculum consists of the body function systems-based teaching blocks. Year one has three blocks. We implemented an effective learning and study skills course at the first and third blocks of the 2003-2004 curriculum. We evaluated the course by students' feedbacks derived from block questionnaires and students' homework performance analysis. At the first block questionnaire, out of 297, 163 students (54.8%) clearly stated that the course positively influenced their learning process. Structured analysis of the first block's students' homework showed that an average of 206 students (69.3%) can sufficiently describe their learning and studying approach, while 218 (73.4%) can identify the strengths and weaknesses of the curriculum. The average student scores were 74 +/- 10 and 68 +/- 11 out of 100 for first and third blocks, respectively. We interpreted these results as students enjoyed the course and learned the content. In conclusion, a course on effective learning and study skills is likely to assist first year medical students in improving their learning and adaptation to the school.Öğe Enablers and Barriers of Blended Learning in Faculty Development(Cureus Inc, 2022) Yilmaz, Yusuf; Durak, Halil Ibrahim; Yildirim, SonerIntroduction Online learning provides a ubiquitous and self-paced learning experience, while face-to-face learning encourages commitment in a prescheduled formal instruction. Blended learning (BL) combines these two mediums and provides flexible learning opportunities. While faculty development programs have utilized these two mediums separately, BL has not been fully implemented locally until recently. Identifying elements that enable or hinder faculty within a newly implemented BL program can enhance the learning experience and support professional development. The current study aims to identify how junior and senior faculty members of medical departments at a Turkish university perceive enablers and barriers in a new BL faculty development program. Methods This research is a multiple case study with qualitative inquiry using in-depth interviews and thematic analysis. Using a BL approach, the research team designed faculty development activities based on the Four-Component Instructional Design model. Participants accessed the activities on a Moodle learning management system. Faculty experiences in blended faculty development were examined. The study group consisted of 26 participants, with 14 junior faculty in case 1 and 12 senior faculty in case 2 from different medical departments at a Turkish university. Data were collected and analyzed using qualitative methods. Results This study identified enablers and barriers within a BL faculty development program. While participants identified three barriers, they identified eight enabling elements in a BL program. A lack of time was the most critical barrier to participation in the program. Setting goals for personal development and obtaining skills in teaching were essential enablers within the BL program. Conclusion The use of an online platform to support face-to-face faculty development programs is beneficial in several ways for faculty. Faculty developers can utilize BL to foster engagement and motivate faculty for increased participation, especially if they seek to mitigate known harriers to a successful BL program. Online communication and activities are suggested to develop communities of practice in the workplace. Strategies to eliminate workload and provide guidance on time management are required for both junior and senior faculty.Öğe Evaluation of Dermatology Residents Using the Multisource (360-Degree) Assessment Method(Kuwait Medical Assoc, 2009) Senol, Yesim; Dicle, Ozlem; Durak, Halil IbrahimObjective: To test the applicability of the 360-degree assessment method of postgraduate medical education (dermatology) in a Turkish setting and discover the possible areas of improvement Design: Cross-sectional research Setting: Akdeniz University Faculty of Medicine, Antalya, Turkey Subjects and Methods: Using the competencies framework of the The American Accreditation Council for Graduate Medical Education (ACGME), a 71 item containing pool was formed. Based on evaluation aspects of possible evaluator groups, the pool was converted into seven different evaluation forms for the following groups: teachers (faculty), nurses, peers, secretaries, auxiliary staff, patients and self. All seven residents and members from each department voluntarily participated in the study. Data was collected over a period of three months. Main Outcome Measures: In the data analysis process, mean scores, and internal consistency scores were measured and evaluator groups' scores and resident's ranks in competency areas were compared to find out differences. Results: A total of 259 forms were filled out by seven groups to evaluate seven residents. All the staff in the dermatology clinic participated in the process. The reliability coefficient for the faculty members was 0.99 while it was 0.60 for the auxiliary staff. Low scores were clustered. I. Conclusions: Our results show that the 360-degree assessment is very well received by the evaluator group and residents and the method is acceptable in the Turkish setting of postgraduate dermatology specialist training. There is a need for larger sample study for other settings.Öğe Evaluation of Dermatology Residents Using the Multisource (360-Degree) Assessment Method(Kuwait Medical Assoc, 2009) Senol, Yesim; Dicle, Ozlem; Durak, Halil IbrahimObjective: To test the applicability of the 360-degree assessment method of postgraduate medical education (dermatology) in a Turkish setting and discover the possible areas of improvement Design: Cross-sectional research Setting: Akdeniz University Faculty of Medicine, Antalya, Turkey Subjects and Methods: Using the competencies framework of the The American Accreditation Council for Graduate Medical Education (ACGME), a 71 item containing pool was formed. Based on evaluation aspects of possible evaluator groups, the pool was converted into seven different evaluation forms for the following groups: teachers (faculty), nurses, peers, secretaries, auxiliary staff, patients and self. All seven residents and members from each department voluntarily participated in the study. Data was collected over a period of three months. Main Outcome Measures: In the data analysis process, mean scores, and internal consistency scores were measured and evaluator groups' scores and resident's ranks in competency areas were compared to find out differences. Results: A total of 259 forms were filled out by seven groups to evaluate seven residents. All the staff in the dermatology clinic participated in the process. The reliability coefficient for the faculty members was 0.99 while it was 0.60 for the auxiliary staff. Low scores were clustered. I. Conclusions: Our results show that the 360-degree assessment is very well received by the evaluator group and residents and the method is acceptable in the Turkish setting of postgraduate dermatology specialist training. There is a need for larger sample study for other settings.Öğe Factors determining students' global satisfaction with clerkships: an analysis of a two year students' ratings database(Springer, 2008) Durak, Halil Ibrahim; Vatansever, Kevser; van Dalen, Jan; van der Vleuten, CeesClerkships would benefit from teachers' improved understanding of the didactic aspects of their task. The purpose of this study is to identify factors that determine the teaching quality of clerkships and to examine the predictive value of these factors for students' global satisfaction. Thus, results would be further reflected to clinical teachers' tasks. These factors could then be taken into account in future clinical teaching. In this paper, a medical faculty's 2 year data set of student feedback from a systematic programme evaluation project was used. A factor analysis was performed on 11,780 student questionnaires. Factor loads, and the Cronbach's alpha coefficients of the questionnaire and factors were calculated. In order to examine the contributions of the factors to the students' global satisfaction, the study included a multivariate stepwise regression analysis. The analysis revealed four factors, which together explained 60.24% of the variance: Structure & Process (44.66%); Time (5.8 %); Outcome (5.35%) and Input (4.39%). The Structure & Process factor was found to be the best predictor of students' global satisfaction (R-2 = .537). Our conclusion is that "efforts to improve clerkship quality should focus on students' learning processes and clerkship structure".Öğe Factors Influencing the Choice of Pediatric Surgery as a Medical Career Among Turkish Pediatric Surgeons and Residents(Ortadogu Ad Pres & Publ Co, 2011) Durak, Halil Ibrahim; Avanoglu, AliObjective: Each medical specialty has its own reasons to be selected as a career by medical doctors. The aim of this study was to identify the main reasons to select pediatric surgery as a medical career among Turkish pediatric surgeons and residents. Material and Methods: Data of this cross-sectional survey were collected from pediatric surgeons and residents, based on a self-administrated questionnaire during 23(rd) National Congress of Pediatric Surgery in September 2005. The questionnaire included demographic variables (sex, gender, academic affiliation) and 13 possible influence factors which were marked on a 7 point semantic differentiation scale (3= strong negative influence, 0= no influence, +3= strong positive influence). Results: Eigthy-seven pediatric surgeons and residents participated in the survey. Three strong positive reasons (opportunity to perform surgery, working with children, and expected emotional satisfaction), one moderate reason (ability to appraisal of own skills and aptitude), and two minor positive reasons (expected academic opportunities and a teacher as a role model) were identified to select pediatric surgery as a medical career. Conclusion: Our findings may be used for the early identification and support of doctors who will become pediatric surgeons in Turkey.Öğe A multicenter study: how do medical students perceive clinical learning climate?(Taylor & Francis Ltd, 2016) Yilmaz, Nilufer Demiral; Velipasaoglu, Serpil; Ozan, Sema; Basusta, Bilge Uzun; Midik, Ozlem; Mamakli, Sumer; Karaoglu, Nazan; Tengiz, Funda; Durak, Halil Ibrahim; Sahin, HaticeBackground: The relationship between students and instructors is of crucial importance for the development of a positive learning climate. Learning climate is a multifaceted concept, and its measurement is a complicated process. The aim of this cross-sectional study was to determine medical students' perceptions about the clinical learning climate and to investigate differences in their perceptions in terms of various variables. Methods: Medical students studying at six medical schools in Turkey were recruited for the study. All students who completed clinical rotations, which lasted for 3 or more weeks, were included in the study (n =3,097). Data were collected using the Clinical Learning Climate Scale (CLCS). The CLCS (36 items) includes three subscales: clinical environment, emotion, and motivation. Each item is scored using a 5-point Likert scale (1: strongly disagree to 5: strongly agree). Results: The response rate for the trainees was 69.67% (n = 1,519), and for the interns it was 51.47% (n = 917). The mean total CLCS score was 117.20 +/- 7.19. The rotation during which the clinical learning climate was perceived most favorably was the Physical Therapy and Rehabilitation rotation (mean score: 137.77). The most negatively perceived rotation was the General Internal Medicine rotation (mean score: 104.31). There were significant differences between mean total scores in terms of trainee/intern characteristics, internal medicine/surgical medicine rotations, and perception of success. Conclusion: The results of this study drew attention to certain aspects of the clinical learning climate in medical schools. Clinical teacher/instructor/supervisor, clinical training programs, students' interactions in clinical settings, self-realization, mood, students' intrinsic motivation, and institutional commitment are important components of the clinical learning climate. For this reason, the aforementioned components should be taken into consideration in studies aiming to improve clinical learning climate.Öğe The publication of health sciences theses in Turkey: A study of Ege University(Wiley, 2020) Karaca, Ozan; Caliskan, S. Ayhan; Durak, Halil IbrahimThis study aimed to determine the academic publication rate of health sciences graduate theses, as well as the factors that influence researchers to publish. the study took place in Ege University Institute of Health Sciences, Turkey, and used a correlated research model to analyse both qualitative and quantitative data. We obtained data from 159 graduate students selected from 437 who graduated between 1 September 2009 and 31 August 2014. From this group, 76 of the theses were published as 141 items. of these, 93 (66%) were journal articles, of which 51 (36.2%) were published in journals indexed by Science Citation Index (SCI)/SCI-Expanded/Emerging Sources Citation Index (ESCI). in the multiple regression analysis, we found that employment in a university increased the probability of producing publications from theses by 8.54 times (odds ratio [OR], 95% confidence interval [CI] = 3.954-18.440) and that encouragement from a supervisor increased the same by 2.79 times (OR, 95% CI = 1.021-7.640). Reasons for not publishing their theses were classified into 11 items, of which thematic analysis showed that the most prominent reasons were lack of time (n= 18, 24.3%) and workload (n= 15, 20.2%). This suggests that interventions targeting these two factors may result in increased publication of theses.Öğe Use of case-based exams as an instructional teaching tool to teach clinical reasoning(Taylor & Francis Ltd, 2007) Durak, Halil Ibrahim; Caliskan, Suleyman Ayhan; Bor, Serhat; Van der Vleuten, CeesBackground: It is a very well-known fact that examinations drive learning to a great extent. The examination program is actually the `hidden curriculum' for the students. In order to improve teaching and learning one option is to strategically use of exams. Aims: This report of the strategic use of an innovative assessment tool in clinical problem solving domain, presents the design, format, content, students' results and evaluation of one year test results of instructive case-based exams for 6th year medical students. Method: Using a hybrid form of the OSCE, PMP and KFE formats, we developed a case-based stationary exam. Students were treated as advanced beginners in medical career and forced to an inquiry to use their clinical knowledge in the cases. Case discussions and question-answer sessions followed the exams. Six exams were held in 2000-2001 and 382 students participated in the study. One or two problems were used for each exam and the mean duration was 27 minutes for 7-11 stations. 17-19 observers contributed to each exam. Exams were evaluated by questionnaire based feedbacks of the students and oral feedbacks of the staff members. Results: The exams were well received and rated `fair' by the students and the format was found highly `relevant for learning' while the content was `instructive' and `not difficult'. The total non-satisfactory performance rate was 2.36%. Students asked to take a similar test weekly. Although it was labor intensive, staff members appreciated the collaborative working process. Conclusions: Instructive case-based exams and the following case discussions seemed a high potential and motivating teaching tool in the clinical problem solving domain for 6th year students.
