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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 International medical students' adaptation to university life in Turkey(Int Journal Medical Education-Ijml, 2020) Yilmaz, Nilufer Demiral; Sahin, Hatice; Nazli, AylinObjectives: the aim of this study is to determine the adaptation process of international medical school students to university life in Turkey. Methods: the mixed method design study, including all the international students (n=127) studying at Ege University School of Medicine, is employed. Qualitative data were collected from 23 students selected by purposive sampling technique. Two instruments were utilized for collecting data: Student Adaptation to College Questionnaire (SACQ) and Brief COPE. Focus group interviews were performed for qualitative data collection. Results: the mean SACQ score of the medical students was found to be 407.44 (SD=68.29). the Academic Adjustment category included the themes of educational goals, different studying habits, accommodation, academic advisor, and scholarship. the Social Adjustment category included the themes of social interaction and support, differences, longing for family, discrimination and its effects on social life. the Personal/Emotional adjustment category included themes of psychological and physiological health problems. the Goal Commitment/Institutional Attachment category included themes of academic and social adaptation as well as the student' communication with education management. Conclusions: This study identifies to light critical issues in supporting international students with adaptation problems to university life in Turkey. It is clear that revising the content of education programs to enable international exchange is not sufficient enough by itself to meet the needs of international students.Öğe Learning styles and learning approaches: How closely are they associated with each other and do they change during medical education?(Marmara Univ, Fac Medicine, 2017) Bati, Ayse Hilal; Yilmaz, Nilufer Demiral; Yagdi, TahirObjectives: This study aims to determine medical students' learning styles and approaches and to evaluate the relationship between them, as well as observe whether any changes occur in these during the course of their education. Methods and Materials: This research was carried out on students who were enrolled in 2008-2009 and was conducted in their first, second and fourth years. The study group consisted of students who had fully completed the scales of measurement used for this research in all years. Learning styles and approaches were determined for each period. Results: An increase in the convergent and divergent styles and a decrease in the assimilator style, determined over the years were not statistically significant. The decline in the deep learning approach scores was important. Evaluating the relationship between the learning styles and approaches, we found that the deep learning approach scores with the divergent style were lower in the first two years; however, no relationship was observed in the fourth year. Conclusions: The learning style follow-up study indicates a trend among students who will try to understand the whole by giving importance to details, to focus on problem solving, and to move away from traditional learning. The decrease in deep learning approaches may be linked to the nature of assignments and testing systems.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 RELIABILITY AND VALIDITY OF THE READINESS FOR INTERPROFESSIONAL LEARNING SCALE (RIPLS) IN TURKISH SPEAKING HEALTH CARE STUDENTS(Carbone Editore, 2018) Ergonul, Esin; Baskurt, Ferdi; Yilmaz, Nilufer Demiral; Baskurt, Zeliha; Asci, Halil; Koc, Sukran; Temel, Ugur BurakObjectives: The purpose of the study was to provide psychometric evaluation of the Turkish version of the Readiness for Interprofessional Learning Scale (RIPLS). Material and methods: This cross-sectional study was carried out with 213 students at the Faculty of Medicine, Faculty of Dentistry and Faculty of Health Sciences. The construct validity of the Turkish version of the scale was analyzed with confirmatory factor analysis (CFA). To determine the reliability of the scale, the Cronbach's alpha coefficient was calculated. In addition, for the assessment of the discrimination of each item on the scale, the top and bottom 27 % from the groups that received the lowest and highest scores from the scale were compared. Results: Standardized coefficients determined with the CFA in the Turkish version of the scale ranged between 0.34 and 0.85 in the students (Except for Item 18). The explained variance values for the items other than item 18 ranged from 0.11 to 0.72. t-values of all the factor loadings were significant. According to the reliability studies of the RIPLS, the internal consistency of Cronbach's Alpha was 0.85 for the overall scale. The t-test results showed that all the items significantly discriminated between students of high and low performance (t: 99.57; p=0.01). Conclusion: As a result, it can be said that the validity and reliability study of the RIPLS administered to Turkish healthcare students indicated that the scale was capable of measuring the Turkish-speaking students' readiness for interprofessional education.Öğe Research training program in a Turkish medical school: challenges, barriers and opportunities from the perspectives of the students and faculty members(Bmc, 2021) Ocek, Zeliha; Bati, Hilal; Sezer, Ebru Demirel; Koroglu, Ozge Altun; Yilmaz, Ozlem; Yilmaz, Nilufer Demiral; Mandiracioglu, AliyeBackground Providing medical students with opportunities for research experience is challenging for medical schools in developing countries. The Research Training Program (RTP), which is carried out in Ege University Faculty of Medicine (EUFM) parallel to the core curriculum, aims to improve the scientific competencies of the highly motivated students and to provide them with the opportunity to conduct a research. The purpose of this project is to evaluate RTP through the perspectives of students and faculty members. Methods This phenomenological study included two groups; students of RTP and faculty members who contributed to the program. Interviews were conducted with the research group whose selection was determined by maximum variation technique. Interviews with new individuals continued until data saturation was reached. Interpretative data analysis started with close reading of the transcripts and generating a list of codes. Coding by two independently, developing categories and themes were the following steps. Results Twenty-one RTP students and 14 faculty members were interviewed. The main motivation for students to participate was the desire to learn how to do research. The introduction course providing the students with the basic competencies needs to be improved in terms of practical activities. It was reported that during the project process students needed intensive guidance especially in finding a research topic and a mentor. The students' lack of time, deficit of enough mentoring and the fact that conducting a research does not provide a competitive advantage for residency are important obstacles to the completion of the program. The most frequently mentioned achievement of the students is to learn all the stages of the research as well as getting acquainted with critical thinking. Conclusions This research showed that it was realistic to implement research programs for highly motivated students in medical schools with conditions like those in EUFM. The solution of mentor shortage emerged in this study is dependent on the adoption of student research as a national policy. Getting acquainted with the interrogative thinking style, conducting research, and making lifelong learning a core value are more important outcomes of research programs than the number of completed projects.Öğe Validity and reliability study of the pediatric Rome III questionnaire for Turkish children and adolescents(Aves, 2016) Ozgenc, Funda; Kara, Aybuke Akaslan; Yilmaz, Nilufer Demiral; Onen, Serife Sebnem; Ogretmen, Tuncay; Ecevit, Cigdem Omur; Caliskan, Suleyman AyhanBackground/Aims: Questionnaire on Pediatric Gastrointestinal Symptoms: Rome III version (QPGS-RIII), originally developed in English, was adapted to different languages in order to widen its use. The aim of this study was to evaluate the validity and reliability of a questionnaire on the Pediatric QPGS-RIII parent-report form for children and self-report form for children and adolescents, which has been adapted into Turkish. Materials and Methods: The study group comprised 7-18-year-old children/adolescents (n=690) who presented to Ege University School of Medicine, Department of Child Health and Diseases outpatient clinic. In the study, the validity and reliability of the QPGS-RIII Turkish version of the questionnaire was established. Results: Confirmatory factor analysis (CFA) resulted in a 10-factor model satisfactory construct for the validity and in acceptable indices of goodness of fit. Standardized coefficients determined with CFA in the Turkish version of the instrument ranged between 0.15 and 0.87 in the 7-9-year-old children and between 0.13 and 0.98 in the 10-18-year-oldchildren/adolescents. t-values of all the factor loadings were significant. In addition, the test-retest analyses were above 0.70, except for the abdominal migraine factor. Conclusion: Findings relating to the validity and reliability of the study indicated that the Turkish version of the instrument could be adequately used to assess functional gastrointestinal disorders (FGIDs) in Turkish children and adolescents. The Turkish version of the instrument is therefore recommended to be used in epidemiologic studies and in clinical trials to be conducted in a Turkish-speaking population.
