Özet:

Objectives: Asking questions in the classroom is an educational technique also used in Medical Education. The transition to compulsory online education during the pandemic period has affected education. In this study, it was aimed to find out how the pandemic period affected medical educators in terms of in-class questioning techniques. Methods: Sixty-three educators voluntarily participated in the study. The research was structured in a descriptive design. From those who work as trainers at the Faculty of Medicine to those who gave their consent to participate in the research; They were asked to fill in the questionnaire form to be answered as descriptive questions and the In-Class Questioning Techniques Scale before and after the pandemic. In the analysis of the data, the measurement data were expressed as mean±standard deviation. In the comparison of online and face-to-face scale scores, sub-dimension scores that did not fit into the normal distribution were compared with the Wilcoxon test, and the total score that fit the normal distribution was compared with the paired t-test. Results: Questioning techniques scale scores were significantly higher in face-to-face education compared to the pandemic period (p<0.001). When the scale sub-dimensions are evaluated; pre-pandemic scale scores were significantly higher in all except the question sub-dimension as an assessment tool. When the data obtained from female trainers were evaluated, there was no difference between the pre-pandemic and post-pandemic scale scores in terms of total score, while the pre-pandemic scale scores were significantly higher (p=0.014) only in the motivation sub-dimension when the sub-dimensions were examined. When the data obtained from male trainers were evaluated, the scale total score was significantly higher before the pandemic (p<0.001). In the sub-dimension of the scale, the sub-dimensions of motivation (p<0.001), frequency of using questions (p=0.007) and question-feedback relationship (p=0.001) were found to be significantly higher before the pandemic period. Conclusion: The pandemic process has caused significant changes in the question asking techniques of the trainers. Under special circumstances and conditions such as pandemics, it is seen that there is a need for training to prepare trainers for these conditions in advance.

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