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Giriş: Çalışmada; bir tıp fakültesinde eğitim almakta olan dönem I öğrencileri ve aynı fakültede eğitim alan asistan hekimlerin dinleme türlerinin belirlenmesi, bu iki grubun dinleme türleri arasında fark olup olmadığının araştırılması ve dinleme türlerinin dinlemeyi etkileyebilecek değişkenlere göre değerlendirilmesi amaçlanmıştır. Yöntem: Bu tanımlayıcı analitik çalışma 2017-2018 eğitim öğretim yılında gerçekleştirilmiştir. Bu çalışmada iki ayrı örneklem kullanılmıştır. Örneklemleri 194 öğrenci ve 200 asistan oluşturmuştur. Yüz yüze görüşmelerde, araştırmacılar tarafından geliştirilen anket formu ve Dinleme Türleri Ölçeği (DTÖ) uygulanmıştır. Bulgular: Dönem I öğrencilerinin birincil dinleme tercihi “ilişkisel dinleme” iken, asistanların birincil dinleme tercihinin “etkileşimsel dinleme” olduğu saptanmıştır. Her iki örneklem grubunun en az tercih ettiği dinleme türü ise “çözümleyici dinleme”dir. Dönem I öğrencilerinin “ilişkisel dinleme” tercihi asistan hekimlerin “ilişkisel dinleme” tercihine göre anlamlı düzeyde yüksek, asistanların “etkileşimsel dinleme” tercihi ise dönem I öğrencilerinin “etkileşimsel dinleme” tercihine göre anlamlı düzeyde yüksek bulunmuştur (sırasıyla; p=0,001, p=0,022). Asistanların kullandıkları dinleme türleri uzmanlık eğitimi aldıkları branşlarına göre istatistiksel olarak anlamlı farklılık göstermemiştir. Cinsiyet, medeni durum ve algılanan maddi durum değişkenine göre; tıp fakültesi dönem I öğrencilerine ait dinleme türlerinin istatistiksel olarak anlamlı farklılık göstermediği görülmüştür (p>0,05). Kadın asistan hekimlerin “ilişkisel dinleme” tercihi erkek asistan hekimlere göre anlamlı düzeyde yüksek saptanmıştır (p=0,006). Evli asistan hekimlerin “etkileşimsel dinleme” tercihinin bekar olan asistan hekimlerden anlamlı düzeyde yüksek olduğu görülmüştür (p=0,019). Subjektif dinleme puanına göre 5’in üzerinde puan alan asistanların, “ilişkisel”, “eleştirel” ve “çözümleyici” dinleme tercihleri istatistiksel olarak anlamlı düzeyde yüksek bulunmuştur (sırasıyla; p=0,005, p=0,049, p=0,007). Sonuç: Hasta-hekim ilişkisi için gereklilik olan dinleme becerisinin geliştirilebilmesi için hekimin dinleme türü tercihlerinin belirlenmesi gerekir.
Introduction: The study is aimed at determining the types of listening of the students of the semester I who are studying at a medical faculty and the assistant doctors who are studying at the same faculty, researching whether the two groups differ between the types of listening and assessing the types of listening according to the variables that can affect the listening. Method: This identifying analytical study was carried out in the 2017-2018 educational year. Two different examples were used in this study. The examples consisted of 194 students and 200 assistants. In face-to-face conversations, the survey form developed by the researchers and the Hearing Types Scale (DTÖ) were applied. Results: The primary listening preference of the students of the period I is "relational listening", while the primary listening preference of the assistants is "relational listening". The least preferred type of listening for both sample groups is "solving listening". The preference of "relational listening" of the students of the period I was significantly high compared to the preference of "relational listening" of the assistant doctors, while the preference of "relational listening" of the assistant students of the period I was significantly high compared to the preference of "relational listening" of the students of the period I (secondly; p=0,001, p=0,022). The types of listening that assistants use did not show statistically significant differences according to the branches they received specialization training. According to the variable of gender, civic status and detected material status; it has been found that the species of listening of the students of the medical faculty semester I have not shown statistically significant differences (p>0,05). The preference of female assistant doctors for "relational listening" was significantly high compared to male assistant doctors (p=0,006). The preference of married assistant doctors to “interactive listening” has been significantly higher than the preference of single assistant doctors (p=0,019). According to the subjective listening score, the "relational", "creative" and "solving" listening preferences of assistants with a score above 5 were statistically significantly high (respectively; p=0,005, p=0,049, p=0,007). Result: The doctor's listening type preferences must be determined in order to improve the listening ability that is necessary for the patient-doctor relationship.
Objective: This study aimed to determine the listening types of the first-year medical school students and the residents training at the same faculty, to investigate whether there is a difference between the listening types of these two groups and to evaluate the listening types according to the variables that may affect listening. Methods: This descriptive analytical study was carried out in the 2017-2018 academic year. Two separate samples were used in this study,194 students and 200 residents formed the samples. The questionnaire form developed by the researchers and the Listening Styles Profile-Revised (LSP-R) scale were applied in face-to-face interviews. Results: While the primary listening preference of first-year medical students was "relational listening", the residents' primary listening preference was "task-oriented listening". For both, the least preferred type was "analytical listening". The "relational listening" preference of the first-year students was found to be significantly higher than that of the residents, and the " task-oriented listening" preference of the residents was found to be significantly higher than the first-year students (p=0.001, p=0.022, respectively;). Type of listening used by the residents did not differ significantly according to the branches they received specialist training. According to gender, marital status and perceived economic resources; the listening types of the medical students did not show a statistically significant difference (p>0.05). The "relational listening" preference of female residents was found to be significantly higher than that of male residents (p=0.006), and the "task-oriented listening" preference of married residents was significantly higher than single residents (p=0.019). The "relational", "critical" and "analytical" listening preferences of the residents who scored above 5 according to their subjective listening score were found to be statistically significantly higher (p=0.005, p=0.049, p=0.007, respectively). Conclusion: In order to improve the listening skills, which is a requirement for the patient-physician relationship, the listening type preferences of the physician should be determined.
Alan : Sağlık Bilimleri
Dergi Türü : Uluslararası
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