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Amaç: COVID-19 tüm dünyadaki eğitim uygulamalarını derinden etkilemiş ve eğitim sisteminde yer alan hemen hemen tüm okulların kapanması nedeniyle, eğitim uzaktan yönetilmek zorunda kalınmıştır. Tıp fakültelerinde klinik öncesi dönem öğrencilerinin pratik ve uygulamaya dayalı mesleksel beceri öğretimleri de acil uzaktan öğretim aracılığıyla yürütülmüştür. Yapılan çalışmada, tıp fakültesi klinik öncesi dönem öğrencilerinin mesleksel beceri eğitimlerinde eğitim materyali olarak video kullanımına yönelik görüşlerinin alınması ve beceri videolarının etkileşimli olmayan ile etkileşimli olarak hazırlanan versiyonları ile ilgili görüşlerinin karşılaştırılması amaçlanmıştır. Yöntem: Araştırma kesitsel analitik türde tasarlanmıştır. 452 öğrencinin katıldığı çalışmada verilerin toplanmasında araştırmacılar tarafından oluşturulan anket formu kullanılmıştır. Verilerin analizinde yüzde ve frekans gibi betimsel istatistikler kullanılmıştır Elde edilen veriler ki-kare testi ile analiz edilmiştir. Bulgular: Tıp fakültesi dönem 1, 2 ve 3 öğrencilerinin %49,3’ü tıp eğitiminde online/uzaktan eğitimin amacına ulaşamayacağını belirtmişlerdir. Hazırlanan beceri eğitim videolarından etkileşimli içerik eklenmeyen videolardan sonra öğrencilerin %77,7’si online beceri eğitimlerinin yeterli olamayacağını belirtirken, etkileşimli içerik eklendikten sonra bu oran %58,2’ye düşmüştür. Yapılan ki-kare karşılaştırma testi göstermiştirki; bu değişiklik etkileşimli video izleme sonucunda oluşmuştur. Mesleksel beceri videoları aracılığıyla bu becerileri edinmek konusundaki olumlu görüşler videonun etkileşimli olması halinde yükselmiştir. Sonuç: Araştırma sonucunda, öğrenciler tıp eğitiminde acil uzaktan öğretim uygulamalarının gerekli becerilerin kazanılmasında yeterli olamayacağını, uygulamayı gerçek hastalar üzerinde uygulayacak yeterliliğe ulaşamayacaklarını belirtmişlerdir. Mesleksel beceri eğitim videoları öğrencilerin hedeflenen beceriyi somutlaştırmalarına katkı sağlasa da becerilerin klinik ortamdaki öğrenmelere transferinde ve gerçek hastalarda uygulayabilecek yeterliliğe ulaşmada yetersiz kalacağı belirtilmiştir. Sonuç olarak, acil uzaktan öğretim sürecinde tıp fakültesi öğrencilerinin mesleksel beceri eğitimleri ile ilgili edindiği kazanımların, yüz yüze bir eğitim ortamında değerlendirilmeden, tam olarak edinilip edinilemediği konusunda kesin bir yorum yapılamaz. Ancak, online/uzaktan öğretim sürecinde etkileşimli videolar aracılığıyla eğitim materyali hazırlanması ve öğrencilere geri bildirim olanağı sağlanmasının daha iyi sonuçlar vereceği düşünülmektedir.
Goal: COVID-19 has profoundly affected the educational practices around the world, and due to the closure of almost all schools in the educational system, education has been forced to be remote-managed. The practical and practical teaching of professional skills of pre-clinical students in medical faculty is also carried out through emergency remote teaching. The study aimed at taking the opinions of the medical faculty’s pre-clinical students on the use of video as a educational material in their professional skills training and comparing their opinions on the versions of the skills videos that are not interactive and interactively prepared. Tools and Methods: The research is designed in a cutting-edge analysis type. In the study, 452 students participated, the survey form created by researchers was used in the collection of data. Data analysis used visual statistics such as percentage and frequency The obtained data was analyzed by the ki-quar test. Results: 49.3 percent of medical school students of the 1st, 2nd and 3rd semesters said they would not be able to reach the goal of online/distance education in medical education. 77.7% of students said online skills training would not be sufficient after non-added interactive content from prepared skills training videos, while this rate dropped to 58.2% after added interactive content. The comparison test showed that this change was the result of interactive video viewing. Positive opinions about acquiring these skills through professional skills videos have risen when the video is interactive. Results: The research finds that the students have not been able to obtain the necessary skills in the medical education, and that they will not be able to obtain the qualification to apply the practice to real patients. While professional skills training videos will contribute to the student’s targeted skills, they will remain insufficient in transferring skills to learning in the clinical environment and achieving the qualifications that can be applied in real patients. As a result, a clear commentary cannot be made on whether the achievements obtained by medical faculty students in the emergency distance learning process in relation to professional skills training are not fully acquired or not acquired, without a face-to-face assessment in an educational environment. However, it is believed that the preparation of educational materials through interactive videos in the online/distance teaching process and providing students with feedback will give better results.
Aim: COVID-19 has profoundly affected the educational practices throughout the world, and education had to be conducted remotely due to the closure of almost all schools at all levels. As with all courses of pre-clinical students in the medical schools, the teaching of practical and clinical skills was carried out through emergency remote teaching. This study aims to investigate the opinions of pre-clinical medical students regarding the use of video as an educational material in their clinical skills training, and to compare their views about the non-interactive and interactive videos. Methods: The study adopted a cross-sectional and analytic research design. In this study, in which 452 medical students participated, a questionnaire form created by the researchers was used to collect data. Descriptive statistics such as percentage and frequency were used in the analysis. The data were analyzed using the chi-square test. Results: 49.3% of the pre-clinical medical students stated that emergency remote teaching in medical education could not achieve its purpose. While 77.7% of the students stated that online clinical skills training would not be sufficient without interactive videos, this rate decreased to 58.2% after the interactive videos were used. The chi-square comparison test showed that, this change is the result of interactive video watching. The positive views about gaining clinical skills through videos increased when interactive videos were used. Conclusions: The results revealed that students do not think emergency remote teaching practices will be sufficient to acquire the necessary skills in medical education, and that they would not be able to reach the competence to apply those skills on real patients. Although clinical skills training videos contribute to students’ concretization of those skills to some extent, they stated that it will not be sufficient for them to reach the required competence level to apply those skills in real life practices. To conclude, it does not reflect the reality if we state medical students have successfully achieved the related competences regarding the clinical skills training during the emergency remote teaching process before evaluating those skills in a face-to-face environment. However, it is expected that preparing educational materials through interactive videos and providing feedback to students during the teaching process will yield better results.
Alan : Sağlık Bilimleri
Dergi Türü : Ulusal
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