Research Article
Acil Tıp Uzmanlık Eğitimi Kapsamında Geliştirilen Travma Konulu Çevrimiçi Asenkron E-Öğrenme Modülüne İlişkin Öğrenci Görüşlerinin İncelenmesi
Abstract
Amaç: Travmaya bağlı yaralanmalar acil servis başvurularının önemli bir kısmını oluşturur. Bu hastalara uygun bir şekilde sağlık hizmeti sunulabilmesi için özellikle klinik tecrübesi sınırlı olan hekimlerin bilgi ve beceri açısından hazır bulunuşluklarının artırılması gerekir. Bu çalışmada travma hastalarının değerlendirmesinde yeterli tecrübeye sahip olmayan hekimlerin gözetimli bir şekilde hastalara hizmet vermeye başlamadan önce ilgili konuda bilgi ve beceri düzeylerini artırılması amacıyla hazırlanan bir asenkron e-öğrenme modülünün öğrenci geribildirimleri ile değerlendirilmesi amaçlanmıştır.
Yöntemler: Bu araştırma, Acil Tıp Uzmanlık Eğitimi programında öğrenim gören Travma konulu e-öğrenme modülünün uygulandığı 39 öğrenciden 28’inin ders geribildirim verilerinin tanımlayıcı olarak analizi edildiği retrospektif bir çalışmadır. Öğrencilerin görüşleri 18 likert tipi, 2’de açık uçlu sorudan oluşan bir elektronik anket aracılığıyla toplanmıştır.
Bulgular: Çalışmanın bulguları, travma konulu asenkron e-öğrenme modülünün öğrenciler için esnek ve erişilebilir bir öğrenme ortamı sağlaması açısından etkili bulunduğunu göstermiştir. Öğrenciler modülün içeriğini kolay anlaşılır bulmuş ve içeriğe tekrar tekrar erişebilmeleri olumlu bir özellik olarak değerlendirmiştir.
Sonuç: Asenkron e-öğrenme, acil tıp uzmanlık eğitiminde teorik içeriğin öğretilmesi için öğrenenler tarafından benimsenen esnek, öğrenen merkezli ve etkili bir yöntem olmasının yanı sıra, eğiticiler ve öğrenenler için klinik ortamlarda pratik eğitim için daha fazla zaman olanağı da sağlamaktadır.
References
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Year 2023,
Cilt 50, Sayı 3, 429 - 438, 15.09.2023
Abstract
References
- 1.Wittich CM, Agrawal A, Cook DA, et al. E-learning ingraduate medical education: Survey of residencyprogram directors. BMC MedEduc [Internet].2017;17(1):1-7.Erişim adresi:https://link.springer.com/articles/10.1186/s12909-017-0953-9
- 2.Malik M, Valiyaveettil D, Joseph D. Optimizing e-learning in oncology during the COVID-19 pandemicand beyond. RadiatOncol J. 2021;39(1):1-7.
- 3.Asaduddin AH, Maulani US. Beyond Synchronousand Asynchronous Systems Towards BlendedLearning: Perspective on Medical Education ThroughCOVID-19 Pandemic. Journal of AcademiaPerspectives. 2021;1(2):110-6.
- 4.Arora R, Mukherjee SD. Strategies for MaintainingEducational Standards in Medical Oncology ResidencyTraining in theEra of COVID-19: Experience from aCanadian Cancer Centre. Journal of Cancer Education.2020;35(6):1068-9.
- 5.Lei L, Jun M, Xiaoling T, et al. Informal learningduring the standardized residency training in thecontext of “Internet plus:” an empirical researchInformal learning during the standardized residencytraining in the context of “Internet plus”：an empiricalresearch. Researchsquare. 2020; Erişim adresi:https://doi.org/10.21203/rs.3.rs-22101/v1
- 6.Sen V, Eren H, Onur Kazaz I, Emre Goger Y, Izol V,Tarhan H, vd. Easily accessible, up-to-date andstandardized training model in Urology: E-LearningResidency training program (ERTP). Int J ClinPract[Internet]. 2021;75(3):e13683. Erişim adresi:https://doi.org/10.22541/au.159493296.69604178
- 7.Mallin M, Schlein SM, Doctor S, Stroud S, Dawson M,Fix ML. A Survey of the Current Utilization ofAsynchronous Education Among Emergency MedicineResidents in the United States. Academic Medicine.2014;89(4):598.
- 8.Chang TP, Pham PK, Sobolewski B, Doughty C, JamalN, Kwan KY, vd. Pediatric Emergency Medicine Asynchronous E-Learning: A Multicenter Randomized Controlled Solomon Four-Group Study. Academic Emergency Medicine. 2014;21(8):912-9.
- 9.Stairs, J; Smith, A. A Novel, AsynchronousUrogynaecology Online Curriculum Developed inResponse to COVID-19: Is There an Unexpected Upsideto Remote Learning Platforms?. Journal of Obstetricsand Gynaecology Canada, 2021; 43(12): 1360.
- 10.Elgharieb N, Abdelazeim FH. Synchronous VersusAsynchronous E-Learning Practical Training onAcquiring Knowladge and Skills for Pediatric PhysicalTherapy Students. Med J CairoUniv. 2021;89:1973-7.
- 11.Fitzgerald DA, Scott KM, Ryan MS. Blended and e-learning in pediatric education: harnessing lessonslearned from the COVID-19 pandemic. Eur J Pediatr[Internet]. 2022;1(6):447-52. Erişim adresi:https://www.youtube.com/watch?v=b7UZELEunow.]
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- 13.Mohamed Y. Supporting E-Learning in TeachingEnglish as a Foreign Language in Higher Education.Journal of Distance Learning and Open Learning.2018;6(11):73-87.
- 14.Jordan J, Jalali A, Clarke S, et al. Asynchronous vsdidactic education: It’s too early to throw in the towelon tradition. BMC MedEduc [Internet]. 2013;13(1):1-8. Erişim adresi:https://link.springer.com/articles/10.1186/1472-6920-13-105
- 15.Sener J. WHY ONLINE EDUCATION WILL ATTAINFULL SCALE. Journal of Asynchronous Learning Networks. 2010;14(4):3-16.
- 16.Pourmand A, Lucas R, Nouraie M. Asynchronousweb-based learning, a practical method to enhanceteaching in emergency medicine. Telemedicine and e-Health [Internet]. 2013;19(3):169-72. Erişim adresi:https://pubmed.ncbi.nlm.nih.gov/23356380/
- 17.Lew EK, Nordquist EK. Asynchronous learning:Student utilization out of sync with their preference.MedEduc Online. 2016;21(1):30587.
- 18.Güvener O, Dağ F, Sarıkaya PM. Popularity, qualityand reliability of YouTube videos as an informationresource on kinesio taping. Dicle Tıp Dergisi [Internet]. 2023;50(1):22-9. Erişim adresi: https://dergipark.org.tr/en/pub/dicletip/issue/76218/1266703
- 19.Schifferdecker KE, Berman NB, Fall LH, Fischer MR.Adoption of computer-assisted learning in medicaleducation: the educators’ perspective. MedEduc[Internet]. 01 Kasım 2012;46(11):1063-73. Erişimadresi:https://onlinelibrary.wiley.com/doi/full/10.1111/j.1365-2923.2012.04350.x
- 20.Young TP, Bailey CJ, Guptill M, Thorp AW, ThomasTL. The Flipped Classroom: A Modality for MixedAsynchronous and Synchronous Learning in aResidency Program. Western Journal of EmergencyMedicine [Internet]. 2014;15(7):938. Erişim adresi:/pmc/articles/PMC4251258/
- 21.Sinclair PM, Kable A, Levett-Jones T, Holder C,Oldmeadow CJ. An evaluation of general practicenurses’ knowledge of chronic kidney disease riskfactors and screening practices following completionof a case study-based asynchronous e-learningmodule. Aust J Prim Health [Internet]. 2019; 25:346-52. Erişim adresi:https://www.publish.csiro.au/py/PY18173
- 22.Alsoufi A, Alsuyihili A, Msherghi A, et al vd. Impactof the COVID-19 pandemic on medical education:Medical students’ knowledge, attitudes, and practicesregarding electronic learning. PLoSOne.2020;15(11):e0242905.
- 23.Manou E, Lazari EC, Thomopoulou GE, et al.Asynchronous E-learning after synchronous E-learning in the pathology course. When is thepropertime forthistransition? J EducHealthPromot.2022;11(1):200.
- 24.Friedman AJ, Cosby R, Boyko S, Hatton-Bauer J,Turnbull G. Effective teaching strategies and methodsof delivery for patient education: A systematic reviewand practice guideline recommendations. Journal ofCancerEducation. 2011;26(1):12-21.
- 25.Ghanbari S, Haghani F, Barekatain M, Jamali A. Asystematized review of cognitive load theory in healthsciences education and a perspective from cognitiveneuroscience. J EducHealthPromot. 2020;9(1).
There are 25 citations in total.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Medical Education |
| Journal Section | Research Articles |
| Authors | |
| Publication Date | September 15, 2023 |
| Submission Date | July 24, 2023 |
| Published in Issue | Year 2023 Cilt 50, Sayı 3 |
