Öz
Amaç: Tıp fakültelerindeki staj dönemi, gelecekteki kariyer seçimine de yardımcı olan entegre bir öğrenme dönemidir. Bu çalışmanın amacı, hem genel cerrahi stajının hem de öğrenme stilleri farkındalığının tıp öğrencilerinin uzmanlık tercihleri üzerindeki etkisini değerlendirmektir.
Yöntem: Eğitim müdahalesi olarak planlanan bu çalışmada tıp fakültesi dördüncü sınıf öğrencilerine genel cerrahi stajları öncesinde uzmanlık tercihlerini sorgulayan bir anket ve öğrenme stili ölçeği uygulandı. Anketin ardından uzmanlık dalları ve öğrenme stilleri hakkında kısa bir eğitim verildi. Staj sonrasında öğrencilerden uzmanlık tercihleri ile ilgili anketi tekrar yanıtlamaları istendi. Staj eğitiminin, öğrenme stili farkındalığı ve uzmanlık tercihleri arasındaki değişiklikler değerlendirildi.
Bulgular: Çalışmaya yüz sekiz öğrenci katılmıştır (E:81, K:27). Uzmanlık seçiminde en önemli faktör, o uzmanlık alanındaki çalışmadan duyulan mesleki memnuniyettir (%64). Eğiticilerin staj eğitimindeki yaklaşımı (%67) uzmanlık seçimi için en etkili fikir değiştirici faktörlerden biriydi. Kız öğrenciler arasında en yaygın öğrenme stili kinestetik ve görsel iken, erkek öğrenciler arasında en yaygın öğrenme stili işitseldir. Ancak cerrahi branşları tercih eden öğrencilerin öğrenme stili genellikle kinestetik grupta yer almıştır.
Sonuç: Öğrencilerin etkili pozitif rol modellerle karşılaştıkları, uzmanlık alanları ve öğrenme stilleri hakkında bilgi edindikleri ve farkındalıklarını artırdıkları etkili bir staj programı, uzmanlık tercihlerinde doğru yönlendirmeyi sağlayacaktır.
Anahtar Kelimeler
Tıp Eğitimi Staj Eğitimi Uzmanlık Seçimi Öğrenme Stili Tercihi Rol Modeller
Kaynakça
- 1. Querido S, De Rond M, Wigersma L, van den Broek S, Ten Cate O. The Significance of Experiencing Clinical Responsibilities for Specialty Career Choice. Med Sci Educ. 2019; 28(1):163-171.
- 2. Balci Yapalak AN, Ucar A, Yuce S, Atac O. An evaluation of factors affecting the selection of medical specialties. J Ist Faculty Med 2021;84(1):120-9.
- 3. Göktaş Dörtyol B. Future Thoughts and Career Choıces Of Last Year Of Medıcal Faculty Students and Affectıng Factors. Tıp eğitimi dünyası. 2017; 16(50): 12-21.
- 4. Yılmaz, N., Alkan, A. , Ertümer, A. G. , Kuh, Z. Evaluation of medical specialties in terms of gender. Cukurova Medical Journal2021;46(3): 1257-1266
- 5. Can, S. The effects of science student teachers’ academic achievements, their grade levels, gender and type of education they are exposed to on their format learning styles. Procedia Social and Behavioral Sciences, 2009;1(1): 1853‐1857.
- 6. Tuna S. The learning styles of art education students. Electronic Journal of Social Sciences 2008; 25: 252–61.
- 7. Karabörklü Argut S, Mustafaoğlu R, Kuş G, Razak Özdinçler A. Determination of learning style preferences in students at the Faculty of Health Sciences. Clin Exp Health Sci 2017; 7: 146–51
- 8. Shuval JT, Adler I. The role of models in professional socialization. Social science and medicine. Part A: medical psychology and medical. Sociology 1980;14(1):5–14.
- 9. Usta, İ. Uzaktan Öğrenenlerin Öğrenme Biçimlerinin İncelenmesi. Bilecik Şeyh Edebali Üniversitesi Sosyal Bilimler Dergisi. 2019; 4(1), 371–84.
- 10. Fleming, N. D., ve Mills, C. Not another inventory, rather a catalyst for reflection. To Improve the Academy. 1992;11: 137–55.
- 11. Oliveira A, Spinola V, Garrido D, Teixeira MM, Salles C, Haddad AE. Influence of learning styles on student performance in self-instructional courses. PLoS One. 2023; 27;18(7):e0289036
- 12. Arici S, Sarikaya O, Yabaci A. The relationship between the learning styles and academic performance of medical faculty students. Clin Exp Health Sci 2021; 11: 358–61.
- 13. Fleming N. VARK: A guide to learning styles.http://www.vark-learn.com/english/page. Accessed 27th August 2009.
- 14. Kalkan M. Learning preferences and problem-based discussion sessions: a study with Turkish university maritime students. Social Behavior and Personality: an international journal 2008; 36: 1295-302.
- 15. Karaborklu Argut S, Mustafaoglu R, Kus G, Razak Ozdinçler A. Determination of Learning Style Preferences in Students at the Faculty of Health Sciences. Clin Exp Health Sci 2017; 7: 146-51. 16. Ergin A, Dikbaş E, Bozkurt Aİ, Atçeken G, Gürbüz H, Yılmaz C, Çölbe SN, Taşcı U, Güldamla L, Demircan Hİ. Tıp fakültesi öğrencilerin mezuniyet sonrasi kariyer seçimi ve etkileyen faktörler. TED. 2011;32(32):8-17.
- 17. Budakoğlu İI, Karabacak O, Coşkun Ö, Karabacak N. Personality and learning styles of final-year medical students and the impact of these variables on medical specialty choices. Gazi Medical Journal 2014;25(4):138-41.
- 18. Velada, R. and Caetano, A., "Training transfer: the mediating role of perception of learning", Journal of European Industrial Training, 2007; 31:4, 283-296
- 19. Irby DM. Clinical teaching and the clinical teacher. J Med Educ. 1986;61(9):35–45.
- 20. Wright S, Wong A, Newill C. The impact of role models on medical students. J Gen Intern Med. 1997;12:53–56.
- 21. Burgess, A., Goulston, K. & Oates, K. Role modelling of clinical tutors: a focus group study among medical students. BMC Med Educ 2015;15: 17.
- 22. Rosenblatt A, Ballard HA, Amortegui D, et al. Invisible Work: Advanced Practice Providers' Role in the Education of Surgeons. J Surg Educ. 2022;79(6):1353-1362.
- 23. Wainwright D, Harris M, Wainwright E. Trainee doctors' perceptions of the surgeon stereotype and its impact on professional identification: a qualitative study. BMC Med Educ. 2022;22(1):702.
- 24. Healy NA, Cantillon P, Malone C, Kerin MJ. Role models and mentors in surgery. Am J Surg. 2012; 204(2):256-61.
- 25. Ravindra P, Fitzgerald JE. Defining surgical role models and their influence on career choice. World J Surg. 2011;35(4):704-9.
- 26. Piza F, Kesselheim JC, Perzhinsky J, et al. Awareness and usage of evidence-based learning strategies among health professions students and faculty. Med Teach. 2019;41(12):1411-1418.
- 27. Artino AR Jr, Zafar Iqbal M, Crandall SJ. Debunking the Learning-Styles Hypothesis in Medical Education. Acad Med. 2023;98(2):289.
- 28. Kolesnikova, IV. Combined Teaching Method: An Experimental Study. World Journal of Education, 2016; 6(6):51-59.
- 29. Kim, R. H., Kurtzman, S. H., Collier, A. N., & Shabahang, M. M. The Learning Preferences of Applicants Who Interview for General Surgery Residency: A Multiinstitutional Study. Journal of Surgical Education, 2016;73(6): 136–41.
- 30. Açıkgöz B, Ekemen A, Zorlu İ, Yüksel NA, Ayoğlu FN. Tıp öğrencilerinde uzmanlaşma eğilimi, uzmanlık alan seçimi ve etkileyen faktörler. Mersin Univ Saglık Bilim Derg. 2019;12(1):113-25.
The Effect of Learning Style Preference, Clerkship Training and Role Model on Specialization Selection
Öz
Aim: The clerkship period in medical schools is an integrated learning experience that is also helpful in choosing a future career. The aim of this study was to evaluate the effect of both general surgery clerkshipship and awareness of learning styles on specialty preferences of medical students.
Methods: In this study, which was planned as an educational intervention, a questionnaire questioning specialty preferences and a learning style scale were administered to fourth-year medical students before their general surgery clerkships. Following the questionnaire, brief training was given about specialty branches and learning styles. After the clerkship, the students were asked to answer the questionnaire again about their specialty preferences. Changes between clerkship training, learning style awareness and specialty preferences were evaluated.
Results: One hundred eight students participated in the study (M:81, F:27). The mean age was 23.0. The most important factor in choosing a specialty is professional satisfaction (64%) with the work in that specialty. The approach of the trainers in the clerkship training (67%) was to focus on the most influential mind-changing factors for the choice of specialty. The most common learning styles among female students were kinesthetic and visual, while the most common learning style among male students was auditory. However, the learning style of students who preferred surgical branches was generally in the kinesthetic group.
Conclusions: An effective clerkship program in which students encounter effective positive role models, gain knowledge about their field of specialization and learning styles, and increase their awareness will provide the right guidance in their specialization preferences.
Anahtar Kelimeler
Medical Education Clerkship Training Specialty Choice Learning Style Preference Role Models
Etik Beyan
Ethical approval and consent to participate: “This study was approved by the University of Health Sciences Gulhane Non-Interventional Research Ethics Committee (date:04.12.2018-decision no:2018/320).” Informed consent was obtained from all subjects and/or their legal guardian(s)
Destekleyen Kurum
None
Kaynakça
- 1. Querido S, De Rond M, Wigersma L, van den Broek S, Ten Cate O. The Significance of Experiencing Clinical Responsibilities for Specialty Career Choice. Med Sci Educ. 2019; 28(1):163-171.
- 2. Balci Yapalak AN, Ucar A, Yuce S, Atac O. An evaluation of factors affecting the selection of medical specialties. J Ist Faculty Med 2021;84(1):120-9.
- 3. Göktaş Dörtyol B. Future Thoughts and Career Choıces Of Last Year Of Medıcal Faculty Students and Affectıng Factors. Tıp eğitimi dünyası. 2017; 16(50): 12-21.
- 4. Yılmaz, N., Alkan, A. , Ertümer, A. G. , Kuh, Z. Evaluation of medical specialties in terms of gender. Cukurova Medical Journal2021;46(3): 1257-1266
- 5. Can, S. The effects of science student teachers’ academic achievements, their grade levels, gender and type of education they are exposed to on their format learning styles. Procedia Social and Behavioral Sciences, 2009;1(1): 1853‐1857.
- 6. Tuna S. The learning styles of art education students. Electronic Journal of Social Sciences 2008; 25: 252–61.
- 7. Karabörklü Argut S, Mustafaoğlu R, Kuş G, Razak Özdinçler A. Determination of learning style preferences in students at the Faculty of Health Sciences. Clin Exp Health Sci 2017; 7: 146–51
- 8. Shuval JT, Adler I. The role of models in professional socialization. Social science and medicine. Part A: medical psychology and medical. Sociology 1980;14(1):5–14.
- 9. Usta, İ. Uzaktan Öğrenenlerin Öğrenme Biçimlerinin İncelenmesi. Bilecik Şeyh Edebali Üniversitesi Sosyal Bilimler Dergisi. 2019; 4(1), 371–84.
- 10. Fleming, N. D., ve Mills, C. Not another inventory, rather a catalyst for reflection. To Improve the Academy. 1992;11: 137–55.
- 11. Oliveira A, Spinola V, Garrido D, Teixeira MM, Salles C, Haddad AE. Influence of learning styles on student performance in self-instructional courses. PLoS One. 2023; 27;18(7):e0289036
- 12. Arici S, Sarikaya O, Yabaci A. The relationship between the learning styles and academic performance of medical faculty students. Clin Exp Health Sci 2021; 11: 358–61.
- 13. Fleming N. VARK: A guide to learning styles.http://www.vark-learn.com/english/page. Accessed 27th August 2009.
- 14. Kalkan M. Learning preferences and problem-based discussion sessions: a study with Turkish university maritime students. Social Behavior and Personality: an international journal 2008; 36: 1295-302.
- 15. Karaborklu Argut S, Mustafaoglu R, Kus G, Razak Ozdinçler A. Determination of Learning Style Preferences in Students at the Faculty of Health Sciences. Clin Exp Health Sci 2017; 7: 146-51. 16. Ergin A, Dikbaş E, Bozkurt Aİ, Atçeken G, Gürbüz H, Yılmaz C, Çölbe SN, Taşcı U, Güldamla L, Demircan Hİ. Tıp fakültesi öğrencilerin mezuniyet sonrasi kariyer seçimi ve etkileyen faktörler. TED. 2011;32(32):8-17.
- 17. Budakoğlu İI, Karabacak O, Coşkun Ö, Karabacak N. Personality and learning styles of final-year medical students and the impact of these variables on medical specialty choices. Gazi Medical Journal 2014;25(4):138-41.
- 18. Velada, R. and Caetano, A., "Training transfer: the mediating role of perception of learning", Journal of European Industrial Training, 2007; 31:4, 283-296
- 19. Irby DM. Clinical teaching and the clinical teacher. J Med Educ. 1986;61(9):35–45.
- 20. Wright S, Wong A, Newill C. The impact of role models on medical students. J Gen Intern Med. 1997;12:53–56.
- 21. Burgess, A., Goulston, K. & Oates, K. Role modelling of clinical tutors: a focus group study among medical students. BMC Med Educ 2015;15: 17.
- 22. Rosenblatt A, Ballard HA, Amortegui D, et al. Invisible Work: Advanced Practice Providers' Role in the Education of Surgeons. J Surg Educ. 2022;79(6):1353-1362.
- 23. Wainwright D, Harris M, Wainwright E. Trainee doctors' perceptions of the surgeon stereotype and its impact on professional identification: a qualitative study. BMC Med Educ. 2022;22(1):702.
- 24. Healy NA, Cantillon P, Malone C, Kerin MJ. Role models and mentors in surgery. Am J Surg. 2012; 204(2):256-61.
- 25. Ravindra P, Fitzgerald JE. Defining surgical role models and their influence on career choice. World J Surg. 2011;35(4):704-9.
- 26. Piza F, Kesselheim JC, Perzhinsky J, et al. Awareness and usage of evidence-based learning strategies among health professions students and faculty. Med Teach. 2019;41(12):1411-1418.
- 27. Artino AR Jr, Zafar Iqbal M, Crandall SJ. Debunking the Learning-Styles Hypothesis in Medical Education. Acad Med. 2023;98(2):289.
- 28. Kolesnikova, IV. Combined Teaching Method: An Experimental Study. World Journal of Education, 2016; 6(6):51-59.
- 29. Kim, R. H., Kurtzman, S. H., Collier, A. N., & Shabahang, M. M. The Learning Preferences of Applicants Who Interview for General Surgery Residency: A Multiinstitutional Study. Journal of Surgical Education, 2016;73(6): 136–41.
- 30. Açıkgöz B, Ekemen A, Zorlu İ, Yüksel NA, Ayoğlu FN. Tıp öğrencilerinde uzmanlaşma eğilimi, uzmanlık alan seçimi ve etkileyen faktörler. Mersin Univ Saglık Bilim Derg. 2019;12(1):113-25.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Tıp Eğitimi |
| Bölüm | Orjinal Araştırma |
| Yazarlar | |
| Yayımlanma Tarihi | 30 Nisan 2024 |
| Gönderilme Tarihi | 11 Ekim 2023 |
| Kabul Tarihi | 13 Mart 2024 |
| Yayımlandığı Sayı | Yıl 2024 Cilt: 23 Sayı: 69 |
