TR Dizin İndeksli Yayınlar Koleksiyonu / TR Dizin Indexed Publications Collection
Permanent URI for this collectionhttps://hdl.handle.net/20.500.14365/4
Browse
4 results
Search Results
Article Are Vocational School of Health Services Students Ready for Interprofessional Education?(2020-12-30) Ergönül, Esin; Akkoçlu, Atila; Tengiz, Funda İfakat; Şemin, Makbule İlgi; Demiral Yılmaz, Nilüfer; Kalyoncu, Ebru; Öncü, Selcen; Semin, Ilgi; Yilmaz, Nilufer DemiralBackground :Interprofessional education (IPE) is the process of learning about and from each other in order to improve the quality of health care and collaboration of two or more health profession in the fields of medicine, health, and social services. The aim of IPE is to provide a holistic approach to care, to coordinate and solution-oriented activities and to set more flexible working standards. IPE is present in various health professions’ curriculum in the world. There is a need for development of educational programs on this subject in Vocational School of Health Services in our country. In order for a successful program, it is critical that it is accepted by faculty, students, and educational managers. For this reason, the readiness of the students should be examined during the program development stage in IPE. The aim of this study was to determine the readiness of Vocational School of Health Services’ students for IPE. Methods: The study is in cross-sectional design. Students were selected by convenience sampling method. The data were collected at four Vocational Schools of Health Services in Turkey using the Readiness for Interprofessional Learning Scale (RIPLS) developed by Parsell and Bligh (1999). Descriptive statistics and Student's t-tests were used in data analysis. Results: The number of the students participating in the study was 724 (%68,6). The mean total score for the RIPLS was 70.8±10.6 (min.19-max.95). The mean scores for the subscales 1-2-3 were respectively 35.9±6.4 (min.9-max.45); 25.1±4.6 (min.21-max.35); and 9.7±2.6 (min.3- max.15). There were significant differences between the mean total scores according to gender, year of study, satisfaction with their departments, and perception of success. Female students, first-year students, students who reported high satisfaction, and those whose perception of success was good obtained significantly higher mean total scores than their counterparts. Conclusion: As a result of the study, it was found that Vocational School of Health Services students were ready for IPE. It is planned to design training programs on the subject.Article Citation - WoS: 3The Role of Community-Based Health Practice on the Improvement of Healthcare Students' Communication, Empathy and Perception of the Elderly: a Qualitative Study at Izmir University of Economics(Istanbul Univ, Fac Communication, 2021-08-25) Aksoy, Zeynep; Gokdemir, Ozden; Şemin, Makbule İlgi; Semin, IlgiInterpersonal communication involving empathy is of great importance in therapeutic relationships in healthcare. To equip medical/healthcare students with interpersonal communication skills, community-based health education provides real-life contexts in which they engage with the community as part of the curriculum. A community-based health practice (CBHP) was implemented at Izmir University of Economics (IUE) to improve students' communication, empathy and perception towards the elderly. Within an interdisciplinary collaboration among the medicine, nursing, elderly-care and physiotherapy programs, a total of 111 students participated in the project. This study aimed to evaluate the role of the CBHP on students' communication, empathy and perception of the elderly. Taking a qualitative approach, focus group interviews were organized with students (n=22). Descriptive analysis of the qualitative data revealed that students witnessed the loneliness of elderly individuals, their physical and psychosocial needs, which resulted in a high degree of empathy. Furthermore, the study also aimed to gain insights from elderly participants via in-depth interviews (n=9). Results demonstrated that the participants felt valued and useful during the communication processes with the students. In conclusion, CBHP contributed to students' perceptions and empathy towards the elderly; meanwhile the elderly individuals were satisfied with the interest of the medical, nursing and healthcare students.Article Citation - WoS: 7Citation - Scopus: 11The Effect of Virtual Laboratory Simulations on Medical Laboratory Techniques Students' Knowledge and Vocational Laboratory Education(Walter De Gruyter Gmbh, 2022-08-01) Keles, Didem; Bulgurcu, Alihan; Demir, Esra Feyzioglu; Şemin, Makbule İlgi; Feyzioğlu Demir, Esra; Şemin, Ilgi Makbule; Feyzioğlu-demir, EsraObjectives Virtual laboratory simulations (VLSs) are computer-based tools that offer unlimited application options in scientific, medical, and engineering fields. The aim of this study was to evaluate whether VLSs are efficient learning tools and how these simulations can be integrated into laboratory practice in medical laboratory education. Methods In this pre-test/post-test control group study, 32 volunteers were randomly assigned to either experimental or control groups. The experimental group performed laboratory simulations based on biochemistry and microbiology and then completed a self-report survey to evaluate their satisfaction and beliefs about simulations. Results In the experimental group, post-test scores of each simulation were significantly elevated compared to pre-test scores; however, pre- and post-test scores of control group were statistically the same. The experimental group agreed that these simulations should be applied before theoretical lectures and laboratory practices. They also highlighted that translating from English to their native language creates difficulties in applying and understanding the simulation. Conclusions We emphasized that VLSs are excellent learning tools that increase not only the knowledge but also the self-motivation and focus of the students. Based on feedbacks, native language options are necessary to enable the students to achieve equality of opportunity in education.Article Multidisciplinary Case-Based Small Group Discussions To Integrate Basic Medical Sciences With Clinical Situations(Walter De Gruyter Gmbh, 2020-09-18) Şemin, Makbule İlgi; Ersil Soysal, Dilek; Seval Çelik, Yasemin; Hayran, Murvet; Demir, Ayse Banu; Ozkaya, Ali Burak; İnan, Sevinç; Akdoğan, Gül; Semin, Ilgi; Soysal, Dilek Ersil; Seval-Celik, Yasemin; Güner, Gül AkdoganObjectives Integration of the basic medical sciences with clinical medicine motivates medical students by showing how the fundamental concepts they have learned will come into their future practice. In this context, we created clinical integration sessions (CIS) in our first-year medical curriculum. Methods The instructors of different disciplines wrote the clinical scenarios together. The scenarios were discussed in five sessions with 39 first-year students. The first session's scenario consisted of four brief anemia cases. The next four sessions included a single case, according to the feedback of the students. Students formed groups of 7-8 participants. In the first 2 h, the scenarios were discussed in the groups and questions were answered by the students. In the third hour, the instructors answered the questions together with the students. After the first CIS, written feedback obtained from the students via a survey. Results The survey provided positive feedback on the benefits of active learning within small group discussions, and most of the students thought that their background was sufficient to solve the cases, with some literature search. Conclusion The scenarios, which provide multidisciplinary integration of basic medical sciences and clinical medicine, can be useful educational materials.