İfakat Tengiz, Funda

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Profile URL
https://hdl.handle.net/20.500.14365/7340
Name Variants
Tengiz, Funda İfakat
Tengiz, Funda
Tengiz, Funda Ifakat
Job Title
Email Address
funda.tengiz@ieu.edu.tr
Main Affiliation
15.03. Medical Documentation and Secreteriat
Status
Former Staff
Website
ORCID ID
0000-0002-8491-9190
Scopus Author ID
57041337300
Turkish CoHE Profile ID
502165542D511041
Google Scholar ID
Vh2teUkAAAAJ
WoS Researcher ID
DZK-7123-2022

Sustainable Development Goals

5

GENDER EQUALITY
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9

INDUSTRY, INNOVATION AND INFRASTRUCTURE
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13

CLIMATE ACTION
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8

DECENT WORK AND ECONOMIC GROWTH
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14

LIFE BELOW WATER
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17

PARTNERSHIPS FOR THE GOALS
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1

NO POVERTY
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2

ZERO HUNGER
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4

QUALITY EDUCATION
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2

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11

SUSTAINABLE CITIES AND COMMUNITIES
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16

PEACE, JUSTICE AND STRONG INSTITUTIONS
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3

GOOD HEALTH AND WELL-BEING
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1

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6

CLEAN WATER AND SANITATION
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12

RESPONSIBLE CONSUMPTION AND PRODUCTION
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10

REDUCED INEQUALITIES
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15

LIFE ON LAND
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7

AFFORDABLE AND CLEAN ENERGY
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Documents

6

Citations

86

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Documents

7

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63

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Scholarly Output

4

Articles

4

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0

WoS Citation Count

26

Scopus Citation Count

48

WoS h-index

2

Scopus h-index

2

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0

WoS Citations per Publication

6.50

Scopus Citations per Publication

12.00

Open Access Source

2

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0

JournalCount
Educatıonal Scıences-Theory & Practıce1
Medıcal Educatıon Onlıne1
Tıp Eğitimi Dünyası1
Turkish Journal of Biochemistry-Turk Biyokimya Dergisi1
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  • Thumbnail Image
    Review
    Citation - WoS: 16
    Citation - Scopus: 40
    Current Evaluation and Recommendations for the Use of Artificial Intelligence Tools in Education
    (Walter De Gruyter Gmbh, 2023) Sagin, Ferhan Girgin; Özkaya, Ali Burak; Tengiz, Funda; Geyik, Öykü Gönül; Geyik, Caner
    This paper discusses the integration of artificial intelligence (AI) tools in education, delineating their potential to transform pedagogical practices alongside the challenges they present. Generative AI models like ChatGPT, had a disruptive impact on teaching and learning, due to their ability to create text, images, and sound, revolutionizing educational content creation and modification. However, nowadays the educational community is polarized, with some embracing AI for its accessibility and efficiency thus advocating it as an indispensable tool, while others cautioning against risks to academic integrity and intellectual development. This document is designed to raise awareness about AI tools and provide some examples of how they can be used to improve education and learning. From an educator's perspective, AI is an asset for curriculum development, course material preparation, instructional design and student assessment, while reducing bias and workload. For students, AI tools offer personalized learning experiences, timely feedback, and support in various academic activities. The Turkish Biochemical Society (TBS) Academy recommends educators to embrace and utilize AI tools to enhance educational processes, and engage in peer learning for better adaptation while maintaining a critical perspective on their utility and limitations. The transfer of AI knowledge and methods to the teaching experiences should complement and not replace the educator's creativity and critical thinking. The paper advocates for an informed embrace of AI, AI fluency among educators and students, ethical application of AI in academic settings, and continuous engagement with the evolving AI technologies, ensuring that AI tools are used to augment critical thinking and contribute positively to education and society.
  • Thumbnail Image
    Article
    Are Vocational School of Health Services Students Ready for Interprofessional Education?
    (2020) Ergönül, Esin; Akkoçlu, Atila; Tengiz, Funda İfakat; Şemin, Makbule İlgi; Demiral Yılmaz, Nilüfer; Kalyoncu, Ebru; Öncü, Selcen
    Background :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.
  • Thumbnail Image
    Article
    Citation - WoS: 8
    Citation - Scopus: 7
    A Multicenter Study: How Do Medical Students Perceive Clinical Learning Climate?
    (Taylor & Francis Ltd, 2016) Yilmaz, Nilufer Demiral; Velipasaoglu, Serpil; Ozan, Sema; Basusta, Bilge Uzun; Midik, Ozlem; Mamakli, Sumer; Karaoglu, Nazan; İfakat Tengiz, Funda
    Background: The relationship between students and instructors is of crucial importance for the development of a positive learning climate. Learning climate is a multifaceted concept, and its measurement is a complicated process. The aim of this cross-sectional study was to determine medical students' perceptions about the clinical learning climate and to investigate differences in their perceptions in terms of various variables. Methods: Medical students studying at six medical schools in Turkey were recruited for the study. All students who completed clinical rotations, which lasted for 3 or more weeks, were included in the study (n =3,097). Data were collected using the Clinical Learning Climate Scale (CLCS). The CLCS (36 items) includes three subscales: clinical environment, emotion, and motivation. Each item is scored using a 5-point Likert scale (1: strongly disagree to 5: strongly agree). Results: The response rate for the trainees was 69.67% (n = 1,519), and for the interns it was 51.47% (n = 917). The mean total CLCS score was 117.20 +/- 7.19. The rotation during which the clinical learning climate was perceived most favorably was the Physical Therapy and Rehabilitation rotation (mean score: 137.77). The most negatively perceived rotation was the General Internal Medicine rotation (mean score: 104.31). There were significant differences between mean total scores in terms of trainee/intern characteristics, internal medicine/surgical medicine rotations, and perception of success. Conclusion: The results of this study drew attention to certain aspects of the clinical learning climate in medical schools. Clinical teacher/instructor/supervisor, clinical training programs, students' interactions in clinical settings, self-realization, mood, students' intrinsic motivation, and institutional commitment are important components of the clinical learning climate. For this reason, the aforementioned components should be taken into consideration in studies aiming to improve clinical learning climate.
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    Article
    Citation - WoS: 2
    Citation - Scopus: 1
    A De Novo Tool To Measure the Preclinical Learning Climate of Medical Faculties in Turkey
    (Edam, 2015) Yilmaz, Nilufer Demiral; Velipasaoglu, Serpil; Sahin, Hatice; Basusta, Bilge Uzun; Midik, Ozlem; Coskun, Ozlem; Budakoglu, Isil Irem; İfakat Tengiz, Funda
    Although several scales are used to measure general and clinical learning climates, there are no scales that assess the preclinical learning climate. Therefore, the purpose of this study was to develop an effective measurement tool in order to assess the preclinical learning climate. In this cross-sectional study, data were collected from 3,540 preclinical medical students of six medical faculties in Turkey. The methodology included the following activities: generate an item pool, receive expert opinions, perform a pretest to purify the instrument, and conduct factor and reliability analyses. According to the factor analysis, eight factors were determined and their contribution to the variance was 50.39%. In addition, the item factor loadings ranged from .31 to .91, Cronbach's alpha coefficients for the subscales ranged from .72 to .77, and the item-total correlation coefficients for the subscales ranged from .44 to .76. All the items significantly discriminated between the low- and high-performing students (t = 99.57; p = .01). The scale included 52 items with the following subscales: management, teaching, teaching staff, institutional commitment, emotions, inter-student relationships, physical environment, and motivation. The analysis of this newly developed Preclinical Learning Climate Scale (PLCS) indicated that its psychometric properties are appropriate and this scale can be employed to evaluate medical education programs.