Araştırma Makalesi
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Akıllı maket ve aplikasyon programından oluşan eğitim setini kullanan öğrencilerin eğitim seti hakkındaki görüşleri

Yıl 2023, Sayı: 46, 90 - 97, 31.01.2023
https://doi.org/10.31590/ejosat.1217012

Öz

Teknolojinin eğitime entegre edilmesi günümüz öğrenci profiline uymakta ve eğitime yeni bir soluk getirmektedir. Tıp ve sağlık eğitiminde teknolojiyi kullanan araştırmaların sayısı artmıştır. Çalışmanın amacı; temel tıp bilimleri eğitiminde kullanılmak üzere tasarlanmış, patentini aldığımız, eğitim setini kullanan öğrencilerden görüşlerini almaktır. Araştırma verileri, “Yapılandırılmış Öğrenci Tanıtım Formu” ile “Sağlık Bilimleri Hemşirelik Bölümü Öğrencilerinin Akıllı Maket ve Aplikasyon Programından Oluşan Eğitim Seti Hakkındaki Görüşleri” yarı yapılandırılmış görüşme formları kullanılarak toplandı. Nitel yapıdaki bu çalışmada, elde edilen verilerin değerlendirilmesinde betimsel analiz tekniği kullanıldı. Öğrenci görüşlerine göre; sağlık ve tıp eğitimine teknolojinin entegre edilmesinin; öğrenci motivasyonu, derse ilgi, dersi anlamasına olumlu etkilerinin olduğu belirlendi. Eğitim setinin de aynı etkilere sahip olduğu fakat geliştirilmesi geren yönlerinin olduğu tespit edildi. Öğrenci deneyimlerini ve sürekli yenilenen teknolojik uygulamaları göz önünde bulundurarak, patentini aldığımız eğitim setine ait özellikleri iyileştirmenin, sağlık ve tıp eğitimine yeni bir bakış açısı getireceğini düşünmekteyiz.

Destekleyen Kurum

Yok

Kaynakça

  • Çakmakkaya, Ö.S. Evidence Based Medicine: A Review of Basic Concepts, Learning Theories, Teaching Approaches and Assessment Methods. Tıp Eğitimi Dünyası. 2021; 20(60): 122-136.
  • Hatala, R., & Guyatt, G. Evaluating the teaching of evidence based medicine. JAMA. 2002; 288(9): 1110-1112.
  • Taş, F., & Bolatlı, G. A new model in medicine education: smart model education set. Surgical and Radiologic Anatomy. 2022; 5: 1-9.
  • Mansouri, M., Bigdeli, S., & Dehnad, A. Exploring the features of mobile phone application of anatomy in basic medical sciences: A qualitative study. BMC Med Educ. 2020; 20: 231.
  • Trelease, RB. Diffusion of innovations: Smartphones and wireless anatomy learning resources. Anat Sci Educ. 2008; 1: 233–239.
  • Fajrianti, E. Sukaridhoto, S., & Al Rasyid, M. U. H. Application of Augmented Intelligence Technology with Human Body Tracking for Human Anatomy Education. International Journal of Information and Education Technology. 2022; 12(6): 476-484.
  • Zhao, J., Xu X, & Jiang, H. The effectiveness of virtual reality-based technology on anatomy teaching: a meta-analysis of randomized controlled studies. BMC medical education. 2020; 20(1): 1-10.
  • Stirling, A. C., & Moro, C. The use of virtual, augmented and mixed reality in anatomy education. In Teaching Anatomy. 2020; 8:359-366.
  • Garcia, M., Victory, N., & Navarro-Sempere, A. Students’ views on difficulties in learning histology. Anat Sci Educ. 2019; 12(5):541–9.
  • Sharmin, N, ChowA. K, Dong A. S, et al. Histoscope: A Web-Based Microscopy Tool for Oral Histology Education. Healthcare Informatics Research. 2021; 27(2): 146-152.
  • Lee, LM., Goldman, HM., & Hortsch, M. The virtual microscopy database-sharing digital microscope images for research and education. Anat Sci Educ. 2018; 11: 510–515.
  • Joaquim, D.C., Hortsch, M., & Silva, A.S.R.D. Digital information and communication technologies on histology learning: What to expect? An integrative review. Anatomia, Histologia, Embryologia. 2022; 51(2): 180-188.
  • Francis, D.V, Charles, A.S, & Jacob, T.M. Virtual microscopy as a teaching–learning tool for histology in a competency-based medical curriculum. Medical Journal Armed Forces India. 2022.
  • Campos-Sánchez, A., López-Núñez, JA., & Scionti, G. Developing an audiovisual notebook as a self-learning tool in histology: perceptions of teachers and students. Anat Sci Educ. 2014; 7: 209–218.
  • Taş, F., Bolatlı, G., & Bolatlı, Z. Training Set Consists Of Smart Interactive Mockups And Application Program. PCT Application no: PCT/TR2021/050179.
  • Sönmez, V., & Alacapınar, F.G. Örneklendirilmiş bilimsel araştırma yöntemleri (Genişletilmiş 3. Baskı). Ankara: Anı Yayıncılık. 2014.
  • Yıldırım, A., & Şimşek, H. Sosyal bilimlerde nitel araştırma yöntemleri. (Genişletilmiş 5. Baskı). Ankara: Seçkin Yayıncılık. 2005.
  • Nguyen, D.T., & Kieuthi, T.C. New trends in technology application in education and capacities of universities lecturers during the Covid-19 pandemic. International Journal of Mechanical and Production Engineering Research and Development (IJMPERD). 2020; 10: 1709-1714.
  • Donkin, R., & Rasmussen, R. Student perception and the effectiveness of Kahoot!: a scoping review in histology, anatomy, and medical education. Anatomical Sciences Education. 2021;14(5): 572-585.
  • Patra, A., Asghar, A., & Chaudhary, P. Integration of innovative educational technologies in anatomy teaching: new normal in anatomy education. Surgical and Radiologic Anatomy. 2022; 44(1): 25-32.
  • Felszeghy, S., Pasonen-Seppänen, S., & Koskela, A. Student-focused virtual histology education: Do new scenarios and digital technology matter?. MedEdPublish. 2017; 6(154): 154.
  • Bice, M.R., Carey, J., & Brown, G.A. The use of mobile application to enhance learning of the skeletal system in introductory anatomy & physiology students. International J. Kinesiology in Higher Education. 2016; 27(1): 16-22.
  • Sharmin, N., Chow, A., & Votta, D. Implementing Augmented Reality to Facilitate the Learning of Oral Histology. Healthcare Informatics Research. 2022; 28(2): 170-175.
  • Erbek, E., & Bolatlı, G. The Effect of Mobile Learning in Anatomy Education on Learning Skills and Motivation of Students: Systematic Review. European Journal of Science and Technology. 2022; (41): 269-284.

Student opinions about the training set consists of smart interactive mockups and application program used in anatomy and histology education

Yıl 2023, Sayı: 46, 90 - 97, 31.01.2023
https://doi.org/10.31590/ejosat.1217012

Öz

Technology integration into education fits today's student profile and brings a new breath to education. The number of studies using technology in medicine and health education has increased. The study aims to get the opinions of students who use the education set we have patented, designed to be used in primary medical sciences education. The research data were collected using the semi-structured interview forms of the "Structured Student Introduction Form" and "The Opinions of the Health Sciences Nursing Department Students on the Training Set Consists of Smart Interactive Mockup and Application Program." This qualitative study used descriptive analysis to evaluate the data obtained. Student opinions determined that there were positive effects on student motivation, interest in the lesson, and understanding of the lesson by integrating technology into health and medical education. It was determined that the education set had the same effects but had aspects that needed improvement. Considering student experiences and constantly renewed technological applications, we think that improving the features of the education set we have patented will bring a new perspective to health and medical education.

Kaynakça

  • Çakmakkaya, Ö.S. Evidence Based Medicine: A Review of Basic Concepts, Learning Theories, Teaching Approaches and Assessment Methods. Tıp Eğitimi Dünyası. 2021; 20(60): 122-136.
  • Hatala, R., & Guyatt, G. Evaluating the teaching of evidence based medicine. JAMA. 2002; 288(9): 1110-1112.
  • Taş, F., & Bolatlı, G. A new model in medicine education: smart model education set. Surgical and Radiologic Anatomy. 2022; 5: 1-9.
  • Mansouri, M., Bigdeli, S., & Dehnad, A. Exploring the features of mobile phone application of anatomy in basic medical sciences: A qualitative study. BMC Med Educ. 2020; 20: 231.
  • Trelease, RB. Diffusion of innovations: Smartphones and wireless anatomy learning resources. Anat Sci Educ. 2008; 1: 233–239.
  • Fajrianti, E. Sukaridhoto, S., & Al Rasyid, M. U. H. Application of Augmented Intelligence Technology with Human Body Tracking for Human Anatomy Education. International Journal of Information and Education Technology. 2022; 12(6): 476-484.
  • Zhao, J., Xu X, & Jiang, H. The effectiveness of virtual reality-based technology on anatomy teaching: a meta-analysis of randomized controlled studies. BMC medical education. 2020; 20(1): 1-10.
  • Stirling, A. C., & Moro, C. The use of virtual, augmented and mixed reality in anatomy education. In Teaching Anatomy. 2020; 8:359-366.
  • Garcia, M., Victory, N., & Navarro-Sempere, A. Students’ views on difficulties in learning histology. Anat Sci Educ. 2019; 12(5):541–9.
  • Sharmin, N, ChowA. K, Dong A. S, et al. Histoscope: A Web-Based Microscopy Tool for Oral Histology Education. Healthcare Informatics Research. 2021; 27(2): 146-152.
  • Lee, LM., Goldman, HM., & Hortsch, M. The virtual microscopy database-sharing digital microscope images for research and education. Anat Sci Educ. 2018; 11: 510–515.
  • Joaquim, D.C., Hortsch, M., & Silva, A.S.R.D. Digital information and communication technologies on histology learning: What to expect? An integrative review. Anatomia, Histologia, Embryologia. 2022; 51(2): 180-188.
  • Francis, D.V, Charles, A.S, & Jacob, T.M. Virtual microscopy as a teaching–learning tool for histology in a competency-based medical curriculum. Medical Journal Armed Forces India. 2022.
  • Campos-Sánchez, A., López-Núñez, JA., & Scionti, G. Developing an audiovisual notebook as a self-learning tool in histology: perceptions of teachers and students. Anat Sci Educ. 2014; 7: 209–218.
  • Taş, F., Bolatlı, G., & Bolatlı, Z. Training Set Consists Of Smart Interactive Mockups And Application Program. PCT Application no: PCT/TR2021/050179.
  • Sönmez, V., & Alacapınar, F.G. Örneklendirilmiş bilimsel araştırma yöntemleri (Genişletilmiş 3. Baskı). Ankara: Anı Yayıncılık. 2014.
  • Yıldırım, A., & Şimşek, H. Sosyal bilimlerde nitel araştırma yöntemleri. (Genişletilmiş 5. Baskı). Ankara: Seçkin Yayıncılık. 2005.
  • Nguyen, D.T., & Kieuthi, T.C. New trends in technology application in education and capacities of universities lecturers during the Covid-19 pandemic. International Journal of Mechanical and Production Engineering Research and Development (IJMPERD). 2020; 10: 1709-1714.
  • Donkin, R., & Rasmussen, R. Student perception and the effectiveness of Kahoot!: a scoping review in histology, anatomy, and medical education. Anatomical Sciences Education. 2021;14(5): 572-585.
  • Patra, A., Asghar, A., & Chaudhary, P. Integration of innovative educational technologies in anatomy teaching: new normal in anatomy education. Surgical and Radiologic Anatomy. 2022; 44(1): 25-32.
  • Felszeghy, S., Pasonen-Seppänen, S., & Koskela, A. Student-focused virtual histology education: Do new scenarios and digital technology matter?. MedEdPublish. 2017; 6(154): 154.
  • Bice, M.R., Carey, J., & Brown, G.A. The use of mobile application to enhance learning of the skeletal system in introductory anatomy & physiology students. International J. Kinesiology in Higher Education. 2016; 27(1): 16-22.
  • Sharmin, N., Chow, A., & Votta, D. Implementing Augmented Reality to Facilitate the Learning of Oral Histology. Healthcare Informatics Research. 2022; 28(2): 170-175.
  • Erbek, E., & Bolatlı, G. The Effect of Mobile Learning in Anatomy Education on Learning Skills and Motivation of Students: Systematic Review. European Journal of Science and Technology. 2022; (41): 269-284.
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Mühendislik
Bölüm Makaleler
Yazarlar

Güneş Bolatlı 0000-0002-7648-0237

Fatih Taş 0000-0001-9817-4241

Erken Görünüm Tarihi 31 Ocak 2023
Yayımlanma Tarihi 31 Ocak 2023
Yayımlandığı Sayı Yıl 2023 Sayı: 46

Kaynak Göster

APA Bolatlı, G., & Taş, F. (2023). Student opinions about the training set consists of smart interactive mockups and application program used in anatomy and histology education. Avrupa Bilim Ve Teknoloji Dergisi(46), 90-97. https://doi.org/10.31590/ejosat.1217012