Patoloji Eğitiminde Harmanlanmış Öğrenme Yaklaşımının Akademik Başarı ve Memnuniyet Üzerine Etkisi

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Anahtar Kelimeler:

Patoloji eğitimi, Sanal mikroskop, Harmanlanmış öğrenme, Dijital patoloji

The effect of the blended learning approach in pathology education on academic achievement and satisfaction

Background and Aim:Pathology education at Hacettepe University Faculty of Medicine is carried out in the form of an amphitheater and a laboratory. Pathology teaching in medical faculties that conduct integrated programs aims to provide medical students with the competence in three main areas. These; (1) Understanding of disease mechanisms, (2) Integration of these mechanisms to organ system pathology and (3) application of pathology to diagnostic medicine. The current practice involves some problems with students' participation, using microscopes and evaluating the preparations. In this study, the effect of a teaching design, which is covered by a learning-centered approach and also using technology-supported learning environments, in the pathology teaching was evaluated.Methods:The study was carried out in the 2017-2018 academic year 3rd-year Urogenital System course with 261 medical students. The design includes the following elements: (1) Pathology course content is systematically structured and presented in an electronic indexed book format. (2) Assessment questions have been included. (3) Electronic communication channels have been formed in which students can discuss and give feedback. (4) Students have access to the electronic prepared archive and virtual microscope application. (5) For data collection; multiple-choice examination, pathology laboratory examination, program evaluation, and educational reflections forms were used.Results:The grades of the students who use the electronic environment in both groups are higher than the average scores. The pathology score of the students using the technology supported environment is high (U=9953.500, p=.002, r =.172; and U=3993,500, p=.040, r=.146). The pathology laboratory test results of the same group were significantly higher than the other group (U=8627.000, p=.000, r=.261; and U=3854,500, p=.014, r=.174). The feedback from the students mentioned satisfaction with the new approach.Conclusion:The trainer was highly satisfied to use the new model. Multiple displays of content enhance the learning of individuals in different styles. Applications of virtual microscope can be used to support laboratory applications in view of the increase in image quality, the ability of everyone to see the same image and discuss the same image in common sessions.

Keywords:

Pathology education, Virtual microscope, Blended learning, Digital pathology,

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