Simülasyon Eğitici Eğitiminde Ters Yüz Sınıf Modeli Uygulamasına İlişkin Katılımcıların Görüşleri

Bu çalışmanın amacı simülasyon eğitici eğitiminde kullanılan ters yüz sınıf modeline ilişkin katılımcıların görüşlerini belirlemektir. Araştırmanın çalışma grubunu Hacettepe Üniversitesi Tip Fakültesi Tip Eğitimi ve Bilişimi Anabilim Dalı tarafından verilen Simülasyon Eğitici Eğitimine kayıt olan ve eğitim alan 15 eğitici oluşturmuştur. Araştırmada eğitsel hedef ve içerikler belirlenerek ders materyalleri elektronik hale dönüştürülmüş ve katılımcılarla yüz yüze eğitimlerin üç gün öncesinde paylaşılmıştır. Yüz yüze eğitimlerde çeşitli etkinliklerle (tartışmalar, olgu sunumları) ders işlenerek bir sonraki ders konusu ve yapılması gerekenler hakkında bilgi verilerek ve geribildirim alınarak ilgili oturum sona erdirilmiştir. Çalışmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen ‘Geribildirim Formu’ kullanılmıştır. Araştırma sonucunda katılımcıların yüz yüze öğrenme etkinlikleri öncesinde kurs materyallerini akıllı telefon yoluyla takip ettikleri ve bu süreçte herhangi bir teknik sorunla karşılaşmadıkları belirlenmiş olup, ters yüz sınıf model uygulamasının öğrenmeleri üzerine olumlu etkileri olduğunu bildirmişlerdir.

Perceptions of Participants on a Flipped Train–the-Trainers Course for Simulation

The aim of our study was to use the Flipped Classroom (FC) model in a train–thetrainers course for simulation, and learn the perceptions of the participating educators. We worked with a group of 15 educators registered as trainees in the Train-the-Simulation Educator Course delivered by the Department of Medical Education and Informatics at Hacettepe University Faculty of Medicine. In the research, the course materials were converted into an electronic format, after determining the educational goals and contents, and shared with the participants three days prior to the face-to-face training sessions.At the beginning of the faceto-face stage of the course, the goals of the course were shared, and a discussion was held for the unclear parts about the course. Feedback Form was designed by the researchers and used as the data collecting tool in this study. While examining research results, the majority of participants accessed the course materials via their smartphones, were able to access the materials without any trouble, agreed that training enriched with the FC model contributed significantly to their learning.

PDF

___

Baker, J. (2000). The "classroom flip": Using web course management tools to become the guide by the side. In Proceedings of the 11th International Conference on College Teaching and Learning, Jacksonville, FL.
Belfi, L. M., Bartolotta, R. J., Giambrone, A. E., Davi, C., & Min, R. J. (2015). “Flipping” the introductory clerkship in radiology: impact on medical student performance and perceptions. Academic Radiology, 22(6), 794-801.
Boysen-Osborn, M., Anderson, C. L., Navarro, R., Yanuck, J., Strom, S., McCoy, C. E., ... & Langdorf, M. I. (2016). Flipping the advanced cardiac life support classroom with team-based learning: comparison of cognitive testing performance for medical students at the University of California, Irvine, United States. Journal of Educational Evaluation for Health Professions, 1, 1-13.
Bristol, T. J. (2014). Educate, excite, engage. Teaching and Learning in Nursing, 9, 43-46.
Chen, F., Lui, A. M., & Martinelli, S. M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education, 51(6), 585-597.
DeGrazia, J.L., Falconer, J.L., Nicodemus, G., & Medlin, W. (2012). Incorporating screencasts into chemical engineering courses. In Proceedings of the ASEE Annual Conference & Exposition.
Dorussen, Hans., Gizelis, T-I., and Arena, P. (2015) Will video kill the lecturing star? The Guardian. Retrieved 19 January 2018, from: http://www.theguardian.com/higher-educationnetwork/2015/nov/25/will-video-killthe-lecturing-star
Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Tech Trends, 57, 14–27. doi:10.1007/s11528-013-0698-1
Evans, K. H., Thompson, A. C., O’Brien, C., Bryant, M., Basaviah, P., Prober, C., & Popat, R. A. (2016). An innovative blended preclinical curriculum in clinical epidemiology and biostatistics: impact on student satisfaction and performance. Academic Medicine, 91(5), 696-700.
Farmer, R. (2018). The what, the how and the why of the flipped classroom. Innovative Practice in Higher Education, 3(2), 14-31.
Gaughan, J. E. (2014). The flipped classroom in world history. The History Teacher, 47(2), 221-244.
Gillispie, V. (2016). Using the flipped classroom to bridge the gap to generation Y. The Ochsner Journal, 16(1), 32-36.
Goldberg, H. (2014). Considerations for flipping the classroom in medical education. Academic Medicine, 89(5), 696–697. doi:10.1097/ACM.0000000000000209
Heitz, C., Prusakowski, M., Willis, G., & Franck, C. (2015). Does the concept of the “flipped classroom” extend to the emergency medicine clinical clerkship?. Western Journal of Emergency Medicine, 16(6), 851-855.
Kara, C. O. (2015). Flipped classroom. Toraks Cerrahisi Bulteni, 9, 224–228. doi:10.5152/tcb.2015.064
Karaoglan Yilmaz, F. G. (2017). Predictors of community of inquiry in a flipped classroom model. Journal of Educational Technology Systems, 46(1), 87-102.
Karaoğlan Yılmaz, F.G., Öztürk, T., & Yılmaz, R. (2017). The effect of structure in flipped classroom designs for deep and surface learning approaches. The Turkish Online Journal of Educational Technology, Special Issues, 732-749.
Karaoğlan Yılmaz, F. G., Olpak, Y. Z., & Yılmaz, R. (2018). The effect of the metacognitive support via pedagogical agent on self-regulation skills. Journal of Educational Computing Research, 56(2), 159-180.
Karasar, N. (2004). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Ankara: Nobel Yayıncılık.
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50.
Koo, C.L., Demps, E.L., Farris, C., Bowman, J.D., Panahi, L., & Boyle, P. (2016). Impact of flipped classroom design on student performance and perceptions in a pharmacotherapy course. The American Journal of Pharmaceutical Education, 80(2), 33-39.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: a gateway to creating an inclusive learning environment. The Journal of Economic Education. 31(1), 30-43.
Lambert, C. (2012) ‘Twilight of the Lecture.’ Harvard Magazine. March/April 2012. Retrieved 19 January 2018, from: http://harvardmagazine.com/2012/03/twilight-of-the-lecture
Lew, E. K. (2016). Creating a contemporary clerkship curriculum: the flipped classroom model in emergency medicine. International Journal of Emergency Medicine, 9(1), 25-32.
Makhoul, I., Motwani, P., Schafer, L., Arnaoutakis, K., Mahmoud, F., Safar, M., ... & Thrush, C. (2018). Integrating Collaborative Learning and Competition in a Hematology/Oncology Training Program. Journal of Cancer Education, 33(1), 186-192.
Mayer, R. (2009). Multimedia Learning. Cambridge: Cambridge University Press.
Mazur, E. (1996). Peer Instruction: A User’s Manual. New Jersey: Prentice Hall.
Mehta, N. B., Hull, A. L., Young, J. B., & Stoller, J. K. (2013). Just imagine: new paradigms for medical education. Academic Medicine, 88(10), 1418-1423.
Milman, N. (2012). The flipped classroom strategy: What is it and how can be used? Distance Learning, 9(3), 85–87.
Novak, G. M. (2011). Just in time teaching. New Directions for Teaching and Learning, 11, 63–73.
O'Connor, E. E., Fried, J., McNulty, N., Shah, P., Hogg, J. P., Lewis, P., ... & Reddy, S. (2016). Flipping radiology education right side up. Academic radiology, 23(7), 810-822.
Otero-Saborido, F. M., Sánchez-Oliver, A. J., Grimaldi-Puyana, M., & Álvarez-García, J. (2018). Flipped learning and formative evaluation in higher education. Education+ Training, 60(5), 421-430.
Öztürk, T., Karademir, T., Karaoğlan Yılmaz, F. G., & Yılmaz, R. (2015). Examining flipped classroom model from students' point of view. In Proceedings of the 7th international conference on education and new learning technologies, Barcelona-6th-8th of July.
Rotellar, C., & Cain, J. (2016). Research, perspectives, and recommendations on implementing the flipped classroom. American Journal of Pharmaceutical Education, 80(2), PMID:27073287
See, S., & Conry, J. M. (2014). Flip my class! A faculty development demonstration of a flipped-classroom. Currents in Pharmacy Teaching and Learning, 6(4), 585–588. doi:10.1016/j.cptl.2014.03.003
Sezer, B. (2017). The effectiveness of a technology-enhanced flipped science classroom. Journal of Educational Computing Research, 55(4), 471-494.
Sezer, B., & Abay, E. (2018). Looking at the Impact of the Flipped Classroom Model in Medical Education. Scandinavian Journal of Educational Research, DOI: 10.1080/00313831.2018.1452292
Sezer, B., Onan, A., & Elçin, M. (2016). Sürekli tıp eğitiminde bilişim teknolojileri [Information technologies in continued medical education]. Turkiye Klinikleri Journal of Medical Education-Special Topics, 1(3), 1-6.
Sockalingam, S., James, S. L., Sinyi, R., Carroll, A., Laidlaw, J., Yanofsky, R., & Sheehan, K. (2016). A flipped classroom approach to improving the quality of delirium care using an interprofessional train-the-trainer program. Journal of Continuing Education in the Health Professions, 36(1), 17-23.
Tune, J. D., Sturek, M., & Basile, D. P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in Physiology Education, 37(4), 316-320.
Turan, Z., & Göktaş, Y. (2015). Yükseköğretimde yeni bir yaklaşım: Öğrencilerin ters yüz sınıf yöntemine ilişkin görüşleri [A new approach in higher education: the students’ views on flipped classroom method]. Yüksekögretim ve Bilim Dergisi, 5(2). 156-164.
Veeramani, R., Madhugiri, V.S., & Chand, P. (2015). Perception of MBBS students to "flipped classroom" approach in neuroanatomy module. Anatomy & Cell Biology, 48,138-143.