Hacettepe Üniversitesi Tıp Fakültesi Öğrencilerinin Probleme Dayalı Öğrenmeye Yönelik Tutumları ve Görüşleri

Bu çalışmada Hacettepe Üniversitesi Tıp Fakültesi öğrencilerinin probleme dayalı öğrenmeye (PDÖ) ilişkin tutumları ve görüşlerinin belirlenmesi amaçlanmıştır. Araştırmada betimsel yöntem kullanılarak nicel ve nitel veri toplama yöntemleri birlikte kullanılmıştır. Araştırmaya ilk üç yıl öğrencileri (810 öğrenci) katılmıştır. Ayrıca çalışmada 3 odak grup görüşmesinde 15 öğrenci ile görüşme yapılmıştır. Çalışmada PDÖ’ye yönelik tutum ölçeği ve görüşme formu kullanılmıştır. Ortaöğretim sırasında öğrenen merkezli uygulamalara yer verildiğini belirten öğrencilerin ve Dönem I ve Dönem II öğrencilerinin tutum puanları daha yüksek bulunmuştur. Öğrencilerin cinsiyetlerine göre anlamlı fark belirlenmemiştir. Odak grup görüşmelerinde, öğrencilerin PDÖ sürecinde yönlendirici ve öğrenci için tanımladıkları rollerin alanyazında belirlenen rollerle örtüştüğü, hazırlanan senaryo ve materyallerle birlikte, değerlendirme ve PDÖ’nün yürütülmesine ilişkin sorunların PDÖ’de öğrenme sürecini etkilediğine ilişkin görüşler belirlenmiştir.

Hacettepe University medical school students' views on and attitudes towards problem-based learning

The aim of this study is to describe medical students’ views on and attitudes towards problem based learning (PBL). Both quantitative and qualitative methods were used in this descriptive study. First, third year students (n=810) of Hacettepe University, Faculty of Medicine took part in the study. Fifteen students were interviewed in three (3) focus group interviews. Data gathering instruments were the attitude scale towards PBL and an interview form. The attitude score of students who reported learner-centered method was used at the secondary school and the attitude score of the first and second year students were found higher. There was no significant difference on attitude scores between genders. It was observed that students and tutor roles explained during focus group interviews overlap with the described roles in PBL literature. Students stated that the problems about conducting PBL and evaluation in PBL as well as PBL scenarios and materials have effect on learning process.

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