Sibel ŞENSU, Sevcan KUTLU, Yeşim Saliha GÜRBÜZ, Hikmet KOÇAK, Nuriye TAŞDELEN FIŞGIN, Nusret ERDOĞAN

Temel Tıp Döneminde Alınan Patoloji Eğitimi Klinik Eğitim Döneminde Yarar Sağlıyor mu? 5. Sınıf Tıp Öğrencilerinde Yapılan Bir Anket Çalışması

Amaç: Bu anket çalışmasında tıp fakültesi 5. sınıf öğrencilerinin preklinik dönemde aldıkları patoloji eğitiminin yeterliliği ve klinik staj eğitimlerine faydası ile ilgili algılarının ölçülmesi ve değerlendirilmesi amaçlanmıştır. Gereç ve Yöntem: Açık uçlu ve çoktan seçmeli sorulardan oluşan 14 soruluk bir dijital anket oluşturularak, 2018-2019 eğitim yılında tıp fakültemizde 3. sınıfı okumuş ve 2020-2021 eğitim yılında 5. sınıfta okumakta olan öğrencilere e-mail ve WhatsApp aracılığı ile gönderilmiştir. Sonuçlar incelenmiş ve istatistiksel olarak değerlendirilmiştir. Bulgular: Öğrencilerin %56’sı 3. sınıfta aldıkları patoloji eğitimini yeterli bulmuştur. Mikroskopi ve makroskopi eğitiminin, patoloji laboratuvarı ziyaretinin, olgu örneği eşliğinde tartışmanın ve eğitmenin gösterdiği kaynakları kendi kendine çalışmalarının öğrencilerin patolojiyi öğrenmelerine anlamlı katkısı saptanmıştır (p

Does the Pathology Education Received in the Undergraduate Preclinical Years Provide Benefits in the Clinical Education Period? A Survey on 5th Grade Medical Students

Aim: We aimed to evaluate the perceptions of 5th grade medical faculty students regarding the adequacy of the pathology education they received in the preclinical period and the benefit of it in clinical clerkship training, Materials and Methods: A 14-question digital questionnaire consisting of open-ended and multiple choice questions was created and sent via e-mail and whatsapp to the students who were in the 3rd grade at our faculty of medicine in the 2018-2019 academic year and were in the 5th grade in the 2020-2021 academic year. The results were analyzed and statistically evaluated. Results: 56% of the students found the pathology education they received sufficient. Microscopy and macroscopy training, visiting the pathology laboratory, case-based discussion and self-study of the resources suggested by the instructors had a significant contribution to students’ learning (p

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