Sema Özan, İrfan Yurdabakan

14390

ÖZ VE AKRAN DEĞERLENDİRMENİN TEMEL İLETİŞİM BECERİLERİ BAŞARISI ÜZERİNDEKİ ETKİLERİ

Amaç: Tıp öğrencilerinin meslek yaşamlarında karşılaşacakları sorunlarla baş edebilmelerinin, kendi eksiklerini ve öğrenme gereksinimlerini saptayabilmelerinin geliştirilmesinde alternatif değerlendirme yöntemlerinden yararlanılmaktadır. Bu yöntemlerden öz ve akran değerlendirmelerinin, birçok katkısı yanında öğrencilerin başarılarını da artırdığı bildirilmektedir. Araştırmanın amacı, tıp öğrencilerinde temel iletişim becerileri eğitimi programında kullanılan öz ve akran değerlendirme uygulamalarının, temel iletişim becerileri başarısı üzerine etkilerinin araştırılmasıdır. Gereç ve Yöntem: Araştırmada, öntest–sontest kontrol gruplu deneme modeli kullanılmıştır. Dokuz Eylül Üniversitesi Tıp Fakültesi’nde 79 Dönem I öğrencisi ile çalışılmıştır. Deney ve kontrol grubu öğrencileri aynı temel iletişim becerileri eğitimine katılmışlar, her iki grupta da öntest, sontest uygulanmıştır. Deney grubu öğrencilerinde denel işlem olarak öz ve akran değerlendirmeleri kullanılmıştır. Verilerin çözümlenmesinde tekrarlı ölçümler için iki yönlü varyans analizi, pearson momentler çarpımı korelasyon katsayısı analizi, bağımlı gruplarda t test kullanılmıştır. Bulgular: Her iki gruptaki öğrencilerin eğitim sonrası temel iletişim becerilerindeki başarılarının anlamlı düzeyde arttığı (F: 251,57; p
Anahtar Kelimeler:

Özdeğerlendirme, akran değerlendirme, temel iletişim becerileri, grup dinamikleri, tıp eğitimi

The Effects of Self and Peer-Assessment on Basic Communication Skills Achievement

Background: Alternative assessment methods are used to improve medical students' ability to cope with problems they may encounter in future professional life, and to improve their ability to identify their learning needs and deficiencies. It is known that self- and peerassessment, besides many other positive effects, also increases student achievement. The purpose of the research is to argue the effects of self-assessment and peer-assessment used in the basic communication skills educational program on basic communication skills. Methods: A pre-test and post-test model with control group was used in this research. The research was carried out with Year I students (N=79) at Dokuz Eylul University School of Medicine. The experimental and control groups participated in the same basic communication skills educational program. In both groups, pre-test and post-test were applied. The students in the experimental group used self- and peerassessment as experimental transaction. Two-way variance analysis for repeated measurements, Paired samples t-test and Pearson product moment correlation coefficient was used for analysing of data. Results: Basic Communication Skills achievement scores of both groups’ students after the training were significantly higher (F: 251.57, p
Keywords:

Self-assessment, peer-assessment, basic communication skills, group dynamics, medical education,

PDF

___

  • Harvey L ve Green D. Quality İn Higher Education Project: Employer Satisfaction Summary Report (Birmingham, University Of Central England), 1994. İçinde: Segers, M. ve Dochy, F. New assessment forms in problem-based learning: the value-addedd of the students’ perspective. Studies in Higher Education. 2001;26(3):327-343
  • Mattheos N, Nattestad A, Falk-Nilsson E, Attström R. The interactive examination: assessing students’ self-assessment ability. Medical Education. 2004;38:378-389.
  • Edinburgh Decleration. World Conference on Medical Edication Edinburgh, 1988, August 12.
  • Fowell SL, Maudsley G, Maguire P, Leinster SJ, Bligh J. Student assessment in undergraduate medical education in the United Kingdom, 1998. Medical Education. 2000;34(Suppl 1): 1-49.
  • Dochy F, Moerkerke G. The present, the past and the future of achievement testing and performance assessment. International Journal of Educational Research, 1997;27:415–432. İçinde: Sluijsmans D. Student involvement in assessment, The training of peer assessment skills. 2002, ISBN: 90-52-78- 345-2. Open Universiteit Nederland
  • http://dspace.learningnetworks.org/bitstream/1820/1034/1/dissertation%20Sluijsmans%20%202002.pdf Erişim tarihi: 27 Mart 2008
  • Boud D, Falchikov N. Redesigning assessment for learning beyond Higher education. In research and Development in Higher Education 28. Brew A. and Asmar C. (Eds.), 2005, Sydney: HERDSA, 34-41.
  • Lindblom-Ylanne S, Pihlajamaki H, Kotkas T. Self, -peer- and teacher- assessment of student essays. Active learning in higher education, 2006;7(1):51-62
  • Boud D. Assessment and the promotion of academic values. Studies in Higher Education 1990;15:101- 111. İçinde: Regehr G, Hodges B, Tiberius R, Lofchy J. Self-education for professionals. Academic Medicine. October Suplement, 1995;71(10).
  • Sluijsmans D, Dochy F, Moerkerke G. Creating a learning environment by using self-, peer- and co- assessment. Learning Environment Research. 1999;1:293–319.
  • Evans AW, McKenna C, Oliver M. Self assessment in medical practice. Journal of the Royal Society of Medicine. 2002;95:511-513.
  • Norcini JJ. Peer assessment of competence. Medical Education. 2003;37:539-543.
  • Ellis G. Looking at Ourselves-Self-Assessment and Peer Assessment: practice examples from New Zealand. Reflective Practice. 2001;(2)3:289-302.
  • Smith H, Cooper A, Lancaster L. Improving the quality of undergraduate peer assessment: A case for student and staff development. Innovations in Education and Teaching International. 2002;39 (1):71- 81.
  • Strachan Ian B, Wilcox S. Journal of Geography in Higher Education. 1996;20(3):343-353.
  • Shumway JM, Harden RM. AMEE guide 25: the assessment of learning outcomes for the compotent and reflective physician. Medical Teacher. 2003;25(6):569-584.
  • Somervell H. Issues in assessment, enterprise and higher education: the case for self-, peer and collaborative assessment. Assessment and Evaluation in Higher Education. 1993;18(3): 221-233.
  • Epstein RM. Assessment in medical education. The New England Journal of Medicine. 2007, January 25: 356;4S: 387-396.
  • Risucci DA, Tortolani AJ, Ward RJ. Ratings of surgical residents by self, supervisors and peers. Surg Gynecol Obstet 1989;169:519–26. İçinde: Norcini JJ. Peer assessment of competence. Medical Education. 2003;37:539-543.
  • Ramsey PG, Carline JD, Blank LL, Wenrich MD. Feasibility of hospital-based use of peer ratings to evaluate the performance of practising physicians. Academic Medicine. 1996; 71:364–70. İçinde: Norcini JJ. Peer assessment of competence. Medical Education. 2003; 37: 539-543.
  • Dochy F, Segers M, Sluijsmans D. The use of self-, peer and co-assessment in higher education: a review. Studies in Higher Education. 1999;24(3):331-350.
  • Helfer RE. (). Peer evaluation: Its potential usefulness in medical education. British Journal of Medical Education. 1972;6, 224-231. İçinde: Rudy DW, Fejfar MC, Griffith CH, Wilson JF. Self- and peer assessment in a first-year communication and ınterviewing course. Evaluation & the Health Professions. 2001;24: 436-445.
  • Kurtz S, Silverman J, Draper J. Teaching and learning communication skills in medicine. 1998, Radcliffe Medical Pres, UK
  • Silverman J, Kurtz S, Draper J. Skills for communicating with patients. 1999, UK: Radcliffe Medical Press.
  • UÇEP 2001 (Ulusal Çekirdek Eğitim Programı)
  • http://www.medinfo.hacettepe.edu.tr/tebad/docs/CEP/ULUSAL-%C3%87EP.pdf
  • Erişim tarihi: 1 Eylül 2004.
  • Association of American Medical Colleges. Report I: Learning objectives for
  • medical student education guidelines for medical schools. Medical School. Objectives Project January 1998. http://www.aamc.org/meded/msop/msop1.pdf Erişim tarihi: 10 Ocak 2007.
  • ECGMC (Education Committee of the General Medical Council). Tomorrow's doctors. Recommendations on undergraduate medical education. February. 2003
  • http://www.gmc-uk.org/med_ed/tomdoc.htm#The%20main%20recommendations
  • Erişim tarihi: 26 Ağustos 2004.
  • Akvardar Y, Demiral Y, Günay T, Gencer Ö, Kıran S, Ünal B. (Yayına hazırlayanlar). Miral, S., Musal, B. (Danışman Öğretim Üyeleri) Temel iletişim becerileri eğitimi. İzmir: Dokuz Eylül Yayınları. 2005
  • Miral S. Tıp eğitiminde iletişim becerileri: çağdaş yöntem ve teknikler. DEÜ Tıp Fakültesi Dergisi. Özel Sayı: Aktif Eğitim. 2001;63-66.
  • Özan S, Gürsel Y, Günay T, Demiral Y, Akvardar Y, Gencer Ö, Kıran S, Arkar H, Musal B, Miral, S. Dokuz Eylül Üniversitesi Tıp Fakültesi Temel iletişim becerileri programına ilişkin öğrenci geri bildirimleri ve programda yapılan değişiklikler. Tıp Eğitimi Dünyası. 2004;17(4):35-42.
  • Abacıoğlu H, Akalın E, Atabey N, Dicle O, Miral S, Musal B, Sarıoğlu S. Probleme dayalı öğrenim. 2002, İzmir: Dokuz Eylül Yayınları.
  • Westberg J, Hilliard J. Fostering learning in small groups. 1996, USA: Springer Publishing Company.
  • Aspegren K. Teaching and learning communication skills in medicine: a review with quality grading of articles. Medical Teacher. BEME Guide No.2. 1999;(21):563-570.
  • Fallowfield LJ. Things to consider when teaching doctors how to deliver good, bad and sad news. Medical Teacher. 1996;18:27-30.
  • Hanrahan SJ, Isaacs G. Assessing self- and peer-assessment: the students’ views. Higher Education Research & Development. 2001;20(1):54-70.
  • Klenowski V. Student self-evaluation processes: empowering students in learner-centered contexts. Paper presented at the annual meeting of the American Educational Research Association, 1995, April, San Francisco, CA. İçinde: Sluijsmans D, Dochy F, Moerkerke G. Creating a learning environment by using self-, peer- and co-assessment. Learning Environment Research. 1999;1:293– 319.
  • Dannefer EF, Lindsey C. Henson, S Beth Bierer, Tana A Grady-Weliky, Sean Meldrum, Anne C Nofziger, Barclay C. ve Epstein R. M. Peer assessment of professional competence. Medical Education. 2005;39:713–722.
  • Regehr G, Hodges B, Tiberius R; Lofchy, J. Self-education for professionals. Academic Medicine. October Suplement, 1996, 71(10)
  • Falchikov N, Boud D. Student self-assessment in higher education: a metaanalysis. Review of Educational Research, 1989;59, 395–430. İçinde: Sluijsmans D, Dochy F, Moerkerke G. Creating a learning environment by using self-, peer- and co-assessment. Learning Environment Research. 1999;1:293–319.
  • Sullivan ME, Hitchcock MA, Dunnington GL. Peer and self assessment during problem-based tutorials. The American Journal of Surgery. 1999;177:266-269.
  • Brown S, Knight P. Assessing learners in higher education. In J. Stephenson (Ed.), Teaching and higher education series. London: Kogan Page. 1994 İçinde: Pond K. ve Ul-Haq R. Learning to assess students using peer review. Studies in Education Evaluation. 1997; 23(4):331-348.
  • Sluijsmans D, Moerkerke G. Student involvement in performance assessment: A research project. 1999
  • http://www.eurodl.org/materials/contrib/1999/assessment_issue/sluijsmans/index.html
  • Erişim tarihi: 20 Ocak 2008.
  • Burnett W, Cavaye G. Peer assessment by fifth year students of surgery. Assessment and Evaluation in Higher Education, 1980;5, 273–278. .İçinde: Sluijsmans D. Student involvement in assessment, The training of peer assessment skills. 2002, ISBN: 90-52-78-345-2. Open Universiteit Nederland.
  • http://dspace.learningnetworks.org/bitstream/1820/1034/1/dissertation%20Sluijsmans%20%202002.pdf Erişim tarihi: 27 Mart 2008
Tıp Eğitimi Dünyası-Cover
  • ISSN: 1303-328X
  • Yayın Aralığı: Yılda 3 Sayı
  • Başlangıç: 2000
  • Yayıncı: Tıp Eğitimini Geliştirme Derneği
Arşiv
Sayıdaki Diğer Makaleler

ERCİYES ÜNİVERSİTESİ TIP FAKÜLTESİ DÖNEM II ÖĞRENCİLERİNİN ÖĞRENME İLE İLGİLİ VERİLEN DERSLER HAKKINDAKİ DÜŞÜNCELERİ

Zeynep Baykan, Melis Naçar

TIP EĞİTİMİ VE E-ÖĞRENME

Erol GÜRPINAR, Neşe ZAYİM

TIPTA İYİ VE ETKİLİ BİR ÖĞRETME İÇİN ÖĞRENME KURAMLARINDAN ÇIKARILABİLECEK BAZI İPUÇLARI

Özlem Mıdık, H.İbrahim Durak

ÖZ VE AKRAN DEĞERLENDİRMENİN TEMEL İLETİŞİM BECERİLERİ BAŞARISI ÜZERİNDEKİ ETKİLERİ

Sema Özan, İrfan Yurdabakan

EGE ÜNİVERSİTESİ TIP FAKÜLTESİ BİRİNCİ SINIF ÖĞRENCİLERİNE VERİLEN BESLENME EĞİTİMİNİN DEĞERLENDİRİLMESİ

Şafak Taner Gürsoy, Meltem Çiçeklioğlu, Hür Hassoy, Dr. Meral Türk Soyer, Zeliha ÖCEK, Feride Aksu, Fügen Bayraktar