Firdous JAHAN, Muhammad A A SİDDİQUİ, Maryam Abdul-Jabar AL-KHOURİ, Alka AHUJA, Mustafa Manhal ALWARD

Active Teaching and Learning Strategies in Medical Education: Perception and Barriers among Faculty Members at Oman Medical College, Sohar/Bowshar Sultanate of Oman

Giriş: Tıp eğitimi sürekli gelişmektedir, kendi kendine başladığında ve öz-yönetimli olduğunda daha etkin ve daha uzun ömürlüdür. Aktif öğrenme ve öğretme stratejileri (AÖÖS) tıp fakültesi öğrencisinin, bağımsız ya da bir grup içinde kendi öğrenme hedeflerini belirlediği ve etkin olarak bu hedeflere ulaşmak için gerekli bilgiye ulaştığı bir süreçtir. Bu çalışmanın amacı, aktif öğrenme ve öğretme stratejilerini fakültenin kullanım durumunu tanımlamak ve tıp fakültesinde mezuniyet öncesi uygulanmasıyla ilgili olarak algılanan engelleri araştırmaktır. Yöntem: Bu çalışma kesitsel araştırma deseninde Umman Tıp Fakültesnde yürütüldü. Katılmaya onay veren tüm öğretim görevlileri çalışmaya alındı. Veriler kendi kendine uygulanan anket yöntemiyle toplandı. Anketin temel öğeleri; aktif öğrenme ve öğretme stratejileri, aktif öğrenme ve öğretme stratejilerinde engeller ve öğretim görevlilerinin öğrencilerin özelliklerine ilişkin algısı olmak üzere uygulandı. İstatistiksel analizler SPSS (IBM SPSS İstatistik 20.0) kullanılarak gerçekleştirildi. Veriler ortalama, yüzde, frekans olarak ifade edildi. Bulgular: Araştırmaya toplam 60/74 öğretim üyesi katıldı. Yanıtlanma oranı % 81 olup; % 38.3ü erkek ve % 61.7i kadındır. Bunların neredeyse yarısını 40-50 yaşlarında olan ve toplam öğretim deneyimi 10 yıldan fazla olan öğretim görevlileri oluşturmaktadır. Öğretim görevlilerinin çoğunluğu kişisel ilgilerinin yanısıra ders gereksinimleri nedeniyle de AÖÖS kullanmaktadır. Öğretim üyelerinin AÖÖS kullanmamasındaki engeller heterojen öğrenci grubu, bunun için yeterince hazırlanmamış olmak (41%), çok fazla hazırlık süresi gerekmesi (% 40), zaman kısıtlaması (% 46.7) ve öğrenme kaynaklarının yetersizliğidir (% 41.6 ). Sonuç: Araştırma bulgularına göre öğretim üyelerinin, aktif öğrenme ve öğretimle kendi öğretim yöntemlerini geliştirmek için ilgilendikleri ve sınıfta aktif öğrenimin kullanımını daha fazla öğrenmek istedikleri sonucuna varılmıştır. Algılanan asıl engeller ise sınıfta gereken zamanın yetersiz olması, geleneksel ders anlatımının yüksek konfor düzeyi ve eğitim malzemeleri geliştirmek için zamanın yetersiz olmasıdır.

Tıp Eğitiminde Aktif Öğrenme ve Öğretme Stratejileri: Umman Tıp Fakültesi Öğretim Üyeleri Arasında Algı ve Engeller, Umman Sohar/Bowshar Sultanlığı

Background: Medical education is constantly evolving .It is more effective and long lasting if it is self-initiated and self-directed. Active teaching and learning strategy (ATLS) is the process by which a medical student independently, or in a group, identifies his or her learning objectives and actively seeks information necessary to achieve objectives. The study aims at identifying the faculty s use of active teaching and learning strategies and to explore the perceived barriers to its use in undergraduate teaching in the medical college. Methods: A cross sectional survey based study was carried out at Oman Medical College. All teaching faculties consented to participate were included in the study. Data was collected on self-administered questionnaire in which core elements were divided - Active teaching and learning strategies, barriers for active teaching and learning strategies and self-perception of the faculty about attributes of students. Statistical analysis was performed using SPSS (IBM SPSS Statistics 20.0). Data were expressed in frequencies, mean and percentages. Results: Total 60/ 74 faculty participated in the study; response rate is 81%; 38.3% are male and 61.7% are female. Almost half of them are 40- 50 years old and 50% faculty having total teaching experience >10 years. Majority of faculty are using ATLS as personal interest besides course requirements. Faculty s barriers for not using ATLS are heterogeneous group of students (34%) and not being well prepared for that (41%), too much preparation time (40%), time constraint (46.7%) and lack of learning resources (41.6%). Conclusion: Study results concluded that faculty members are interested in active teaching and learning to improve their teaching and learn more about the use of active learning in the classroom. The main perceived barriers were lack of necessary class time, high comfort level with traditional lectures, and insufficient time to develop materials.

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