Person: AYDİN, MEVLÜT OKAN
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AYDİN
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MEVLÜT OKAN
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Publication Distance education perception scale for medical students: A validity and reliability study(Bmc, 2021-07-26) Özkaya, Güven; Aydın, Mevlüt Okan; Alper, Züleyha; ÖZKAYA, GÜVEN; AYDİN, MEVLÜT OKAN; ALPER, ZÜLEYHA; Bursa Uludağ Üniversitesi/Tıp Fakültesi/Biyoistatistik Anabilim Dalı; Bursa Uludağ Üniversitesi/Tıp Fakültesi/Tıp Eğitimi Anabilim Dalı; 0000-0002-8060-8803; 0000-0002-8349-9868; AAI-3331-2021; ABE-2261-2020; JJW-0446-2023Background There are major changes in education strategies as higher education institutions urgently need to adopt distance education tools and practices due to the Covid-19 pandemic. Medical education is also trying to get out of this emergency using distance education. In this study, we aimed to develop a reliable and valid scale in order to evaluate the perceptions of medical students towards distance education. Methods The students taking part in the study were in the first five academic years of the medical faculty in Bursa in Turkey. At first, 57 items were determined to evaluate students' perceptions. Content validity was examined according to the assessment of the expert team. Construct validity of these items was examined by exploratory and confirmatory factor analysis. Also, Cronbach's alpha coefficients were calculated for reliability analysis. The medical students' responses were scored using a five-point Likert scale. Results When the content validity was examined, the number of items was determined to be 38 items. Construct validity of these items was examined by exploratory and confirmatory factor analysis. Because of the exploratory factor analysis performed on the responses of 429 medical students, 22 items were included in four factors. This four-factor model was applied to 286 medical students and validated by confirmatory factor analysis. Also, Cronbach's alpha coefficients were calculated for reliability analysis and values were between 0.713 and 0.930. Conclusions This study demonstrated validation and reliability of perceptions of distance education for medical students. We suggest a 22-item model with a four-factorial scale.Publication Peer-assisted skills learning in structured undergraduate medical curriculum: An experiential perspective of tutors and tutees(Wolters Kluwer Medknow Publications, 2022-05) Aydin, Mevlüt Okan; Kafa, İlker Mustafa; Özkaya, Güven; Alper, Züleyha; Haque, Shafiul; AYDİN, MEVLÜT OKAN; KAFA, İLKER MUSTAFA; ALPER, ZÜLEYHA; ÖZKAYA, GÜVEN; 0000-0002-8060-8803; 0000-0001-8309-0934; 0000-0002-8349-9868; AAI-3331-2021; AAG-7125-2021; ABE-2261-2020; FQT-8976-2022Background and Aims: This study aims to evaluate the implication of peer-assisted learning model adopted in students' clinical skills training from the perspective of tutees and tutors at the end of a peer-tutored clinical skills program and peer tutors themselves. Subjects and Methods: This cross-sectional study was conducted in the Faculty of Medicine, Bursa Uludag in between January and March 2018. Following the clinical skills training, a questionnaire designed to assess the views of tutees and peer tutors was filled out on a voluntary basis by 159 tutees and 43 tutors. The statistical analysis of the collected and processed data was analyzed by using IBM SPSS 23.0 statistical program. The statistical significance level was maintained as alpha = 0.05. Results: According to the Likert scale, satisfaction with the tutors and the educational environment was high in general. The 2nd term tutees provided more negative feedback compared to other terms. Among all the terms, the most positive answers were provided by the 3rd term students. Although the tutors found themselves fully skilled in communication with colleagues, there were striking differences between the tutors in the 5th and 6th terms of providing a good role model for pre-clinical terms students. Conclusion: Considering peer assisted learning (PAL)'s positive responses from this study, the adoption of PAL has been started to be used as a supplementary teaching method for the clinical skills training at the Faculty of Medicine, Bursa Uludag University. PAL is considered a successful education model since it is cost-efficient for undergraduate medical training and improves the professional skills of both teacher and learner students. It can be availed of as an alternative method in medical faculties where especially the number of academic members is insufficient.Publication Hopelessness among medical students caused due to covid-19 pandemic linked educational hiatus: A case study of Bursa Uludag University, Türkiye(MDPI, 2023-02-01) Aydın, Mevlüt Okan; Özkaya, Güven; Kafa, İlker Mustafa; Haque, Shafiul; Alper, Züleyha; AYDİN, MEVLÜT OKAN; ÖZKAYA, GÜVEN; KAFA, İLKER MUSTAFA; ALPER, ZÜLEYHA; Bursa Uludağ Üniversitesi/Tıp Fakültesi/Tıp Eğitimi Anabilim Dalı.; Bursa Uludağ Üniversitesi/Tıp Fakültesi/Biyoistatistik Anabilim Dalı.; Bursa Uludağ Üniversitesi/Tıp Fakültesi/Anatomi Anabilim Dalı.; 0000-0002-8060-8803; 0000-0003-0297-846X; 0000-0001-8309-0934; A-4421-2016; ABE-2261-2020; AAI-3331-2021; AAG-7125-2021The COVID-19 pandemic has caused disruptions in medical education, leading to feelings of hopelessness among students regarding their medical careers. However, effective institutional crisis-response approaches can mitigate these feelings of hopelessness. This study evaluated changes in the levels of hopelessness among Turkish medical students due to interruptions in their education caused by the pandemic between March and July 2020, using the Beck Hopelessness Scale in three selected periods. A statistical survey was conducted with a total of 3580 participants in three different periods to study the impact of various contributing factors, such as socio-economic status, family problems, health problems, and lack of working environment, on the levels of hopelessness in conjunction with active COVID-19 cases and the effect of institutional interventions for the continuation of medical education during the pandemic. The analysis revealed a direct relationship between contributing factors and hopelessness scores at the end of the selected three periods. Additionally, active COVID-19 cases and institutional crisis-response strategies were found to be indirectly associated with students' hopelessness. An increase in students' hopelessness was found to be related to an increase in active COVID-19 cases in the country, a lack of continuing education practices, and the role of contributing factors. Conversely, a decrease in hopelessness was associated with effective institutional crisis-response strategies. These findings suggest that educational settings dealing with practical subjects should prioritize preparedness for crisis situations.