Abstract
COVID-19 pandemi süreci geçtiğimiz yarıyılda tıp eğitimi açısından hızlı bir şekilde yeniden planlamayı gerektirmiştir. Uzaktan öğretimde görevlendirilen komisyon ve çalışma gruplarının planlamasıyla; ilk üç sınıfın müfredatında bulunan bütün teorik dersler uzaktan öğretim yoluyla verilmiş, uygulama derslerinin teorik altyapısı, “uygulama tartışmaları” başlığıyla modifiye tersyüz eğitim (flipped learning) yöntemiyle çevrimiçi yürütülmüştür. Dördüncü ve 5. sınıf stajlarına ait teorik dersler de çevrimiçi yürütülmüş, uygulamalı dersler yüz yüze eğitimin başlayacağı döneme bırakılmıştır. İntörnler gönüllü olarak eğitimlerine devam etmiştir. Pandemiye yönelik özel bir oryantasyon eğitimi düzenlenmiştir. COVID-19’un yönetim becerisinin kazandırılması amacıyla intörnlere seçmeli stajlarında göreve (task) dayalı öğrenme yöntemi uygulanmıştır. İntörnler ayrıca, planlamalarında bulunan sosyal sorumluluk projesi yükümlülüklerini COVID-19 pandemisiyle ilgili hazırladıkları bir çalışmayla yerine getirmiştir. Yeni akademik yılda her sınıfa özgü program kazanımları göz önünde bulundurularak yapılan eğitim planlaması yürürlüğe konmuştur. Bu yazıda SANKO Üniversitesi Tıp Fakültesi olarak pandemi sürecinde eğitimle ilgili planlama ve uygulamalarımızı sunmayı amaçladık.
References
- 1. Aslan D, Sayek İ. We Need to Rethink on Medical Education for Pandemic Preparedness: Lessons Learnt From COVID-19. Balkan Med J. 2020; 37:178-9.
- 2. Rajab MH, Gazal AM, Alkattan K. Challenges to Online Medical Education During the COVID-19 Pandemic. Cureus. 2020; 12(7): e8966. DOI 10.7759/cureus.8966.
- 3. Williams DE. The Future of Medical Education: Flipping the Classroom and Education Technology. Ochsner Journal. 2016; 16:14-15.
- 4. Chowdhury TA, Khan H, Druce MR, Drake WM, Rajakariar R, Thuraisingham R, Dobbie H, Parvanta L, Chinegwundoh F, Almushatat A, Warrens A, Alstead EM. Flipped learning: Turning medical education upside down. Future Healthcare Journal. 2019; 6(3):192-195.
- 5. Harden, R.M. Laidlaw, J.M., Ker, J.S. &Mitchell, H.E. WEE Medical Education Guide No. 7. Task-based learning: an educational strategy for undergraduate, postgraduate and continuing medical education, (Part l-2). Medical Teacher. 1996; 18(1-2).
Abstract
The COVID-19 pandemic has been a process that requires rapid rescheduling in terms of medical education over the last semester. With the planning of commissions and working groups assigned in distance learning; all the theoretical courses in the curriculum of the first three classes were taught online, and the theoretical background of the practice courses was carried out online with the modified flipped learning method under the title of "practice discussions". The theoretical courses of fourth and fifth internships were also conducted online, while the applied courses were left to the period when face-to-face training will begin. Interns continued their education voluntarily. A special orientation training was organized for the pandemic. In order to gain management skills of COVID-19, task-based learning method was applied to interns in their elective internships. Interns also fulfilled their social responsibility project obligations with a study they prepared regarding the COVID-19 pandemic. In the new academic year, the education planning made by considering the learning outcomes specific to each class has been put into effect. In this article, we aimed to present our planning and practices regarding education during the pandemic process as SANKO University Faculty of Medicine.
References
- 1. Aslan D, Sayek İ. We Need to Rethink on Medical Education for Pandemic Preparedness: Lessons Learnt From COVID-19. Balkan Med J. 2020; 37:178-9.
- 2. Rajab MH, Gazal AM, Alkattan K. Challenges to Online Medical Education During the COVID-19 Pandemic. Cureus. 2020; 12(7): e8966. DOI 10.7759/cureus.8966.
- 3. Williams DE. The Future of Medical Education: Flipping the Classroom and Education Technology. Ochsner Journal. 2016; 16:14-15.
- 4. Chowdhury TA, Khan H, Druce MR, Drake WM, Rajakariar R, Thuraisingham R, Dobbie H, Parvanta L, Chinegwundoh F, Almushatat A, Warrens A, Alstead EM. Flipped learning: Turning medical education upside down. Future Healthcare Journal. 2019; 6(3):192-195.
- 5. Harden, R.M. Laidlaw, J.M., Ker, J.S. &Mitchell, H.E. WEE Medical Education Guide No. 7. Task-based learning: an educational strategy for undergraduate, postgraduate and continuing medical education, (Part l-2). Medical Teacher. 1996; 18(1-2).
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Health Care Administration |
| Journal Section | Program Introduction |
| Authors | |
| Publication Date | April 30, 2021 |
| Submission Date | September 15, 2020 |
| Published in Issue | Year 2021 Volume: 20 Issue: 60-1 |