Mehmet Ali Gülpınar

Interactive lecturing for meaningful learning in large groups

In order to enhance the quality of integration of physiological basic concepts with clinical sciences and to facilitate problem solving skills, a ‘structured integrated interactive’ two-hour block lecture on growth hormone physiology was implemented. A template showing the central regulation of growth hormone release and its peripheral effects was developed as an advanced organizer. Based on this template, new information was presented. Student feedback demonstrated that the lecture, based on the expository teaching model and enhanced by different forms of question and problem solving activities, was successful and interactive. It was also more motivating and was able to keep the attention of the students in relatively higher levels throughout the lecture. Furthermore, students felt that they had made important gains in transferable problem solving skills and this opinion was supported by their performance in clinical cases. These findings reinforced the idea that systematic incorporation of active learning strategies into lectures may minimize many of the weaknesses of traditional lectures.

Enterogastric brake in rats with segmental bowel resection: role of capsaicin-sensitive nerves.

1. Unabsorbed nutrients in the distal gut inhibit upper gastrointestinal motility.

A course, 'The Human in Medicine', as an example of a preclinical medical humanities program: A summary of 7 years

Background: This article is based on the experience with ‘The Human in Medicine’ (HIM) courses that had been a part of the preclinical program of the Marmara Medical School. Aim: The evaluation of the HIM course in terms of its efficacy and the impressions of the students. Methods: Three groups of data were collected: (a) Students’ feedbacks about the courses, (b) HIM final scores and (c) a thematic/content analysis of randomly selected students’ reports. Stratified random sampling was used to select student reports for qualitative analysis. Content and thematic analyses were carried out by two researchers independently. Results: In general, the HIM program was evaluated as moderate or above moderate by 60–80% of the students. Content and thematic analysis of student reports showed that there was a rich variety in individual definitions, descriptions of causal relationships and suggestions for possible solutions about themes medicalization and stigmatization. Student reports on the case were analysed in concordance with psychologic and social parameters. Conclusion: As a conclusion these results showed that program goals were mainly achieved and the multidisciplinary, preclinical HIM program can be seen as efficient starting point to complement the biologic perspective of medical education with a social and humanistic perspective.

Relationship Between Motivational Orientations, Metacognitive Adaptations and Academic Successes of Doctorate Students

Objective: Motivational orientations and metacognitive adaptations displayed in difficult situations are among two factors which affect the academic success of students. The aim of this study was to examine the relationship between motivational orientation, metacognitive adaptations and academic success of doctorate students who are educated in health sciences.Method: In this study conducted with 139 students, the Modified Archer’s Health Professions Motivation Survey, The Positive Metacognitions and Positive Meta-Emotions Questionnaire and performance evaluation forms for academic success were used. Results: In this study, where metacognitive adaptation levels of doctorate students are found high, their self confidence levels in extinguishing perseverative thoughts and emotions were found to be significantly different in comparison to their levels of goal orientations towards performance, academic alienation and use of superficial learning strategies; and their self confidence levels in interpreting own emotions as cues, restraining from immediate reaction and mind setting for problem solving, establishing flexible and feasible hierarchy of goals were found to be significantly different in comparison to their levels of academic alienation, use of metacognitive learning strategies and internal control (p<0.05). It was observed that academic success of the students at course and thesis stages were found to be significantly different compared to their level of metacognitive learning strategies and self-confidence levels for setting flexible and feasible hierarchy of goals (p<0.05). Conclusion: Metacognitive learning strategies and flexible, feasible hierarchy of goals were two standing out factors on academic success of doctorate students