Özcan Demirel

Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula

Aim: The aim of this study was to investigate the acquisition of metacognitive awareness and self-regulated learning skills in medical schools using different curricular models. Methods: The study was carried out in four medical schools implementing different curricular models. Eight hundred and sixty two medical students took part in the study and two scales (self-regulated learning perception scale – SRLPS and metacognitive awareness inventory – MAI) were used. Cronbachs alpha was 0.93 for the MAI, and 0.88, 0.91, 0.83, and 0.76 for the four dimensions of the SRLPS. Results: There were no statistically significant differences in MAI scores according to gender, curricular language, or previous exposure or not to a learner-centered method during secondary school, but the differences in scores according to the phase and curricular model were found to be significant. With regard to SRLPS total scores, no difference was found according to gender, but significant differences were found according to phase, curricular language, and curricular model. MAI and SRLPS scores of students from the medical school using a learner-centered curriculum were higher than the other schools’ students. Conclusion: This study suggests that students who experience a learner-centered curriculum, such as PBL during their medical education demonstrate improved metacognitive awareness and self-regulated learning skills.

Öğretmenlerin Hizmetiçi Eğitim İhtiyacı

Bu calisma, ogretmenlerin hizmetici egitim ihtiyacini belirleme amaciyla yapilmistir. Bilgi toplama araci olarak Likert tipi ve 35 madde iceren bir anket uygulanmistir. Anket random olarak secilen dort ilden 213 ogretmene uygulanmistir. Toplanan veriler kay-kare teknigi ile analiz edilmis ve boylece hizmetici egitime katilmis ve katilmamis ogretmenler arasinda egitim ihtiyaci acisindan fark olup olmadigi yoklanmistir. Elde edilen sonuclara gore ornekleme giren her iki grup arasinda anlamli bir fark gozlenmemistir.

Değerlendirme Sürecinin Örtük Program Açısından İncelenmesi

The evaluati on process is one of the important factors that eff ecti vely uncover the hidden curriculum. In this study, it is aimed to identi fy the latent infl uences of evaluati on process on students and to fi nd out diff erent interpretati ons about evaluati on process. This qualitati ve research was organized as a case study. Embedded single-case design which is one of the case study designs was employed for the purpose of the study. Method and data triangulati on were used for strengthening the methodology. Observati on and interviewing were used for the method triangulati on. “Observed classrooms” and “interviewees” were used as diff erent data sources for data triangulati on as well. The study was conducted in the Department of Classroom Teaching at Hacett epe University School of Educati on. The data gathered through “classroom observati on form”, “academic staff interviewing form”, and “student focus group interviewing form” were analyzed by using content analysis technique. Students’ experience in evaluati on process causes them to perceive that the student involvement and eff orts in teaching-learning process are unimportant and rote-learning is adequate for being successful. It has been found that students develop some tacti cs as behaving selecti vely and getti ng into instructors’ good grace for being successful.