ANATOMY PRACTICAL LEARNING: OPINIONS OF MEDICAL FACULTY YEAR 2 STUDENTS ABOUT ANATOMY PRACTICAL COURSE Anatomi Pratik Öğrenimi: Tıp Fakültesi 2. Sınıf Öğrencilerinin Anatomi Pratik Dersi Hakkındaki Görüşleri
ANATOMY PRACTICAL LEARNING: OPINIONS OF MEDICAL FACULTY YEAR 2 STUDENTS ABOUT ANATOMY PRACTICAL COURSE Anatomi Pratik Öğrenimi: Tıp Fakültesi 2. Sınıf Öğrencilerinin Anatomi Pratik Dersi Hakkındaki Görüşleri
Yazar: Tokpınar, Adem; Yılmaz, Selen; Değermenci, Muhammet; Yılmaz, Halil; Payas, Ahmet; Baş, Orhan
Dergi: Bozok Tıp Dergisi, Vol. 14 No. 1, 2024
Anahtar kelimeler: Clinical Sciences (Other) ; Klinik Tıp Bilimleri (Diğer) ; ANATOMY PRACTICAL LEARNING: OPINIONS OFMEDICAL FACULTY YEAR 2 STUDENTS ABOUT,ANATOMY PRACTICAL COURSE,Anatomi Pratik Öğrenimi: Tıp Fakültesi 2. Sınıf ÖğrencilerininAnatomi Pratik Dersi Hakkındaki Görüşleri

ABSTRACTObjective: With the development of technology, anatomy teaching methods are also updated. In this direction,different methods are applied in practical courses. It is foreseen that anatomy lessons will be moreuseful and laboratory lessons will be active and efficient. Transferring their thoughts and experiencespositively or negatively during the education process can motivate the student. We aim to evaluate thethoughts and suggestions of the students with the survey study.Material and Methods: A study was conducted for the practical anatomy education of Ordu UniversityFaculty of Medicine Term II students during the 2022-2023 academic year. A questionnaire study was organisedto learn the student's perspective on the practice. A total of 12 questions were asked in the questionnaire.One of these questions was open-ended and the others were multiple choice questions. Except for theopen-ended question, the other questions had to be answered. The survey questions were prepared fromGoogle Forms application. The questionnaire prepared in this application was delivered to the students viaa link on the social platform.Results: In the questionnaire, students were asked the question 'Which of the auxiliary resources do youmostly use?' The rate of tablet use was high in both genders. The expected frequency for male students toanswer 'Textbook' in this question is 1,7. There was no difference between the answers given to this ques-tionin the whole population (p>0,05). In the questionnaire, the students were asked the question 'Do youfind the question-answer (mini-exam) technique useful while teaching the laboratory course?' The expectedfrequency of 'yes' answer is 12,8. There is no difference between the answers given to the this question inthe whole population (p>0,05).Conclusion: In conclusion, in this study, students were asked multidimensional questions related to theanatomy course. Positive and negative answers were received and evaluated. According to the results ofthe study, the inclusion of technology in every stage of the course shows that the anatomy course can betaught more efficiently.

ABSTRACTObjective: With the development of technology, anatomy teaching methods are also updated. In this direction,different methods are applied in practical courses. It is foreseen that anatomy lessons will be moreuseful and laboratory lessons will be active and efficient. Transferring their thoughts and experiencespositively or negatively during the education process can motivate the student. We aim to evaluate thethoughts and suggestions of the students with the survey study.Material and Methods: A study was conducted for the practical anatomy education of Ordu UniversityFaculty of Medicine Term II students during the 2022-2023 academic year. A questionnaire study was organisedto learn the student's perspective on the practice. A total of 12 questions were asked in the questionnaire.One of these questions was open-ended and the others were multiple choice questions. Except for theopen-ended question, the other questions had to be answered. The survey questions were prepared fromGoogle Forms application. The questionnaire prepared in this application was delivered to the students viaa link on the social platform.Results: In the questionnaire, students were asked the question 'Which of the auxiliary resources do youmostly use?' The rate of tablet use was high in both genders. The expected frequency for male students toanswer 'Textbook' in this question is 1,7. There was no difference between the answers given to this ques-tionin the whole population (p>0,05). In the questionnaire, the students were asked the question 'Do youfind the question-answer (mini-exam) technique useful while teaching the laboratory course?' The expectedfrequency of 'yes' answer is 12,8. There is no difference between the answers given to the this question inthe whole population (p>0,05).Conclusion: In conclusion, in this study, students were asked multidimensional questions related to theanatomy course. Positive and negative answers were received and evaluated. According to the results ofthe study, the inclusion of technology in every stage of the course shows that the anatomy course can betaught more efficiently.