Person: GÜLPINAR, MEHMET ALİ
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GÜLPINAR
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MEHMET ALİ
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Publication Open Access Rethinking large group lectures – how far in this format(2022-05-01) SEVİM, MUSTAFA; ERZİK, CAN; YEGEN, BERRAK; GÜLPINAR, MEHMET ALİ; AKTURAN S., SEVİM M., ERZİK C., YEGEN B., GÜLPINAR M. A.Objective: The aim of this study is to determine the perceptions, attitudes, and behaviour of medical students and lecturers regarding the lectures and their effects on students’ learning behaviour. Materials and Methods: This was a qualitative study including multi-methods. Researchers observed lecture ambiance and activities in two courses. Lectures were observed and slide-presentations were evaluated. Additionally, in-depth and focus group interviews were conducted. Results: Two researchers attended and observed 75 lectures. The average number of attendees was 51.21. Eighty percent of lecturers did not introduce any activities to attract attention and prepare students for the lecture. Only 12% of lectures were taught interactively. Of the evaluated 43 (69.80%) slide-presentations, sufficient association or integration was not made between clinical and basic sciences. Conclusion: This study revealed that the lectures created negative feelings and thoughts in students and lecturers, and led to undesirable attitudes and behaviour. It is essential to focus on giving interactive lectures which aim at developing reasoning, decision-making, and evaluation competencies. The most significant factors determining students’ attendance and appraisal of the lectures were related to the preparation of the lecturers, the intensity of the content, integration between basic science and clinical science, and the presentation skills.Publication Metadata only Relationship Between Motivational Orientations, Metacognitive Adaptations and Academic Successes of Doctorate Students(DEOMED PUBL, ISTANBUL, 2018) YEGEN, BERRAK; Gayef, Albena; Gulpinar, Mehmet Ali; Bakirci, Nadi; Yegen, Berrak C.Motivational orientations and metacognitive adaptations displayed in difficult situations are the two major factors that affect the academic success of students. The aim of this study is to examine relationship between motivational orientations, metacognitive adaptations and academic successes of doctorate students attending to Health Sciences Institute. In this study conducted on 139 students The Modified Archer's Health Professions Motivation Survey, The Positive Metacognitions and Positive Meta-Emotions Questionnaire and performance evaluation forms were used. In the study where metacognitive adaptation levels of doctorate students were 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 their use of superficial learning strategies. 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 also 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 also observed that academic success of the students at course and thesis stages were found to be significantly different as compared to their level of metacognitive learning strategies, self-confidence levels for setting flexible/feasible hierarchy of goals (p<0.05).Publication Open Access Rethinking large group lectures – how far in this format(2022-05-01) ERZİK, CAN; GÜLPINAR, MEHMET ALİ; YEGEN, BERRAK; Akturan S., Erzik C., Yegen B., Gülpınar M. A.Objective: The aim of this study is to determine the perceptions, attitudes, and behaviour of medical students and lecturers regarding the lectures and their effects on students’ learning behaviour.Materials and Methods: This was a qualitative study including multi-methods. Researchers observed lecture ambiance and activities in two courses. Lectures were observed and slide-presentations were evaluated. Additionally, in-depth and focus group interviews were conducted.Results: Two researchers attended and observed 75 lectures. The average number of attendees was 51.21. Eighty percent of lecturers did not introduce any activities to attract attention and prepare students for the lecture. Only 12% of lectures were taught interactively. Of the evaluated 43 (69.80%) slide-presentations, sufficient association or integration was not made between clinical and basic sciences.Conclusion: This study revealed that the lectures created negative feelings and thoughts in students and lecturers, and led to undesirable attitudes and behaviour. It is essential to focus on giving interactive lectures which aim at developing reasoning, decisionmaking, and evaluation competencies. The most significant factors determining students’ attendance and appraisal of the lectures were related to the preparation of the lecturers, the intensity of the content, integration between basic science and clinical science, and the presentation skills.