Person: GÜLPINAR, MEHMET ALİ
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GÜLPINAR
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MEHMET ALİ
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Publication Metadata only Interactive lecturing for meaningful learning in large groups(TAYLOR & FRANCIS LTD, 2005) YEGEN, BERRAK; Gulpinar, MA; Yegen, BCIn 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.Publication Open Access Tıp Eğitiminde İnsani Boyut ve Anlatı Tıbbının İmkânları(2019-12-30) GÜLPINAR, MEHMET ALİ; Merve YILDIZ;Mehmet Ali GÜLPINARFlexner raporu, biyomedikal görüşün tıp eğitimine yerleşmesi açısındandönüm noktası olur. Flexner sonrası dönemde tıp eğitiminde biyomedikalyaklaşım güçlenir ancak sağlık eğitiminde ve sağlık bakım süreçlerindeinsani ve sosyokültürel yön kaybedilir. İnsan ve hasta bireyler biyolojikve hatta moleküler düzeye indirgenir. İnsanların aynı zamanda anlamodaklı hayat yaşadıkları gözden kaçırılır.Zaman içerisinde “bütünlüğün kaybı” olarak değerlendirilenbiyomedikal görüşe karşı anlamlı bir direnç ortaya çıkmaya başlar.Yalnızca hastaların bedenlerini değil aynı zamanda onların psişikyaşamlarını ve sosyal bağlamlarını da dikkate alan bütüncül bir yaklaşımolan “biyopsikososyal perspektif” savunulur. Tıp akademisyenleri,yorumlayıcı paradigma çerçevesinde sosyal ve insani bilimlerin sağlıkhizmetlerinde oynayabileceği role dikkat çekerler. Sosyal ve insanibilimlerin tıp eğitimi programlarına entegrasyonu süreç içerisinde hızkazanır ve tıp eğitiminde “tıpta insan bilimleri” bu bağlamsal zemindegelişir. Tıpta insan bilimleri içerisinde yer alan tıp ve edebiyat çalışmaları, biyopsikososyalyaklaşımla birlikte, doktor-hasta anlatı etkileşimi dâhil olmak üzere, kişilerarası deneyimlerindevreye girmesiyle anlatı tıbbını ortaya çıkarır. Dolayısıyla anlatı tıbbı, tıp eğitiminde biyomedikalperspektifin göz ardı ettiği insanı bütün olarak değerlendirme yaklaşımına karşı tıpta insanbilimlerinin tıp eğitimine entegre edilmesi çalışmalarının bir sonucu olarak gelişir. Tıp ve edebiyatbağlamında anlatı tıbbı, edebiyatın sanatsal söyleminin tıp eğitimine yedirilmesi amacını güder.Hastalık hikâyelerini tanıma, özümseme, yorumlama kapasitesi olarak tanımlanan anlatı tıbbı, tıpeğitiminde bütünlüğün kaybının iyileştirilmesi imkânı doğurur. Yakın/derinlikli okuma ve anlatısal/reflektif yazım gibi eğitim etkinlikleri ile kazanılan anlatı yeterlikleri, insani duyarlılığı artmış dahanitelikli hekimler yetişmesine katkı sağlayabilir.Bu yazıda, tıp ve tıp eğitimi süreçlerine dahainsani bir çerçeve sağlanması noktasındaanlatı tıbbının imkânları nelerdir sorusu elealınmış; yurtdışı ve yurtiçi çalışmalarla anlatıtıbbı uygulamalarının tıp eğitimine katkılarıdeğerlendirilmiştir.Publication Metadata only What do we know about the anxieties of new clinical students?(WILEY, 2003) GÜLPINAR, MEHMET ALİ; Kalaca, S; Sarikaya, O; Keklik, D; Gulpinar, MAPublication Metadata only A course, 'The Human in Medicine', as an example of a preclinical medical humanities program: A summary of 7 years(TAYLOR & FRANCIS LTD, 2009) AKMAN, MEHMET; Guelpinar, Mehmet Ali; Akman, Mehmet; User, InciBackground: 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.Publication Metadata only The physiology of learning and memory: Role of peptides and stress(BENTHAM SCIENCE PUBL LTD, 2004) YEGEN, BERRAK; Gulpinar, MA; Yegen, BCThe neuropeptides, as well as their respective receptors, are widely distributed throughout the mammalian central nervous system. During learning and memory processes, besides structural synaptic remodeling, changes are observed at molecular and metabolic levels with the alterations in neurotransmitter and neuropeptide synthesis and release. While there is consensus that brain cholinergic neurotransmission plays a critical role in the processes related to learning and memory, it is also well known that these functions are influenced by a tremendous number of neuropeptides and non-peptide molecules. Arginine vasopressin (AVP), oxytocin, angiotensin II, insulin, growth factors, serotonin (5-HT), melanin concentrating hormone, histamine, bombesin and gastrin-re leasing peptide (GRP), glucagon-like peptide-1 (GLP-1). cholecystokinin (CCK), dopamine, corticotropin releasing factor (CRT) have modulatory effects on learning and memory. Among these peptides CCK, 5-HT and CRF play strategic roles in the modulation of memory processes under stressful conditions. CRF is accepted as the main neuropeptide involved in both physical and emotional stress.. with a protective role during stress, possibly through the activation of the hypothalamo-pitiuitary (HPA) axis. The peptide CCK has been proposed to facilitate memory processing and CCK-like immunoreactivity in the hypothalamus was observed upon stress exposure, suggesting that CCK may participate in the central control of stress response and stress-induced memory dysfunction. On the other hand, 5-HT appears to play a role in behaviors that involve a high cognitive demand and stress exposure activates serotonergic systems in a variety of brain regions. The physiological role and therapeutic efficacy of various neuropeptides and the impact of stress exposure in the acquisition and consolidation of memory will be reviewed thoroughly.Publication Metadata only Anti-inflammatory effect of acute stress on experimental colitis is mediated by cholecystokinin-B receptors(PERGAMON-ELSEVIER SCIENCE LTD, 2004) YEGEN, BERRAK; Gulpinar, MA; Ozbeyli, D; Arbak, S; Yegen, BCWe aimed to investigate the effects of electric shock (ES) on the course of experimental colitis and the involvement of possible central and peripheral mechanisms. In Sprague-Dawley rats (n = 190) colitis was induced by intracolonic administration 2,4,6-trinitrobenzenesulfonic acid (TNBS). The effects of ES (0.3-0.5 mA) or the central administration of corticotropin-releasing factor (CRF; astressin, 10 mug/kg) or cholecystokinin (CCKB; 20 mug/kg) receptor antagonists and peripheral glucocorticoid receptor (RU-486; 10 mg/kg) or ganglion (hexamethonium; 15 mg/kg) blockers on TNBS-induced colitis were studied by the assessment of macroscopic score, histological analysis and tissue myeloperoxidase activity. ES reduced all colonic damage scores (p < 0.05-0.01), while central CRF (p < 0.05-0.001) and CCKB receptor (p < 0.05-0.01) blockers or peripheral hexamethonium (p < 0.05-0.01) and RU-486 (p < 0,05) reversed stress-induced improvement. ES demonstrated an anti-inflammatory effect on colitis, which appears to be mediated by central CRF and CCK receptors with, the participation of hypothalamo-pituitary-adrenal axis and the sympathetic nervous system. (C) 2004 Elsevier Inc. All rights reserved.Publication Open Access Akılcı İlaç Kullanımının Boylamsal Bir Koridor Şeklinde_x000D_ Üç Yıllık Klinik Eğitim Programına Entegrasyonu(2019-12-30) GÜLPINAR, MEHMET ALİ; Berna TERZIOGLU BEBITOGLU;Mehmet Ali GÜLPINARAkılcı ilaç kullanımı ile ilgili ülkemizde ve dünyada çok sayıda eğitimfaaliyeti yürütülmektedir. Ancak yapılan çalışmalarda günümüzde halenakılcı olmayan ilaç kullanımı olduğu, hekimlerin ve özellikle yeni mezunhekimlerin bu konuda yeterliğe sahip olmadığı ve öğrencilerin kendilerinireçete yazma konusunda yeterli hissetmedikleri bildirilmektedir. Bunedenle mezuniyet öncesi eğitim döneminde başlayan ve ileri eğitimve meslek yaşamları boyunca devam eden eğitimlerle akılcı ilaçkullanımının devamlılığının sürdürülmesi önemlidir.Öğrenen merkezli eğitim modellerinde öğrenenlerin kendi öğrenmesüreçlerini yönettiği probleme dayalı öğrenme ve işbaşında öğrenmegibi aktif öğrenme yöntemleriyle rasyonel farmakoterapi eğitimininyürütülmesi, öğrenmede kalıcılığın artırılması ve doktorların ileridekiklinik pratiklerinde kendi başlarına kaldıklarında rasyonel ilaçkullanımını değişen koşullara göre uygulayabilme yeterliğini kazanmaları için gereklidir.Klinik tedavi kılavuzları ve temel ilaç listeleri ile uyumlu rasyonel farmakoterapi eğitimi iyireçeteleme alışkanlığı kazandırmak için yararlı olmaktadır. Öğrencilerin bilgi, beceri ve tutumlarıdikkate alarak, sıklıkla karşılaşılan klinik durumlar üzerinden yapılan probleme dayalı öğrenme ileişbaşında öğrenme etkinlikleri rasyonel ilaç kullanımı kazandırılması noktasında tercih edilebileceketkili yöntemlerin başında gelmektedir. Yine,toplumda sık görülen hastalıklara yönelikrasyonel farmakoterapi eğitim modülleri ile,akılcı ilaç kullanımının tıp fakültelerinde klinikeğitim dönemlerinde tüm staj programlarınaboylamsal bir koridor olarak entegre bir şekildedahil edilmesi ile, öğrencilerin karşılaşacaklarıhastalıklarda reçete yazmada kendilerinegüven duymalarına, kişisel ilaç formülerlerinihazırlayabilmelerine ve güvenli ve etkilitedavi planları oluşturabilmelerine olanaksağlayacaktır.Publication Metadata only Hypertension module: An interactive learning tool in physiology(AMER PHYSIOLOGICAL SOC, 2003) KURTEL, HIZIR; Isman, CA; Gulpinar, MA; Kurtel, H; Alican, I; Yegen, BCThe aim of the present study was to evaluate the strong or weak aspects of an interactive study module introduced during the Cardiovascular and Respiratory Systems Subject Committee in the second year of the medical program. Five study groups consisting of 25 students attended two-hour module sessions for six weeks with the same tutor. According to the module assessment questionnaire, the majority of the students assessed the module as excellent or good. The students reported that they had gained not only in knowledge but also in skills development. The general opinion of the students was that both the organization and the implementation of the module met their expectations. Nearly one-half of the students reported that their expectations with regard to the educational environment and the participation of students were fully met. The major weakness in this new educational trial appears to be assessment of the module.Publication Metadata only Beneficial effects of glycocholic acid (GCA) on gut mucosal damage in bile duct ligated rats(2001) ERCAN, FERİHA; Oktar, B. K.; Gülpinar, M. A.; Ercan, F.; Cingi, A.; Alican, I.; Yegen, B. C.In order to investigate the effect of bile acids on gastrointestinal inflammations, bile duct ligated rats (BDL) were treated with GCA (25 mM/ml, oral or colonic) or saline I h before ethanol challenge and twice daily for 3 days in the ileitis group, while GCA was given twice daily for 3 days in the colitis group. BDL reduced the macroscopic and microscopic damage scores in the ileitis group compared to sham operated group, while it had no significant effect on ulcer or colitis groups. However, GCA given in BDL group reduced the ulcer index and microscopic damage in colitis group compared to saline-treated groups, but had no effect in ileitis group. Both BDL and GCA administration in BDL group reduced ileitis- or colitis-induced elevations in MPO levels. GCA administration in BDL group inhibited gastric acid output and volume. Our results suggest that oral or colonic administration of primary bile acids may be useful for the treatment of gastrointestinal inflammations.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).