Person: GÜLPINAR, MEHMET ALİ
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GÜLPINAR
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MEHMET ALİ
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Publication Open Access The emotions experienced by family medicine residents and interns during their clinical trainings: a qualitative study(2023-01-01) HIDIROĞLU, SEYHAN; YILDIZ İNANICI, SİNEM; GÜLPINAR, MEHMET ALİ; Tanrıöver Ö., Peker Ş., Hıdıroğlu S., Kitapçıoğlu D., Yıldız İnanıcı S., Karamustafalioğlu N., Gülpınar M. A.Background: The family medicine residents and final year medical students are challenged with increased workload and they experience various emotions during their clinical trainings. They are confronted with uncertainties in their role descriptions and they witness illness, suffering and deaths as part of their everyday duties which may lead to burnout. Only several studies have focused on these experiences to find out what the family medicine residents and medical students were literally feeling. Aim: The aim of this study was to explore the family medicine residents’ and final year medical students’ emotions during their clinical trainings. Method: This qualitative study was performed with 15 family medicine residents and 24 final-year medical students using a convenience sample from two medical faculties to explore and analyze their emotions. Data were gathered by means of focus group interviews, including six interviews conducted and recorded through online meetings. Data were analyzed for themes using a thematic analysis approach. Since the interviews reached saturation in terms of content, the interviews were terminated at the end of sixth focus group meetings. Each interview took an average of 45–60 min. Results: Three main themes emerged from the data regarding residents’ and interns’ emotions. These were the \"clinical climate’s role\", \"emotions during patient encounters\" and \"coping strategies with negative emotions\". The most commonly encountered emotions were tension and anxiety followed by frustration and uncertainty. Conclusions: The family medicine residents and final-year medical students are challenged with emotions during their clinical trainings. Therefore, medical educators have to be aware of the need to support them in reflecting their emotions by prioritizing residents’and interns’ well-beingPublication Metadata only Kliniğin duyguları ve duyguların bağlamı: Etnografi desenli çalışma(2022-05-19) YILDIZ İNANICI, SİNEM; GÜLPINAR, MEHMET ALİ; SARAÇOĞLU M., YILDIZ İNANICI S., GÜLPINAR M. A.Publication Open Access Varoluşsal hâl üzerinden ahlakiliği çerçeveleme denemesi: Hâlsel/düşünümsel etik(2022-04-01) GÜLPINAR, MEHMET ALİ; Gülpınar M. A.Bu yazıda ahlâkilik, \"varoluşsal hâl\" üzerinden temellendirilebilir mi sorusuna cevap aranmaya çalışılmıştır. Ahlâkın \"akıl\" veya \"duygu\" yerine varoluşsal hâl üzerinden çerçevelendirilmesinin gerekçeleri ve imkânları tartışılmıştır. Bu arayışta karşıtlıklar üzerinden yürütülen tekçi veya ikili düşünce yaklaşımları yerine \"farkı var’layan birlik\" düşüncesi benimsenmiştir. Yine ahlâki düşünsellikleri \"akılsallık\" veya \"akılsallaştırma\"lar ile gerçekleştirmenin beraberinde getirdiği durumlar ve sonuçlar değerlendirilmiştir. Ötekine açık akılsallıkların ahlâkilikler ve ahlâki pratikler üretirken; ötekine kapalı akılsallaştırmaların daha çok ahlâkçılık ve kategorik \"iyi\" ve \"kötü\"ler üzerinden giden ahlâkçı pratiklerle sonuçlanması üzerine düşünülmüştür. Bu düşünüm iki örnek üzerinden açılmıştır: Pandemi sürecindeki \"aşı karşıtlığı/ kararsızlığı\" ve İstanbul Sözleşmesi etrafında yürütülen kadın ve aileye yönelik tartışmalar. Hem genel hem de İstanbul Sözleşmesi tartışmaları üzerinden \"kendilik ve şahsiyet olarak kadın\" bağlamında ahlâkilik ele alınmıştır. Akılsallıklar çerçevesinde oluşturulacak ahlâk sistemlerinin, teorilerinin ve toplumsal/kültürel ahlâki pratiklerin ana hatları ile çerçevesi çizilmeye çalışılmıştır. Bu çerçevelemenin merkezi kavramları şunlardır: \"arada’lık\", \"ahlâki mesafe\", \"yönelimsellik\", \"fark\", \"kendilik\" ve \"şahsiyet\". Bu kavramlar üzerinden \"hâlsel/düşünümsel etik\", kendilik etiği, şahsiyet etiği ve meydanda etik/meydan etiği ele alınmıştır.In this article, it has been tried to find an answer to the question of whether morality can be based on the \"existential state\". The rationale and possibilities of framing morality through the existential state instead of reason or emotion have been discussed. In this quest, the idea of unity with valued diversity has been adopted instead of monist or dualistic thinking approaches carried out through oppositions. Also, the situations and results brought about by realizing moral reflections with rationality and rationalization have been evaluated. The fact that rationalities open to the \"other\" produce moralities and moral practices, while rationalizations closed to the \"other\" result in moralistic practices that go through moralism and categorical \"good\" and \"evil\" have been thought over. This reflection has been expanded through two examples: \"vaccine opposition/ indecision\" during the pandemic process and the discussions about women and families carried on over the Istanbul Convention. Morality has been tackled in the context of \"woman as self and personality\", both in general and through various discussions over the Istanbul Convention. The moral systems, theories and social/ cultural moral practices that are to be formed within the framework of open rationalities have been tried to be outlined. The central concepts of this framing are: \"inbetweenness\", \"moral distance, \"intentionality\", \"diversity/ distinctness\", \"self\" and \"personality\". Through these concepts, \"existentially stative/ reflective ethics\", selfhood and ethics, personalistic ethics and ethics in agora have been discussed.Publication Metadata only Tıp Fakültesi öğrencilerinin pandemi sırasında yaşadıkları duyguları, duygu düzenleme stratejileri ve stresle başa çıkma yolları(2021-12-13) GÜLPINAR, MEHMET ALİ; HIDIROĞLU, SEYHAN; TANRIÖVER Ö., PEKER Ş., HIDIROĞLU S., KİTAPÇIOĞLU D., GÜLPINAR M. A.Giriş-Amaç: Tıp fakültesi öğrencileri tıp eğitimleri boyunca yoğun duygusal durumlar yaşamaktadırlar. Araştırmalar duyguların hasta ve hekimlerde karar verme, bilgi işleme ve hasta-hekim ilişkisinde kişilerarası tutumları etkilediğini ortaya koymuştur. Pandemi nedeniyle 26 Mart 2020 tarihinde yüz yüze eğitime ara verilmiş ve çevrimiçi eğitime geçilmiştir. Bu çalışmanın amacı pandemi nedeniyle bir tıp fakültesinin uzaktan eğitim programına katılan öğrencilerin duygularını, artan duygusal yükle nasıl başa çıktıklarını ve artan duygusal yük ve başa çıkma stratejilerinin öğrenme davranışlarını nasıl etkilediğini belirlemektir. Gereç-Yöntem: Araştırmamız Tıp Fakültesi’nde öğrenim gören öğrencilere Haziran ve Temmuz 2020 tarihleri arasında çevrimiçi anket yapılarak gerçekleştirildi. Anket bölümünde örneklem hesabı yapılmamış olup araştırma evrenini oluşturan tüm öğrencilerin çalışmaya dahil edilmesi hedeflendi ve 145 öğrenciye ulaşıldı. Verilerin toplanmasında literatür incelenerek hazırlanmış sosyodemografik özellikleri değerlendiren anket formu ve Tıp fakültesi öğrencilerinin pandemi esnasında yaşadıkları öznel emosyonel tepkiselliği ortaya çıkarmak için; Watson ve arkadaşları (1988) tarafından geliştirilen ve Türkçe geçerlik güvenirlik çalışmaları Gençöz (2000) tarafından yapılan Pozitif ve Negatif Duygu Ölçeği (PANAS) kullanıldı. Ölçeğin olumlu duygulanımı ölçen pozitif duygu ve olumsuz duygulanımı ölçen negatif duygu olmak üzere iki adet alt ölçeği bulunmaktadır. Ölçekte her bir alt ölçek için onar madde olmak üzere toplam 20 madde bulunmaktadır. Ölçek, beşli likert tipi değerlendirmeler üzerinden puanlanmaktadır. Buna ek olarak öğrencilerin duygularını, başa çıkma stratejilerini ve öğrenme davranışlarını derinlemesine anlamaya yönelik açık uçlu sorular sorulmuş ve nitel olarak analiz edilmiştir. PANAS ölçeğinin kesme değeri bulunmayıp ölçekten alınacak toplam puan 25-125 arasında değişmektedir. Anketin veri analizinde; sayı, yüzdeler ile Kruskall Wallis, Mann Whitney U testleri kullanıldı. Odak grup görüşmeleri ile oluşturulan verilerin transkript haline getirilerek tematik içerik analizi yapıldı. Marmara Üniversitesi Tıp Fakültesi Klinik Araştırmalar Etik kurulundan 12.06.2020 tarihinde 06.2020.657 no’lu protokol kodu ile onay alındı. Bulgular: Araştırmaya katılan 145 öğrencinin % 57,2 si (n=83) kadın olup katılımcıların yaş ortalaması 21 yaş idi. Öğrencilerin %17,2 si( n=25) bulunduğu ortamın alt yapı olanaklarının yeterli olmadığını belirtti. Eğitim sistemini kullanamayan öğrenci sayısı ise %15,2 (n=22) idi. Temel bilimlerdeki öğrencilerin PANAS toplam skor ortalaması 47,7 puan iken, Klinik bilimlerdeki katılımcıların PANAS toplam skorları ortalaması 53,5 olarak hesaplandı. PA (Pozitif Duygu) toplam skor ortalamaları sırasıyla; 22,03 ve 28,5 idi. Temel ve klinik bilimlerin PANAS toplam skorları (p=0,001) ve PA toplam puanları (p<0,001) arasındaki fark anlamlı bulundu. Çevirim içi eğitime erişim kısıtlılığı bulunan öğrencilerin NA ( Negatif Duygu) toplam puanları daha yüksek olmakla birlikte istatistiksel olarak anlamlı değildi (p>0,05). Karantina döneminde evde stresle mücadele etme çabası göstermeyen öğrencilerin NA toplam puanları anlamlı biçimde daha yüksek bulundu (p=0,01). PA toplam puanı daha yüksek öğrencilerin olumlu strateji sergiledikleri gözlenirken Kişisel gelişim, hobiler gibi) Negatif duygu toplam puanı yüksek olan bireylerde ise başa çıkamama, terapi alma, görmezden gelme stratejileri daha ön plandaydı. Benzer biçimde sosyal izolasyonla başa çıkma çabası bulunan öğrencilerin PA toplam puanları anlamlı biçimde daha yüksek bulundu (p<0,001). Pandemi döneminde ders çalışma yöntemlerinin değişme durumu incelendiğinde NA toplam puanı yüksek bulunan öğrencilerin yeni sisteme daha az adapte oldukları gözlendi (p=0,005). Sonuç: Araştırmamız COVID-19 pandemisi başladıktan 3 ay sonra gerçekleştirilmiştir ve bu yüzden öğrencilerin pandemiye ve çevrimiçi eğitim yöntemine göstermiş oldukları akut emosyonel tepkiyi yansıtmaktadır. Öğrenciler çoğunlukla negatif duygulanıma sahipti ve negatif duygu puanları medyan değeri yüksek olan öğrencilerin sosyal izolasyonla duygularını kontrol etme durumları, online eğitime uyum durumları en önemlisi stresle başa çıkma isteklerinin negatif yönde etkilenmesi dikkat çekiciydi. Eğiticilerin öğrencilere bu konuda destek olması özellikle adaptasyon dönemlerinde daha da önemli hale gelmiştir.Publication Open Access Adaptation of the professionalism mini-evaluation exercise instrument into Turkish: a validity and reliability study(2023-12-01) AKDENİZ, ESRA; GÜLPINAR, MEHMET ALİ; Taşçı A. İ., AKDENİZ E., GÜLPINAR M. A., Danacıoğlu Y. O., Sarı E. E., Yaşar L., Karandere F., Ferahman S.Background: There is an ongoing search for standardized scales appropriate for each culture to evaluate professionalism, which is one of the basic competencies of a physician. The Professionalism Mini-evaluation Exercise (P-MEX) instrument was originally developed in Canada to meet this need. In this study, it was aimed to adapt the P-MEX to Turkish and to evaluate the validity and reliability of the Turkish version. Methods: A total of 58 residents at Bakirkoy Dr. Sadi Konuk Training and Research Hospital were assessed with the Turkish version of P-MEX by 24 raters consisting of faculty members, attending physicians, peer residents, and nurses during patient room visits, outpatient clinic and group practices. For construct validity, the confirmatory factor analysis was performed. For reliability, Cronbach’s alpha scores were calculated. Generalizibility and decision studies were undertaken to predict the reliability of the validated tool under different conditions. After the administration of P-MEX was completed, the participants were asked to provide feedback on the acceptability, feasibility, and educational impact of the instrument. Results: A total of 696 forms were obtained from the administration of P-MEX. The content validity of P-MEX was found to be appropriate by the faculty members. In the confirmatory factor analysis of the original structure of the 24-item Turkish scale, the goodness-of-fit parameters were calculated as follows: CFI = 0.675, TLI = 0.604, and RMSEA = 0.089. In the second stage, the factors on which the items loaded were changed without removing any item, and the model was modified. For the modified model, the CFI, TLI, and RMSEA values were calculated as 0.857, 0.834, and 0.057, respectively. The decision study on the results obtained from the use of P-MEX in a Turkish population revealed the necessity to perform this evaluation 18 times to correctly evaluate professionalism with this instrument. Cronbach’s alpha score was 0.844. All the faculty members provided positive feedback on the acceptability, feasibility, and educational impact of the adapted P-MEX. Conclusion: The findings of this study showed that the Turkish version of P-MEX had sufficient validity and reliability in assessing professionalism among residents. Similarly, the acceptability and feasibility of the instrument were found to be high, and it had a positive impact on education. Trial registration: 2020/249, Bakirkoy Dr. Sadi Konuk Training and Research Hospital.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 Klinik Eğitimde Sanat Atölyeleri ve Düşünümler(2022-05-19) GÜLPINAR, MEHMET ALİ; EMRE, ÖZGE; EMRE Ö., SARAÇOĞLU M., GÜLPINAR M. A.Publication Metadata only Anlatı tıbbı seçmeli programının değerlendirilmesi: Bir nitel değerlendirme örneği(2022-05-19) GÜLPINAR, MEHMET ALİ; SARAÇOĞLU M., LAYIK M. E., GÜLPINAR M. A.Publication Metadata only The emotions experienced by family medicine residents and final year medical students during their patient encounters: A qualitative study(2022-05-15) YILDIZ İNANICI, SİNEM; GÜLPINAR, MEHMET ALİ; HIDIROĞLU, SEYHAN; TANRIÖVER Ö., PEKER Ş., HIDIROĞLU S., KİTAPÇIOĞLU D., YILDIZ İNANICI S., KARAMUSTAFALIOĞLU N., GÜLPINAR M. A.Background: The family medicine residents and final year medical students are challenged with increased workload and they experience various emotions during their patient encounters. They are confronted with uncertainities in their role descriptions and they witness illness, sufferings and deaths as part of their everyday duties. Only several studies have focused on these experiences to find out what the family medicine residents and medical students were literally feeling. The aim of this study was to explore the family medicine residents and final year medical students’ emotions during their patient encounters. Research questions: What do the family medicine residents and final year medical students feel during their patient encounters? How do family medicine residents and final year medical students deal with emotionally challenging situations? Method: This qualitative study was performed with 12 family medicine residents and 24 final year medical students using a convenience sample from two medical faculties to explore and analyse their emotions. Data were gathered by means of focus group interviews, including six interviews conducted and recorded through online meetings. Results: Three main themes emerged from the data regarding residents’ and students’ emotions. The first theme was the perceived negative feelings on the climate of clinical settings. The most commonly encountered emotions were the tension and anxiety followed by frustration and uncertainty. The second theme was the challenge of reflecting emotions during patient encounters. They stated that they struggled with hiding their emotions from the patients. The third one was feelings of insufficiency. Both residents and students thought that they had insufficient medical knowledge and skills. Conclusions: The family medicine residents and final year medical students are challenged with emotions during their patient encounters. Therefore, medical educators have to be aware of the need to supPublication Open Access Triple Approach to Program Evaluation and “Contextual Program Evaluation Model” Proposal(2024-03-01) GÜLPINAR, MEHMET ALİ; Gülpınar M. A.Complexity, contextuality, and reflectivity have come to the forefront in almost every field, including education. In this paper, the program evaluation process is considered within the framework of a socially complex system. In this regard, a model proposal for program evaluation is developed: Contextual Program Evalu-ation Model (CPEM). The conceptual and theoretical frameworks on which the model is based are ‘complexity theory’, ‘contextual/reflective learning and evalu-ation’, and ‘social and ecological/environmental accountability’. Taking this triple framework into account, the four evaluation domains/components of CPEM are as follows: ‘agents’, ‘context-process’, ‘emergent outputs’, and ‘impact’. Consider-ing the core concepts of the complexity system, ‘agents’ is preferred instead of ‘inputs’. Furthermore, since reflective process-orientedness is essential in educa-tion, and the experiences in the process are assumed to be ‘context-dependent’, ‘process-context’ is considered intertwined. Outputs are conceptualized as ‘emer-gent outputs’ because they are viewed as results that emerge through mutual inter-action and transformation within existing patterns and attractors in context-de-pendent reflective processes. Finally, considering the accountability approach, im-pact (institutional/societal/ecological) was identified as the fourth domain of eval-uation. By considering these factors, a program evaluation framework for the CPEM is developed. Then, a concrete example of program evaluation based on CPEM is presented. With this, an attempt has been made to provide users with a helpful guide containing steps.