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 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 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.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.