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Rethinking large group lectures – how far in this format

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dc.contributor.authorSEVİM, MUSTAFA
dc.contributor.authorERZİK, CAN
dc.contributor.authorYEGEN, BERRAK
dc.contributor.authorGÜLPINAR, MEHMET ALİ
dc.contributor.authorsAKTURAN S., SEVİM M., ERZİK C., YEGEN B., GÜLPINAR M. A.
dc.date.accessioned2023-12-12T06:20:45Z
dc.date.available2023-12-12T06:20:45Z
dc.date.issued2022-05-01
dc.description.abstractObjective: 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.
dc.identifier.citationAKTURAN S., SEVİM M., ERZİK C., YEGEN B., GÜLPINAR M. A., "Rethinking large group lectures – how far in this format?", Marmara Medical Journal, cilt.35, sa.2, ss.148-158, 2022
dc.identifier.doi10.5472/marumj.1121353
dc.identifier.endpage158
dc.identifier.issn1019-1941
dc.identifier.issue2
dc.identifier.startpage148
dc.identifier.urihttps://avesis.marmara.edu.tr/api/publication/332b99cd-5046-4912-8fe5-db9676dd89fd/file
dc.identifier.urihttps://hdl.handle.net/11424/295546
dc.identifier.volume35
dc.language.isoeng
dc.relation.ispartofMarmara Medical Journal
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectTıp
dc.subjectSağlık Bilimleri
dc.subjectTemel Tıp Bilimleri
dc.subjectMedicine
dc.subjectHealth Sciences
dc.subjectFundamental Medical Sciences
dc.subjectKlinik Tıp (MED)
dc.subjectKlinik Tıp
dc.subjectTIP, GENEL & DAHİLİ
dc.subjectClinical Medicine (MED)
dc.subjectCLINICAL MEDICINE
dc.subjectMEDICINE, GENERAL & INTERNAL
dc.subjectGenel Tıp
dc.subjectGeneral Medicine
dc.subjectIntegration
dc.subjectLectures
dc.subjectMedical education
dc.subjectTeaching methods
dc.subjectUndergraduate
dc.titleRethinking large group lectures – how far in this format
dc.typearticle
dspace.entity.typePublication
local.avesis.id332b99cd-5046-4912-8fe5-db9676dd89fd
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local.indexed.atWOS
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