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Rethinking large group lectures – how far in this format

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dc.contributor.authorERZİK, CAN
dc.contributor.authorGÜLPINAR, MEHMET ALİ
dc.contributor.authorYEGEN, BERRAK
dc.contributor.authorsAkturan S., Erzik C., Yegen B., Gülpınar M. A.
dc.date.accessioned2023-06-02T07:12:14Z
dc.date.available2023-06-02T07:12:14Z
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, 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.
dc.identifier.citationAkturan S., Erzik C., Yegen B., Gülpınar M. A., "Rethinking large group lectures – how far in this format? ", Marmara Medical Journal , cilt.34, ss.148-158, 2022
dc.identifier.doi10.5472/marumj112353
dc.identifier.endpage158
dc.identifier.issn1309-9469
dc.identifier.startpage148
dc.identifier.urihttps://dergipark.org.tr/en/download/article-file/2447405
dc.identifier.urihttps://hdl.handle.net/11424/289872
dc.identifier.volume34
dc.language.isoeng
dc.relation.ispartofMarmara Medical Journal
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectTıp
dc.subjectSağlık Bilimleri
dc.subjectTemel Tıp Bilimleri
dc.subjectTıp Eğitimi
dc.subjectMedicine
dc.subjectHealth Sciences
dc.subjectFundamental Medical Sciences
dc.subjectMedicine Education
dc.subjectKlinik Tıp (MED)
dc.subjectKlinik Tıp
dc.subjectTIBBİ ETİK
dc.subjectTIP, GENEL & DAHİLİ
dc.subjectClinical Medicine (MED)
dc.subjectCLINICAL MEDICINE
dc.subjectMEDICAL ETHICS
dc.subjectMEDICINE, GENERAL & INTERNAL
dc.subjectAile Sağlığı
dc.subjectTemel Bilgi ve Beceriler
dc.subjectGenel Sağlık Meslekleri
dc.subjectPatofizyoloji
dc.subjectDahiliye
dc.subjectDeğerlendirme ve Teşhis
dc.subjectTıp (çeşitli)
dc.subjectGenel Tıp
dc.subjectFamily Practice
dc.subjectFundamentals and Skills
dc.subjectGeneral Health Professions
dc.subjectPathophysiology
dc.subjectInternal Medicine
dc.subjectAssessment and Diagnosis
dc.subjectMedicine (miscellaneous)
dc.subjectGeneral Medicine
dc.subjectIntegration
dc.subjectLectures
dc.subjectMedical education
dc.subjectUndergraduate
dc.subjectTeaching methods
dc.titleRethinking large group lectures – how far in this format
dc.typearticle
dspace.entity.typePublication
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local.indexed.atSCOPUS
local.indexed.atWOS
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relation.isAuthorOfPublication.latestForDiscovery5081a883-9590-4d5d-8e2a-f83c8916241d

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