Öz
COVID-19 pandemisi şüphesiz tıp eğitiminin köklü ve geleneksel yapısını bozarak hem asenkron hem senkronize uzaktan eğitimden oluşan çevrimiçi bir öğrenme ortamı hazırlamış ve öğrenci ve eğitimcilere yönelik yeni eğitim yöntemlerinin ortaya çıkmasını hızlandırmıştır. Bu konuda öğrenciler ile ilgili çok sayıda çalışma yapılmış iken eğitimci tarafının kısmen eksik kaldığı izlenmektedir Ayrıca tıp eğitiminin özgün doğası gereği tıp fakültesi öğretim üyeleri bu süreçten en fazla etkilenen eğitimci grubunu oluşturmaktadır. Bu çalışma, pandemi dönemine dek eğitimin büyük çoğunluğunu laboratuvar ve hastane ortamlarında aktif bir şekilde sürdüren öğretim elemanlarının yaşadıkları tükenmişlik ve çevrimiçi eğitime olan hazır bulunuşluklarını değerlendirmek amacı ile gerçekleştirilmiştir. Araştırma tıp fakültesinde öğretim üyesi olan ve aktif bir şekilde ders veren 60 akademisyen ile yapılandırılmıştır. Çalışmada “Maslach Tükenmişlik Ölçeği” ile “Çevrimiçi Öğrenme için Hazır Bulunuşluk Ölçeği” kullanılmıştır. Veriler “SPSS 20.00 for Windows” ile analiz edilmiştir. Katılımcıların tükenmişlik toplam puanlarının 63,35±11,17 olduğu, çevrimiçi öğrenme hazırbulunuşluk toplam puanının ise 2,97±1,18 olduğu belirlenmiştir. Katılımcıların internet kullanma ve erişimleri ve demografik faktörler ile hazır bulunuşlukları arasında istatistiksel fark bulunmamıştır (p>0,05). Tükenmişlik değerlendirilmesinde ise cinsiyet, mesleki deneyim, yaş ve internete erişilen yer konularında istatistiksel anlamlılık tespit edilmiştir (p<0,05). Tıp eğitiminin çevrimiçi olarak amacına ulaşabilmesi için öğretim üyelerinin hazırbulunuşluk, stres ve tükenmişliklerinin de dikkate alınarak, sadece online eğitim ile sınırlı olmayan senkronize bir eğitim ortamı sağlanması ve uzaktan eğitim planlanırken tarafların ihtiyaçları ve beklentilerinin belirlenmesi ile bunlara yönelik gerekli hazırlığın sağlanmasının da sürecin verimliliğinin artması bakımından gerekli olduğu düşünülmektedir.
Anahtar Kelimeler
Kaynakça
- Abram, MD., & Jacobowitz, W. (2021). Resilience and burnout in healthcare students and inpatient psychiatric nurses: a between-groups study of two populations. Arch Psychiatr Nurs, 35(1):1–8.
- Al-Balas, M., Al-Balas, HI., Jaber, HM., Obeidat, K., Al-Balas, H., Aborajooh EA, et al. (2020). Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives. BMC Med Educ, 20:341.
- Aslan, I. (2021). Evaluating wellbeing and worries of university students during COVİD-19 pandemic. Atatürk Üniversitesi Iktisadi Ve Idari Bilimler Dergisi, 35(1):245–261.
- Butnaru, G.I., Nita, V., Anichiti, A., & Brinza, G. (2021). the effectiveness of online education during covid 19 pandemic - a comparative analysis between the perceptions of academic students and high school students from Romania. Sustainability, 13 (9): 5311.
- Çakın, M., Külekçi, & Akyavuz., E. (2020). The Covid-19 process and its reflection on education: An analysis on teachers’ opinions. International Journal of Social Sciences and Education Research, 6(2):165-186
- Escudero, A. (2021). Metasíntesis sobre la narrativa educativa durante la pandemia por COVID-19. Diálogos sobre educación, 12(22): 1-28.
- Hampton, D., Culp-Roche, A., Hensley, A., Wilson, J., Otts, JA., & Thaxton-Wiggins, A. (2020). Self-efficacy and satisfaction with teaching in online courses. Nurs Educ , 45(6):302–6.
- Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, 27 March). The difference between emergency remote teaching and online learning. [Çevrim-içi: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning], Erişim tarihi: 02.07.2022. Inthason, S. (2020). COVID - 19 and online teaching case study: web programming course. Journal of Management Science Review, 22(2) : 203 – 213.
- Kılıç, OHT., Anıl, M., Varol, U., Sofuoğlu, Z, Çoban İ., Gülmez, H., vd. (2021). Factors affecting burnout in physicians during COVID-19 pandemic. Ege Journal of Medicine. 60 (2): 136-14.
- Koloğlu, T.F., Kantar, M., ve Doğan, M. (2016). Öğretim elemanlarının uzaktan eğitimde hazır bulunuşluklarının önemi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2 (1):52-70.
- Lan, X., Liang, Y., Wu, G., & Ye, H. (2021). Relationships among job burnout, generativity concern, and subjective well-being: a moderated mediation model. Front. Psychol, 12:613767.
- Li, Wen., Gillies, R., He, M., Wu, C., Liu, S., Gong, Z., et al. (2021). Barriers and facilitators to online medical and nursing education during the COVID‑19 pandemic: perspectives from international students from low‑ and middle‑income countries and their teaching staff. Hum Resour Health, 19:64.
- Shiel, W., Mheidly, N., Fares, MY., & Fares, J. (2020). Coping with stress and burnout associated with telecommunication and online learning. Front. Public Health, 8:574969.
- Maslach, C., & Leiter, MP. (2017). New insights into burnout and health care: strategies for improving civility and alleviating burnout. Med Teach, 39:160–3.
- Miguel, C., Castro, L., Marques dos Santos, JP., Serrão, C., & Duarte, I. (2021). Impact of covıd-19 on medicine lecturers’ mental health and emergency remote teaching challenges. Int. J. Environ. Res. Public Health, 18: 6792.
- Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. Int J Educ Res, 1:100012.
- Özgür, H., Çuhadar, C., ve Akgün, F. (2014, August). Öğretmen adaylarının çevrimiçi öğrenmeye yönelik hazır bulunuşluk düzeylerinin incelenmesi. Conference: 2nd International Instructional Technologies & Teacher Education Symposium.
- Pandey, D., Gul, R., Canete, JJ. O., Rocha, I.C N., Gowwrii, G., Pandey, B. K.., et al. (2021). Mental stress in online learning during the pandemic: an assessment of learners’ perception. .Asian Journal of Advances in Research, 6(3):37-49.
- Papapanou, M., Routsi, E., Tsamakis, K., Fotis, L., Marinos, G., Lidoriki, I., et al. (2022). Medical education challenges and innovations during COVID-19 pandemic. Postgrad Med J , 98:321–327.
- Rajab, MH., Gazal, AM., & Alkattan K. (2020). Challenges to online medical education during the COVID-19 pandemic. Cureus, 12(7):8966.
- Rathee, N., & Sarkar, C. (2020). COVID-19 lockdown: how the pandemic bringing change in Indian education system. Eureka Publications, 129-137.
- Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the covid-19 crisis: refocusing teacher presence and learning activity. Postdigital Science and Education 2:923–945.
- Rupley, D., Grilo, SA., Kondragunta, S., Amiel, J., Matseonae-Petressen, D., Catallozi, M., et al. (2020) Mobilization of health professions students during the COVID-19 pandemic. seminars in perinatology. Seminars in Perinatology, 44:151276.
- Qin, L., Zhang, Y., Xue, M., Xu, B., Wang, L., & Zhang, J. (2020). Nursing students’ perceptions towards online learning during the COVID-19 pandemic. Health Vocat Educ, 38(23):134–6.
- Sayan, H. (2020). Covid-19 pandemisi sürecinde öğretim elemanlarının uzaktan eğitime ilişkin görüşlerinin değerlendirilmesi. Bilişim Teknolojileri Online Dergisi, 11(42):100-122.
- Schleicher, A., & Reimers, FM. (2020). Schooling disrupted, schooling rethought: how the covıd-19 pandemic is changing education. OECD.
- Sinopidis, X., Gkentzi, D., Karatza, A., & Fouzas, S. (2020). Considerations on medical education during the COVID-19 pandemic and beyond. Balkan Med J, 38:61.
- Sünter, AT., Canbaz, S., Dabak, Ş., Öz, H., ve Pekşen, Y. (2006). Pratisyen hekimlerde tükenmişlik, işe bağlı gerginlik ve iş doyumu düzeyleri. Genel Tıp Dergisi, 16 (1):9-14.
- Zorluoğlu,, SL., Devecioğlu, G., ve Sayın, İ. (2021). Uzaktan Eğitimin öğretim elemanları açısından değerlendirilmesi: Covid-19 Pandemi süreci. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(3): 1007-1025.
- West, CP., Dyrbye, LN., Erwin, PJ., & Shanafelt, TD. (2016). Interventions to prevent and reduce physician burnout: a systematic review and meta-analysis. Lancet , 388:2272–81.
An Investigation of Readiness and Burnout of Faculty Members of School of Medicine During Distance Education
Öz
The COVID-19 pandemic has undoubtedly disrupted the deep-rooted and traditional structure of medical education and accelerated the emergence of novel education methods for students and educators by preparing an online learning environment consisting of both asynchronous and synchronized distance education. Whilst a fair number of studies have been conducted on students on this subject, the educator side appears to be partially lacking. In addition, due to the unique nature of medical education, members of medical faculty constitute the group of educators most affected by this process. This study was carried out with the aim of evaluating the burnout and readiness for online education of the said group of instructors who had been actively giving the majority of classes in laboratory and hospital environments until the pandemic period The research was conducted with 60 academics who were lecturers in a medical faculty and were actively teaching. “ Maslach Burnout Scale” and “ Readiness Scale for Online Learning ” were employed in the present research. “SPSS 20.00 for Windows” was utilized for data analyses. It was determined that the participants' total burnout score was 63.35±11.17, and the online learning readiness total score was 2.97±1.18. There was no statistical difference between participants' internet use and access, demographic factors and readiness (p>0.05). In the evaluation of burnout, statistical significance was found germane to gender, professional experience, age, and place of access to the internet (p<0.05). In order for medical education to achieve its purpose online, taking into account the readiness, stress and burnout of the faculty members, providing a synchronized education environment that is not limited to online education, and identifying the needs and expectations of the involved parties when planning distance education and ensuring the necessary preparation for these, increasing the efficiency of the process. is considered necessary.
Anahtar Kelimeler
Kaynakça
- Abram, MD., & Jacobowitz, W. (2021). Resilience and burnout in healthcare students and inpatient psychiatric nurses: a between-groups study of two populations. Arch Psychiatr Nurs, 35(1):1–8.
- Al-Balas, M., Al-Balas, HI., Jaber, HM., Obeidat, K., Al-Balas, H., Aborajooh EA, et al. (2020). Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives. BMC Med Educ, 20:341.
- Aslan, I. (2021). Evaluating wellbeing and worries of university students during COVİD-19 pandemic. Atatürk Üniversitesi Iktisadi Ve Idari Bilimler Dergisi, 35(1):245–261.
- Butnaru, G.I., Nita, V., Anichiti, A., & Brinza, G. (2021). the effectiveness of online education during covid 19 pandemic - a comparative analysis between the perceptions of academic students and high school students from Romania. Sustainability, 13 (9): 5311.
- Çakın, M., Külekçi, & Akyavuz., E. (2020). The Covid-19 process and its reflection on education: An analysis on teachers’ opinions. International Journal of Social Sciences and Education Research, 6(2):165-186
- Escudero, A. (2021). Metasíntesis sobre la narrativa educativa durante la pandemia por COVID-19. Diálogos sobre educación, 12(22): 1-28.
- Hampton, D., Culp-Roche, A., Hensley, A., Wilson, J., Otts, JA., & Thaxton-Wiggins, A. (2020). Self-efficacy and satisfaction with teaching in online courses. Nurs Educ , 45(6):302–6.
- Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, 27 March). The difference between emergency remote teaching and online learning. [Çevrim-içi: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning], Erişim tarihi: 02.07.2022. Inthason, S. (2020). COVID - 19 and online teaching case study: web programming course. Journal of Management Science Review, 22(2) : 203 – 213.
- Kılıç, OHT., Anıl, M., Varol, U., Sofuoğlu, Z, Çoban İ., Gülmez, H., vd. (2021). Factors affecting burnout in physicians during COVID-19 pandemic. Ege Journal of Medicine. 60 (2): 136-14.
- Koloğlu, T.F., Kantar, M., ve Doğan, M. (2016). Öğretim elemanlarının uzaktan eğitimde hazır bulunuşluklarının önemi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2 (1):52-70.
- Lan, X., Liang, Y., Wu, G., & Ye, H. (2021). Relationships among job burnout, generativity concern, and subjective well-being: a moderated mediation model. Front. Psychol, 12:613767.
- Li, Wen., Gillies, R., He, M., Wu, C., Liu, S., Gong, Z., et al. (2021). Barriers and facilitators to online medical and nursing education during the COVID‑19 pandemic: perspectives from international students from low‑ and middle‑income countries and their teaching staff. Hum Resour Health, 19:64.
- Shiel, W., Mheidly, N., Fares, MY., & Fares, J. (2020). Coping with stress and burnout associated with telecommunication and online learning. Front. Public Health, 8:574969.
- Maslach, C., & Leiter, MP. (2017). New insights into burnout and health care: strategies for improving civility and alleviating burnout. Med Teach, 39:160–3.
- Miguel, C., Castro, L., Marques dos Santos, JP., Serrão, C., & Duarte, I. (2021). Impact of covıd-19 on medicine lecturers’ mental health and emergency remote teaching challenges. Int. J. Environ. Res. Public Health, 18: 6792.
- Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. Int J Educ Res, 1:100012.
- Özgür, H., Çuhadar, C., ve Akgün, F. (2014, August). Öğretmen adaylarının çevrimiçi öğrenmeye yönelik hazır bulunuşluk düzeylerinin incelenmesi. Conference: 2nd International Instructional Technologies & Teacher Education Symposium.
- Pandey, D., Gul, R., Canete, JJ. O., Rocha, I.C N., Gowwrii, G., Pandey, B. K.., et al. (2021). Mental stress in online learning during the pandemic: an assessment of learners’ perception. .Asian Journal of Advances in Research, 6(3):37-49.
- Papapanou, M., Routsi, E., Tsamakis, K., Fotis, L., Marinos, G., Lidoriki, I., et al. (2022). Medical education challenges and innovations during COVID-19 pandemic. Postgrad Med J , 98:321–327.
- Rajab, MH., Gazal, AM., & Alkattan K. (2020). Challenges to online medical education during the COVID-19 pandemic. Cureus, 12(7):8966.
- Rathee, N., & Sarkar, C. (2020). COVID-19 lockdown: how the pandemic bringing change in Indian education system. Eureka Publications, 129-137.
- Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the covid-19 crisis: refocusing teacher presence and learning activity. Postdigital Science and Education 2:923–945.
- Rupley, D., Grilo, SA., Kondragunta, S., Amiel, J., Matseonae-Petressen, D., Catallozi, M., et al. (2020) Mobilization of health professions students during the COVID-19 pandemic. seminars in perinatology. Seminars in Perinatology, 44:151276.
- Qin, L., Zhang, Y., Xue, M., Xu, B., Wang, L., & Zhang, J. (2020). Nursing students’ perceptions towards online learning during the COVID-19 pandemic. Health Vocat Educ, 38(23):134–6.
- Sayan, H. (2020). Covid-19 pandemisi sürecinde öğretim elemanlarının uzaktan eğitime ilişkin görüşlerinin değerlendirilmesi. Bilişim Teknolojileri Online Dergisi, 11(42):100-122.
- Schleicher, A., & Reimers, FM. (2020). Schooling disrupted, schooling rethought: how the covıd-19 pandemic is changing education. OECD.
- Sinopidis, X., Gkentzi, D., Karatza, A., & Fouzas, S. (2020). Considerations on medical education during the COVID-19 pandemic and beyond. Balkan Med J, 38:61.
- Sünter, AT., Canbaz, S., Dabak, Ş., Öz, H., ve Pekşen, Y. (2006). Pratisyen hekimlerde tükenmişlik, işe bağlı gerginlik ve iş doyumu düzeyleri. Genel Tıp Dergisi, 16 (1):9-14.
- Zorluoğlu,, SL., Devecioğlu, G., ve Sayın, İ. (2021). Uzaktan Eğitimin öğretim elemanları açısından değerlendirilmesi: Covid-19 Pandemi süreci. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(3): 1007-1025.
- West, CP., Dyrbye, LN., Erwin, PJ., & Shanafelt, TD. (2016). Interventions to prevent and reduce physician burnout: a systematic review and meta-analysis. Lancet , 388:2272–81.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Articles |
| Yazarlar | |
| Erken Görünüm Tarihi | 29 Ağustos 2022 |
| Yayımlanma Tarihi | 31 Ağustos 2022 |
| Gönderilme Tarihi | 5 Temmuz 2022 |
| Kabul Tarihi | 22 Ağustos 2022 |
| Yayımlandığı Sayı | Yıl 2022 Cilt: 6 Sayı: 10 |
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