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Tıbbi Dokümantasyon ve Sekreterlik Öğrencileri ile Bir Portfolyo Çalışması

A Portfolio Study with The Students of Medical Documentation and Secretariat

Journal Name:

  • Tıp Eğitimi Dünyası Dergisi

Publication Year:

  • 2016

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
Background: The developments in the field of education in recent years have had a profound impact on medical education as well as other fields of education. The reflections on how the on the job, applied activities of medical education are to be assessed draws special attention. Nowadays, an alternative measurement and assessment method to assess the student is the portfolio programs.Aims: The aim of this study is to present students’ opinions on the use of portfolio, which is developed as an alternative assessment tool that enables the students of Medical Documentation and Secretariat Program in the İzmir University of Economics Vocational School of Health Services to make visible their on the job studies at the hospital within the scope of Training in Clinical Education course. Study Design: Research is conducted with the use of a case study method. Data is gathered through by portfolio and semi-structured interviews with the students conducted after the program. Content analysis method is used to analyse the qualitative data. Results: It is found that portfolio assessment method presents more detailed information to the student and the faculty, that it encourages the student to learn and take responsibility in learning and that it increases student-faculty interaction. Students state that portfolio program contributes to their learning, that they could think over what they have learned retrospectively and that they have improved their writing skills.
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Abstract (Original Language): 
Amaç: Bu çalışmanın amacı, İzmir Ekonomi Üniversitesi Sağlık Hizmetleri Meslek Yüksekokulu Tıbbi Dokümantasyon ve Sekreterlik Programı öğrencilerinin Klinik Eğitim Uygulaması dersi kapsamında hastanede gerçekleştirdikleri çalışmaları, iş üzerinde öğrendiklerini, düşüncelerini alternatif bir değerlendirme yöntemi olan portfolyo aracılığıyla görünür kılmalarını sağlamaktır. Gereç ve Yöntem: Araştırma vaka çalışmasıdır. Veriler portfolyo ve dönemin sonunda öğrencilerle yapılan yarı yapılandırılmış görüşmeler ile toplanmıştır. Nitel verilerin analizinde içerik analizi yöntemi kullanılmıştır. Bulgular: Portfolyo değerlendirmesinin öğrencilere ve öğretim üyelerine ayrıntılandırılmış bilgi verebildiği saptanmıştır. Portfolyo öğrencileri öğrenmeye ve öğrenmelerinin sorumluluğunu almaya yönlendirmektedir. Ayrıca öğrenci öğretim üyesi etkileşimini arttırmaktadır. Öğrenciler portfolyo çalışmasının öğrenmelerini kolaylaştırdığını, protfolyolarında yer alan materyalleri hazırlarken gerçek iş yaptıkları algısı oluştuğunu, yaptıkları iş ve öğrendikleri üzerinde yeniden düşündüklerini ve yazarak bilgi verirken yazma becerilerinin geliştiğini bildirmişlerdir. Sonuç: Bu çalışmanın bir sonucu olarak, portfolyo değerlendirme yönteminin Sağlık hizmetleri meslek yüksekokulu öğrencilerinin eğitiminde alternatif bir değerlendirme aracı olarak kullanılabileceği tavsiye edilmektedir.
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  • Turkish

REFERENCES

References: 

1. Roberts, C., Newble, D., I., O’Rourke, A., J,. (2002). Portfolio-based assessments in medical education: are they valid and reliable for summative purposes? Medical Education, 36, 899–900.
2. Hall, D. (1992) Professional development portfolios for teachers and lecturers, British
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Journal of In Service Education, 18, 81- 86.
3. Challis, M. (1999). AMEE Medical Education Guide No. 11 (Revised): Portfolio-Based Learning and Assessment in Medical Education Medical Teacher, 21(4).
4. Davis, M.H., Friedman Ben David, M, Harden R.M., Howie, P., Ker, J., McGhee, C. Pippard, M.J.&Snadden, D. (2001) Portfolio assessment in medical students’ final examinations. Medical Teacher, 23, p. 357-366.
5. Martin-Kneip, G.O. (2000) Becoming a Better Teacher (Alexandria, VA, ASCD).
6. Friedman, M., Davis, M. H., Harden, R.M., Howie, P.W., Ker, J., Pippard, M. J. (2001). AMEE Medical Education Guide No. 24. Portfolios as a method of student assessment. Dundee: Association for Medical Education in Europe. Medical Teacher, 23, 535–51.
7. Stark, P., (2013) The Art of Portfolios. Scottish Universities Medical Journal, electronically published2:2.
8. Birgin, O., (2008) Alternatif Bir Değerlendirme Yöntemi Olarak Portfolyo Değerlendirme Uygulamasına İlişkin Öğrenci Görüşleri. Türk Eğitim Bilimleri Dergisi, 6(1): 1-24.
9. Aydın, F., Kocalar, O., (2014) Coğrafya Bölümü Öğrencilerinin Portfolyo Değerlendirmeye İlişkin Görüşleri. Marmara Coğrafya Dergisi, 30: 69-85.
10. Stiggins, R.J., (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-765.
11. Klenowski, V., (2000). Portfolios; promoting teaching. Assessment in Education, Police & Practice, 7(2), 215-236.
Add 1: Transcripts of the students’ opinion
1. “It made me take responsibility.”
2. “It got me to make it a habit of writing regularly.”
3. “Paper is wasted.”
4. “Portfolio contributed to my education.”
5. “You and I have seen what I have done in training.”
6. “It made me plan my day.”
7. “It helped me to become regular.”
8. “I thought about what else I could learn.”
9. “It allowed me to notice my deficiencies.”
10. “I understood what I had to do.”
11. “It allowed me to set goals when coming to the training.”
12. “I questioned the reason for not reaching my goal.”
13. “I tried to reach unreached goals in the following days.”
14. “We couldn’t convey everything we have done.”
15. “Writing is boring.”
16. “It made me plan my day.”
17. “Writing allowed me to reiterate what I have learned.”
18. “It was bothering unable to write patient data.
19. “It led me to realise what I have learned and what I haven’t.”
Tıp Eğitimi Dünyası / Ocak-Nisan 2016 / Sayı 45 34
20. “I planned what I would do.”
21. “I set goals.”
22. “It allowed me to learn.”
23. “It led me to think what I could learn new.”
24. “I had hard time for writing different objects every time.”
25. “Writing down the process made me stick in my mind.”
26. “It was boring to write the same thing every day.”
27. “It gave responsibility.”
28. “Regularity.”
29. “I had a hard time on what to write.”
30. “I learned by experience.”
31. “Writing down the process eased my learning.”
32. “I can compare my knowledge.”
33. “I had a hard time on writing down what I have done.”
34. “I improved in terms of writing.”
35. “I could easily be oblivious to if I hadn’t have to write.”
36. “It led me to rethink what I was doing at the moment.”
37. “I think I am doing the same things.”
38. “I had the opportunity to go back and look what I have done.”
39. “Writing down the process made me stick in my mind.”
40. “If we didn’t have to write a report, I would casually go to the hospital. It gave responsibility.”
41. “I gave attention the process because I would have write a report.”
42. “Daily writing allowed me to reiterate.”
43. “Writing down the process made me stick in my mind.”
44. “It led me to learn.”
45. “Writing a report for the portfolio refreshed my knowledge.”
46. “It helped us not to forget our knowledge.”
47. “It led me to realise my improvement.”
48. “It led me to see what I have done.”
49. “My writing skills have improved while writing a report.”

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