Papers by S. Ayhan CALISKAN
The publication of health sciences theses in Turkey: A study of Ege University
Learned Publishing, 2020
This study aimed to determine the academic publication rate of health sciences graduate theses, a... more This study aimed to determine the academic publication rate of health sciences graduate theses, as well as the factors that influence researchers to publish. The study took place in Ege University Institute of Health Sciences, Turkey, and used a correlated research model to analyse both qualitative and quantitative data. We obtained data from 159 graduate students selected from 437 who graduated between 1 September 2009 and 31 August 2014. From this group, 76 of the theses were published as 141 items. Of these, 93 (66%) were journal articles, of which 51 (36.2%) were published in journals indexed by Science Citation Index (SCI)/SCI‐Expanded/Emerging Sources Citation Index (ESCI). In the multiple regression analysis, we found that employment in a university increased the probability of producing publications from theses by 8.54 times (odds ratio [OR], 95% confidence interval [CI] = 3.954–18.440) and that encouragement from a supervisor increased the same by 2.79 times (OR, 95% CI = 1.021–7.640). Reasons for not publishing their theses were classified into 11 items, of which thematic analysis showed that the most prominent reasons were lack of time (n = 18, 24.3%) and workload (n = 15, 20.2%). This suggests that interventions targeting these two factors may result in increased publication of theses.
The publication of health sciences theses in Turkey: A study of Ege University
Learned Publishing, 2020
This study aimed to determine the academic publication rate of health sciences graduate theses, a... more This study aimed to determine the academic publication rate of health sciences graduate theses, as well as the factors that influence researchers to publish. The study took place in Ege University Institute of Health Sciences, Turkey, and used a correlated research model to analyse both qualitative and quantitative data. We obtained data from 159 graduate students selected from 437 who graduated between 1 September 2009 and 31 August 2014. From this group, 76 of the theses were published as 141 items. Of these, 93 (66%) were journal articles, of which 51 (36.2%) were published in journals indexed by Science Citation Index (SCI)/SCI‐Expanded/Emerging Sources Citation Index (ESCI). In the multiple regression analysis, we found that employment in a university increased the probability of producing publications from theses by 8.54 times (odds ratio [OR], 95% confidence interval [CI] = 3.954–18.440) and that encouragement from a supervisor increased the same by 2.79 times (OR, 95% CI = 1.021–7.640). Reasons for not publishing their theses were classified into 11 items, of which thematic analysis showed that the most prominent reasons were lack of time (n = 18, 24.3%) and workload (n = 15, 20.2%). This suggests that interventions targeting these two factors may result in increased publication of theses.
Tıp Eğitimi Dünyası, 2021
Son yıllarda sağlık eğitiminin önde gelen hedeflerinden biri de öğrencilere yaşam boyu öğrenme be... more Son yıllarda sağlık eğitiminin önde gelen hedeflerinden biri de öğrencilere yaşam boyu öğrenme becerilerini kazandırmaktır. Yaşam boyu öğrenen olma ve sürekli öğrenme arzusu, yaşam boyu öğrenme bağlamının merkezinde yer aldığı varsayıldığında, bireyin kişisel, sosyal veya meslek yaşantısında göstereceği potansiyel davranışı kestirmeye çalışmak önemlidir. Bu çalışmanın amacı sağlık bilimleri alanında yükseköğretim düzeyinde öğrenim gören öğrencilerin yaşam boyu öğrenme tutumlarını, doğrudan sağlık alanına özgü bir bağlamda ölçebilen geçerli ve güvenilir bir ölçme aracı geliştirmektir. Yöntem: Ölçeğin madde havuzu oluşturulurken; alanyazından, benzer ölçeklerden ve ilgili alanlarda öğrenim gören öğrencilerle yapılan derinlemesine görüşmelerinden yararlanılmıştır.. Bu bağlamda oluşturulan 41 maddelik taslak ölçek görünüş geçerliği için Ege Üniversitesi Sağlık Bilimleri Enstitüsü'nde lisansüstü eğitim gören 28 kişilik bir gruba pilot olarak uygulanmıştır. Bu taslak ölçek Ege Üniversitesi Sağlık Bilimleri Enstitüsü ve Süleyman Demirel Üniversitesi Tıp, Diş Hekimliği, Eczacılık ve Sağlık Bilimleri Fakültesi öğrencilerine (n=555) uygulanmış ve elde edilen veriler ile açımlayıcı faktör analizi (AFA) yapılmıştır. AFA ile ortaya çıkan beş faktörlü 23 maddelik ölçek, doğrulayıcı faktör analizi (DFA) için Celal Bayar Üniversitesi Tıp ve Sağlık Bilimleri Fakültesi öğrencilerine (n=253) uygulanarak modelin benzer örneklemlerde gösterdiği uyum değerlendirilmiştir. Bulgular: Ölçekte, belirlenen yapıyı ölçmeye yapısal olarak elverişli olduğu saptanan beş faktör ortaya çıkmıştır. Toplam varyansın %59,74'ünü açıklayan 23 maddenin faktör yükleri, 0,849 ile 0,421 aralığında, ortak varyans değerleri ise 0,611 ile 0,360 aralığında değişmektedir. Ölçeğin genel iç tutarlılık katsayısı 0,911 olup alt %27 ve üst %27 grupları arasında istatistiksel olarak anlamlı düzeyde farklılık görülmüştür (p<0,001). DFA sonucunda modelin, tüm uyum indekslerinin ideal uyum aralıklarında olduğ saptanmıştır (χ²/
Tıp Eğitimi Dünyası, 2021
Son yıllarda sağlık eğitiminin önde gelen hedeflerinden biri de öğrencilere yaşam boyu öğrenme be... more Son yıllarda sağlık eğitiminin önde gelen hedeflerinden biri de öğrencilere yaşam boyu öğrenme becerilerini kazandırmaktır. Yaşam boyu öğrenen olma ve sürekli öğrenme arzusu, yaşam boyu öğrenme bağlamının merkezinde yer aldığı varsayıldığında, bireyin kişisel, sosyal veya meslek yaşantısında göstereceği potansiyel davranışı kestirmeye çalışmak önemlidir. Bu çalışmanın amacı sağlık bilimleri alanında yükseköğretim düzeyinde öğrenim gören öğrencilerin yaşam boyu öğrenme tutumlarını, doğrudan sağlık alanına özgü bir bağlamda ölçebilen geçerli ve güvenilir bir ölçme aracı geliştirmektir. Yöntem: Ölçeğin madde havuzu oluşturulurken; alanyazından, benzer ölçeklerden ve ilgili alanlarda öğrenim gören öğrencilerle yapılan derinlemesine görüşmelerinden yararlanılmıştır.. Bu bağlamda oluşturulan 41 maddelik taslak ölçek görünüş geçerliği için Ege Üniversitesi Sağlık Bilimleri Enstitüsü'nde lisansüstü eğitim gören 28 kişilik bir gruba pilot olarak uygulanmıştır. Bu taslak ölçek Ege Üniversitesi Sağlık Bilimleri Enstitüsü ve Süleyman Demirel Üniversitesi Tıp, Diş Hekimliği, Eczacılık ve Sağlık Bilimleri Fakültesi öğrencilerine (n=555) uygulanmış ve elde edilen veriler ile açımlayıcı faktör analizi (AFA) yapılmıştır. AFA ile ortaya çıkan beş faktörlü 23 maddelik ölçek, doğrulayıcı faktör analizi (DFA) için Celal Bayar Üniversitesi Tıp ve Sağlık Bilimleri Fakültesi öğrencilerine (n=253) uygulanarak modelin benzer örneklemlerde gösterdiği uyum değerlendirilmiştir. Bulgular: Ölçekte, belirlenen yapıyı ölçmeye yapısal olarak elverişli olduğu saptanan beş faktör ortaya çıkmıştır. Toplam varyansın %59,74'ünü açıklayan 23 maddenin faktör yükleri, 0,849 ile 0,421 aralığında, ortak varyans değerleri ise 0,611 ile 0,360 aralığında değişmektedir. Ölçeğin genel iç tutarlılık katsayısı 0,911 olup alt %27 ve üst %27 grupları arasında istatistiksel olarak anlamlı düzeyde farklılık görülmüştür (p<0,001). DFA sonucunda modelin, tüm uyum indekslerinin ideal uyum aralıklarında olduğ saptanmıştır (χ²/
BMC Medical Education, 2021
Background It is unlikely that applications of artificial intelligence (AI) will completely repla... more Background It is unlikely that applications of artificial intelligence (AI) will completely replace physicians. However, it is very likely that AI applications will acquire many of their roles and generate new tasks in medical care. To be ready for new roles and tasks, medical students and physicians will need to understand the fundamentals of AI and data science, mathematical concepts, and related ethical and medico-legal issues in addition with the standard medical principles. Nevertheless, there is no valid and reliable instrument available in the literature to measure medical AI readiness. In this study, we have described the development of a valid and reliable psychometric measurement tool for the assessment of the perceived readiness of medical students on AI technologies and its applications in medicine. Methods To define medical students’ required competencies on AI, a diverse set of experts’ opinions were obtained by a qualitative method and were used as a theoretical frame...
BMC Medical Education, 2021
Background It is unlikely that applications of artificial intelligence (AI) will completely repla... more Background It is unlikely that applications of artificial intelligence (AI) will completely replace physicians. However, it is very likely that AI applications will acquire many of their roles and generate new tasks in medical care. To be ready for new roles and tasks, medical students and physicians will need to understand the fundamentals of AI and data science, mathematical concepts, and related ethical and medico-legal issues in addition with the standard medical principles. Nevertheless, there is no valid and reliable instrument available in the literature to measure medical AI readiness. In this study, we have described the development of a valid and reliable psychometric measurement tool for the assessment of the perceived readiness of medical students on AI technologies and its applications in medicine. Methods To define medical students’ required competencies on AI, a diverse set of experts’ opinions were obtained by a qualitative method and were used as a theoretical frame...
Computer-Mediated Learning for Workforce Development, 2018
Currently, technology is used for various purposes in every aspect of life. One of these areas is... more Currently, technology is used for various purposes in every aspect of life. One of these areas is the field of education, which has an important role in advancing the technologies. Educators often desire to concentrate on their own courses or fields. However, the changing perception of the students and the technologies they are interested in are necessitating educators to follow technological innovations and developments in instructional technologies. The objective of this chapter is to attract attention to some of the global virtual, augmented, and mobile applications that are currently utilized within the medical learning arena. The authors also address technologies that aim to train human resources in health and other fields. The chapter illuminates the use of virtual, augmented, and mobile learning environments via their use in health education.
Computer-Mediated Learning for Workforce Development, 2018
Currently, technology is used for various purposes in every aspect of life. One of these areas is... more Currently, technology is used for various purposes in every aspect of life. One of these areas is the field of education, which has an important role in advancing the technologies. Educators often desire to concentrate on their own courses or fields. However, the changing perception of the students and the technologies they are interested in are necessitating educators to follow technological innovations and developments in instructional technologies. The objective of this chapter is to attract attention to some of the global virtual, augmented, and mobile applications that are currently utilized within the medical learning arena. The authors also address technologies that aim to train human resources in health and other fields. The chapter illuminates the use of virtual, augmented, and mobile learning environments via their use in health education.
Gastroenterology, 2013
H. pylori). Mean age of those included was 10.6 ± 3.2 years. 16 (57.1%) were female. 18 (64.3%) w... more H. pylori). Mean age of those included was 10.6 ± 3.2 years. 16 (57.1%) were female. 18 (64.3%) were Caucasian, 7 (25%) were Hispanic, 2 (7.1%) were Black, and 1 (3.6%) was Asian. 15 (53.6%) were found to have at least one abnormally low disaccharidase level, all of whom at least were found to have lactase deficiency. Six (21.4%) were found to have additional disaccharidase deficiencies, with 3 having low levels of all measured disaccharidases, 1 having low levels in three of the four (excluding maltase), and 2 having both lactase and either glucoamylase or maltase deficiencies. In total, 15 (53.6%) children had low lactase levels, 4 (14.3%) had low sucrase, 5 (17.9%) had low maltase, and 4 (14.3%) had low glucoamylase activity. Age, gender, and race/ethnicity were not associated with presence or absence of a disaccharidase deficiency. Similarly, gastrointestinal symptoms were not significantly associated with presence or absence of a disaccharidase deficiency, though there was a trend for increased satiety being associated with presence of a deficiency (P=.07). Conclusion: In this pilot study, a large number of children with recurrent abdominal pain undergoing esophagogastroduodenoscopy were prospectively found to have a disaccharidase deficiency. Clinical characteristics were not able to distinguish those with or without a disaccharidase deficiency.
Gastroenterology, 2013
H. pylori). Mean age of those included was 10.6 ± 3.2 years. 16 (57.1%) were female. 18 (64.3%) w... more H. pylori). Mean age of those included was 10.6 ± 3.2 years. 16 (57.1%) were female. 18 (64.3%) were Caucasian, 7 (25%) were Hispanic, 2 (7.1%) were Black, and 1 (3.6%) was Asian. 15 (53.6%) were found to have at least one abnormally low disaccharidase level, all of whom at least were found to have lactase deficiency. Six (21.4%) were found to have additional disaccharidase deficiencies, with 3 having low levels of all measured disaccharidases, 1 having low levels in three of the four (excluding maltase), and 2 having both lactase and either glucoamylase or maltase deficiencies. In total, 15 (53.6%) children had low lactase levels, 4 (14.3%) had low sucrase, 5 (17.9%) had low maltase, and 4 (14.3%) had low glucoamylase activity. Age, gender, and race/ethnicity were not associated with presence or absence of a disaccharidase deficiency. Similarly, gastrointestinal symptoms were not significantly associated with presence or absence of a disaccharidase deficiency, though there was a trend for increased satiety being associated with presence of a deficiency (P=.07). Conclusion: In this pilot study, a large number of children with recurrent abdominal pain undergoing esophagogastroduodenoscopy were prospectively found to have a disaccharidase deficiency. Clinical characteristics were not able to distinguish those with or without a disaccharidase deficiency.
Assessing medical student competency in communication in the pre-clinical phase: Objective structured video exam and SP exam
Patient Education and Counseling, 2012
The aim of our study was to present the structure, process and results of the objective structure... more The aim of our study was to present the structure, process and results of the objective structured video exam and One-Station standardized patient exam that have been used to assess second year medical students&amp;amp;amp;amp;#39; communication skills. Scores of 1137 students between the years 2007 and 2010 were analyzed. Means and standard deviations were calculated for scores and ratings. Internal consistency was assessed using Cronbach&amp;amp;amp;amp;#39;s alpha coefficient. To analyze reliability and generalizability, multivariate generalizability theory was employed. Students&amp;amp;amp;amp;#39; total and item scores on the objective structured video exam (60.5-68.8) were lower than on the One-Station standardized patient exam (90.4-96.6). Internal consistencies of both exams were moderate. Generalizability analysis and D-study results showed that both the objective structured video exam and the One-Station standardized patient exam need improvement. Both exams need measures to improve them, such as increasing the number of video cases or stations, and further standardization of raters. This study might encourage medical teachers to consider assessing validity and reliability of written and performance exams on the basis of generalizability theory, and to find out feasible actions to improve assessment procedures by conducting a D-study.
Assessing medical student competency in communication in the pre-clinical phase: Objective structured video exam and SP exam
Patient Education and Counseling, 2012
The aim of our study was to present the structure, process and results of the objective structure... more The aim of our study was to present the structure, process and results of the objective structured video exam and One-Station standardized patient exam that have been used to assess second year medical students&amp;amp;amp;amp;#39; communication skills. Scores of 1137 students between the years 2007 and 2010 were analyzed. Means and standard deviations were calculated for scores and ratings. Internal consistency was assessed using Cronbach&amp;amp;amp;amp;#39;s alpha coefficient. To analyze reliability and generalizability, multivariate generalizability theory was employed. Students&amp;amp;amp;amp;#39; total and item scores on the objective structured video exam (60.5-68.8) were lower than on the One-Station standardized patient exam (90.4-96.6). Internal consistencies of both exams were moderate. Generalizability analysis and D-study results showed that both the objective structured video exam and the One-Station standardized patient exam need improvement. Both exams need measures to improve them, such as increasing the number of video cases or stations, and further standardization of raters. This study might encourage medical teachers to consider assessing validity and reliability of written and performance exams on the basis of generalizability theory, and to find out feasible actions to improve assessment procedures by conducting a D-study.
Medical Teacher, 2006
Rationale: Although the Basic Life Support (BLS) ability of a medical student is a crucial compet... more Rationale: Although the Basic Life Support (BLS) ability of a medical student is a crucial competence, poor BLS training programs have been documented worldwide. Better training designs are needed. This study aims to share detailed descriptions and the test results of two cognitive-constructivist training models for the BLS skills in the first year of medical curriculum. Method: A BLS skills training module was implemented in the first year curriculum in the course of 6 years (1997-2003). The content was derived from the European Resuscitation Council Guidelines. Initially, a competence-based model was used and was upgraded to a cognitive apprenticeship model in 2000. The main performance-content type that was expected at the end of the course was: competent application of BLS procedures on manikins and peers at an OSCE as well as 60% achievement in a test consisting of 25 MCQ items. A retrospective cohort survey design using exam results and a self-completed anonymous student ratings' questionnaire were used in order to test models. Results: Training time for individual students varied from 21 to 29 hours. One thousand seven hundred and sixty students were trained. Fail rates were very low (1.0-2.2%). The students were highly satisfied with the module during the 6 years. Conclusion: In the first year of the medical curriculum, a competence-based or cognitive apprenticeship model using cognitive-constructivist designs of skills training with 9 hours theoretical and 12-20 hours long practical sessions took place in groups of 12-17 students; medical students reached a degree of competence to sufficiently perform BLS skills on the manikins and their peers. The cognitive-constructivist designs for skills training are associated with high student satisfaction. However, the lack of controls limits the extrapolation of this conclusion. * This manuscript has been presented as a Master Thesis for University of Maastricht MHPE program.
Medical Teacher, 2006
Rationale: Although the Basic Life Support (BLS) ability of a medical student is a crucial compet... more Rationale: Although the Basic Life Support (BLS) ability of a medical student is a crucial competence, poor BLS training programs have been documented worldwide. Better training designs are needed. This study aims to share detailed descriptions and the test results of two cognitive-constructivist training models for the BLS skills in the first year of medical curriculum. Method: A BLS skills training module was implemented in the first year curriculum in the course of 6 years (1997-2003). The content was derived from the European Resuscitation Council Guidelines. Initially, a competence-based model was used and was upgraded to a cognitive apprenticeship model in 2000. The main performance-content type that was expected at the end of the course was: competent application of BLS procedures on manikins and peers at an OSCE as well as 60% achievement in a test consisting of 25 MCQ items. A retrospective cohort survey design using exam results and a self-completed anonymous student ratings' questionnaire were used in order to test models. Results: Training time for individual students varied from 21 to 29 hours. One thousand seven hundred and sixty students were trained. Fail rates were very low (1.0-2.2%). The students were highly satisfied with the module during the 6 years. Conclusion: In the first year of the medical curriculum, a competence-based or cognitive apprenticeship model using cognitive-constructivist designs of skills training with 9 hours theoretical and 12-20 hours long practical sessions took place in groups of 12-17 students; medical students reached a degree of competence to sufficiently perform BLS skills on the manikins and their peers. The cognitive-constructivist designs for skills training are associated with high student satisfaction. However, the lack of controls limits the extrapolation of this conclusion. * This manuscript has been presented as a Master Thesis for University of Maastricht MHPE program.
BMC Medical Education, 2021
Background: It is unlikely that applications of artificial intelligence (AI) will completely repl... more Background: It is unlikely that applications of artificial intelligence (AI) will completely replace physicians. However, it is very likely that AI applications will acquire many of their roles and generate new tasks in medical care. To be ready for new roles and tasks, medical students and physicians will need to understand the fundamentals of AI and data science, mathematical concepts, and related ethical and medico-legal issues in addition with the standard medical principles. Nevertheless, there is no valid and reliable instrument available in the literature to measure medical AI readiness. In this study, we have described the development of a valid and reliable psychometric measurement tool for the assessment of the perceived readiness of medical students on AI technologies and its applications in medicine. Methods: To define medical students' required competencies on AI, a diverse set of experts' opinions were obtained by a qualitative method and were used as a theoret...
Students' Opinions on Communication Skills Training in Second Year Curriculum (EGE ÜNİVERSİTESİ TIP FAKÜLTESİ İKİNCİ SINIF EĞİTİM PROGRAMINDAKİ İLETİŞİM BECERİLERİ EĞİTİMİNİN ÖĞRENCİ BAKIŞ AÇISIYLA DEĞERLENDİRİLMESİ)
Background: This study aims to evaluate second year students’ opinions of communication skills tr... more Background: This study aims to evaluate second year students’ opinions of communication skills training in Ege University Faculty of Medicine. Study results were used in curriculum improvement process of existing communication skills training program. Methods: 179 (70,7%) second year students participated to this study at the 2005-2006 academic year. Data were collected by a form consisting two open ended questions about “education method and content”. Qualitative data analysis steps were followed and gathered themes were compared with and embedded to Kern’s curriculum development steps, in order to be used as a guide for further programme improvement. Results: Eight themes gathered from data were; student satisfaction, program convenience, education method, education material, trainers, education content, education organization, and suggestions Conclusion: While providing communication skills training, students should be encouraged to active participation; course content should be ...
Background: This study aims to evaluate second year students’ opinions of communication skills tr... more Background: This study aims to evaluate second year students’ opinions of communication skills training in Ege University Faculty of Medicine. Study results were used in curriculum improvement process of existing communication skills training program. Methods: 179 (70,7%) second year students participated to this study at the 2005-2006 academic year. Data were collected by a form consisting two open ended questions about “education method and content”. Qualitative data analysis steps were followed and gathered themes were compared with and embedded to Kern’s curriculum development steps, in order to be used as a guide for further programme improvement. Results: Eight themes gathered from data were; student satisfaction, program convenience, education method, education material, trainers, education content, education organization, and suggestions Conclusion: While providing communication skills training, students should be encouraged to active participation; course content should be ...
Learned Publishing, 2020
This study aimed to determine the academic publication rate of health sciences graduate theses, a... more This study aimed to determine the academic publication rate of health sciences graduate theses, as well as the factors that influence researchers to publish. The study took place in Ege University Institute of Health Sciences , Turkey, and used a correlated research model to analyse both qualitative and quantitative data. We obtained data from 159 graduate students selected from 437 who graduated between 1 September 2009 and 31 August 2014. From this group, 76 of the theses were published as 141 items. Of these, 93 (66%) were journal articles, of which 51 (36.2%) were published in journals indexed by Science Citation Index (SCI)/SCI-Expanded/Emerging Sources Citation Index (ESCI). In the multiple regression analysis, we found that employment in a university increased the probability of producing publications from theses by 8.54 times (odds ratio [OR], 95% confidence interval [CI] = 3.954-18.440) and that encouragement from a supervisor increased the same by 2.79 times (OR, 95% CI = 1.021-7.640). Reasons for not publishing their theses were classified into 11 items, of which thematic analysis showed that the most prominent reasons were lack of time (n = 18, 24.3%) and workload (n = 15, 20.2%). This suggests that interventions targeting these two factors may result in increased publication of theses.
The aim of our study was to present the structure, process and results of the objective structure... more The aim of our study was to present the structure, process and results of the objective structured video exam and One-Station standardized patient exam that have been used to assess second year medical students’ communication skills.Scores of 1137 students between the years 2007 and 2010 were analyzed. Means and standard deviations were calculated for scores and ratings. Internal consistency was assessed using Cronbach's alpha coefficient. To analyze reliability and generalizability, multivariate generalizability theory was employed.Students’ total and item scores on the objective structured video exam (60.5–68.8) were lower than on the One-Station standardized patient exam (90.4–96.6). Internal consistencies of both exams were moderate. Generalizability analysis and D-study results showed that both the objective structured video exam and the One-Station standardized patient exam need improvement.Both exams need measures to improve them, such as increasing the number of video cases or stations, and further standardization of raters.This study might encourage medical teachers to consider assessing validity and reliability of written and performance exams on the basis of generalizability theory, and to find out feasible actions to improve assessment procedures by conducting a D-study.
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Papers by S. Ayhan CALISKAN