Psychological Changes of Music and Fine Arts Students in the Education Process: A Comparative Longitudinal Study.

Background: This study aimed to determine the changes in psychological distress, anxiety, and depressive symptoms in students from the fine arts faculty in the first 2 years of their education in Turkey, in comparison with students from other faculties, and to reveal the causes of psychological distress, anxiety, and depression in fine arts students.

Methods: The General Health Questionnaire (GHQ-12), Beck Depression Inventory (BDI), and Spielberger State-Trait Anxiety Inventory (STAI) were applied to students from Faculty of Fine Arts and the Faculties of Economics and Sport Sciences (controls) in the first week of the 2017-2018 academic year. Students also completed a questionnaire measuring their possible stressful life events (at timepoint T1).

Depression and Psychological Distress in Medical Students, A Prospective Study.

Introduction: The aim of the study is to determine the changes in psychological distress and depressive symptoms of medical students in the first two years of their education process, in comparison with other faculty students.

Methods: All first-year students in the Faculties of Medicine, Economics and Sport Sciences were asked to fill out a detailed self-reported questionnaire aimed at measuring possible stressful life events and habits, General Health Questionnaire (GHQ-12), Beck Depression Inventory (BDI) during the first week of their first semester in 2017-2018. This process was repeated to the same students again in the second year, and the change was examined prospectively.

Operating Room Educational Climate Scale for Surgical Specialty Residents: Scale Development and Validation.

Aim: To develop a scale in Turkish language for evaluating the surgical specialty residents? perceptions of educational climate in the operating room, with an emphasis on learning in the operating suite and planning the relevant change for improved and standardized training.

Material And Methods: Three surgeons from different disciplines provided expert opinions and a focus group meeting was held on the necessity, scope, and specificity of the items. The 5-point Likert type draft scale consisted of 28 items including ten negative statements scored reversely and having total scores ranging between 28-140 points.

A Study on the Use of Massive Open Online Courses in Otorhinolaryngology After Graduation.

Objective: The use of massive open online courses (MOOCs) in medical education and postgraduate education is becoming more and more widespread across the world. A survey study was carried out in Turkey to collect information and raise awareness about the use of MOOCs for educational and training purposes in the field of otorhinolaryngology after graduation.

Method: The prepared survey questionnaire was published on the online communication platform of the Turkish Otorhinolaryngology-Head and Neck Surgery Association, and volunteers were asked to fill-out the questionnaire by clicking the given link.

Nationwide content analysis of undergraduate obstetrics and gynaecology clinical curricula in Turkish medical schools.

The aim was to perform a document content analysis of the subject titles in the undergraduate obstetrics and gynaecology (OG) curricula in Turkish medical schools regarding the National Core Curriculum revised in 2014 (NCC-2014). Two mini-focus group discussions with four voluntary OG faculty members in each session and one of the authors as the moderator were employed within a 1-week time frame to identify the primary (n = 36) and secondary (n = 15) NCC-2014 OG titles that were then compared for the alignment with the curricula of the various medical schools published on their website. The internet search and data analyses were each completed within 3 months.

Do learning approaches of medical students affect their satisfaction with problem-based learning?

The aim of this research was to determine the satisfaction of medical students with problem-based learning (PBL) and their approaches to learning to investigate the effect of learning approaches on their levels of satisfaction. The study group was composed of medical students from three different universities, which apply PBL at different levels in their curricula. The revised two-factor study process survey was applied to the study group to determine their approaches to learning as "deep" or "surface" learning.

Learning styles of medical students change in relation to time.

The aim of the present study was to investigate if any changes exist in the learning styles of medical students over time and in relation to different curriculum models with these learning styles. This prospective cohort study was conducted in three different medical faculties, which implement problem-based learning (PBL), hybrid, and integrated curriculum models. The study instruments were Kolb's Learning Style Inventory (LSI) and a questionnaire describing the students' demographic characteristics.

Ways of coping as predictors of satisfaction with curriculum and academic success in medical school.

The purpose of the present study was to determine the coping strategies of medical students and to investigate the effects of coping strategies on student satisfaction and academic achievement with different instruction methods. A total of 152 medical students was followed throughout the first 2 yr of medical education between 2008 and 2010. Students completed a sociodemographic questionnaire and revised form of the Ways of Coping questionnaire both at the beginning of the first year and at the end of the second year.

Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?

The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.

[E-learning and problem based learning integration in cardiology education].

Objective: The aim of this study was to determine students' satisfaction with an e-learning environment which is developed to support classical problem-based learning (PBL) in medical education and its effect on academic achievement.

Methods: In this cross-sectional study, students were provided with a web-based learning environment including learning materials related to objectives of the subject of PBL module, which could be used during independent study period. The study group comprised of all of the second year students (164 students) of Akdeniz University, Medical Faculty, during 2007-2008 education period.

Comparison of knowledge scores of medical students in problem-based learning and traditional curriculum on public health topics.

Background: The purpose of the study was to compare the knowledge scores of medical students in Problem-based Learning and traditional curriculum on public health topics.

Methods: We planned a cross-sectional study including the fifth and sixth year medical students of Dokuz Eylul University in Turkey. The fifth year students (PBL group, n = 56) were the pioneers educated with PBL curriculum since the 1997-1998 academic year.