Comparison of classical and distance histology education taken by daytime and evening education students of health services at a vocational high school

Comparison of classical and distance histology education

Authors

Keywords:

histology education, daytime (formal) education, distance education, evening education

Abstract

Background/Aim: Distance education applications can improve histology education. This study aimed to compare the classical and distance histology education given to the daytime and evening education students of the Health Services Vocational High School Medical Laboratory Techniques course. The students’ academic achievement, motivation, and mood were compared.

Methods: The students (n=134) that participated in the study were divided into four groups. The daytime and evening education students to whom the classical education model was applied were identified as the control group (Groups 1 and 3). The daytime and evening education students who received distance education were identified as the experimental group (Groups 2 and 4). Before and after the study, a pretest and posttest, the State-Trait Anxiety Inventory, and the Academic Motivation Scale were applied to the students who received nervous system histology education.

Results: The state-trait anxiety scores did not differ significantly according to the groups (P>0.05). The state anxiety scores obtained after the posttest were significantly lower than the state anxiety scores obtained before the pretest. According to the Academic Motivation Scale scores, the extrinsic motivation - external regulation subscale was significantly lower in Group 3 compared to the other groups (P<0.05). For the knowledge test results, there was a significant difference between the pretest and posttest scores in all groups, and the mean posttest scores were higher than the mean pretest scores. The posttest score of the daytime education face-to-face group (Classical education, Group 1) was significantly higher than the other groups (P=0.011).

Conclusion: In our study, the daytime education face-to-face group was the most effective among the different teaching styles and training methods in nervous system histology education. Our finding that the efficiency of distance education applications was not as high as face-to-face education suggests that such digital applications require further optimization. The lower success rates observed in the evening education groups can be increased by integrating face-to-face and distance education.

Downloads

Download data is not yet available.

References

Ataş H, Gündüz S. Digital Transformation with its Economic and Social Dimensions. Digital Transformation in Higher Education. In: Çelik İE, eds. Ankara: Gazi Bookstore; 2019. pp. 1-28.

Kahramanoğlu R, Ay Y. Examination of the Primary Teacher Candidates’ Special Field Competence Perceptions as to Different Variables. TLCE. 2013;2(2):285-301. DOI: https://doi.org/10.7884/teke.149

Doğan Y, Özçakmak H. Evaluation Of Pre-Service Turkish Language Teachers’ Summarizing Skills For The Texts Listened. Mustafa Kemal University Journal of Social Sciences Institute. 2015;11(28):153-76.

Tanrıogen A, Baştürk R. Opinions of evening course student on the evening education program. Pamukkale University Journal of Education. 2005;18(18):51-9.

Taş F. Health sciences students’ viewpoint on innovative approaches in histology courses. J Surg Med. 2022;6(12):981-5. DOI: https://doi.org/10.28982/josam.7581

Cheng X, Chan LK, Li H, Yang X. Histology and embryology education in China: the current situation and changes over the past 20 years. Anat. Sci. Educ. 2020;13(6):759-68. DOI: https://doi.org/10.1002/ase.1956

Taş F, Yılmaz M, Erdemci F, Aşır F, Deveci E. Examining the long-term effects of COVID-19 on the umbilical cord. JHSM. 2022;5(5):1371-7. DOI: https://doi.org/10.32322/jhsm.1138691

Güneş S, Bolatlı G, Taş F, Üyüklü M. Views Of Physicians On The Persistence And Efficiency Of Basic Medical Sciences Education. Gevher Nesibe Journal of Medical & Health Sciences. 2021;6(15):65-72. DOI: https://doi.org/10.46648/gnj.282

Saverino D, Marcenaro E, Zarcone D. Teaching histology and anatomy online during the COVID‐19 pandemic. Clin Anat. 2022;35(1):129-34. DOI: https://doi.org/10.1002/ca.23806

Eşrefoğlu M. General Histology. 2nd ed. Istanbul Medical Bookstore; 2016. pp. 305-38.

Faul F, Erdfelder E, Lang AG, Buchner A. G* Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behav. Res. Methods. 2007;39(2):175-91. DOI: https://doi.org/10.3758/BF03193146

Öner N, LeCompte A. The handbook of the state-trait anxiety inventory. İstanbul: Bogazici Publications; 1983. pp. 26-42.

Vallerand RJ, Pelletier LG, Blais, MR, Briere NM, Senecal C, Vallieres EF. The Academic Motivation Scale: A measure of intrinsic, extrinsic, and a motivation in education. Educ Psychol Meas. 1992;52(4):1003-17. DOI: https://doi.org/10.1177/0013164492052004025

Karagüven M, Ünal H. The Adaptation of Academic Motivation Scale to Turkish. Educ. Sci. Theory Pract. 2012;12(4):2599-620. DOI: https://doi.org/10.1037/t71717-000

Ertek IE, Özkan S, Candansayar S, İlhan MN. Stress, Burn-Out and Depression in Medical Students. Gazi Journal of Health Sciences. 2020;5(1):10-20.

Vural PI, Korpe G. Kadın sağlığı ve hastalıkları hemşireliği uygulamasında öğrencilerin baş etme yöntemleri sınav kaygısını etkiler mi? Van Med. J. 2020;27(2):118-24.

Geylani M, Yıldız CÇ. Development of “Future Anxiety Scale in University Students”: Validity and Reliability Study. JHVS. 2022;10(1):284-300.

Sakaoğlu HH, Orbatu D, Emiroglu M, Çakır Ö. Spielberger State and Trait Anxiety Level in Healthcare Professionals During the Covid-19 Outbreak: A Case of Tepecik Hospital. Journal of Tepecik Education and Research Hospital. 2020;30(2):1-9. DOI: https://doi.org/10.5222/terh.2020.56873

Kuzay D. Effects Of Depression On Family-Friend Relationship And Academic Success In Medical Faculty, Health High School And Vocational Health High School. AUHSJ. 2019;4:576-80.

Uyulgan MA, Akkuzu N. An Overview of Student Teachers’ Academic Intrinsic Motivation. Educ. Sci. Theory Pract. 2014;14(1):24-32. DOI: https://doi.org/10.12738/estp.2014.1.2013

Terlemez B, Şahin D, Dilek F. Opinions of health services vocational school students at Namık Kemal university academic motivation levels. Pamukkale j. eurasian socioecon. stud. 2015;2(2):67-78. DOI: https://doi.org/10.5505/pjess.2015.09797

Moneta GB, Siu CMY. Trait İntrinsic And Extrinsic Motivations, Academic Performance, And Creativity İn Hong Kong College Students. J. Coll. Stud. Dev. 2002;43: 664-83.

Lepper RM, Corpus JH, Iyengar SS. Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates. J. Educ. Psychol. 2005; 97(2):184-96. DOI: https://doi.org/10.1037/0022-0663.97.2.184

Çınar NF. Evaluation of The Future Problem of Secondary Education in Public Universities Vocational Schools In Turkey. Bilge International Journal of Social Research. 2018;2(1):21-5.

Aydın S. Examining the level of success in learning English as a second language according to some variables. Journal of Graduate School of Social Sciences. 2006;8(2):273-85.

Bolatlı G, Taş F. Student opinions about the training set consists of smart interactive mockups and application program used in anatomy and histology education. EJOSAT. 2023;(46):90-7. DOI: https://doi.org/10.31590/ejosat.1217012

Keskin M, Derya O. Evaluation of Students’ Feedbacks on Web-Based Distance Education in the COVID-19 Process. Izmir Katip Celebi University Faculty of Health Sciences Journal. 2020;5(2):59-67.

Erbeke E, Bolatli G. The Effect of Mobile Learning in Anatomy Education on Learning Skills and Motivation of Students: Systematic Review. EJOSAT. 2022;(41):269-84.

Taş F, Bolatlı G. A new model in medicine education: smart model education set. Surg Radiol Anat. 2022;1-9. DOI: https://doi.org/10.21203/rs.3.rs-1525641/v1

Hizay A, Şenol Y. Evaluation of Traditional and Online Anatomy Teaching of Medical Students in the Covid 19 Pandemic. World of Medical Education. 2022;21(65):5-17.

Jilg A, Bechstein P, Saade A, Dick M, Li TX, Tosini G, et al. melatonin modulates daytime‐dependent synaptic plasticity and learning efficiency. Journal of pineal research. 2019;66(3):e12553. DOI: https://doi.org/10.1111/jpi.12553

Bahşi İ, Çetkin M, Kervancıoğlu P, Orhan M, Ayan H, Sayın S. Evaluation of the efficiency of the medical faculty courses, the way they are taught and the attendance control of the students. J. Gen. Med. 2018;28(3):89-95. DOI: https://doi.org/10.15321/GenelTipDer.2018343480

Chi M, Wang N, Wu Q, Cheng M, Zhu C, Wang X, et al. Implementation of the Flipped Classroom Combined with Problem-Based Learning in a Medical Nursing Course: A Quasi-Experimental Design. Healthcare. 2022;10(12):2572. DOI: https://doi.org/10.3390/healthcare10122572

Downloads

Published

2023-02-11

Issue

Section

Research Article

How to Cite

1.
Taş F, Erdemci F. Comparison of classical and distance histology education taken by daytime and evening education students of health services at a vocational high school: Comparison of classical and distance histology education. J Surg Med [Internet]. 2023 Feb. 11 [cited 2024 Feb. 28];7(2):144-50. Available from: https://jsurgmed.com/article/view/7707