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Objective: Core curriculum describes the basic standard of medical education. In this study, we aimed to investigate primary care physicians' views on the minimum level of competency required in a general practitioner about skills listed in the National Core Curriculum for Undergraduate Medical Education-2014 (NCC-2014) and whether they feel competent in these skills. Methods: Between October 1, 2017 and September 1, 2018, 27652 primary care physicians who work in Turkey were surveyed about the skills listed in the NCC-2014. The participants rated the minimum competency for every skill on 0--4 level, and also stated whether they felt that the primary care physicians were competent. Results: 4117 (14.9%) participants answered entire questions. Out of 136 skills, "Level3-- Should be able to do the skill in cases which are frequent and not complex" was the most selected category for 123 (90.4%) skills, "Level2--Should be able to do the skill according to the guidelines in a state of emergency" was the most selected category for 10 (8.1%) skills, and "Level4--Should be able to do the skill even in complex cases" was the most selected category for 3 (2.2%) skills by participants. Conclusions: The participants are generally willing to perform skills, but according to them, some of the skills are complex. There are differences between the required competency levels in the NCC-2014 and the opinions of participants. Since physicians' views are important for curriculum development, medical curriculum developers around the world would benefit from findings of this study. [ABSTRACT FROM AUTHOR]

The aim of this research; to determine the level of "Table and Diagram Reading" skills performed by the students in terms of various variables in the fourth grade social studies course. The research is a descriptive study based on the screening model of quantitative research methods. The academic achievement test used as a data collection tool was developed by the researcher. As a result of the research, it was seen that the students' level of achievement of "Reading Table and Diagram" was slightly below the average level (= 9.96). In terms of variables, it was determined that the female students are more successful than the male students; the students of which the education level of the parents is higher are more successful than the other groups, the students who live in the city are more successful than the students who live in the village and those with high family income level (2500 TL or more) more successful than the students with low income (0-950). [ABSTRACT FROM AUTHOR]

Literature on digital divide has increasingly focused on new levels of divisions in recent years. This doesn't mean that studies on inequalities in access to information technologies (IT) or technology ownership aren't valid anymore. Yet, further research is needed in order to reveal the dynamics of deeper inequalities with respect to IT. For instance, in especially the case of developing countries such as Turkey, problems of first-level digital divide still exist even if some of them have been eliminated to some extent. Nevertheless, studies on digital divide emphasize that differences between people's skills and forms of using IT need more elaboration beyond. Relevant studies in Turkey are far from reflecting the underlined extension of literature. It is the purpose of the study to understand the relationships between the IT skills of people and the offline resources and activities, drawing on the potential of Bourdieuian cultural capital concept, and in parallel with the expansion and deepening of the related body of literature, employing the data of Adult Education Research conducted by TURKSTAT in 2012. The research particularly focuses on the relationships between variables such as individuals' education, parents' education, foreign language skills, reading habits, and cultural activities as well as the ability to use of IT. Multiple correspondence analysis was used as method of analysis. Consequently, it is observed there is a high connection between respondents' own level of education, their parents' schooling, and their IT skills. Those who have high schooling are in the same group with those who have advanced IT skills. Besides, what is valid for the variable of education is also valid for other variables of socio-economic status and cultural capital. This leads to the ultimate result of deepening digital inequalities that cannot be alleviated with classical measurements (overcoming ownership and access problems) as has been underlined by previous researches in the related literature. [ABSTRACT FROM AUTHOR]