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Objective: We aimed to explain the details of the “We, as well, are in the Fight Against Novel Coronavirus Disease (COVID-19)!” “online” Social Responsibility Project as a model to be used in medical education in the COVID-19 fight. The Project has been developed as a part of Phase 1 Medicine and Social Responsibility Program at Hacettepe University, Faculty of Medicine in Turkey, and aimed to increase the social responsibility, awareness and sensitivity of the students in COVID-19 pandemic days. Material and Methods: All project phases were developed in collaborative work with Faculty Dean’s Office, Project Coordination Team, facilitators, and project groups student representatives. The Project was conducted online in May 2020 in 33 student groups, each of which comprised 10-15 students and an academic staff of the Faculty. All materials were shared simultaneously via the official website of Hacettepe University Faculty of Medicine. Results: Various types of materials like reminders, infographics, videos, and other visuals have been prepared for the Project. Students shared all these materials via social media such as Instagram, Facebook, WhatsApp groups. International students translated some materials into different languages to share the materials in their home-countries. The materials were prepared by Project Coordination Team by having the opinions and suggestions of the faculty members and students. Conclusion: Social Responsibility Project is thought to facilitate improving the sensitivity of the students in COVID-19 crisis. The Project has also contributed to improve the students’ capacity in the management of infodemic and accessing to the community.

The concept of continuity in medical education reflects the progressive professional and personal development that physicians need in education. The aim of this study is investigating the views of the residents about the adequacy of undergraduate and postgraduate education in the context of preparing them for the next stage and their perceptions about the transition period. This phenomenological study was conducted at Hacettepe University Medical School. The study group consisted of medical and surgical sciences residents in the first year and last year of postgraduate medical education. Four focus group interviews were held with the participation of 21 residents. The participants emphasised that practising with real patients under supervision by taking an active role in healthcare teams was important for their preparation for the next stage in their carrier. However, their educational experiences during undergraduate medical education differed in community-based education, scientific research training, learning in small groups, internship and guidance of clinical educators. The transition period has been expressed with the concepts of identity change, high responsibilities and expectations required by the new identity, adaptation to the healthcare team, institution, and health system, meeting the expectations in an overly busy work environment, and feelings of incompetence. Participants pointed out that curriculum, which was declared and taught, educational environments, assessment approaches, consultancy systems and practices differed between the clinical departments. In line with the principles of competency-based education, practices related to the development and assessment of the competencies with all professional aspects in postgraduate medical education can be strengthened.

Birçok sağlık sorunu, sosyal, çevresel, ekonomik ve politik ortamların/koşulların birbiriyle iç içe geçmiş bağlamlarında ortaya çıkar. Bu da, sağlık sorunlarına hem bireysel hem de ilgili tarafların koordinasyonu ve işbirliği ile yanıtlar verilmesini gerektirir. Topluma karşı sosyal sorumluluğun geliştirilmesinde sağlık sistemi yanı sıra, tıp fakültelerine de görev düşmektedir. Günümüzde tıp fakültelerinden eğitim, araştırma ve hizmet uygulamalarını hizmet sundukları topluluk, bölge ve/veya ülkenin öncelikli sağlık sorunları doğrultusunda yönlendirme yükümlülüğünü yerine getirerek sosyal güvenilir tıp fakülteleri olmaları ve toplumdaki sağlık eşitsizliklerini gidermeye katkı sağlamaları beklenmektedir. Tıp fakülteleri sosyal sorumluluk duygusu ve bilinci gelişmiş, hastalarının yaşamlarında, hizmet sundukları toplumda, sağlık politikası ve sağlık sistemleri düzeyinde olumlu bir değişim yaratabilecek mezunlar verecek biçimde tıp eğitimi programlarını geliştirmelidir. Bu amaçla, hizmet sunumuyla öğrenme, topluma dayalı tıp, dağıtılmış tıp eğitimi gibi eğitimsel yaklaşımları eğitim programlarına entegre etmeli, etkisini izlemeli ve değerlendirmelidir. Böylece, tıp fakülteleri hem öğrencilerine sosyal sorumlulukla ilgili yeterlikleri kazandırarak hem de toplum sağlığına katkı sağlayan çalışmalar/ projelerin uygulanmasına olanak sağlayarak kendi kurumsal sosyal sorumluluklarını yerine getirebilirler., Many health problems arise in mutual interaction of social, environmental, economic and political contexts. Therefore, responses to health problems are required to be formed through both individual and collective approaches of stakeholders. Medical schools are accountable for the development of social responsibility to society, as well as the health system. Today, medical schools are expected to become socially accountable institutions as fulfilling their obligation to shape their educational, research and service facilities in direction of guiding the primary health problems of their community, region and country and contributing to the elimination of inequalities in the health care of the society. Medical faculties should develop their medical education programs to produce graduates with a sense of social responsibility and awareness, ability to create a positive change in the lives of their patients, in the society they serve, in terms of health policy and health systems. For this purpose, they should integrate educational approaches such as service learning, community-based medicine and distributed medical education into their education programs and monitor and evaluate their effects. Thus, medical schools can fulfil their institutional social responsibilities by providing their students with competencies related to social responsibility as well as by enabling the implementation of studies/projects that contribute to public health.

The present study was undertaken to identify the perceptions of students about their educational environment in a newly restructured curriculum. The Turkish version of the DREEM questionnaire (total score: 200) was used to diagnose the strengths and weaknesses of the curriculum which is known to be a major determinant of educational environment. Five hundred fifty three students (years 1, 3, 5) voluntarily replied to the questionnaire. The mean DREEM score was found to be 117.63 (58.8%). The mean scores for the whole DREEM questionnaire and the five essential domains were found to be significantly different in different phases of medical education. The scores were found to be highest (123.65) for year 3 students and lowest (109.39) for year 5 students. The results are the first data of a curriculum reform obtained from the students about the educational environment and give important feedback to curriculum planners and change managers of the faculty for necessary improvement. Keywords: educational environment, DREEM, medical education, PBL

Objectives: This study investigated the effect of using games instead of classroom-lectures on learning in a microbiology course and assessed the learning outcomes and the retention of knowledge, as well as analyzed students’ perceptions of their learning. Materials and Methods: The study was performed on 19 first year students of the Ankara University, Vocational School of Health, Division of Medical Laboratory Techniques. The students were randomly divided into two groups. The control group was given a lecture, and the study group was asked to construct either a gram-positive or a gram-negative bacterium by using stationary items and colored images of bacteria. Each group was evaluated by pre-, post- and retention-tests. The retention test was given two months later. Additionally, students filled a questionnaire. Kruskal Wallis H, Mann-Whitney U, and Wilcoxon Signed Ranks tests were used for statistical analyses. Results: The groups did not differ in terms of the means of post-test, and retention test scores, although both groups’ scores significantly improved after the lesson. When the questionnaires were compared, the study group gave significantly higher scores on topics about the effect of teaching method on learning and the learning process. Conclusion: As the gaming approach was regarded as more motivating, positively reinforcing and dynamic, well-constructed educational games can be used in small groups to enrich microbiology education, Amaç: Bu çalışmanın amacı, temel mikrobiyoloji eğitiminde oyunlaştırma yönteminin öğrenme hedeflerine ulaşma ve öğrenmenin kalıcılığına etkisini araştırmak ve yöntemin öğrencilerin öğrenme algılarına etkilerini değerlendirmektir. Gereç ve Yöntem: Araştırma, Ankara Üniversitesi, Sağlık Hizmetleri Meslek Yüksek Okulu, Tıbbi Laboratuvar Teknikleri Bölümü’nde eğitim gören 19 öğrenci üzerinde yapılmıştır. Öğrenciler rastgele olarak iki gruba ayrılmıştır. Kontrol grubuna sunum yapılmış, deney grubundan kendilerine verilen çeşitli kırtasiye malzemeleri ve renkli bakteri şablonlarını kullanarak gram pozitif veya gram negatif bir bakteri oluşturmaları istenmiştir. Gruplar ön-test, son-test ve kalıcılık testi ile değerlendirilmiş ve anket uygulanmıştır.Kalıcılık testi öğrencilere iki ay sonra uygulanmıştır. İstatistiksel analizde Kruskal Wallis H, Mann-Whitney U ve Wilcoxon Signed Ranks testleri kullanılmıştır. Bulgular: Grupların ön-test, son-test ve kalıcılık testi skorları arasında fark olmamakla birlikte her iki grubun skorları ders sonrasında anlamlı olarak yükselmiştir. Anketler karşılaştırıldığında, kontrol grubunun eğitim yönteminin öğrenmeye ve öğrenme sürecine etkilerine dair maddelere daha yüksek notlar verdiği görülmüştür. Sonuç: Oyunlaştırmanın daha motive edici, destekleyici ve dinamik bulunması nedeniyle, küçük gruplarda mikrobiyoloji eğitimini zenginleştirmek amacıyla iyi yapılandırılmış oyunlardan yararlanılabilir