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Social responsibility is a fundamental value among physicians, who must maintain a positive attitude toward it during medical education by providing community service. Providing service learning-based experiences with reflection opportunities throughout medical education supports the development of medical students’ understanding of social responsibility, which can be strengthened with a supportive corporate culture and by improving the faculty’s role-modeling and tutoring skills.

Aim: Since the beginning of the COVID-19 pandemic, medical faculties have been trying to adapt their program, their students and educators, which are the main components of education, to new and rapidly changing conditions. For this reason, this study aims to investigate medical educators’ point of view about the effects of pandemic on undergraduate and graduate medical education, and their experiences during the pandemic. Methods: It is a basic qualitative study. The study was carried out with the participation of a total of 13 medical educators, 4 from basic sciences, 6 from internal sciences and 3 from surgical sciences, at Hacettepe and Akdeniz University Faculty of Medicine, between October and November 2020. In-depth individual interviews were conducted with the participants and the findings were evaluated with thematic analysis. Results: Participants most commonly shared negative opinions about the effect of the pandemic. Medical educators commonly think that the inability to continue face-to-face clinical education (Terms 4-5) in undergraduate education due to the pandemic negatively affects the acquisition of clinical competencies and professional attitudes and values. During the pandemic process, the negative effects of insufficient number and variety of patients and interventional practices, especially in clinical specialties, are reported in postgraduate education. Clinical teaching activities (visit, bedside discussion, etc.) were applied considering the risk of infection. Medical educators' online teaching experiences have included difficulties in planning/adapting teaching, preparing materials, providing online student participation, teacher-student interaction, motivation, and conducting reliable and methodically rich exams. Developing and increasing the accessibility of educational materials for distance education were evaluated as positive developments. While medical educators see the adaptation process to distance education as a challenge in terms of using technology and rapidly adapting teaching during the pandemic process, they also perceive it as an important gain. The negative effects of the lack of face-to-face interaction with the student in the social and psychological context were widely shared. Conclusions: The distance education experiences of medical educators in the COVID-19 pandemic draw attention to the importance of improving the technological infrastructure of medical faculties and supporting educators (use of technology, distance education-assessment methods). In addition, arrangements (social networks, feedback, etc.) that support medical educators socially and motivationally are recommended. In the context of carrying on face-to-face education in pandemic conditions, it is important to provide and maintain safe clinical and learning environments for educators, learners and patients. It is recommended to carry out studies to ensure equal opportunity at the national level, and to increase cooperation and sharing (educational materials and infrastructure) among medical faculties.

Amaç: Teknolojnin gelişimi üniversite öğrencileri arasında etkileşimi artırması, öğrenmenin desteklenmesi gibi katkılarının yanında, bazı olumsuz durumları da beraberinde getirmektedir. Budurumlardan biri de sanal zorbalık (cyberbullying) kavramıdır. Bu çalışma da fakültelerinde birinci sınıfta öğrenim gören Hacettepe Üniversitesi Tıp Fakültesi öğrencilerinin sanal zorba/kurban olma durumlarının belirlenmesi amaçlanmıştır.Yöntem: Araştırma tarama modeline göre gerçekleştirilmiştir. Çalışma grubu 307 öğrenciden (tüm öğrenci sayısının %74’ü) oluşmuştur. Veriler; Kişisel Bilgi Formu ve Sanal Zorba/Kurban Ölçeği ile elektronik yoldan toplanmıştır. Verilerin analizi SPSS 22.0 istatistik paket programı ile yapılmıştır. Tanımlayıcı istatistikler sayı, yüzde, ortalama ve standart sapma olarak sunulmuştur. Verilerin analizi için parametrik olmayan testlerden Mann Whitney U ve Kruskal Wallis testleri kullanılmıştır.Bulgular: Öğrencilerin sanal zorba ( X =21,04 ± 3,64) ve sanal kurban ( X =23,62±5,53) ölçeklerinden aldıkları ortalama puanlar düşüktür. Öğrencilerin sanal zorba olma durumları ile cinsiyet, akademik başarı, internet kullanım süresi ve yaşanılan yer değişkenlerine göre anlamlı bir fark bulunmamıştır (p>0,05). Öğrencilerin sanal kurban olma durumu ile interneti uzun süre kullanımları arasında anlamlı bir fark olduğu bulunmuştur (p, Aim: The development of technology not only increases interaction among university students and supports learning, but also brings some negative situations. One of these situations is the concept of cyberbullying. In this study, it was aimed to determine the level of being a cyberbully/victim of first-year medical students at Hacettepe University.Methods: The research was conducted according to survey model. The study group consisted of 307 students. Research data was obtained electronically via Personal Information Form andCyberbullying/Cyber Victimization Scales. The data was analyzed with SPSS 22.0 statistical package program. Descriptive statistics were presented as number, percentages, mean and standart deviation. Mann Whitney U and Kruskal Wallis analyzes, which are nonparametric tests, were performed for the analysis of the data.Results: The average scores recorded by the students in the cyberbullying ( X =21,04±3,64) and cyber victimization ( X =23,62±5,53) scales were low. There was no significant difference between level of being cyberbully of the students and gender, academic success, internet usage time and place of residence variables (p>0,05). There was a significant difference between level of being cybervictim of the students and the use of internet for a long time (p

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.

Purpose To define recommendations to the medical schools in Turkey about social accountability which meets the local needs. Methodology of the study the Association of Evaluation and Accreditation of Medical Education Programs (TEPDAD-Turkey) Social Accountability working group planned a study to determine national recommendations for social accountability of medical schools in two-stages. Delphi technique was used to develop the recommendations and finalize the recommendations in the first stage in which 61 members from 30 different institutions participated. Qualitative analysis was used for open questions in the first round and quantitative analysis for the data which is collected with a rating scale in the second and third rounds of the Delphi study. in the second stage, the recommendations were reviewed and finalized in a consensus workshop in which 68 members from 39 different institutions participated. Results in the Delphi study 63 recommendations were classified under five themes: the health needs of the society, health service delivery, institutional structure and management, educational program and implementation and development and evaluation of social accountability. in the consensus workshop, the 63 recommendations were evaluated and of which 54 of 63 recommendations were agreed upon. Conclusion A national framework has been developed by including a wide range of experts from different institutions for the social accountability of medical schools in Turkey. Developing recommendations in a local context will enhance the conceptualization of the recommendations of social accountability in the medical schools. As an accreditation body embedding the principles in the national standards will have a further impact on this process., Association for Accreditation and Evaluation of Medical Education Program (TEPDAD), This work was supported by Association for Accreditation and Evaluation of Medical Education Program (TEPDAD)

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.

COVID-19 Salgını nedeniyle dijital ortamda eğitime geçilmesi sürecinde Hacettepe Üniversitesi Tıp Fakültesi’nde mezuniyet öncesi düzeyde yüzyüze yürütülen kuramsal ve uygulamalı eğitimler durdurulmuş ve yeni çözümler geliştirilmiştir. Acil uzaktan öğretim koşullarında öncelikle tüm kuramsal dersler (1494 ders) kayıt altına alınarak bir öğrenme yönetim sistemi üzerinden öğrencilere ulaştırılması için Tıp Fakültesi Destekleyici E-Öğrenme Programı tasarlanmıştır. Bu program içinde çeşitli çevrimiçi eğitim kaynakları da sağlanmıştır. Bir çevrimiçi sınav modülü satın alınarak bu dönemde 132 sınav gerçekleştirilmiştir. Mezuniyet sonrası düzeyde eğitimlerin sürmesi için her anabilim dalına bir sanal sınıf oluşturulmuştur. 2020-2021 akademik yılında uzaktan eğitim koşulları zenginleştirilerek uygulamalar sürdürülecektir. Bu dönemde kayıt altına alınan dersler artırılmış, eşzamanlı çevrimiçi küçük grup tartışmaları ve paneller planlanmış, standart hasta görüşmeleri ve çözümleme oturumları çevrimiçi olarak düzenlenmiş, hasta güvenliğine yönelik bir sanal gerçeklik eğitim modülü geliştirilmiş, ilk üç yıldaki öğrencilerin beceri eğitimlerinin çevrimiçi yürütülebilmesi için Bireysel Klinik Beceri Eğitimi Seti tasarlanmıştır., While passing through a digital teaching environment because of COVID-19 Pandemic, Hacettepe University Faculty of Medicine paused all face-to-face theoretical and practical training at the undergraduate level, and developed new solutions. Medical Faculty Supportive E-Learning Program was designed to provide the students with the recorded theoretical sessions (1494 lectures) through a learning managent system in the emergency remote teaching circumstances. Various online learning resources were also provided in this program. An online examination module was bought, and 132 examinations were conducted during that period. Virtual classrooms were organized for each department to ensure the sustainability of graduate medical education. Distance education will be maintained through the enriched educational circumstances in 2020-2021 academic year. The number of recorded lectures have been increased, online synchronous small group discussions and panels have been planned, standardized patient encounters and debriefing sessions have been remotely organized, a virtual reality training module has been developed for patient safety, and Individual Clinical Skills Training Kit has been designed to conduct online skills training for the first three year students.

Giriş: Eğitim ve öğretim etiği, değerlerden köken alır. Sağlık profesyonellerinin eğitiminde görev alan eğiticilerin eğitim ve öğretim ortamında öne çıkan değerleri tanımaları ve bu doğrultuda eğitim faaliyetlerini yürütmeleri onların etik sorumlulukları arasında yer almaktadır. Temelde ahlaki bir duygu olan sorumluluk, eğiticilerin yaptıkları ya da yapmadıkları, kendilerinden yapmaları beklenen ödevler söz konusu olduğunda etik bir boyut kazanır. Bu çalışmada sağlık profesyonellerinin eğitiminde görev alan eğiticilerin etik sorumlulukları hakkında genel bir çerçeve çizmek amaçlanmaktadır.Yöntem: Bu makale geleneksel derleme (narrative) çalışmasına dayalıdır. Bu bağlamda eğitim ve öğretim etiğinin değersel içerikli temel sorunları, ilgili literatür ışığında belirlenmiş ve yorumlanmıştır. Bulgular: Geçtiğimiz on yılda eğitim sistemleri geliştirilirken mesleğin ya da toplumun değerlerinin merkeze alındığı, günümüzde ise özerkliğin yaygın olarak temel bir etik değer olarak kabul edilmesiyle birlikte, eğitim ortamında öğrenenin değerlerinin merkeze alındığı dikkati çekmektedir. Sonuç: Eğitimde hangi değerlere öncelik verileceği ve benimseneceği, eğitim sisteminin hedef ve amaçları, toplumun nasıl bireyler yetiştirmek istediğiyle yakından ilgilidir. Günümüzde sağlık profesyonellerinin eğitiminde görev alan eğiticilerden, eğitim ve öğretim etiği çerçevesinde yer alan temel değerleri benimsemeleri ve eğitim ortamında yaşanan değersel sorunların farkına varabilmeleri beklenmektedir. Bu beklenti, eğiticilerin etik ilkeleri gözeterek davranmaları ve bu doğrultuda eğitici sorumluluklarını yerine getirmeleri, hatta kendilerini sorumlu hissetmeleri ile olanaklıdır.

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.

Aim:The purpose of the present study is to assess clinical reasoning skills of students at Anka-ra University School of Medicine. The study was conducted in the 2006–2007 academic year, including 156 Year 3 (64%) students and 98 Year 5 (72%) students.Materials and methods:Clinical Reasoning Problems (CRPs) developed by Groves et al. (2002) were used. Cronbach Alfa, the reliability coefficient of CRPs was found to be 0.76. Results:The total mean score for CRPs of the whole study group was found to be 159,69 ± 36,19 (maximum 344). It was observed that CRPs total mean scores of Year 5 students were higher than those of Year 3 students (p< .001). About three fourths of the students generated at least one strong hypothesis for seven out of ten clinical problem (CP). The CPs where the students generated the least strong hypothesis were those with the lowest clinical reasoning performances. The percentage of generating strong hypothesis of Year 5 students was higher than that of Year 3 students (p< .001). Conclusions:The results obtained from the study showed that experienced learners were better in clinical reasoning performance and generating hypothesis, when compared to novices. These results indicate that CRPs could be used for clinical reasoning assessment in medical education as reliable and valid means.

Concept of learning has been undergoing major changes in information age and it is considered in the dimension of lifelong learning. The assessment approaches and procedures are redefined and new assessment approaches are needed. As an alternative assessment, portfolio is becoming increasingly employed as a tool for learning and assessment. This article presents general over-view of portfolio, its definition, theoretical background, advantages and disadvantages (strengths and weaknesses), its content, development procedures and assessment.

Background : Problem-based learning (PBL) is most commonly used in medical education to enhance self-regulated learning (SRL) skills. Self-efficacy beliefs affect students’ motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students’ self-reported SRL skills and their self-efficacy in PBL. Methods : A cross-sectional study was conducted with second (286; 83.1%) and third (275; 80.2%) year students at the Ankara University School of Medicine. The SRL perception (SRLP) scale and self-efficacy for problem-based learning (SPBL) scale were used in the study. Results : The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale) and the subscales of SPBL and the students’ views on benefiting from PBL. The female students’ mean score was higher for the ‘planning and goal setting’ subscale of SRLP ( p= 0.017), and the second-year students’ mean score was higher than that of the third-year students for the ‘lack of self-directedness’ subscale of SRLP ( p= 0.001) with small effect sizes (Cohen’s d is 0.17 and 0.27). There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the ‘responsibility’ subscale of SPBL ( p= 0.003; Cohen’s d =0.26). Conclusions : The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students’ development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum, learning environment, individual differences, and how these can affect the SRL process. Keywords: self-regulated learning; problem-based learning; self-efficacy; medical students; medical education (Published: 16 March 2016) Citation: Med Educ Online 2016, 21: 30049 - http://dx.doi.org/10.3402/meo.v21.30049

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

Objective: This study aimed to examine the impact of reflective practices on the attitudes of the medical students towards mental illnesses and to determine the impact of some variables on the attitude change. Methods: A quasi-experimental study was carried out in two medical schools in Turkey. Educational intervention, included written and verbal reflection practices for student experience in interview with patients during psychiatry clerkship, was applied in intervention groups. The impact was evaluated by collecting data at before and after psychiatry clerkship using Beliefs towards Mental Illness Inventory (BMI) in intervention and control groups. Results: Total 190 students were included in the intervention (51.6%) and (48.4%) control groups. Mean score of total BMI was found to be significantly lower after intervention in both groups, however, no statistical difference was observed between the two groups. The impact of two subscales of the empathy and basic personal traits of the students and self-experience of mental illness on attitude change were found to be statistically significant. After correction was done for these variables, time affect (psychiatry training) could not be found statistically significant. Verbal reflective practice was found to be more beneficial than written one. Discussion: Psychiatry clerkship training created a small and meaningful impact, but reflective practices did not show a significant impact on attitude change of students towards mental illness. Empathy, basic personal traits and self-experience of mental illnesses can be taken into consideration as factors related with stigma in improving attitudes of students.

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

Objective: Reflection is a metacognition process and is considered important for medical education. The Groningen Reflection Ability Scale GRAS is an instrument measuring student reflection. The aim of this study was to adapt GRAS for use in a Turkish setting and to investigate the psychometric properties of GRAS-TR.Material and Methods: GRAS was translated, a Turkish version was developed, and a preliminary test was conducted. GRAS was applied to 743 year 1 to 3 students from the Akdeniz University Faculty of Medicine in the 2017-2018 educational year. Confirmatory factor analysis and structural equation modeling SEM were made to test the validity of GRAS-TR. Results: The confirmatory factor analysis could not replicate the original three-factor model. Confirmatory factor analysis confirmed a two-dimensional structure with the exception of four items. Conclusion: GRAS-TR can be used in medical faculties in Turkey to assess the reflection ability of students, Amaç: Refleksiyon tıp eğitimi için önemli olduğu düşünülen metabilişsel bir süreçtir. Groningen Refleksiyon Beceri Ölçeği GRAS öğrencilerin refleksiyonunu değerlendirmek için geliştirilen bir araçtır. Bu çalışmanın amacı, Türkiye örnekleminde ölçeği uyarlamak ve GRAS –TR’nin psikometrik özelliklerini araştırmaktır. Gereç ve Yöntemler: GRAS-TR’nin iki yönlü çevrisi yapılarak Türkçe versiyonu geliştirilmiş ve ön uygulaması yapılmıştır. Ölçek 2017-2018 eğitim yılında, Akdeniz Üniversitesi Tıp Fakültesinde toplam 743 Dönem 1, 2 ve 3 öğrencisine uygulanmıştır. Ölçeğin geçerliliğini saptamak için doğrulayıcı faktör analizi ve yapılandırılmış eşitlik modeli uygulanmıştır. Bulgular: Doğrulayıcı faktör analizi orijinal 3 faktör boyutunu tekrarlayamamıştır. Doğrulayıcı faktör analizi 4 madde dışında iki boyutu tanımlamıştır. Sonuç: GRAS-TR öğrencilerin refleksiyon becerilerinin değerlendirilmesi için Türkiye’de tıp fakültelerinde kullanılabilir