Lifelong Learning Tendencies of Faculty of Medicine Students

Basit Öğe Kaydı
dc.contributor.authorGayef, Albena
dc.contributor.authorAlpturk, Cagri
dc.date.accessioned2024-06-12T11:07:39Z
dc.date.available2024-06-12T11:07:39Z
dc.date.issued2022
dc.departmentTrakya Üniversitesien_US
dc.description.abstractObjective: The aim of this study is to determine the lifelong learning tendencies of the students studying at the medical faculty and whether there is a relationship between lifelong learning tendencies and gender, grade level variables. Methods: In the study, Lifelong Learning Tendency Scale, sociodemographic question form were applied face to face to the medical faculty students (n= 196) in the 2019-2020 academic year. Statistical evaluation was made with the SPSS statistical program. Mean, standard deviation, frequency, percentage, Mann Whitney U, Kruskall Wallis tests were applied. Results: Means of motivation, persistence, deprivation in regulating learning, deprivation in curiosity subdimensions, total score average are 6.43 + 2.43; 18.9 + 6.23; 24.48 + 5.05; 24.5 + 6.54; 74.34 + 9.56 respectively. The mean levels of females in motivation and deprivation in regulating learning were significantly lower than males; males' total score mean was significantly higher than females (p<0.05). Fifth grade students' deprivation in regulating learning averages were significantly higher than the first grade (p= 0.001). Fifth grade students' deprivation in regulating learning averages were significantly higher than the second grade (p= 0.039). Fifth grade students' deprivation in regulating learning mean was significantly higher than the third grade (p=0.017). Fourth grade students' lifelong learning tendencies total score was significantly higher than the first grade (p= 0.013). Fifth grade students' lifelong learning tendencies total score was significantly higher than the first grade (p= 0.012). Conclusions: Appropriate environments should be prepared to increase the lifelong learning tendencies of medical faculty students. In this direction, on-campus and off-campus systems should be developed in which students can easily access and effectively use learning resources.en_US
dc.identifier.doi10.18521/ktd.995160
dc.identifier.endpage397en_US
dc.identifier.issn1309-3878
dc.identifier.issue2en_US
dc.identifier.startpage391en_US
dc.identifier.trdizinid1121151en_US
dc.identifier.urihttps://doi.org/10.18521/ktd.995160
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/1121151
dc.identifier.urihttps://hdl.handle.net/20.500.14551/22129
dc.identifier.volume14en_US
dc.identifier.wosWOS:000821703000015en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherDuzce Univ, Fac Medicineen_US
dc.relation.ispartofKonuralp Tip Dergisien_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectLifelong Learningen_US
dc.subjectTendencyen_US
dc.subjectFacultyen_US
dc.subjectMedicineen_US
dc.subjectStudenten_US
dc.subjectOrientationen_US
dc.titleLifelong Learning Tendencies of Faculty of Medicine Studentsen_US
dc.typeArticleen_US

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
TR-Dizin İndeksli Yayınlar Koleksiyonu