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    Determination of Learning Style Preferences in Students at the Faculty of Health Sciences
    (Marmara Univ, Inst Health Sciences, 2017) Karaborklu Argut, Sezen; Mustafaoglu, Rustem; Kus, Gamze; Ozdincler, Arzu Razak
    Objective: It is very important that students have knowledge about learning style preferences as each individual learns differently. This study was performed to determine the learning style preferences of students in the Physiotherapy and Rehabilitation, Health Management, Midwifery, and Social Work Departments at the Faculty of Health Sciences in Istanbul University and to determine whether these preferences differ according to department, gender, and class levels. Methods: A total of 306 students in the 2015-2016 academic year participated. In this study, a general screening (survey) model was used via the Internet. The Visual, Aural, Read/write, Kinesthetic Learning Preference Inventory was used for data collection. Results were analyzed using SPSS 20.0. The level of significance was accepted as p<0.05. Results: The participants mostly preferred the Kinesthetic style. In addition, in terms of department and class levels there was no significant difference in any dimension of the scale. Only the kinesthetic dimension was found to be significantly influential in terms of gender. Conclusion: We believe that being aware of the learning style preferences will positively affect the approach to the course of the students and they will increase the success of the course by reducing the effort and time which spending on learning. In terms of educators, we foresee that learning style preferences will guide the selection of appropriate techniques and materials.
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    Is Video-Based Education an Effective Method in Surgical Education? A Systematic Review
    (Elsevier Science Inc, 2018) Ahmet, Akgul; Gamze, Kus; Mustafaoglu, Rustem; Karaborklu Argut, Sezen
    OBJECTIVE: Visual signs draw more attention during the learning process. Video is one of the most effective tool including a lot of visual cues. This systematic review set out to explore the influence of video in surgical education. We reviewed the current evidence for the video-based surgical education methods, discuss the advantages and disadvantages on the teaching of technical and nontechnical surgical skills. METHODS: This systematic review was conducted according to the guidelines defined in the preferred reporting items for systematic reviews and meta-analyses statement. The electronic databases: the Cochrane Library, Medline (PubMED), and ProQuest were searched from their inception to the 30 January 2016. The Medical Subject Headings (MeSH) terms and keywords used were video, education, and surgery. We analyzed all full-texts, randomised and nonrandomised clinical trials and observational studies including video-based education methods about any surgery. Education means a medical resident's or student's training and teaching process; not patients' education. We did not impose restrictions about language or publication date. RESULTS: A total of nine articles which met inclusion criteria were included. These trials enrolled 507 participants and the total number of participants per trial ranged from 10 to 172. Nearly all of the studies reviewed report significant knowledge gain from video-based education techniques. The findings of this systematic review provide fair to good quality studies to demonstrate significant gains in knowledge compared with traditional teaching. Additional video to simulator exercise or 3D animations has beneficial effects on training time, learning duration, acquisition of surgical skills, and trainee's satisfaction. CONCLUSION: Video-based education has potential for use in surgical education as trainees face significant barriers in their practice. This method is effective according to the recent literature. Video should be used in addition to standard techniques in the surgical education. (c) 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.