An Instructional Programme Design Experience For Anesthesia Technicianship:Analysis


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Gayef A., Gülpınar M. A. , Küdür Çırpan F. , Gürer A.

AMEE 2010, Glasgow, İngiltere, 4 - 08 Ekim 2019, ss.249

  • Basıldığı Şehir: Glasgow
  • Basıldığı Ülke: İngiltere
  • Sayfa Sayıları: ss.249

Özet

An instructional programme design experience for anesthesia technicianship: Analysis Albena Gayef*1 , Mehmet Ali Gulpinar2 , Fidan Kudur1 and Asu Albayrak1 ( 1 University of Marmara, Vocational School of Health Related Professions; 2 School of Medicine, Istanbul, Turkey) Background: This study covers analysis stage of a four-lesson instructional programme called Anesthesia Techniques intended for Marmara University Vocational School of Health Related Professions Department of Anesthesia. Summary of work: At the analysis stage, based on Smith and Ragan instructional design model, task, learner, existing programme were analyzed. Task analysis was performed by five academicians from Department of Anesthesia. Vermunt’s “Inventory of Learning Styles in Higher Education” was used to determine the learning styles of anesthesia students (n=97). Finally, content analysis of existing programme was carried out. Summary of results: As a result of task analysis, the anesthesia technician’s tasks are gathered under nine groups. Concrete processing from cognitive strategies, external regulation from regulation strategies, vocational orientation and personal interest from learning orientation became prominent as a result of learner analysis. It is also detected that 62,9% of students were ambivalent in terms of learning orientation, 62,9% of students had problems related to regulation strategies. In consequence of content analysis, it is determined that some topics are repeated unnecessarily and important problems arise from integration between lessons. Conclusions/Take-home messages: Results acquired from task, learner, and content analyses present important evidence for instructional programme to be restructured as more integrated and student centered.