Akademik Veri Yönetim Sistemi
AMEE 2010, Glasgow, Birleşik Krallık, 4 - 08 Ekim 2019, ss.249
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.