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    Being a physician: what messages have medical students received during the first month of medical school experience?
    (BMC, 2024) Korkmaz, Gunes; Toraman, Cetin; Tekin, Murat; Uysal, Ibrahim
    BackgroundThis study aims to investigate the meanings that first-year medical students make about becoming a physician from the messages they receive from the faculty environment, faculty members and senior students after their one-month experience at the faculty of medicine.MethodsIn this phenomenological qualitative research, in-depth semi-structured interview was used to collect data from 21 first-year medical students, and data were analyzed through inductive content analysis method.ResultsAs a result of the analysis, one theme and four categories emerged about gaining professional competencies, having emotions specific to the profession, having sources of motivation, and challenges of becoming a physician in the future. The results reveal that first-year medical students think being a physician will help them gain professional competences, motivate them as the job is prestigious, a guaranteed profession, provides a multidisciplinary working environment, and gives opportunity to serve society and keep people alive. On the other hand, the first-year medical students are aware of the fact that their future profession will bring some challenges such as having to deal with a lot of stress, long working hours, mobbing, and having to study hard all the time during their education.ConclusionsWe believe that the current study presents significant results and some useful knowledge regarding the first-year medical students' perception of their future career as a physician.
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    Is AI the future of evaluation in medical education?? AI vs. human evaluation in objective structured clinical examination
    (Bmc, 2025) Tekin, Murat; Yurdal, Mustafa Onur; Toraman, Cetin; Korkmaz, Gunes; Uysal, Ibrahim
    BackgroundObjective Structured Clinical Examinations (OSCEs) are widely used in medical education to assess students' clinical and professional skills. Recent advancements in artificial intelligence (AI) offer opportunities to complement human evaluations. This study aims to explore the consistency between human and AI evaluators in assessing medical students' clinical skills during OSCE.MethodsThis cross-sectional study was conducted at a state university in Turkey, focusing on pre-clinical medical students (Years 1, 2, and 3). Four clinical skills-intramuscular injection, square knot tying, basic life support, and urinary catheterization-were evaluated during OSCE at the end of the 2023-2024 academic year. Video recordings of the students' performances were assessed by five evaluators: a real-time human assessor, two video-based expert human assessors, and two AI-based systems (ChatGPT-4o and Gemini Flash 1.5). The evaluations were based on standardized checklists validated by the university. Data were collected from 196 students, with sample sizes ranging from 43 to 58 for each skill. Consistency among evaluators was analyzed using statistical methods.ResultsAI models consistently assigned higher scores than human evaluators across all skills. For intramuscular injection, the mean total score given by AI was 28.23, while human evaluators averaged 25.25. For knot tying, AI scores averaged 16.07 versus 10.44 for humans. In basic life support, AI scores were 17.05 versus 16.48 for humans. For urinary catheterization, mean scores were similar (AI: 26.68; humans: 27.02), but showed considerable variance in individual criteria. Inter-rater consistency was higher for visually observable steps, while auditory tasks led to greater discrepancies between AI and human evaluators.ConclusionsAI shows promise as a supplemental tool for OSCE evaluation, especially for visually based clinical skills. However, its reliability varies depending on the perceptual demands of the skill being assessed. The higher and more uniform scores given by AI suggest potential for standardization, yet refinement is needed for accurate assessment of skills requiring verbal communication or auditory cues.
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    Reflective Thinking: A Bibliometric Analysis of Four Decades of Research and Insights for Future Studies
    (Necmettin Erbakan Univ, 2024) Korkmaz, Gunes; Toraman, Cetin
    Reflective thinking (RT) is one of the higher-order thinking skills which have been of great importance to the researchers from a variety of disciplines for years. Although the significance of RT has been discussed in many studies and many different forms, there are no bibliometric studies conducted on this topic. This study aims to examine the current state and development of research in RT based on the data available in the Web of Science (WoS). To do this, a bibliometric approach was adopted to map the research literature on RT using the metadata from the WoS between 1986 and 2023 in terms of the distribution of the articles by year of publication and average citation status, the most productive journals publishing on RT and number of RT-related citations, the most cited RT articles and authors, top countries in which the articles about RT were cited most, the authors who have produced the most articles on RT, their publications and corresponding author(s)' countries, and the trend of words associated with RT in the articles. Our main contribution is the quantitative methodological design for examining the evolution of reflective thinking research, which is highly multidisciplinary and covers a large volume of publications. We believe that this study provides a comprehensive review of the studies on RT and provides interesting insights about the development of the field for future research.
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    The Impact of Social Interaction, Academic Achievement, and Cognitive Flexibility Levels on Clinical Reasoning: Statistical Discourse Analysis
    (Seyit Ahmet KIRAY, 2023) Toraman, Cetin; Akman, Canan; Aytug-kosan, Aysen Melek; Korkmaz, Gunes
    This study aims to analyze the impact of intern physicians' social interaction during teamwork, their cognitive flexibility and academic achievement on clinical reasoning. The study, designed through sequential exploratory mixed method, was carried out with 20 intern physicians working in 4 teams. The process of how they approach to the case was recorded. The verbal interactions made during the discussions in the teams were analyzed, the discourses obtained from the videos were coded and modelled by regression. In addition, the cognitive flexibility and academic achievement levels of intern physicians were also included in the regression modelling. The results showed that, according to the initial signs and symptoms of the first period of the case (when uncertainty was high), the team members informing each other resulted in success in clinical reasoning. Although guiding in the first period was not very effective, excessive guiding in the second period played a negative role in clinical reasoning. In the second period, ignoring, reminding, and suggesting had a negative impact on clinical reasoning. Our study demonstrated that academic achievement and cognitive flexibility levels of the students in teamwork has a positive impact on the quality of clinical reasoning. Moreover, for effective clinical reasoning, the quality of discourses in the team is more important than how many discourses are created during the discussions.
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    The relationship between ambulance team's professional commitment, occupational anxiety, and resilience levels
    (BMC, 2024) Uysal, Ibrahim; Korkmaz, Gunes; Toraman, Cetin
    Background Individuals who have the ability to bounce back from stressful events, to recover from their troubles and adverse environmental conditions by getting stronger each time are known as resilient people. Some professions may cause more occupational anxiety than others due to their characteristics and working conditions. In this research, we aimed to develop a professional commitment scale for the ambulance team. Another aim was to analyze the relationships between professional commitment, occupational anxiety, resilience, gender, job, seniority and working unit variables.Methods In the study, data were collected from a total of 1142 emergency ambulance workers working in Emergency Ambulance and Emergency Call Centers in 34 different cities in Turkey. Data were collected using the Professional Commitment of Ambulance Team Scale (PCATS), Occupational Anxiety Scale for Emergency Medical Service Professionals (OASEMSP), and Resilience Scale for Adults (RSA). Scale development analyses were carried out using Classical Test Theory (CTT) and Item Response Theory (IRT). Regression analysis were used to examine the relationships between professional commitment, occupational anxiety, resilience, gender, job, seniority and working unit.Results As a result of the exploratory factor analysis (EFA), it was determined that 8 items remaining in the professional commitment scale formed a single-factor structure, explaining 46% of the variance of professional commitment of the team. The Cronbach's Alpha reliability value was 0.867. Confirmatory factor analysis (CFA) confirmed the results of exploratory factor analysis. The Cronbach's Alpha reliability coefficient obtained through CTT was 0.868, and the marginal reliability coefficient within the scope of IRT was 0.877. The test-retest reliability coefficient was calculated as 0.832, which indicates that the scale is valid and reliable.Conclusions The study revealed that resilience has a positive effect for professional commitment while occupational anxiety has a negative effect for professional commitment. In addition, having a moderate seniority has a negative (reducing) effect for professional commitment. Other variables (gender, job, and working unit) was found to have no significant impact on professional commitment.