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    Developing an Item Bank for Progress Tests and Application of Computerized Adaptive Testing by Simulation in Medical Education
    (Ijate-Int Journal Assessment Tools Education, 2019) Kosan, Aysen Melek Aytug; Koc, Nizamettin; Elhan, Atilla Halil; Oztuna, Derya
    Progress Test (PT) is a form of assessment that simultaneously measures ability levels of all students in a certain educational program and their progress over time by providing them with same questions and repeating the process at regular intervals with parallel tests. Our objective was to generate an item bank for the PT and to examine the possible fit of CAT for PT application. This study is a descriptive study. 1206 medical students participated. During the analysis of the psychometric properties of PT item bank, the Rasch model for dichotomous items was used. Several CAT simulations were performed by applying various stopping rules of different standard errors. CAT simulation estimates were compared with the estimates generated from the original calibration of the Rasch model where all items were included. After Rasch analysis, a unidimensional PT item bank consisting of 103 items was obtained. The item bank reliability was calculated as 0.77 with Person Separation Index (PSI) and Kuder-Richardson Formula 20 (KR-20). A high correlation between. estimations obtained from paper-and-pencil (theta RM) and CAT applications (theta(CAT)) was detected for simulation conditions ([N(0,1)] and [N(0,3)]) at the end of our analysis. In CAT, estimation can be made with an average of 14 questions (reduced 86,4%) and 17 questions (reduced 83,4%) [for N(0,1) and [N(0,3) respectively] with reliability of 0,75. This study reveals that it is possible to develop an appropriate item bank for the PT, and the difficulty of administering large number of items in PT can be scaled down by incorporating CAT application.
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    Development and application of the Commitment to Profession of Medicine Scale using classical test theory and item response theory
    (Medicinska Naklada, 2020) Kosan, Aysen Melek Aytug; Toraman, Cetin
    Aim To determine the level of professional commitment of medical students by developing and applying a new scale. Methods The study enrolled 999 students of Canakkale Onsekiz Mart University, School of Medicine. Factor analysis, reliability analysis, and item analysis were performed based on the classical test theory and item response theory. The data obtained through scale application were analyzed using factorial ANOVA. Results The Commitment to Profession of Medicine Scale was identified as a unidimensional scale consisting of nine items. The scale in its present form explained 51% of the variance in commitment to profession of medicine. The reliability was 0.88.The scale application revealed that female students had higher commitment than male students.The highest level of commitment was observed in third- and first-year students, students with the lowest level of family income, and students whose ideal profession was medicine. Conclusion There are many factors affecting professional commitment levels of university students. Therefore, it is of great importance to examine students'commitment at an early stage. In addition, the experiences of students during university years are important since they directly affect the commitment level. Considering these factors, teachers should support their students and strive to increase their commitment levels.
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    Evaluation of Perceptions About Medical Educator and Medical Student Through Metaphors
    (Galenos Publ House, 2022) Kosan, Aysen Melek Aytug; Baykan, Zeynep; Midik, Ozlem; Demiroren, Meral; Senol, Yesim
    Objective: In the study, it was aimed to reveal the mental images of faculty members in different medical faculties regarding the concept of medical educator and medical student through metaphors.Methods: A total of 248 faculty members from five different faculties participated in this qualitative research in phenomenology design. The data were collected with a questionnaire form. Faculty members were asked to describe the medical educator and student with a metaphor and to state the reason for the metaphor they used. The research was conducted on a voluntary basis. Content analysis was made on the metaphors. Ethics committee approval was obtained for the study.Results: Faculty members produced 134 medical educator metaphors. These metaphors were grouped under nine conceptual categories; source/transmitter of information; shaper; raiser/ feeder/grower; guiding/inspiring; professional; altruist/ altruistic/developing identity; role model; counselor and scary medical educator. One hundred and twenty-nine metaphors developed for medical student were collected under seven categories. The categories of medical students were recipient/reflector of knowledge, the constructor/transformer of knowledge, growing/developing, processed/valued, working/making effort, discoverer and negatively connotating.Conclusion: It was observed that traditional understanding was dominant about learning and teaching among all the medical faculties. Medical educators continue to maintain their traditional educator-centered understanding, despite the paradigmatic transformation in medical education.
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    Relationships between Cognitive Flexibility, Perceived Quality of Faculty Life, Learning Approaches, and Academic Achievement
    (Gate Assoc Teaching & Education-Gate, Switzerland, 2020) Toraman, Cetin; Ozdemir, Hasan Fehmi; Kosan, Aysen Melek Aytug; Orakci, Senol
    This study aims to explore the relationships between cognitive flexibility (CF), perceived quality of faculty life (PQFL), learning approaches (LA) and academic achievement (AA). This correlational comparison study was conducted with 1573 undergraduates at Ankara University. The data collection tools were Cognitive Flexibility Scale (CFS), Quality of Faculty Life Scale (QFLS) and Approaches to Learning Questionnaire (ALQ). Grade point average (GPA) was used as a measurement of AA. The three subscales of QFLS; satisfaction from faculty (SF), faculty members (SFM), and school climate and student relationships (SSCSR) were found positively correlated with deep approach to learning (DAL), CF and AA, and negatively correlated with surface approach to learning (SAL). DAL was also found positively correlated with CF and AA, but negatively correlated with SAL. CF and AA were positively correlated with all variables, except SAL. Although CF showed a positive correlation with AA, it assumed a negative explanatory role for AA when it was included in the model as a mediating variable. The regression estimates in the path analysis model revealed that DAL, SAL and SF were positive explanatory variables for AA, whereas SSCSR was a negative explanatory variable for AA and SAL was a negative explanatory variable for CF.