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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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    Gender in Medical Education in Turkey: The Intern Perspective
    (Shiraz University of Medical Sciences, 2020) Midik, Ozlem; Aytuğ Koşan, Ayşen Melek; Coskun, Ozlem; Baykan, Zeynep; Karabilgin Öztürkçü, Özlem Sürel; Şenol, Yeşim
    Introduction: Gender insensitivity (lack of gender awareness) in the physician’s professional role and practice can lead to outcomes such as gender discrimination and gender-based harassment in various areas, such as medical education, career opportunities, and specialty selection. The purpose of this study was to reveal the place that the concept of gender occupies in medical education in Turkey by canvassing the opinions of final-year medical students regarding theories of gender roles and socialization, academic capitalism, and liberal feminism. Methods: This study was a Cross-sectional survey. The study population consisted of 1739 interns in six medical faculties in four different geographical regions of Turkey. The reason behind the selection is having different socio-economic factors. Students were selected by simple random sampling technique. For determining it is jumped five students from the lists in faculties. For the validity and reliability of the 14 survey questions, 5 expert opinions were examined and the preliminary instrument was applied to 10 students. Chi-square test was used for comparative analysis. Results: The students who stated that their gender had not affected their educational lives during clinical training reported that it had adversely impacted their internships (P<0.001). More male students than female ones stated that male physicians were more confidence-inspiring and more industrious, that they managed better, and that they were more likely to recommend a male surgeon. A high number of students reported being undecided on the subjects of concepts or behaviors concerning gender/gender inequality. Conclusion: We recommend greater focus on role modeling and purposeful teaching of gender concepts from the earliest stages of medical education, with particular concentration on gender culture within a process of change involving all hospital personnel in order to prevent gender discrimination. © 2020, Shiraz University of Medical Sciences. All rights reserved.