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    Analyzing Medical Students’ Educational Needs for Web-Based Escape Room Design
    (Tıp Eğitimini Geliştirme Derneği, 2024) Korkmaz, Güneş; Alakurt, Turgay; Mazman, Sacide Güzin; Tekin, Murat; Tekeş, Ender; Çelik, Taylan; Saygılı, Emre Sedar
    Background: This study aims to determine the learning needs of medical students to design web-based escape rooms tailored to their needs. Methods: In this qualitative research, the educational needs of medical students in web-based escape rooms were determined using the "basic qualitative research" design. Participants were 3rd and 4th year medical students from XXX University. 23 students from 3rd year and 31 students from 4th year participated in the focus-group interviews. A semi-structured interview form was used as the data collection tool, and the data collection process took place during December 2023-January 2024. Data were analyzed through deductive content analysis. Results: The results revealed students are aware that emergency remote teaching period has pros and cons, and they used various additional resources, learning materials, and web-based applications to support their individual learning processes during this period. In addition, they prefer clinical case-based applications in the design of escape rooms. Conclusions: This study provides important findings regarding the content and design of escape room games. In escape room design, especially in emergency remote teaching practices during the COVID-19 pandemic, the positive and negative aspects perceived by students will be considered, the content and design will be developed according to students' learning needs
  • Küçük Resim
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    Diagnostic branched tree as an assessment and feedback tool in undergraduate pharmacology education
    (BioMed Central Ltd, 2023) Tekeş, Ender; Toraman, Çetin
    Background: Multiple-choice, true-false, completion, matching, oral presentation type questions have been used as an evaluation criterion in medical education for many years. Although not as old as other question types, performance evaluation and portfolio-like assessment types, can be called alternative evaluation, have been used for a considerable time. While summative assessment maintains its importance in medical education, the value of formative assessment is gradually increasing. In this research, the use of Diagnostic Branched Tree (DBT), which is used both as a diagnostic and feedback tool, in pharmacology education was examined. Methods: The study was conducted on 165 students (112 DBT, 53 non-DBT) on the 3rd year of undergraduate medical education. 16 DBTs prepared by the researchers were used as data collection tool. Year 3 first committee was elected for implementation. DBTs were prepared according to the pharmacology learning objectives within the committee. Descriptive statistics, correlation and comparison analyzes were used in the analysis of the data. Results: DBTs with the most wrong exits are DBTs entitled phase studies, metabolism, types of antagonism, dose-response relationship, affinity and intrinsic activity, G-protein coupled receptors, receptor types, penicillins and cephalosporins. When each question in the DBTs is examined separately, it is seen that most of the students could not answer the questions correctly regarding phase studies, drugs that cause cytochrome enzyme inhibition, elimination kinetics, chemical antagonism definition, gradual and quantal dose response curves, intrinsic activity and inverse agonist definitions, important characteristics of endogenous ligands, changes in the cell as a result of G-protein activation, ionotropic receptor examples, mechanism of action of beta-lactamase inhibitors, excretion mechanism of penicillins, differences of cephalosporins according to generations. As a result of the correlation analysis, the correlation value calculated between the DBT total score and the pharmacology total score in the committee exam. The comparisons showed that the average score of the pharmacology questions in the committee exam of the students who participated in the DBT activity was higher than the students who did not participate. Conclusions: The study concluded that DBTs are a candidate for an effective diagnostic and feedback tool. Although this result was supported by research at different educational levels, support could not be shown in medical education due to the lack of DBT research in medical education. Future research on DBTs in medical education may strengthen or refute our research results. In our study, receiving feedback with DBT had a positive effect on the success of the pharmacology education.
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    Humic acid attenuates cisplatin-induced nephrotoxicity in rats
    (Taylor & Francis Ltd, 2025) Tekeş, Ender; İçkin Gülen, Meltem; Sılan, Coşkun; Güven Bağla, Aysel
    Cisplatin-induced nephrotoxicity, a major limitation of this chemotherapeutic agent, involves oxidative stress, inflammation, and apoptosis. This study investigated the potential renoprotective effects of humic acid in a rat model of cisplatin-induced nephrotoxicity. Forty-two male Wistar rats were assigned to six groups: control, humic acid, cisplatin, cisplatin + humic acid 10 mg/kg, cisplatin + humic acid 20 mg/kg, and cisplatin + humic acid 40 mg/kg. On day 7, the rats were sacrificed, and cardiac blood and kidneys were collected for biochemical and histopathological examinations. Humic acid administration significantly attenuated the cisplatin-induced increases in renal TNF-alpha and NF-kappa B levels, indicating a reduction in inflammation. Humic acid also ameliorated histopathological damage, including Bowman's capsule dilatation, tubular cell degeneration, and hemorrhage. However, humic acid did not significantly alter oxidative stress parameters or caspase-3 levels. Humic acid demonstrates a protective effect against cisplatin-induced nephrotoxicity in rats, primarily by mitigating the inflammatory response. While HA's beneficial effects on oxidative stress and apoptosis were limited in this study, its ability to reduce inflammation highlights its potential as a therapeutic strategy to mitigate cisplatin-induced kidney injury.
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    The Attitudes of Medical School Students Towards Pharmacology Course: Scale Development and Implementation Study
    (2023) Tekeş, Ender
    Aim: In this study, it was aimed to develop a valid and reliable attitude scale by determining the attitudes of medical school students towards the pharmacology course and to examine these attitudes in terms of variables such as students' gender, year of education, reasons for choosing medical school, following sources other than lecture notes, and desire to specialize in medicine in the future. Methods: In this research, which was conducted with the participation of 498 students, 250 female and 248 male, from the third, fourth, fifth and sixth terms of Canakkale Onsekiz Mart University Faculty of Medicine, a 21-item 5-point Likert-type scale was used as a data collection tool. The survey was carried out face to face with term 4, 5 and 6 students, and online with term 3 students. During the scale development phase, Kaiser-Meyer-Olkin test and Bartlett's Test of Sphericity were used, and factor analysis was performed with the Principal Axis Factoring (PAF) method. To identify factor candidates, the criterion was that the eigenvalue exceeded 1. To determine the reliability level, Cronbach Alpha and McDonald's Omega reliability levels were examined. Results: The attitude scale of medical school students towards pharmacology course was developed as 12 items and two factors. Two factors with eigenvalues greater than 1 were determined in the scale: \"indispensable course pharmacology\" and \"useless course pharmacology\". It was determined that the Cronbach's alpha and McDonald's omega reliability values of the factors were above 0.70 and the scale was highly reliable. Although the students reached high mean and median values in the two negative items of the pharmacology attitude scale, they reached high mean and median values in the mostly positive items. In general, the students considered the pharmacology course necessary and exhibited positive attitudes. While the gender of the students did not make a difference in their attitudes towards the pharmacology course, the term of education and their reasons for choosing the medical school created a significant difference in their attitudes towards the pharmacology course. In addition, students' following medical sources other than lecture notes and resources provided by faculty members and their desire to be an expert created a significant difference in their attitudes towards the pharmacology course. Conclusions: The results of this study show that the developed pharmacology attitude scale is a reliable and valid measure of students' attitudes towards the pharmacology course. These findings can be used to improve pharmacology teaching and encourage positive attitudes towards the course among medical students.
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    The effects of renal dopaminergic system on the development of hypertension with high salt diet and L-NNA administration
    (Veysi AKPOLAT, 2023) Güngör, Buket; Tekeş, Ender; Silan, Coşkun; Akdur, Seçil Afet; Çakır, Dilek Ülker; Eşsizoğlu, Ertan; Aksulu, Hakkı Engin
    Objective: We aimed to investigate the intrarenal dopamine synthesis efficiency, blood pressure changes and the effects of this system on hypertension developed by NOS inhibition and high salt diet. Method: Wistar Albino male rats were administered water containing 50mg/L or 100mg/L concentrations of L-NNA, standard rat feed containing 0.8%salt, or 4%high salt alone or with L-NNA for 7days. Blood pressure measurements were made with the tail-cuff method. 24-hour water intake and urine volume were also measured. Results: Administration of L-NNA or high-salt diet alone for 7days did not cause a change in blood pressure, while their combined administration resulted in a significant increase in blood pressure. Blood pressures were found to be higher in the L-NNA100+HS group compared to the other groups. While the amount of water intake in 24hours did not change, the amount of 24-hour urine was reduced. 24-hour urinary sodium excretion, sodium clearance and GFR was decreased, and 24-hour urine dopamine concentrations were increased. Conclusion: Co-administration of nitric-oxide inhibitor and high-salt diet failed to prevent renal dopaminergic system blood pressure increase. Despite the increase in dopamine synthesis, intrarenal dopamine activity could not be realized by receptor interaction and it is thought that the increase in blood pressure is caused by the development of renal oxidative stress.
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    Tıp Fakültesi Öğrencilerinde Farmakoloji Bilgi Kartlarının Akademik Başarı ve Tutum Üzerine Etkilerinin İncelenmesi
    (Tıp Eğitimini Geliştirme Derneği, 2025) Tekeş, Ender; Toraman, Çetin
    Amaç: Bu çalışma, tıp öğrencilerinin hazırladığı farmakoloji bilgi kartlarının akademik başarı ve farmakoloji dersine yönelik tutumlar üzerindeki etkisini değerlendirmeyi amaçlamıştır. Çalışmada, bilgi kartı kullanımının farmakoloji notlarını iyileştirip iyileştirmediği ve derse yönelik daha olumlu algılar oluşturup oluşturmadığı incelenmiştir. Yöntem: Bu kesitsel çalışma, bir devlet üniversitesinde okuyan 202 üçüncü sınıf tıp öğrencisini kapsamaktadır. Bilgi kartı uygulamasına katılım gönüllülük esasına dayalıdır; 66 öğrenci, farmakoloji ders içeriğine dayalı olarak 100 bilgi kartı oluşturup gözden geçirmek için beş işbirlikçi oturuma katılmıştır. Geriye kalan 136 öğrenci yalnızca standart derslere katılmıştır. Akademik başarı, üçüncü dönem 5. kurul sınavı puanları, dönem sonu final notları ve genel başarı ortalamaları kullanılarak ölçülmüştür. Farmakolojiye yönelik tutumlar, Tıp Fakültesi Öğrencilerinin Farmakoloji Dersine Yönelik Tutum Ölçeği ile değerlendirilmiştir. İki grup arasındaki akademik ve tutumsal sonuçları karşılaştırmak için Mann-Whitney U testi kullanılmıştır. Bulgular: Bilgi kartı oturumlarına katılan öğrenciler, 3. dönem 5. kurul sınavı (p [EN] Aim: This study aimed to evaluate the impact of student-generated pharmacology flashcards on academic achievement and attitudes towards the pharmacology course among medical students. The study specifically investigated whether flashcard use improves pharmacology grades and fosters more positive perceptions of the subject. Methods: This cross-sectional study involved 202 third-year medical students at a state university. Participation in the flashcard application was voluntary, with 66 students engaging in five collaborative sessions to create and review 100 flashcards based on pharmacology course material. The remaining 136 students attended standard lectures only. Academic performance was measured using semester 3 board 5 exam scores, final grades, and grade point average (GPA). Attitudes towards pharmacology were assessed using the Attitude Scale of Medical School Students Towards Pharmacology Course. The Mann-Whitney U test was used to compare academic and attitudinal outcomes between the two groups. Results: Students participating in the flashcard sessions scored significantly higher than non-participants on semester 3 board 5 exams (p