Evaluation of Perceptions About Medical Educator and Medical Student Through Metaphors

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dc.authoridMidik, Ozlem/0000-0002-0151-7461
dc.authoridSenol, Yesim/0000-0002-7842-3041
dc.contributor.authorKosan, Aysen Melek Aytug
dc.contributor.authorBaykan, Zeynep
dc.contributor.authorMidik, Ozlem
dc.contributor.authorDemiroren, Meral
dc.contributor.authorSenol, Yesim
dc.date.accessioned2025-01-27T21:01:40Z
dc.date.available2025-01-27T21:01:40Z
dc.date.issued2022
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractObjective: 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.
dc.identifier.doi10.14235/bas.galenos.2021.6073
dc.identifier.endpage550
dc.identifier.issn2148-2373
dc.identifier.issue5
dc.identifier.startpage541
dc.identifier.trdizinid1173728
dc.identifier.urihttps://doi.org/10.14235/bas.galenos.2021.6073
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1173728
dc.identifier.urihttps://hdl.handle.net/20.500.12428/27143
dc.identifier.volume10
dc.identifier.wosWOS:000877834200003
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherGalenos Publ House
dc.relation.ispartofBezmialem Science
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20250125
dc.subjectMedical faculty
dc.subjecteducator
dc.subjectstudent
dc.subjectmetaphor
dc.titleEvaluation of Perceptions About Medical Educator and Medical Student Through Metaphors
dc.typeArticle

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