Evaluation of Perceptions About Medical Educator and Medical Student Through Metaphors


Creative Commons License

AYTUĞ KOŞAN A. M., BAYKAN Z., MIDIK Ö., DEMİRÖREN M., ŞENOL Y.

BEZMIALEM SCIENCE, cilt.10, sa.5, ss.541-550, 2022 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 10 Sayı: 5
  • Basım Tarihi: 2022
  • Doi Numarası: 10.14235/bas.galenos.2021.6073
  • Dergi Adı: BEZMIALEM SCIENCE
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.541-550
  • Anahtar Kelimeler: Medical faculty, educator, student, metaphor, TEACHER
  • Erciyes Üniversitesi Adresli: Evet

Özet

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.