Öz-düzenlemeli öğrenme, bireyin ortam koşullarına uyum sağlayarak kendi öğrenmesi için hedef belirleme, planlama, strateji geliştirme, bu stratejileri uygulama, uygulama aşamasında karşılaşılan olumsuzluklarla başa çıkma, uyum sağlama, süreci izleme, sonrasında da öz-değerlendirme yapması olarak tanımlanmaktadır. Öz-düzenlemeli öğrenme, öğrenmeyi öğrenmek olarak da tanımlanmakta ve öz düzenleme becerisi yüksek bireylerin akademik başarılarının da yüksek olduğu belirtilmektedir. Bu çalışmada, Türkiye’de öz-düzenlemeli öğrenmenin ele alındığı tezlerin genel eğilimlerinin belirlenmesi amaçlanmıştır. Çalışmamız nitel desende tasarlanmış olup, veri analizi doküman incelemesi yoluyla gerçekleştirilmiştir. 2004-2022 yılları arasında Türkiye’de öz-düzenlemeli öğrenmeyle ilgili yazılan tezler araştırmacılar tarafından belirlenen temalar doğrultusunda tematik içerik analizi yöntemi ile incelenmiştir. 78’i (%60,5) yüksek lisans ve 51’i (%39,5) doktora tezi olmak üzere ilköğretimden lisansüstüne kadar tüm düzeylerden bireyler üzerinde yürütülen toplam 129 tez çalışmasına ulaşılmıştır. Dokuzu tez kapsamında geliştirilmiş ve ikisi tez kapsamında uyarlanmış ölçekler olmak üzere incelenen 104 tezde ölçeklerin kullanıldığı görülmüştür. Tezlerde en çok ele alınan beş başlık ise şu şekildedir: 1-çeşitli eğitim yöntemlerinin öz-düzenlemeli öğrenmeye etkisi, 2-öz-düzenlemeli öğrenme düzeyi/hazırbulunuşluğu belirleme, 3-öz-düzenlemeli öğrenmenin akademik başarıya etkisi, 4-öz-düzenlemeli öğrenme müdahalesinin öğrenciler üzerine etkisi, 5-öz-düzenlemeli öğrenmeye etki eden faktörler. Öz-düzenlemeli öğrenme, yaşam boyu öğrenmenin bir parçası olarak her yaşta bireylerde geliştirilmesi gereken bir beceri olarak karşımıza çıkmaktadır. Bu bağlamda tez araştırmalarının ilköğretimden lisansüstü düzeyine kadar tüm düzeylerde arttırılması önerilmektedir.

BACKGROUND Measurement invariance analysis is a critical step in evaluating the structural validity of measurement instruments, ensuring that a scale measures its intended constructs equally across different subgroups. Such analyses are essential before making subgroup comparisons. This study investigated the measurement invariance of the Self-Regulated Learning Perception Scale (SRLPS), a tool designed to assess self-regulated learning levels among medical students. The SRLPS consists of 4 categories: motivation and action to learning, planning and goal setting, strategies for learning and assessment, and lack of self-directedness. MATERIAL AND METHODS A cross-sectional study was conducted involving 878 medical students spanning the first to final years. Multigroup confirmatory factor analysis (MG-CFA) was employed to assess measurement invariance across genders and years of medical education, categorized as preclinical and clinical years. Invariance was evaluated by comparing model fit indices across successive stages of invariance testing. RESULTS The findings demonstrated that the SRLPS achieved full measurement invariance in both sexes, confirming its suitability for valid comparisons between male and female medical students, with ΔCFI ≤0.01. For year of medical education, configural invariance was established, indicating that the 4-factor structure of the SRLPS is consistent across preclinical and clinical students. However, only partial metric invariance was achieved, suggesting that factor loadings for some items differ between preclinical and clinical groups. CONCLUSIONS The measurement invariance should be evaluated before using a scale for subgroup comparison. The SRLPS can be used to make valid comparisons between male and female medical students, but cannot be used for comparison between preclinical and clinical year students.

Health professional education is rooted in patient interaction. The utilization of the simulated participant method is a widely accepted approach in this regard, as it enables students to engage in experiences that closely resemble real patient interactions. So, the simulated participants need to be well-prepared and well-engaged in the concept of their roles. The purpose of the study is to evaluate a new model for identity formation of simulated participants based on communities of practice theory. An 8-month follow-up study with pre- and post-interviews, observations, and reflective diaries designed with a qualitative approach. The results were categorized together under the five themes: “motivation of simulated participants”, “background of simulated participants”, “interaction between simulated participants as a part of a community of practice”, “limitations from simulated participants’ perspectives”, and “roles of simulated participants in simulation”. Our model based on communities of practice theory is an effective method for the formation of identities of simulated participants. Educators have the responsibility to improve the quality of simulated participant–based simulation. Our model can be thought of as an effective tool to use in this regard.

Background: Simulation-based education prepares medical students to interact with real patients by resembling real environments. There are a variety of methods in simulation-based education from low-fidelity to high-fidelity, and from basic task trainers to complicated mixed methods. Although it is not specified whether a topic in the national core curriculum is related to simulation-based education or not, the National Core Curriculum draws a general approach for selecting appropriate learning activities in undergraduate medical education. This study aims to reveal adequate simulation methods for the topics in the National Core Curriculum and to present a tool for simulation method selection criteria. Method: A content analysis was conducted in a qualitative design. The literature review was conducted to deeply understand the principles of simulation-based education and was used as a guide to evaluate the topics in the National Core Curriculum. The content analysis of the National Core Curriculum-2020 was performed to structure a tool for the simulation method selection criteria in undergraduate medical education. Results: Several simulation methods can be used according to the utilization of medical schools. A total of 20 number main skills were identified as suitable for simulation-based education and methods were matched with these skills with at least three alternatives. Conclusion: The tool we conducted covers basic to complicated simulation methods that every medical school can adopt according to its facilities. We recommend our tool as a guide in selecting adequate resources while developing simulation-based education in undergraduate medical education.

Clinicians both have the responsibility to take care of the patients and to facilitate students to learn. Having different responsibilities at the same time can be stressful for medical teachers and can affect their identity as medical teachers. The aim of the study is to determine and identify approaches to the teaching of medical teachers in a university hospital. The methodology of the research is qualitative research. The educational case study method was used to develop an in-depth understanding of medical teachers’ teaching approaches. We asked the meaning of being a medical teacher, the related factors with teaching, and their best experiences of teaching by individual indepth interview. Nine individual in-depth interviews were held with participants. The most experienced medical teacher has the 27-year of experience and the junior one has 6 months of experience. Three main themes have emerged. The issues at clinical education, teachers’ perspectives on clinical education, and the roles of students and teachers at clinical education. Our study shows the residents, nurses, peer students have roles in clinical education in addition to medical teachers. One of the issues is the limitation to standardize clinical education for each student. All participants mentioned they become an academician for the greater good. The medical teachers are expecting the students to have a high level of situated interest. However, increasing students’ situated interest is up to their prior knowledge of the context, the characteristics of the learning activity, the learning environment, and the approach to the teaching of medical teachers.