Background: The response phase is a phase of disaster management that begins when a disaster occurs. The experience of the First Responders who responded in the first days to the 2023 earthquake in Turkey, which killed more than fifty thousand people, is expected to inform and add value to the preparations for subsequent disasters. Methods: A qualitative approach was used; focus group interviews were conducted with 15 first responders (8 fire fighters and 7 medical personnel) that responded in the first moments of the devastating Kahramanmaraş and Hatay earthquakes. The interviews conducted in June 2023. A qualitative approach with the thematic analysis method was employed. Results: Based on the analyses the research six main themes and 13 subthemes were identified. The identified themes were resources, needs, collaboration, innovation, disaster management and challenges. The participants emphasized the need for better communication tools, protective equipment, and technologies such as drones and advanced sensors to enhance disaster response efforts. The findings also highlight the critical role of collaboration between different organizations and the necessity for integrated disaster management practices and applications. The findings obtained from the views of experienced first responders will inspire national and international disaster crisis managers, policy makers and technology providers to develop more effective disaster response methods. Through technological solutions and better training, the safety and effectiveness of first responders can be significantly improved in future disaster scenarios. Conclusions: This study fills an important gap in the literature by investigating the innovation needs and challenges faced by first responders during the 2023 earthquakes in Türkiye. In this study, the gap analysis was determined through interviews conducted with teams that responded to the 2023 major Turkey earthquake in the initial hours following the disaster. These findings are of significant value in guiding the improvement of the approaches and development of technological products in the field of disaster management.

The aim of the study was to develop and implement an interprofessional education (IPE) program that would enhance healthcare students’ learning by motivating them with a theme. The study, conducted at a university (enrolled in three faculties of health sciences dentistry, and medicine) in Turkey between 2019 and 2022, was designed as action research and followed six stages: Deciding on the Area of Focus, Reconnaissance, Planning, Acting, Evaluation, and Monitoring, utilizing both qualitative and quantitative data for program development based on the ARCS-V (Attention, Relevance, Confidence, Satisfaction, and Volition) Motivation Model and ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model. The program was based on the ARCS-V motivational design model, included three sessions and, was hybrid. Tactics and strategies from the motivational model were used throughout the online and face-to-face training process. RIPLS (Readiness for Interprofessional Learning Scale) and ARCS-V measurement tools were used to measure the effectiveness of the training program. RIPLS was used as a pre-and post-test. The ARCS-V motivation scale was used at the end of the training. IPE Student Success Evaluation Form (SSEF) developed by researchers consists of seven sub-dimensions. The maximum score on the scale is 33. Data were analyzed using the Chi-Square test, Independent test, Wilcoxon rank test, Mann-Whitney U test, and one-way analysis of variance. The IPE program titled Chronic Disease Management and Patient Safety was implemented as a hybrid, and 25 students participated. The RIPLS showed statistically significant increases in total scores (p= 0.00), Additionally, the ARCS-V scales revealed high levels of motivation, with average scores of 4.70 ± 0.35 for the Instructional Materials Motivation Survey (IMMS), 4.53 ± 0.40 for the Course Interest Survey (CIS), and 4.48 ± 0.48 for the Volition For Learning Scale (VFLS). It was found that the scenarios, multimedia elements, messages, e-mails, reflection assignments, and group tasks embedded in the learning content increased students' motivation and interest. According to the IPE-SSEF, all students were successful and passed the 60% limit. The present study offers universities an IPE program themed on “Chronic Disease Management and Patient Safety”. This program design can be used for training healthcare professionals who can build strong relationships with patients, are able to define needs, and are competent in interprofessional communication, collaborative leadership, teamwork, ethics, roles responsibilities, and lifelong learning.

Artificial intelligence (AI) is a field of computer science and engineering with abilities required by human intelligence. One of the most important usage areas of AI is the health sector. From the areas of public health promotion such as air pollution epidemiology, elderly care and monitoring to rapid diagnosis and treatment, from surgery to drug production and neuroscience by analyzing a lot of data from patient records; It offers a wide range of usage opportunities such as monitoring individuals at risk with suicidal tendencies. With AI smart applications, practices such as first aid and resuscitation on patients in the training processes of health professionals have started to be applied more intensively. Strengthening education with these practices provides students with more application opportunities with AI applications in patient follow-up and care services education in health education. Vital signs such as blood pressure, pulse, fever monitoring of virtual patients, virtual vascular access, and blood drawing have become common methods in healthcare professional training. In the training of health professionals, the processes of possible harm to the patients are thus tried to be minimized.

This study aims to investigate the impact of virtual microscopy (VM) and light microscopy (LM) on the satisfaction of second-year medical students and how they affect student performance in different educational settings. The research involved 94 second-year students from Izmir Democracy University’s School of Medicine, with criteria requiring enrollment in the 2021–2022 academic year and attendance of at least 80% in histology practical course. A paired two-tailed t-test was used for comparison, with a researcher-designed questionnaire for data collection. Cronbach’s alpha was 0.894 for the LM questionnaire, and 0.918 for the VM questionnaire, indicating high level of reliability. LM scored higher in the questionnaire (p = 0.010), but VM showed higher exam averages (p = 0.013). The study found VM more effective in exams, with students showing high satisfaction with LM. VM’s accessibility to histological preparations and its impact on learning levels and board exam success rates were noted. The study concludes that while VM is becoming essential in histology education due to its positive impact on exam performance and accessibility, LM remains highly valued by students for its hands-on experience and satisfaction levels.

Background: This study was conducted to assess how students’ disaster literacy was affected by the Disaster Medicine Clinical Training Program at the Izmir Democracy University Faculty of Medicine (IDUFM) during the academic year 2022–2023. Methods: Using an experimental method involving experimental and control groups, measurements were made at different times. The sample consisted of 5th-year students at IDUFM for the experimental group, while the control group was composed of 3rd- and 4th-year students from different buildings with limited interaction with the experimental group. The clinical training program was organized to improve the clinical practice skills of students in the field of disaster medicine and provide theoretical information. Throughout their internship, the students were provided with a program including information on types of disasters, preparation, response, relief, emergency surgical procedures, hospital disaster plans, national and international organizations and institutions working in disasters, and other relevant topics. The Disaster Literacy Scale (DLS) was used to collect data. This scale is a self-report scale that was developed to evaluate knowledge levels about disasters. In this study, the scale was applied as a pretest and a posttest, and the obtained data were analyzed using independent samples and paired-sample t-tests. Result: The DLS scores of the experimental group showed significant improvement after the training program compared to their pretest scores (Total Scale: p < 0.001, Damage Mitigation: p = 0.002, Preparation: p < 0.001, Response: p < 0.001, and Relief: p = 0.004). When comparing the posttest results of the experimental group with the control group, the experimental group demonstrated significantly higher scores in Total Scale (p = 0.01), Damage Mitigation (p = 0.02), Response (p = 0.03), and Relief (p < 0.001). However, no significant differences were observed between the experimental group’s pretest (T1) scores and the control group’s posttest (T3) scores (p > 0.05p > 0.05p > 0.05), indicating that the knowledge levels of the experimental and control groups were homogeneous prior to the training intervention. These findings confirm the effectiveness of the Disaster Medicine Training Program in improving disaster literacy and response skills among medical students. Conclusion: This study, which aimed to determine the effects of the Disaster Medicine Clinical Training Program on the disaster literacy of medical students, revealed that the program increased the literacy levels of the students and contributed to their responsible decision-making. It is thought that such education programs can make significant contributions to the effective management of healthcare services in disaster situations.

Patient-physician interviewing skills are crucial in health service delivery. It is necessary for effective care and treatment that the physician initiates the interview with the patient, takes ana...