Browsing by Author "Sahiner, Melike"

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An overview of the post-graduate physiology education in Turkey
(DEOMED PUBL, ISTANBUL, 2017-01-01) Bor-Kucukatay, Melek; Sahiner, Melike; Yegen, Berrak C.
A questionnaire was prepared to determine the current situation, characteristics, main problems and solution proposals of post-graduate physiology education in Turkey. The questionnaire was answered by 40\% of the physiology departments with post-graduate programs. The results of the questionnaire demonstrate that 31\% of master students and 45\% of PhD students have academic positions. Most of the post-graduate physiology students are employed in the ``academic staff training program{''} (62\% of master and 59\% of PhD students). Post-graduate physiology students were mainly composed of biologists (25\%) and medical doctors (21\%). All or the majority (81\%) of postgraduate students have completed their education within the legal periods. We have observed that post-graduate physiology students do not sufficiently benefit from the national and international student exchange programs, scholarships and do not participate in academic activities. Publication rates of the post-graduate thesis in national and international journals are also below the anticipated level. The general problems faced in providing post-graduate physiology education are insufficiency of available academic positions, scholarships, number of academic staff, inadequate financial support in producing qualified research as well as lack of infrastructure. The results of the questionnaire demonstrate that comprehensive studies with broad participation are necessary in order to improve post-graduate education in our country.
Comparison of self versus expert-assisted feedback for cricothyroidotomy training: a randomized trial
(BMC, 2022-01-01) Aldinc, Hasan; Gun, Cem; Yaylaci, Serpil; Senuren, Cigdem Ozkaya; Guven, Feray; Sahiner, Melike; Kayayurt, Kamil; Turkmen, Suha
Background The self-video feedback method may have the potential to provide a low-cost alternative to physician-driven simulation-based training. This study aimed to assess the utility of two video feedback methods by comparing the improvement in performing cricothyroidotomy procedure following self video feedback (trainees review their performance by themselves) and expert-assisted video feedback (trainees review their performance while an emergency physician provides additional feedback). Methods This study was pretest-posttest and two-group designed research performed at a university simulation center with 89 final-year medical students and used a cricothyroidotomy simulation model. After seeing an educational presentation and a best practice video, trainees were randomized into two groups
Pharmacologically induced absence seizures versus kindling in Wistar rats
(KARE PUBL, 2020-01-01) Carcak, Nihan; Sahiner, Melike; Akman, Ozlem; Idrizoglu, Medine Gulcebi; Cortez, Miguel A.; Snead, O. Carter; Eskazan, Esat; Onat, Filiz
OBJECTIVE: This study aimed to investigate the effects of gamma-butyrolactone (GBL), a prodrug of gamma-Hydroxybutyric acid-induced absence seizures on the development of kindling in Wistar rats. METHODS: Three groups of adult male Wistar rats under anesthesia were implanted with bilateral cortical recording elec- trodes for the GBL group (GBL) and/or bipolar stimulation electrodes into the right basolateral amygdala for the Kindling group (KI) alone and Kindling plus GBL group (GBL+KI). Rats in the KI and GBL+KI groups were stimulated twice daily at the afterdischarge threshold until they reached Racine's stage 5 seizure state. The animals in the GBL + group had an i.p injection of GBL 20 minutes before each electrical stimulation, and the effects of GBL-induced seizures on the development of kindling were investigated. The animals in the GBL group were injected GBL twice daily i.p. for 15 days without receiving any electrical stimulation. RESULTS: The KI animals reached stage 5 seizure stage at 12th stimulations, whereas the GBL+KI rats reached at 27th stimulations. The mean numbers of stimulations needed for the development of the first stage 3, 4, or 5 generalized seizures were significantly higher in the GBL+KI group than the KI group. CONCLUSION: The resistance to amygdala kindling in the GBL model can be modulated by the absence seizure mechanism alone, without the intervention of an abnormal genetic background.
The state of ethics education at medical schools in Turkey: taking stock and looking forward
(BMC, 2020-01-01) Kavas, Mustafa Volkan; Ulman, Yesim Isil; Demir, Figen; Artvinli, Fatih; Sahiner, Melike; Demiroren, Meral; Senyurek, Gamze; Pakis, Isil; Bakirci, Nadi
Background Ethics teaching is globally considered an essential part of medical education fostering professionalism. It does not only provide knowledge for good clinical conduct, but also trains medical students as virtuous practitioners. Although Turkey has had a considerable experience in ethics education of healthcare professionals, the general state of ethics curricula at medical schools in Turkey is unknown. Methods The purpose of this study was to collect comprehensive data about the ethics education programs at medical schools in Turkey. To this aim, we designed a cross-sectional descriptive questionnaire survey which focuses on the content, teaching years, teaching, assessment and evaluation methodologies, workforce and infrastructure. We delivered the questionnaire to all medical schools in Turkey. Seventy-nine medical schools participated in this study (response rate: 78\%). Results Although most institutions had an undergraduate ethics curriculum (91.1\%), the findings suggest deficiency of teaching personnel (34.2\% had no instructors). Furthermore, the distribution and composition of the workforce was imbalanced. The content varies largely among institutions. Medical schools with an ethics department were more likely to diversify teaching topics. However, ethics education was largely based on the four-principle approach. The content was usually conveyed to students theoretically. Around 90\% of schools had classroom lectures. It is the only method used at one-third of them. Clinical ethics education was mostly lacking. Multiple-choice tests were widely used to assess and evaluate student attainments (86.1\%). Conclusions Staff qualified to teach ethics and ethics education integrated into the six-year medical curriculum given by a multidisciplinary team are urgent necessities. Considering teaching, assessment and evaluation methodologies used, most medical schools seem to fall short of fostering students to develop ethical attitudes. Endeavors aiming for modern topics should be encouraged. As the organization ethics education change continuously, we think that a platform for monitoring ethics education at medical schools in Turkey should be established. Such a body would help ethics instructors to network and find solutions to current problems and build shared wisdom.