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• W2413066061 abstract "Objective: The impact of standardized patient feedback on the motivational levels of learners for learning communication skills was examined in the study. Material and Methods: Control group post-test design was used and 284 of Year-I students took part in the study (87%). Both groups were randomly organized. The students had two standardized patient encounters in addition to training and debriefing sessions. The study group students received face-to-face feedback after the first encounters; but not the control group. We used the motivation dimension of Motivated Strategies for Learning Questionnaire and t-test to evaluate the differences between the average scores of motivational levels of both groups for all sub-dimensions. Results: After the first encounters, there is a significant difference between study and control groups in the sub-dimension of test anxiety (p=0.028). After the second encounters, the students of the study group who received feedback after the first encounters, got lower scores in the sub-dimension of test anxiety (p=0.016), and got higher scores in the subdimension of self-efficacy (p=0.027). Conclusion: We found out that the students who received feedback had lower levels of test anxiety, and higher levels of self-efficacy. Those results showed that standardized patient feedback eafected student motivational levels in two sub-dimensions. Turkish Baslik: Standart Hasta Geribildiriminin Ogrencilerin Gudulenme Duzeyine Etkisi Anahtar Kelimeler: Gudulenme, ogrenme stratejileri, iletisim becerileri, tip ogrencileri, standart hasta Amac: Bu calismada iletisim egitiminde standart hastanin verdigi geribildirimlerin ogrenenlerin iletisim becerilerini ogrenmeye gudulenme duzeylerine etkisi incelenmistir. Gerec ve Yontemler: Arastirmada sontest kontrol gruplu desen kullanilmistir. Donem I ogrencileriyle yurutulen calismaya 284 ogrenci katilmistir (%87). Ogrencilerin gruplari rastgele olarak belirlenmistir. Ogrenciler iletisim becerileri egitimi ile birlikte iki kez standart hasta gorusmesi yapmistir. Uygulama grubu ogrencileri ilk hasta gorusmesinin hemen ardindan standart hastadan yuz yuze geribildirim almis, kontrol grubu ogrencileri ise almamistir. Arastirmada Gudulenme ve Ogrenme Stratejileri Olcegia#39;nin gudulenme boyutu kullanilmistir. Arastirmada standart hasta geribildirimi alan-almayan gruplar arasinda ogrencilerin gudulenme duzeyleri olcegi puan ortalamalarinda fark olup olmadigi, her bir alt boyut icin ayri ayri olmak uzere, t testi ile degerlendirilmistir. Bulgular: Ilk gorusmede uygulama ve kontrol gruplari arasinda sinav kaygisi alt boyutunda anlamli fark belirlenmistir (p=0.028). Ikinci gorusmede ilk gorusmede standart hasta geribildirimi alan uygulama grubu ogrencileri sinav kaygisi alt boyutundan dusuk (p=0.016), oz-yeterlik alt boyutunda yuksek puan almistir (p=0.027). Sonuc: Standart hasta geribildirimi alan ogrencilerin sinav kaygi duzeyleri daha dusuk, oz-yeterlilik duzeyleri daha yuksektir. Bu sonuc, ogrencilerin iletisim becerileri egitiminde standart hastadan geribildirim almalari onlarin gudulenme duzeylerini etkiledigini gostermektedir." @default.
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• W2413066061 date "2011-03-01" @default.
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• W2413066061 title "The Impact of Standardized Patient Feedback on Student Motivational Levels" @default.
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