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Perspectives and Attitudes of Emergency Medicine Educators Towards E-Assessment Technologies

Yıl 2023, Cilt: 6 Sayı: 2, 72 - 80, 30.06.2023
https://doi.org/10.54996/anatolianjem.1215010

Öz

Aim: The widespread use of distance education due to the pandemic has accelerated distance assessment and evaluation technologies (E-assessment). While educators and trainees promptly adapt to distance learning platforms, several factors can affect the adoption of e-assessment models. This study aimed to identify these factors affecting the perspectives and attitudes on e-assessment technologies among emergency medicine educators.

Material and Methods: A survey on self-efficacy, self-confidence, and attitudes toward E-assessment technologies was conducted on ninety emergency medicine educators. In this questionnaire-based study, educators of emergency medicine residency training programs with different academic ranks who work in emergency departments involved in emergency medicine residency training were included. A pool of questions was created from the questionnaires with the concepts of “self-efficacy”, “self-confidence”, “attitude”, “educational need” and “computer-use self-efficacy”. The items were evaluated with a 7-point Likert scale. Correlation, validation, reliability and factor analysis were performed.

Results: There was a statistically significant difference among computer-use skills, especially regarding self-confidence (p=0.02) and self-efficacy (p=0.01). No significant difference was found in terms of attitude (p=0.877). Advanced computer skills had higher levels of self-confidence and self-efficacy for E-assessment. There was a significant difference in self-confidence (p=0.001) and self-efficacy (p=0.001) regarding increased E-assessment experience. Forty-four percent of the participants had ethical concerns, 30% were not concerned about this issue, and 25.6% were partially concerned about screen sharing.

Conclusion: Experience, computer-use skills and self-efficacy, and E-assessment education are the key factors that may be related to self-confidence and self-efficacy and may indirectly affect attitudes toward E-assessments in emergency medicine education. Since it is important to monitor and evaluate the training processes, the adaptation of the trainers to this technology is possible by increasing their computer skills and experience to ensure this continuity in conditions such as pandemics.

Kaynakça

  • Faibisoff SG, Willis DJ. Distance Education: Definition and Overview. Journal of Education for Library and Information Science. 1987;27(4):223. doi:10.2307/40323650
  • Moore JL, Dickson-Deane C, Galyen K. e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education. 2011;14(2):129-135. doi:10.1016/j.iheduc.2010.10.001
  • Kurnaz E, Serçemeli̇ M. A research on academicians’ perspectives on distance education and distance accounting education in the COVID19 pandemia period. International Journal of Social Sciences Academy. 2020;(2):27.
  • Shraim K. Online Examination Practices in Higher Education Institutions: Learners’ Perspectives. Turkish Online Journal of Distance Education. Published online October 31, 2019:185-196. doi:10.17718/tojde.640588
  • Ayo CK, Akinyemi IO, Adebiyi AA, Ekong UO. The Prospects of EExamination Implementation in Nigeria. Turkish Online Journal of Distance Education. 2017;8(4):125-134.
  • Yilmaz R. Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior. 2017;70:251-260. doi:10.1016/j.chb.2016.12.085
  • Zellner M. Self-esteem, reception, and influenceability. Journal of Personality and Social Psychology. 1970;15(1):87-93. doi:10.1037/h0029201
  • Snyder CR, Lopez SJ, eds. Oxford Handbook of Positive Psychology. 2. ed. Oxford Univ. Press; 2009.
  • Neufeldt V, Sparks AN. Webster’s New World Dictionary. Pocket Star Books; 1995.
  • Druckman D, Bjork RA, National Research Council (U.S.), eds. Learning, Remembering, Believing: Enhancing Human Performance. National Academy Press; 1994.
  • Judge TA, Erez A, Bono JE, Thoresen CJ. Are measures of self-esteem, neuroticism, locus of control, and generalized self-efficacy indicators of a common core construct? J Pers Soc Psychol. 2002;83(3):693-710. doi:10.1037//0022-3514.83.3.693
  • Bandura A, Jacobs Foundation, eds. Self-Efficacy in Changing Societies: Papers Based on the Proceedings of the Third Annual Conference Held Nov. 4-6, 1993, at the Johann Jacobs Foundation Communication Center, Marbach Castle. Reprint. Cambridge Univ. Press; 1999.
  • Bandura A. Self-Efficacy: The Exercise of Control. 11. printing. Freeman; 2010.
  • Bukie OF. Understanding Technologies for E-Assessment: A Systematic Review Approach. 2014;5(12):12.
  • Hung ML, Chou C, Chen CH, Own ZY. Learner readiness for online learning: Scale development and student perceptions. Computers & Education. 2010;55(3):1080-1090. doi:10.1016/j.compedu.2010.05.004
  • Demir Ö. Öğrencilerin ve öğretim elemanlarının e ̇ - öğrenmeye hazır bulunuşluk düzeylerinin incelenmesi: Hacettepe üniversitesi eğitim fakültesi örneği. Master Thesis. Hacettepe University; 2015.
  • Korkmaz Ö, Çakir R, Tan SS. Öğrencilerin E-öğrenmeye Hazır Bulunuşluk ve Memnuniyet Düzeylerinin Akademik Başarıya Etkisi. Published online 2015:23.
  • Davis FD. Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly. 1989;13(3):319. doi:10.2307/249008
  • Yurdugül H, Alsancak Sırakaya D. The Scale of Online Learning Readiness: A Study of Validity and Reliability. Egitim ve Bilim. 2013;38:391-406.
  • Whitelock D. Electronic assessment: marking, monitoring and mediating learning. IJLT. 2006;2(2/3):264. doi:10.1504/IJLT.2006.010620
  • Akaslan D, Law ELC. Measuring teachers’ readiness for e-learning in higher education institutions associated with the subject of electricity in Turkey. In: 2011 IEEE Global Engineering Education Conference (EDUCON). IEEE; 2011:481-490. doi:10.1109/EDUCON.2011.5773180
  • Compeau DR, Higgins CA. Computer Self-Efficacy: Development of a Measure and Initial Test. MIS Quarterly. 1995;19(2):189. doi:10.2307/249688
  • Kaur K, Abas ZW. AN ASSESSMENT OF E-LEARNING READINESS AT OPEN UNIVERSITY MALAYSIA. :8.
  • Watkins R, Leigh D, Triner D. Assessing Readiness for E-Learning. Performance Improvement Quarterly. 2008;17(4):66-79. doi:10.1111/j.1937-8327.2004.tb00321.x
  • Osang F. Electronic Examination in Nigeria, Academic Staff Perspective—Case Study: National Open University of Nigeria (NOUN). International Journal of Information and Education Technology. 2012;2(4).
  • Jamil M, Tariq RH, Shami PA. Computer-Based vs Paper-Based Examinations: Perceptions of University Teachers. Turkish Online Journal of Educational Technology. 2012;11(4):371-381.
  • McCann AL. Factors affecting the adoption of an e‐assessment system. Assessment & Evaluation in Higher Education. 2010;35(7):799-818. doi:10.1080/02602930902981139
  • Buabeng-Andoh C. An Exploration of Teachers’ Skills, Perceptions and Practices of ICT in Teaching and Learning in the Ghanaian SecondCycle Schools. Contemporary Educational Technology. 2012;3(1):36-49.
  • Lingard M. Introducing computer-assisted assessment: considerations for the new practitioner. Investigations in University Teaching and Learning,. 2005;2(2):69-75.
  • Petrişor M, Maruşteri M, Ghiga D, Şchiopu A. Online Assessment System. Applied Medical Informatics. 2011;28(1):23-28. Applied Medical Informatics. 2011;28(1):23-28.
  • Elsalem L, Al-Azzam N, Jum’ah AA, Obeidat N, Sindiani AM, Kheirallah KA. Stress and behavioral changes with remote E-exams during the Covid-19 pandemic: A cross-sectional study among undergraduates of medical sciences. Annals of Medicine and Surgery. 2020;60:271-279. doi:10.1016/j.amsu.2020.10.058
  • Hampton D, Culp-Roche A, Hensley A, et al. Self-efficacy and Satisfaction With Teaching in Online Courses. Nurse Educ. 2020;45(6):302-306. doi:10.1097/NNE.0000000000000805
  • Mishra L, Gupta T, Shree A. Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open. 2020;1:100012. doi:10.1016/j.ijedro.2020.100012
  • Windish R, Stuart P, Cruz R, Murray A. Enhancing intern emergency medicine education using a combined didactic and web‐based learning curriculum: The EDGE programme. Emergency Medicine Australasia. 2019;31(5):837-842. doi:10.1111/1742-6723.13352
  • Xia Y, Yang Y. RMSEA, CFI, and TLI in structural equation modeling with ordered categorical data: The story they tell depends on the estimation methods. Behav Res. 2019;51(1):409-428. doi:10.3758/s13428-018-1055-2

Acil Tıp Eğitimcilerinin E-Değerlendirme Teknolojilerine Yönelik Bakış Açıları ve Tutumları

Yıl 2023, Cilt: 6 Sayı: 2, 72 - 80, 30.06.2023
https://doi.org/10.54996/anatolianjem.1215010

Öz

Amaç: Pandemi nedeniyle uzaktan eğitimin yaygınlaşması, uzaktan ölçme ve değerlendirme teknolojilerini (E-assessment) hızlandırmıştır. Eğitimciler ve öğrenciler uzaktan eğitim platformlarına hızla uyum sağlarken, çeşitli faktörler e-değerlendirme modellerinin benimsenmesini etkileyebilir. Bu çalışma, acil tıp eğitimcilerinin e-değerlendirme teknolojilerine bakış açılarını ve tutumlarını etkileyen bu faktörleri belirlemeyi amaçlamıştır.

Gereç ve Yöntemler: Doksan acil tıp eğitimcisi üzerinde öz yeterlilik, özgüven ve E-değerlendirme teknolojilerine yönelik tutumlar üzerine bir anket yapıldı. Ankete dayalı bu çalışmada, acil tıp uzmanlık eğitimi alan acil servislerde görev yapan farklı akademik kademelerdeki acil tıp uzmanlık eğitimi programlarının eğitimcileri dâhil edildi. Anketlerden “öz-yeterlik”, “özgüven”, “tutum”, “eğitim ihtiyacı” ve “bilgisayar kullanım öz-yeterliği” kavramları ile bir soru havuzu oluşturuldu. Maddeler 7'li Likert ölçeği ile değerlendirildi. Korelasyon, doğrulama, güvenilirlik ve faktör analizi yapıldı.

Bulgular: Bilgisayar kullanma becerileri açısından, özellikle özgüven (p=0.02) ve öz yeterlilik (p=0.01) açısından istatistiksel olarak anlamlı bir fark vardı. Tutum açısından anlamlı bir fark bulunmadı (p=0,877). Gelişmiş bilgisayar becerileri, E-değerlendirme için daha yüksek düzeyde özgüvene ve öz yeterliliğe sahipti. Artan E-değerlendirme deneyimi ile ilgili olarak özgüven (p=0,001) ve öz yeterlilik (p=0,001) arasında anlamlı bir fark vardı. Katılımcıların %44’ü etik kaygılara sahipti, %30'u bu konuda endişeli değildi ve %25,6'sı ekran paylaşımı konusunda kısmen endişeliydi.

Sonuç: E-değerlendirme deneyimi, eğitimi ve bilgisayar kullanma becerileri, özgüven ve öz-yeterlik ile ilişkili olabilir ve acil tıp eğitiminde E-değerlendirmelere yönelik tutumları dolaylı olarak etkileyebilecek anahtar faktörlerdir. Eğitim süreçlerinin izlenmesi ve değerlendirilmesi önemli olduğu için eğiticilerin bu teknolojiye adaptasyonu, pandemi gibi koşullarda bu sürekliliğin sağlanması için bilgisayar becerilerinin ve deneyimlerinin arttırılmasıyla mümkündür.

Kaynakça

  • Faibisoff SG, Willis DJ. Distance Education: Definition and Overview. Journal of Education for Library and Information Science. 1987;27(4):223. doi:10.2307/40323650
  • Moore JL, Dickson-Deane C, Galyen K. e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education. 2011;14(2):129-135. doi:10.1016/j.iheduc.2010.10.001
  • Kurnaz E, Serçemeli̇ M. A research on academicians’ perspectives on distance education and distance accounting education in the COVID19 pandemia period. International Journal of Social Sciences Academy. 2020;(2):27.
  • Shraim K. Online Examination Practices in Higher Education Institutions: Learners’ Perspectives. Turkish Online Journal of Distance Education. Published online October 31, 2019:185-196. doi:10.17718/tojde.640588
  • Ayo CK, Akinyemi IO, Adebiyi AA, Ekong UO. The Prospects of EExamination Implementation in Nigeria. Turkish Online Journal of Distance Education. 2017;8(4):125-134.
  • Yilmaz R. Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior. 2017;70:251-260. doi:10.1016/j.chb.2016.12.085
  • Zellner M. Self-esteem, reception, and influenceability. Journal of Personality and Social Psychology. 1970;15(1):87-93. doi:10.1037/h0029201
  • Snyder CR, Lopez SJ, eds. Oxford Handbook of Positive Psychology. 2. ed. Oxford Univ. Press; 2009.
  • Neufeldt V, Sparks AN. Webster’s New World Dictionary. Pocket Star Books; 1995.
  • Druckman D, Bjork RA, National Research Council (U.S.), eds. Learning, Remembering, Believing: Enhancing Human Performance. National Academy Press; 1994.
  • Judge TA, Erez A, Bono JE, Thoresen CJ. Are measures of self-esteem, neuroticism, locus of control, and generalized self-efficacy indicators of a common core construct? J Pers Soc Psychol. 2002;83(3):693-710. doi:10.1037//0022-3514.83.3.693
  • Bandura A, Jacobs Foundation, eds. Self-Efficacy in Changing Societies: Papers Based on the Proceedings of the Third Annual Conference Held Nov. 4-6, 1993, at the Johann Jacobs Foundation Communication Center, Marbach Castle. Reprint. Cambridge Univ. Press; 1999.
  • Bandura A. Self-Efficacy: The Exercise of Control. 11. printing. Freeman; 2010.
  • Bukie OF. Understanding Technologies for E-Assessment: A Systematic Review Approach. 2014;5(12):12.
  • Hung ML, Chou C, Chen CH, Own ZY. Learner readiness for online learning: Scale development and student perceptions. Computers & Education. 2010;55(3):1080-1090. doi:10.1016/j.compedu.2010.05.004
  • Demir Ö. Öğrencilerin ve öğretim elemanlarının e ̇ - öğrenmeye hazır bulunuşluk düzeylerinin incelenmesi: Hacettepe üniversitesi eğitim fakültesi örneği. Master Thesis. Hacettepe University; 2015.
  • Korkmaz Ö, Çakir R, Tan SS. Öğrencilerin E-öğrenmeye Hazır Bulunuşluk ve Memnuniyet Düzeylerinin Akademik Başarıya Etkisi. Published online 2015:23.
  • Davis FD. Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly. 1989;13(3):319. doi:10.2307/249008
  • Yurdugül H, Alsancak Sırakaya D. The Scale of Online Learning Readiness: A Study of Validity and Reliability. Egitim ve Bilim. 2013;38:391-406.
  • Whitelock D. Electronic assessment: marking, monitoring and mediating learning. IJLT. 2006;2(2/3):264. doi:10.1504/IJLT.2006.010620
  • Akaslan D, Law ELC. Measuring teachers’ readiness for e-learning in higher education institutions associated with the subject of electricity in Turkey. In: 2011 IEEE Global Engineering Education Conference (EDUCON). IEEE; 2011:481-490. doi:10.1109/EDUCON.2011.5773180
  • Compeau DR, Higgins CA. Computer Self-Efficacy: Development of a Measure and Initial Test. MIS Quarterly. 1995;19(2):189. doi:10.2307/249688
  • Kaur K, Abas ZW. AN ASSESSMENT OF E-LEARNING READINESS AT OPEN UNIVERSITY MALAYSIA. :8.
  • Watkins R, Leigh D, Triner D. Assessing Readiness for E-Learning. Performance Improvement Quarterly. 2008;17(4):66-79. doi:10.1111/j.1937-8327.2004.tb00321.x
  • Osang F. Electronic Examination in Nigeria, Academic Staff Perspective—Case Study: National Open University of Nigeria (NOUN). International Journal of Information and Education Technology. 2012;2(4).
  • Jamil M, Tariq RH, Shami PA. Computer-Based vs Paper-Based Examinations: Perceptions of University Teachers. Turkish Online Journal of Educational Technology. 2012;11(4):371-381.
  • McCann AL. Factors affecting the adoption of an e‐assessment system. Assessment & Evaluation in Higher Education. 2010;35(7):799-818. doi:10.1080/02602930902981139
  • Buabeng-Andoh C. An Exploration of Teachers’ Skills, Perceptions and Practices of ICT in Teaching and Learning in the Ghanaian SecondCycle Schools. Contemporary Educational Technology. 2012;3(1):36-49.
  • Lingard M. Introducing computer-assisted assessment: considerations for the new practitioner. Investigations in University Teaching and Learning,. 2005;2(2):69-75.
  • Petrişor M, Maruşteri M, Ghiga D, Şchiopu A. Online Assessment System. Applied Medical Informatics. 2011;28(1):23-28. Applied Medical Informatics. 2011;28(1):23-28.
  • Elsalem L, Al-Azzam N, Jum’ah AA, Obeidat N, Sindiani AM, Kheirallah KA. Stress and behavioral changes with remote E-exams during the Covid-19 pandemic: A cross-sectional study among undergraduates of medical sciences. Annals of Medicine and Surgery. 2020;60:271-279. doi:10.1016/j.amsu.2020.10.058
  • Hampton D, Culp-Roche A, Hensley A, et al. Self-efficacy and Satisfaction With Teaching in Online Courses. Nurse Educ. 2020;45(6):302-306. doi:10.1097/NNE.0000000000000805
  • Mishra L, Gupta T, Shree A. Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open. 2020;1:100012. doi:10.1016/j.ijedro.2020.100012
  • Windish R, Stuart P, Cruz R, Murray A. Enhancing intern emergency medicine education using a combined didactic and web‐based learning curriculum: The EDGE programme. Emergency Medicine Australasia. 2019;31(5):837-842. doi:10.1111/1742-6723.13352
  • Xia Y, Yang Y. RMSEA, CFI, and TLI in structural equation modeling with ordered categorical data: The story they tell depends on the estimation methods. Behav Res. 2019;51(1):409-428. doi:10.3758/s13428-018-1055-2
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Klinik Tıp Bilimleri, Acil Tıp
Bölüm Orijinal Çalışma
Yazarlar

Göksu Bozdereli Berikol 0000-0002-4529-3578

Bugra Ilhan 0000-0002-3255-2964

Cem Oktay 0000-0001-7993-0566

Erken Görünüm Tarihi 4 Temmuz 2023
Yayımlanma Tarihi 30 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 6 Sayı: 2

Kaynak Göster

AMA Bozdereli Berikol G, Ilhan B, Oktay C. Perspectives and Attitudes of Emergency Medicine Educators Towards E-Assessment Technologies. Anatolian J Emerg Med. Haziran 2023;6(2):72-80. doi:10.54996/anatolianjem.1215010