Evaluation of Perceptions About Medical Educator and Medical Student Through Metaphors


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AYTUĞ KOŞAN A. M. , BAYKAN Z., MIDIK Ö., DEMİRÖREN M., ŞENOL Y.

BEZMIALEM SCIENCE, vol.10, no.5, pp.541-550, 2022 (ESCI) identifier

  • Publication Type: Article / Article
  • Volume: 10 Issue: 5
  • Publication Date: 2022
  • Doi Number: 10.14235/bas.galenos.2021.6073
  • Journal Name: BEZMIALEM SCIENCE
  • Journal Indexes: Emerging Sources Citation Index (ESCI)
  • Page Numbers: pp.541-550
  • Keywords: Medical faculty, educator, student, metaphor, TEACHER
  • Çanakkale Onsekiz Mart University Affiliated: Yes

Abstract

Objective: In the study, it was aimed to reveal the mental images of faculty members in different medical faculties regarding the concept of medical educator and medical student through metaphors.Methods: A total of 248 faculty members from five different faculties participated in this qualitative research in phenomenology design. The data were collected with a questionnaire form. Faculty members were asked to describe the medical educator and student with a metaphor and to state the reason for the metaphor they used. The research was conducted on a voluntary basis. Content analysis was made on the metaphors. Ethics committee approval was obtained for the study.Results: Faculty members produced 134 medical educator metaphors. These metaphors were grouped under nine conceptual categories; "source/transmitter of information"; "shaper"; "raiser/ feeder/grower"; "guiding/inspiring"; "professional"; "altruist/ altruistic/developing identity"; "role model"; "counselor" and "scary" medical educator. One hundred and twenty-nine metaphors developed for medical student were collected under seven categories. The categories of medical students were "recipient/reflector of knowledge", "the constructor/transformer of knowledge", growing/developing, "processed/valued", "working/making effort", "discoverer" and "negatively connotating".Conclusion: It was observed that "traditional" understanding was dominant about learning and teaching among all the medical faculties. Medical educators continue to maintain their traditional educator-centered understanding, despite the paradigmatic transformation in medical education.