Sağlık Bilimleri Fakültesi / Faculty of Health Sciences

Permanent URI for this collectionhttps://hdl.handle.net/11727/1402

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Author: search.filters.author.Baskici, Cigdemsearch.filters.applied.f.language: search.filters.language.en_US

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    Experiences Of Physicians On Defensive Medicine: A Qualitative Study From Türkiye
    (INTERNATIONAL JOURNAL OF HEALTHCARE MANAGEMENT, 2024-02-11) Baskici, Cigdem; Dagdevir, Sude Nur
    This study aimed to investigate the experiences of physicians regarding defensive medicine (DM) practices. A qualitative study was developed with a descriptive phenomenological approach and the study was conducted in a university hospital in Turkiye. Data were collected between 1 February 2022 and 15 March 2022 via face-to-face, in-depth interviews from 21 participants. Inductive content analysis, which is very suitable for use in health-related research, was used. The analysis of the interview data resulted in 3 main themes, 9 themes, and 24 sub-themes. Main themes described the experiences of physicians: reasons for DM practices, consequences of DM practices, and measures to prevent DM practices. The findings showed the multidimensional nature of DM practices that must be considered in the strategies to be developed to prevent this behavior.
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    Digital Competence Of Faculty Members In Health Sciences Measured Via Self-Reflection: Current Status And Contextual Aspects
    (PEERJ, 2024-11-11) Ersoy, Halil; Baskici, Cigdem; Aytar, Aydan; Strods, Raimonds; Ratinika, Nora Jansone; Fernandes, Antonio Manuel Lopes; Neves, Hugo; Blazeviciene, Aurelija; Vaskelyte, Alina; Wikstrom-Grotell, Camilla; Paakkonen, Heikki; Soderlund, Anne; Fritz, Johanna; Kav, Sultan
    This descriptive study aims to determine the digital competence level of faculty members who teach in the health sciences, empirically considering possible contextual aspects. Two data collection instruments were used: a self-reflection questionnaire to assess digital competence, and a survey querying demographics and aspects of teaching and learning context. In total, 306 health sciences faculty members from six universities voluntarily participated the study. The results revealed that a majority of the faculty members have intermediate (integrator or expert) level of digital competence, which is described as being aware of the potential use of digital technology in teaching and having a personal repertoire for its use under various circumstances. Age, digital teaching experience, perception of work environment, and previous teaching experience in fully- or partially-online courses were identified as influencing factors for digital competence. Faculty members in health sciences were able to integrate digital technologies in their teaching practices. Health education institutions may facilitate the use of digital technologies in teaching and learning environments. Moreover, institutions or stakeholders should consider that digital competence requires practice and experience in meaningfully-designed digital environments and tools.