TIP VE DİŞ HEKİMLİĞİ ÖĞRENCİLERİNİN KAYGI DURUMLARI İLE ANATOMİ BAŞARILARI ARASINDAKİ İLİŞKİDE KİŞİLİK ÖZELLİKLERİNİN ARACI ROLÜ - GENİTAL MODÜL ÖRNEĞİ

Year 2024, Volume: 25 Issue: 3, 307 - 314, 18.07.2024

Berin Tuğtağ Demir , Dilara Patat , Mehmet Özgen Altıntaş , Hilal Melis Altıntaş , Burak Bilecenoğlu

https://doi.org/10.18229/kocatepetip.1331821

Abstract

AMAÇ: Tıp eğitiminde, genital sistem anatomisini öğrenirken öğrenciler, bu sistemin anatomik özelliklerinden dolayı mahcubiyet göstererek kaygılanabilirler. Bu kaygı duygusu öğrencilerin kişilik özellikleri ile birleşince akademik başarılarını olumsuz yönde etkileyebilir. Bu doğrultuda, bu araştırmanın amacı, kaygının anatomik başarıya etkisinde kişilik özelliklerinin aracı rol oynayıp oynamadığını araştırmaktır.
GEREÇ VE YÖNTEM: : Araştırmanın örneklemini Ankara Medipol Üniversitesi Tıp ve Diş Hekimliği 2. sınıf öğrencileri oluşturmaktadır. Araştırmada, öğrencilerin genital sistem anatomisi öğrenimindeki akademik başarıları ile kaygı ve kişilik özellikleri arasındaki ilişki incelenmiştir.
BULGULAR: Katılımcıların %64,5'i kadın ve %58,1'i Tıp Fakültesi öğrencisi iken, %91,1'i Türkiye Cumhuriyeti vatandaşıydı. Kaygının anatomi başarısını tahmin etme gücünü gösteren c´ katsayısında (B=-.197, p=0.28) anlamlı bir artış olduğu tespit edildi. Ayrıca kişilik faktörünün kaygı ile anatomi başarısı arasında aracı bir rol oynamadığı ortaya kondu.
SONUÇ: Analiz sonucunda sürekli kaygının anatomi başarısını doğrudan etkilediği belirlendi. Kişilik özelliği aracı olarak sisteme eklendiğinde herhangi bir aracı rolü oluşturmadığı belirlenmiştir. Bu doğrultuda Tıp Fakültesi öğrencilerine fakülteye başladıklarında kendilerini daha iyi tanımlayabilmeleri için kısa eğitimler verilebilir ve kişisel farkındalıkları arttırılabilir.

Keywords

Anatomi başarısı, Kaygı, Kişilik özelliği

THE MEDIATOR ROLE OF PERSONALITY TRAITS IN THE RELATIONSHIP BETWEEN MEDICAL AND DENTISTRY STUDENTS' ANXIETY AND ANATOMY ACHIEVEMENT - GENITAL MODULE EXAMPLE

Abstract

OBJECTIVE: While studying the anatomy of the genital system in medical education, students may feel embarrassed and anxious due to the anatomical features of this system. This feeling of anxiety, combined with students' personality characteristics, can negatively affect their academic success. In light of this, the purpose of this study is to investigate whether personality traits play a mediating role in the effect of anxiety on anatomical success.
MATERIAL AND METHODS: The sample of the study consists of Ankara Medipol University Medicine and Dentistry 2nd year students. In the study, the relationship between students' academic achievement in genital system anatomy learning and their anxiety and personality traits was investigated.
RESULTS: While 64.5% of the participants were female and 58.1% were medical students, 91.1% were Turkish citizens. There was a significant increase in the c´ coefficient (B=-.197, p=0.28) indicating the predictive power of anxiety on anatomy success. It was also found that personality factor did not play a mediating role between anxiety and anatomy achievement.
CONCLUSIONS: As a result of the analysis, it was determined that trait anxiety directly affected anatomy success. When the personality trait was added to the system as a mediator, it was determined that it did not create any mediation role. In this direction, short trainings can be given to the students of the Faculty of Medicine so that they can better define themselves when they start the faculty, and their personal awareness can be increased.

Keywords

Anatomy success, Anxiety, Personality trait.

References

• 1. Miller SA, Perrotti W, Silverthorn DU, et al. From college to clinic: reasoning over memorization is key for understanding anatomy. The Anatomical Record: An Official Publication of the American Association of Anatomists. 2002;269(2):69–80.
• 2. Parkin IG, Rutherford RJD. Feedback from dental students: performance in an anatomy department. Med Educ. 1990;24(1):27–31.
• 3. Kramer B, Soley JT. Medical student perception of problem topics in anatomy. East Afr Med J. 2002;79(8):408–14.
• 4. Gong Y, Shi J, Ding H et al. Personality traits and depressive symptoms: The moderating and mediating effects of resilience in Chinese adolescents. J Affect Disord. 2020 Mar 15;265:611–7.
• 5. Lieu RM, Gutierrez A, Shaffer JF. Student Perceived Difficulties in Learning Organ Systems in an Undergraduate Human Anatomy Course. HAPS Educator. 2018;22(1):84–92.
• 6. Digman JM, Takemoto-Chock NK. Factors in the natural language of personality: Re-analysis, comparison, and interpretation of six major studies. Multivariate Behav Res. 1981;16(2):149–70.
• 7. De Raad B, Schouwenburg HC. Personality in learning and education: A review. Eur J Pers. 1996;10(5):303– 36.
• 8. Middeldorp CM, Cath DC, an den Berg M, et al.The association of personality with anxious and depressive psychopathology. The biological basis of personality and individual differences. 2006; 251-272.
• 9. Fan J. Relationships between Five-Factor Personality Model and Anxiety: The Effect of Conscientiousness on Anxiety. Open J Soc Sci. 2020;08(08):462–9.
• 10. Kotov R, Gamez W, Schmidt F, Watson D. Linking “Big” personality traits to anxiety, depressive, and substance use disorders: A meta-analysis. Psychol Bull. 2010;136(5):768–821.
• 11. Vreeke LJ, Muris P. Relations between behavioral inhibition, big five personality factors, and anxiety disorder symptoms in non-clinical and clinically anxious children. Child Psychiatry Hum Dev. 2012;43(6):884–94.
• 12. Naragon-Gainey K, Simms LJ. Three-way interaction of neuroticism, extraversion, and conscientiousness in the internalizing disorders: Evidence of disorder specificity in a psychiatric sample. J Res Pers. 2017;70:16– 26.
• 13. Arráez‐Aybar L, Casado‐Morales MI, Castaño‐Collado G. Anxiety and dissection of the human cadaver: an unsolvable relationship? The Anatomical Record Part B: The New Anatomist: An Official Publication of the American Association of Anatomists. 2004;279(1):16–23.
• 14. Reisoğlu S. Üniversite öğrencilerinin öznel iyi oluşlarını yordamada beş faktör kişilik özellikleri, mizah tarzları ve duygusal zekânın rolü/The role of university students’ five factor personality traits, humor styles, and emotional intelligence on their interpretation of subjective well-being. Journal of History Culture and Art Research. 2017;6(4):888–912.
• 15. Şimşek ÖF. Yapısal eşitlik modellemesine giriş: Temel ilkeler ve Lisrel uygulamaları. 2007; Ekinoks Yayınları. Ankara.
• 16. Romo Barrientos C, José Criado‐Álvarez J, González‐González J et al. Anxiety among medical students when faced with the practice of anatomical dissection. Anat Sci Educ. 2019;12(3):300–9.
• 17. Bati AH, Ozer MA, Govsa F, Pinar Y. Anxiety of first cadaver demonstration in medical, dentistry and pharmacy faculty students. Surgical and Radiologic Anatomy. 2013;35(5):419–26.
• 18. Hayes AF. PROCESS: A versatile computational tool for observed variable mediation, moderation, and conditional process modeling. University of Kansas. 2012.
• 19. Baron RM, Kenny DA. The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. J Pers Soc Psychol. 1986;51(6):1173.
• 20. Hayes AF. Partial, conditional, and moderated moderated mediation: Quantification, inference, and interpretation. Commun Monogr. 2018;85(1):4–40.
• 21. Ayyıldız T, Konuk Şener D, Veren F et al. Hemşirelik Öğrencilerinin Akademik Başarılarını Etkileyen Faktörler. 2014.
• 22. Wang DB. Family background factors and mathematics success: A comparison of Chinese and US students. Int J Educ Res. 2004;41(1):40–54.
• 23. Bozkurt N, Bozkurt N. The Relationship Betvveen the Levels of Depression and Anxiety in a Group of University Students and Various Variables. 2004; 29(133):52-59.
• 24. Saravanan C, Wilks R. Medical students’ experience of and reaction to stress: the role of depression and anxiety. The Scientific World Journal. 2014.
• 25. Baptista C. Interaction processes in long-term relationships in the metal mining industry: Longitudinal case studies of capital equipment buying. Industrial Marketing Management. 2013;42(6):969–82. 26. Kumar B, Shah MAA, Kumari R, Kumar A, Kumar J, Tahir A. Depression, anxiety, and stress among final-year medical students. Cureus. 2019;(3):11.
• 27. Paro HBMS, Morales NMO, Silva CHM et al. Health‐related quality of life of medical students. Med Educ. 2010;44(3):227–35.
• 28. Dyrbye LN, Thomas MR, Shanafelt TD. Systematic review of depression, anxiety, and other indicators of psychological distress among US and Canadian medical students. Academic Medicine. 2006;81(4):354–73.
• 29. Nikčević AV, Marino C, Kolubinski DC, et al. Modelling the contribution of the Big Five personality traits, health anxiety, and COVID-19 psychological distress to generalised anxiety and depressive symptoms during the COVID-19 pandemic. J Affect Disord. 2021;279:578–84.
• 30. Prentice C, Zeidan S, Wang X. Personality, trait EI and coping with COVID 19 measures. International Journal of Disaster Risk Reduction. 2020;51.
• 31. Hisler GC, Krizan Z, DeHart T, Wright AGC. Neuroticism as the intensity, reactivity, and variability in day-to- day affect. J Res Pers. 2020;87.
• 32. Pandita S, Mishra HG, Chib S. Psychological impact of covid-19 crises on students through the lens of Stimulus-Organism-Response (SOR) model. Child Youth Serv Rev. 2021;120.
• 33. Tamir M, Robinson MD, Solberg EC. You may worry, but can you recognize threats when you see them? Neuroticism, threat identifications, and negative affect. J Pers. 2006;74(5):1481–506.
• 34. Steel P, Schmidt J, Shultz J. Refining the Relationship Between Personality and Subjective Well-Being. Psychol Bull. 2008;134(1):138–61.
• 35. Bitlisli F, Dinç M, Çetineli E et al. The Relatıonshıp Between Fıve Factor Personalıty Traıts And Academıc Motıvatıon: A Study On Students Of Isparta Vocational School Süleyman Demirel Universıty. 2013;18(2):459- 480.
• 36. Han Y, Jang J, Cho E, Choi KH. Investigating how individual differences influence responses to the COVID- 19 crisis: The role of maladaptive and five-factor personality traits. Pers Individ Dif. 2021;176.
• 37. Wayne JH, Musisca N, Fleeson W. Considering the role of personality in the work–family experience: Relationships of the big five to work–family conflict and facilitation. J Vocat Behav. 2004;64(1):108–30.
• 38. Somer O. Beş-faktör kişilik model. Türk Psikoloji Yazilari. 1998.
• 39. Schniederjans MJ, Kim EB. Relationship of Student Undergraduate Achievement and Personality Characteristics in a Total Web-Based Environment: An Empirical Study. Decision Sciences Journal of Innovative Education. 2005;3(2):205–21.
• 40. Uysal D. Emergency Distance Education Experience of Primary School Teachers Teaching First-Grade Students. International Journal of Progressive Education. 2021;17(3):229–49.
• 41. Maki Rh, Maki Ws. Prediction of Learning and Satisfaction in Web-Based and Lecture Courses. Educatıonal Computıng Research. 2003; 28(3):197-219.
• 42. Vedel A. The Big Five and tertiary academic performance: A systematic review and meta-analysis. Pers Individ Dif. 2014;71:66–76.
• 43. Poropat AE. A Meta-Analysis of the Five-Factor Model of Personality and Academic Performance. Psychol Bull. 2009;135(2):322–38.
• 44. Trapmann S, Hell B, Hirn JOW, Schuler H. Meta-analysis of the relationship between the Big Five and academic success at university. Journal of Psychology. 2007;215(2):132-151.