{"id":8495,"date":"2026-09-23T15:41:18","date_gmt":"2026-09-23T12:41:18","guid":{"rendered":"https:\/\/atauni.edu.tr\/tip-egitimi-4\/?page_id=8495"},"modified":"2026-09-23T15:41:49","modified_gmt":"2026-09-23T12:41:49","slug":"akranegitimi","status":"publish","type":"page","link":"https:\/\/atauni.edu.tr\/tip-egitimi-4\/?page_id=8495&lang=tr","title":{"rendered":"Akran E\u011fitimi"},"content":{"rendered":"\t\t
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Akran Yard\u0131ml\u0131 E\u011fitim (Peer Asisted Learning)<\/strong><\/span><\/h4>

Akran Yard\u0131ml\u0131 E\u011fitim (AYE, PAL), t\u0131p ve sa\u011fl\u0131k bilimleri e\u011fitiminde \u00f6\u011frencilerin birbirlerine \u00f6\u011freterek \u00f6\u011frenme s\u00fcre\u00e7lerini kapsayan etkili bir pedagojik modeldir. Bu yakla\u015f\u0131m, benzer sosyal gruplardan gelen bireylerin e\u011fitici, \u00f6\u011frenen veya dan\u0131\u015fman rollerini \u00fcstlendi\u011fi \u00e7e\u015fitli s\u0131n\u0131fland\u0131rmalar\u0131 ve uygulama y\u00f6ntemlerini i\u00e7ermektedir. S\u00fcre\u00e7 hem \u00f6\u011fretenin liderlik ve ileti\u015fim becerilerini geli\u015ftirmekte hem de \u00f6\u011frenenin daha rahat bir ortamda bilgiye ula\u015fmas\u0131n\u0131 sa\u011flamaktad\u0131r. Akademik ba\u015far\u0131n\u0131n artmas\u0131 ve i\u015f birli\u011fi k\u00fclt\u00fcr\u00fcn\u00fcn olu\u015fmas\u0131 gibi \u00f6nemli avantajlar sunsa da, bilgi do\u011frulu\u011funun denetlenmesi ve organizasyonun titizlikle planlanmas\u0131 kritik bir \u00f6neme sahiptir.<\/span><\/p>

Akran e\u011fitimi modelleri: <\/span><\/strong>
Whitman ve Fife taraf\u0131ndan akran e\u011fitimi modelleri iki ana ba\u015fl\u0131k alt\u0131nda toplanmaktad\u0131r:<\/span><\/p>

1. Near-Peer (E\u015fit Olmayan Ko\u015fullar) Modeli<\/span><\/strong><\/em>
Akran e\u011fiticinin akademik ba\u015far\u0131s\u0131n\u0131n daha y\u00fcksek oldu\u011fu veya deneyim a\u00e7\u0131s\u0131ndan \u00fcst seviyede bulundu\u011fu, e\u015fit olmayan ko\u015fullardaki \u00f6\u011frencilerin e\u011fitim ili\u015fkisine dayanan modeldir. E\u011fitici rol\u00fcndeki \u00f6\u011frenci; \u00fcst s\u0131n\u0131flardan (\u00f6rne\u011fin 3. s\u0131n\u0131f \u00f6\u011frencisinin 1. s\u0131n\u0131f \u00f6\u011frencisine e\u011fitim vermesi) veya ayn\u0131 s\u0131n\u0131fta olup akademik ba\u015far\u0131s\u0131 daha y\u00fcksek olan \u00f6\u011frencilerden se\u00e7ilir. Akran e\u011fitim yard\u0131mc\u0131 modeli, akran e\u011fitim y\u00f6nlendiricili\u011fi ve akran dan\u0131\u015fmanl\u0131\u011f\u0131 bu grupta yer al\u0131r.<\/span>
2. Co-Peer (E\u015fit Ko\u015fullar) Modeli<\/span><\/em><\/strong>
Ayn\u0131 e\u011fitim seviyesindeki ve e\u015fit deneyime sahip \u00f6\u011frencilerin ortakla\u015fa y\u00fcr\u00fctt\u00fc\u011f\u00fc akran e\u011fitimi modelidir. Deneyim ve ba\u015far\u0131 a\u00e7\u0131s\u0131ndan denk olan \u00f6\u011frencilerin bir araya gelerek ders i\u00e7eriklerini tart\u0131\u015fmas\u0131, ortak proje ve sunum \u00e7al\u0131\u015fmalar\u0131 y\u00fcr\u00fctmesi veya s\u0131navlara birlikte haz\u0131rlanmas\u0131 \u015feklinde ger\u00e7ekle\u015fir. Akran ortakl\u0131\u011f\u0131 ve akran \u00e7al\u0131\u015fma gruplar\u0131 bu kategori alt\u0131nda de\u011ferlendirilir.<\/span><\/p>

T\u0131p E\u011fitimindeki Uygulama Alanlar\u0131<\/span><\/strong>
Akran yard\u0131ml\u0131 e\u011fitim, t\u0131p ve sa\u011fl\u0131k bilimleri e\u011fitiminde farkl\u0131 ama\u00e7larla kullan\u0131labilir:<\/span>
\u2022 Temel t\u0131p bilimlerinin \u00f6\u011frenilmesi ve s\u0131navlara haz\u0131rl\u0131k<\/span>
\u2022 Mesleksel ve klinik beceri uygulamalar\u0131<\/span>
\u2022 \u0130leti\u015fim becerileri ve rol oynama etkinlikleri<\/span>
\u2022 Sim\u00fclasyon ve akran liderli\u011finde \u00e7\u00f6z\u00fcmleme oturumlar\u0131<\/span>
\u2022 Klinik problem \u00e7\u00f6zme \u00e7al\u0131\u015fmalar\u0131<\/span>
\u2022 Akran geribildirimi ve \u00f6z de\u011ferlendirme<\/span>
\u2022 Fak\u00fclteye uyum, akademik dan\u0131\u015fmanl\u0131k ve mentorluk<\/span>
\u00d6zellikle beceri laboratuvarlar\u0131nda y\u00fcr\u00fct\u00fclen k\u00fc\u00e7\u00fck grup uygulamalar\u0131, \u00f6\u011frencilerin becerileri tekrarlamalar\u0131na ve g\u00f6zleme dayal\u0131 geribildirim almalar\u0131na olanak sa\u011flar.<\/span><\/p>

Akran Yard\u0131m\u0131 ile E\u011fitimin (AYE) T\u0131p \u00d6\u011frencilerinin Mesleki Geli\u015fimine Katk\u0131lar\u0131:<\/span><\/strong><\/p>

1. E\u011fitici ve \u00d6\u011fretim Becerilerinin Kazan\u0131lmas\u0131<\/span><\/strong><\/em>
\u2022 Gelece\u011fin E\u011fiticisi Olmaya Haz\u0131rl\u0131k: T\u0131p mezunlar\u0131n\u0131n ileriki meslek hayatlar\u0131nda asistan e\u011fitimi, akademisyenlik ve hasta e\u011fitimi gibi rolleri \u00fcstlenmeleri gerekti\u011finden, AYE \u00f6\u011fretim becerilerini hen\u00fcz mezuniyet \u00f6ncesi d\u00f6nemde kazand\u0131r\u0131r.<\/span>
\u2022 Sunum ve \u0130leti\u015fim Becerileri: Akran e\u011fiticili\u011fi yapmak; \u00f6\u011frencilerin sunum becerilerini, etkili ileti\u015fim yeteneklerini ve an\u0131nda yap\u0131c\u0131 geribildirim verme kapasitelerini geli\u015ftirir.<\/span>
2. Derinlemesine \u00d6\u011frenme ve Akademik Ba\u015far\u0131<\/span><\/strong><\/em>
\u2022 \u00d6\u011freterek \u00d6\u011frenme: Bir konuyu ba\u015fkas\u0131na \u00f6\u011fretmek amac\u0131yla \u00e7al\u0131\u015fmak, yaln\u0131zca s\u0131nava haz\u0131rlanmaktan daha verimli bir \u00f6\u011frenme sa\u011flar. Konuyu aktaran \u00f6\u011frenci, bilgi d\u00fczeyini peki\u015ftirir ve \u00f6\u011frenmeye kar\u015f\u0131 y\u00fcksek motivasyon kazan\u0131r.<\/span>
\u2022 Yans\u0131tma ve Bili\u015fsel Geli\u015fim: E\u011fitici rol\u00fcndeki \u00f6\u011frenciler organizasyon ve yans\u0131tma becerilerini geli\u015ftirir; grup i\u00e7erisindeki eksik veya kavranmas\u0131 zor noktalar\u0131 \u00e7ok daha kolay fark ederler.<\/span>
3. Liderlik, Y\u00f6netim ve Sosyal Beceriler<\/span><\/strong><\/em>
\u2022 Liderlik ve Y\u00f6netim Rolleri: AYE s\u00fcreci, \u00f6\u011frencileri gelecekte \u00fcstlenecekleri liderlik, y\u00f6netim ve organizasyon sorumluluklar\u0131na haz\u0131rlar.<\/span>
\u2022 Ekip \u00c7al\u0131\u015fmas\u0131 ve Empati: Akran e\u011fitimi; sorumluluk duygusunu, empati d\u00fczeyini ve hekimlik prati\u011finde b\u00fcy\u00fck \u00f6nem ta\u015f\u0131yan ekip \u00e7al\u0131\u015fmas\u0131n\u0131 g\u00fc\u00e7lendirir.<\/span>
4. Klinik ve Uygulamal\u0131 Becerilerde Art\u0131\u015f<\/span><\/strong><\/em>
\u2022 Klinik Beceri ve Problem \u00c7\u00f6zme: Fizik muayene, ileti\u015fim becerileri ve klinik problem \u00e7\u00f6zme alanlar\u0131nda uygulanan akran e\u011fitimi, \u00f6\u011frencilerin uygulamal\u0131 becerilerini ve ba\u015far\u0131 d\u00fczeylerini belirgin \u015fekilde art\u0131r\u0131r.<\/span>
\u2022 \u00d6z-De\u011ferlendirme ve Performans: Akran de\u011ferlendirmesi ve \u00f6z-de\u011ferlendirme s\u00fcre\u00e7lerine kat\u0131lan \u00f6\u011frencilerin mesleki performans fark\u0131ndal\u0131klar\u0131 artar ve ba\u015far\u0131 puanlar\u0131 y\u00fckselir.<\/span>
5. \u00d6\u011frenen Akranlar \u0130\u00e7in Rahat \u00d6\u011frenme Ortam\u0131<\/span><\/em><\/strong>
\u2022 Bili\u015fsel Yak\u0131nl\u0131k ve \u00c7ekinmeden Soru Sorma: Akranlar\u0131n bilgi ve tecr\u00fcbe d\u00fczeyleri birbirine yak\u0131n oldu\u011fu i\u00e7in \u00f6\u011frenme zorluklar\u0131 daha kolay anla\u015f\u0131l\u0131r. \u00d6\u011frenen \u00f6\u011frenciler, uzman e\u011fiticilerin yan\u0131nda ya\u015fayabilecekleri \u00e7ekinceleri hissetmeden rahat\u00e7a soru sorabilir ve ayr\u0131nt\u0131l\u0131 yan\u0131t alma f\u0131rsat\u0131 bulurlar.<\/span><\/p>

Akran De\u011ferlendirmesi<\/span><\/strong><\/p>

\u00d6\u011frencilerin birbirlerinin \u00f6\u011frenme sonu\u00e7lar\u0131n\u0131, performanslar\u0131n\u0131 veya \u00fcr\u00fcnlerini de\u011ferlendirmesi s\u00fcrecidir. Kaynaklara g\u00f6re akran de\u011ferlendirmesinin \u00f6\u011frencilerin akademik ve mesleki ba\u015far\u0131s\u0131 \u00fczerindeki temel olumlu etkileri \u015funlard\u0131r:<\/span>
Ba\u015far\u0131 Puanlar\u0131nda Belirgin Art\u0131\u015f:<\/em> <\/strong><\/span>T\u0131p fak\u00fcltelerinde yap\u0131lan ara\u015ft\u0131rmalarda; akran de\u011ferlendirmesi ve \u00f6z-de\u011ferlendirme s\u00fcre\u00e7lerine kat\u0131lan \u00f6\u011frencilerin ortalama ba\u015far\u0131 puanlar\u0131n\u0131n, bu y\u00f6ntemi kullanmayan kontrol grubuna k\u0131yasla istatistiksel olarak anlaml\u0131 derecede daha y\u00fcksek oldu\u011fu saptanm\u0131\u015ft\u0131r.<\/span>
\u00d6\u011frenme \u00c7\u0131kt\u0131lar\u0131 ve Performans Kalitesi:<\/span><\/strong><\/em> Akran de\u011ferlendirmesi, hem \u00f6\u011frenme \u00e7\u0131kt\u0131s\u0131n\u0131n niteli\u011finde hem de genel \u00f6\u011frenci performans\u0131nda do\u011frudan art\u0131\u015f sa\u011flar.<\/span>
\u0130\u015fin Niteli\u011fine \u0130li\u015fkin Fark\u0131ndal\u0131k ve Sorumluluk:<\/span><\/strong><\/em> \u00d6\u011frencilerin kendi yapt\u0131klar\u0131 i\u015fin niteli\u011fini daha iyi kavramalar\u0131na, eksiklerini fark etmelerine ve kendi \u00f6\u011frenme sorumluluklar\u0131n\u0131 \u00fcstlenmelerine yard\u0131mc\u0131 olur.<\/span>
\u00d6zg\u00fcven ve Memnuniyet:<\/span><\/strong><\/em> \u00d6\u011frencilerin e\u011fitim s\u00fcrecindeki \u00f6zg\u00fcvenlerini ve ald\u0131klar\u0131 e\u011fitimden duyduklar\u0131 memnuniyeti art\u0131r\u0131r.<\/span>
Yeni Beceriler ve Davran\u0131\u015f De\u011fi\u015fikli\u011fi:<\/span><\/strong><\/em> Klinik beceri ve ileti\u015fim e\u011fitimi gibi alanlarda yeni becerilerin \u00f6\u011frenilmesini kolayla\u015ft\u0131r\u0131r ve kal\u0131c\u0131 davran\u0131\u015f de\u011fi\u015fikli\u011fi olu\u015fturmada ba\u015far\u0131 sa\u011flar.<\/span>
Olas\u0131 dezavantajlar ve s\u0131n\u0131rl\u0131l\u0131klar: <\/span><\/strong>
Bilgi Derinli\u011fi Yersizli\u011fi ve Yanl\u0131\u015f Bilgi Riski:<\/span><\/strong><\/em> Dersi anlatan akran e\u011fiticileri uzman olmad\u0131\u011f\u0131ndan, bilgi derinlikleri yeterli olmayabilir ve \u00f6\u011frenen \u00f6\u011frencilere yanl\u0131\u015f bilgi aktar\u0131m\u0131 ger\u00e7ekle\u015febilir.<\/span>
E\u011fitici Tecr\u00fcbesinin D\u00fc\u015f\u00fck Olmas\u0131:<\/span> <\/strong><\/em>Akran e\u011fiticilerin uzman \u00f6\u011fretmenlere g\u00f6re \u00f6\u011fretim becerileri daha az geli\u015fmi\u015ftir ve e\u011fitici tecr\u00fcbeleri olduk\u00e7a d\u00fc\u015f\u00fckt\u00fcr.<\/span>
Ki\u015fisel \u0130li\u015fkiler ve \u0130leti\u015fim Aksakl\u0131klar\u0131:<\/span><\/strong><\/em> \u00d6\u011frenciler aras\u0131nda ya\u015fanabilecek ki\u015fisel sorunlar veya uyu\u015fmazl\u0131klar e\u011fitim s\u00fcrecini olumsuz etkileyebilir.<\/span>
Ucuz \u0130\u015f G\u00fcc\u00fc Riski:<\/strong> <\/em><\/span>Uygulaman\u0131n kurum b\u00fcnyesinde profesyonel \u00f6\u011fretim elemanlar\u0131n\u0131n yerine ge\u00e7en “ucuz i\u015f g\u00fcc\u00fc” olarak g\u00f6r\u00fclme ve de\u011ferlendirilme riski vard\u0131r.<\/span>
Organizasyon, Zaman ve Emek Y\u00fck\u00fc:<\/strong><\/em><\/span> S\u00fcrecin planlanmas\u0131 ve y\u00fcr\u00fct\u00fclmesi ciddi miktarda zaman ve emek gerektirir. Ayr\u0131ca ilk ba\u015fta ucuz bir y\u00f6ntem gibi g\u00f6r\u00fcnse de, mevcut m\u00fcfredata ek olarak yap\u0131ld\u0131\u011f\u0131nda kuruma ilave masraf getirebilir.<\/span><\/p>

Etkili Bir AYE Program\u0131n\u0131n Temel Ko\u015fullar\u0131<\/span><\/strong>
Akran e\u011fitiminin ba\u015far\u0131s\u0131, yaln\u0131zca \u00f6\u011frencilerin bir araya getirilmesine ba\u011fl\u0131 de\u011fildir. Etkili ve g\u00fcvenli bir uygulama i\u00e7in program\u0131n dikkatle planlanmas\u0131 gerekir. \u00d6\u011frenme hedefleri a\u00e7\u0131k bi\u00e7imde belirlenmeli, akran e\u011fiticilerin g\u00f6rev ve sorumluluklar\u0131 tan\u0131mlanmal\u0131 ve kullan\u0131lacak e\u011fitim materyalleri standartla\u015ft\u0131r\u0131lmal\u0131d\u0131r.<\/span>
Akran e\u011fiticiler; temel \u00f6\u011fretim ilkeleri, soru sorma, g\u00f6sterim yapma, grup y\u00f6netimi ve yap\u0131land\u0131r\u0131lm\u0131\u015f geribildirim konular\u0131nda haz\u0131rlanmal\u0131d\u0131r. <\/span>
\u00d6\u011fretim \u00fcyeleri s\u00fcreci izlemeli, gerekti\u011finde \u00f6\u011frencilere rehberlik etmeli ve yanl\u0131\u015f bilgi aktar\u0131m\u0131 riskine kar\u015f\u0131 uygun kontrol mekanizmalar\u0131 olu\u015fturmal\u0131d\u0131r. <\/span>
Program\u0131n etkilili\u011fi yaln\u0131zca memnuniyet d\u00fczeyiyle de\u011fil; \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131, beceri performans\u0131, uygulama kalitesi ve kat\u0131l\u0131mc\u0131 deneyimleriyle birlikte de\u011ferlendirilmelidir.<\/span><\/p>

Akran Yard\u0131ml\u0131 E\u011fitim, \u00f6\u011frencilerin birbirlerinden ve birbirleriyle \u00f6\u011frenmelerini sa\u011flayan g\u00fc\u00e7l\u00fc bir e\u011fitim yakla\u015f\u0131m\u0131d\u0131r. \u00d6\u011frencilerin \u00f6\u011fretme sorumlulu\u011fu \u00fcstlenmesi; bilgilerini derinle\u015ftirmelerine, ileti\u015fim ve liderlik becerilerini geli\u015ftirmelerine ve gelecekteki mesleki rollerine haz\u0131rlanmalar\u0131na katk\u0131 sa\u011flar.<\/span><\/p>

Atat\u00fcrk \u00dcniversitesi T\u0131p Fak\u00fcltesinde \u00f6\u011frencilerin yaln\u0131zca bilgiyi alan de\u011fil, \u00f6\u011frenme toplulu\u011funa katk\u0131 sunan gelece\u011fin hekim e\u011fiticileri olarak geli\u015fmeleri \u00f6nemsenmektedir. <\/span><\/span>
Akran yard\u0131ml\u0131 e\u011fitim uygulamalar\u0131yla g\u00fcvenli \u00f6\u011frenme ortamlar\u0131n\u0131n, \u00f6\u011frenci i\u015f birli\u011finin ve birlikte \u00f6\u011frenme k\u00fclt\u00fcr\u00fcn\u00fcn g\u00fc\u00e7lendirilmesi ama\u00e7lanmaktad\u0131r.<\/span><\/span><\/p>

\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Akran Yard\u0131ml\u0131 E\u011fitim (Peer Asisted Learning) Akran Yard\u0131ml\u0131 E\u011fitim (AYE, PAL), t\u0131p ve sa\u011fl\u0131k bilimleri e\u011fitiminde \u00f6\u011frencilerin birbirlerine \u00f6\u011freterek \u00f6\u011frenme s\u00fcre\u00e7lerini kapsayan etkili bir pedagojik modeldir. Bu yakla\u015f\u0131m, benzer sosyal gruplardan gelen bireylerin e\u011fitici, \u00f6\u011frenen veya dan\u0131\u015fman rollerini \u00fcstlendi\u011fi \u00e7e\u015fitli s\u0131n\u0131fland\u0131rmalar\u0131 ve uygulama y\u00f6ntemlerini i\u00e7ermektedir. S\u00fcre\u00e7 hem \u00f6\u011fretenin liderlik ve ileti\u015fim becerilerini geli\u015ftirmekte hem de […]<\/p>\n","protected":false},"author":365,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-8495","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/atauni.edu.tr\/tip-egitimi-4\/index.php?rest_route=\/wp\/v2\/pages\/8495","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/atauni.edu.tr\/tip-egitimi-4\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/atauni.edu.tr\/tip-egitimi-4\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/atauni.edu.tr\/tip-egitimi-4\/index.php?rest_route=\/wp\/v2\/users\/365"}],"replies":[{"embeddable":true,"href":"https:\/\/atauni.edu.tr\/tip-egitimi-4\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=8495"}],"version-history":[{"count":10,"href":"https:\/\/atauni.edu.tr\/tip-egitimi-4\/index.php?rest_route=\/wp\/v2\/pages\/8495\/revisions"}],"predecessor-version":[{"id":8505,"href":"https:\/\/atauni.edu.tr\/tip-egitimi-4\/index.php?rest_route=\/wp\/v2\/pages\/8495\/revisions\/8505"}],"wp:attachment":[{"href":"https:\/\/atauni.edu.tr\/tip-egitimi-4\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=8495"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}