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    A new model in medicine education: smart model education set
    (Springer France, 2022) Tas, Fatih; Bolatli, Gunes
    Purpose Education set consisting of three-dimensional smart interactive models with audio, visual, and light features and an application program that allows learning branches of science such as anatomy and histology at the same time can bring innovation to medicine and health education. Our study aims to show contributions of this education set, which we have patented, to student academic success and medical education. Methods The students participating in study consisted of three groups. Students were divided into Group 1 (classical education), Group 2 (smart model education set and theoretical expression), and Group 3 (smart model education set). Pre-test, post-test, and state anxiety scale applications were made to all groups before and after education. Trait anxiety scale was administered before education. Education set used in study includes hardware and software parts. Results Post-education state anxiety scale in Group 1 mean was significantly higher than Group 2 and 3 mean; Group 2 mean was significantly higher than Group 3 mean. There was no significant difference between groups regarding trait anxiety levels. It was observed that there was a significant difference between the pre-test and post-test in all three groups. The increase in post-test achievement level of Group 2 and 3 was significantly higher than Group 1. Conclusions Smart model education set integrates basic and clinical information. Mobile application will ensure continuity of theoretical and practical education at desired place and time. Invention will bring a new breath to basic medical education by preventing inequalities in medical and health sciences education.
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    Effect of omega-3 fatty acid on contrast-induced nephropathy
    (State Institution Institute of Nephrology of the National Academy of Medical Science of Ukraine, 2021) Bolatli, Gunes; Ulusoy, Mahinur; Tas, Fatih; Alayunt, Naci Omer; Zarasiz, Ismail
    Renal failure that develops acutely after the use of iodinated contrast material is called “contrast-induced nephropathy”. It is a complication with high morbidity and mortality risk. Current treatments are aimed at protecting kidney functions, new treatment methods are being researched. This study aims to demonstrate the therapeutic effects of omega-3 fatty acids on CIN, taking into account the possible clinical usage of iodinated contrast media and the benefits of omega-3 fatty acids. Methods. A total of 30 rats were studied, divided into four groups. Only saline was administered by gavage to group 1, only IV urography to group 2, only 400 mg omega-3 to group 3, and urography and 400 mg omega-3 to group 4. At the end of the study, kidney tissue and serum oxidative and antioxidant markers, and creatinine levels were analyzed. Result. While the degrees of glutathione peroxidase, catalase and total antioxidant capacity in kidney tissue and serum tests of rats treated with omega-3 fatty acid increased statistically; total oxidant capacity and malondialdehyde levels were found to be significantly lower. Furthermore, blood urea nitrogen and creatinine levels were found to be significantly lower in the omega-3 treated group. Conclusion. Omega-3 fatty acids had therapeutic effects in the experimental CIN model. As a result, we believe omega-3 fatty acids can be used as an alternative to existing supportive medicines in this common disease with few therapy options. © G. Bolatli, M. Ulusoy, F. Tas, N. O. Alayunt, I. Zarasiz, 2021. All rights reserved.
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    The Effect of Mobile Learning on Student Success and Anxiety in Teaching Genital System Anatomy
    (Wiley, 2022) Bolatli, Gunes; Kizil, Hamiyet
    The widespread use of smartphones has led to the emergence of new mobile learning tools. The aim of this study was to compare traditional methods to mobile learning applications, and their effect on the academic achievement and anxiety levels of students learning genital system anatomy. This research study was a randomized controlled study conducted with students who took anatomy between November and December 2018. The cohort consisted of 63 students who met the sampling criteria. Groups (control = 31, experimental = 32) were randomly selected using a simple number table. The mobile application developed for the experimental group was installed on the students' mobile devices with the extension genitalsystem.apk. The anatomy of the genital system was taught to the control group using the standard curriculum and to the experimental group using the mobile application. After teaching the anatomy of the genital system, the state anxiety levels of the students in the control group were determined to be higher at 45.6 (+/- 8.7) than the experimental group at 40.4 (+/- 8.3) as measured by the 20-80 point STAI scale. The posttest examination average of the control group was 8.9 (+/- 6.9) out of 22 or 40.4 (+/- 6.9)% and the posttest average of the experimental group using mobile application was 14.9 (+/- 5.5) or 67.7 (+/- 5.5)%. State anxiety levels and examination grades showed a highly significant difference in favor of the experimental group. These results indicate that using mobile applications when teaching anatomy may be an effective method to enhance learning and reduce anxiety levels when compared to the traditional teaching methods.