Öz
Amaç
Bu araştırma, osteoporozla ilgili eğitimin video konferans yoluyla mı yoksa bilgilendirici broşürler aracılığıyla mı daha etkili olduğu sorusuna yanıt aramaktadır.
Gereç ve Yöntem
Çalışmanın örneklemi 223 fizyoterapi ve rehabilitasyon öğrencisinden oluşmuştur. Öğrenciler, başarı düzeylerine göre tabakalı randomizasyon yöntemi ile iki gruba (video grubu, broşür grubu) ayrılmıştır. Osteoporoz farkındalık eğitimi, çevrimiçi video konferans sistemi ve bilgilendirici broşürler kullanılarak gerçekleştirilmiştir. Osteoporoz bilgi testi-revize (R-OKT) ölçeği kullanılarak osteoporoz bilgi ve farkındalık düzeyi değerlendirilmiştir.
Bulgular
Broşür ve video eğitim grupları arasında R-OKT ölçeği beslenme, egzersiz ve toplam bilgi puanları açısından anlamlı bir fark bulunmazken (p>0,05), eğitim sonrası puanların her iki grupta da eğitim öncesi puanlara göre anlamlı olarak arttığı gözlemlenmiştir (z>8,5, p<0,001). Eğitim sonrası beslenme (χ²=52,222, p<0,001), egzersiz (χ²=56,488, p<0,001) ve toplam bilgi puanları (χ²=62,863, p<0,001) açısından sınıflar arasında anlamlı farklılık saptanmıştır. Yapılan ikili karşılaştırmalar sonucunda, 2. sınıf öğrencilerinin puanlarının diğer tüm sınıf seviyelerine göre anlamlı düzeyde daha yüksek olduğu belirlenmiştir (p<0,05). Öğrencilerin not ortalamaları ile eğitim öncesi ve sonrası R-OKT alt ölçeklerinin puanları arasında pozitif ve istatistiksel olarak anlamlı ilişkiler bulundu (r=0,157-0,302, p<0,05).
Sonuç
Çalışmamız, video eğitim yöntemlerinin osteoporoz hakkında bilgi ve farkındalık düzeyini artırmada geleneksel basılı materyaller kadar etkili olduğunu ve eğitimin etkisinin sınıf düzeyine göre değişebileceğini göstermiştir. Sonuçlar, gelecekteki sağlık profesyonelleri için erken ve yapılandırılmış osteoporoz eğitiminin önemini vurgulamakta ve bu eğitimin, daha etkili önleyici sağlık stratejilerinin geliştirilmesine katkı sağlayacak nitelikte olduğunu göstermektedir.
Anahtar Kelimeler: Osteoporoz, farkındalık, sağlık eğitimi stratejileri, video tabanlı öğrenme
Kaynakça
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