https://hdl.handle.net/20.500.12809/246 2026-07-03T18:07:09Z https://hdl.handle.net/20.500.12809/11229 Validity and reliability of the Oxford Utilitarianism Scale among obstetricians and gynecologists Doğan, uğur; Türkçapar, Ayşe Figen; Örnek Büken, Nüket Background Utilitarianism is a normative ethical theory that evaluates moral decisions based on their consequences, emphasizing the maximisation of overall well-being/outcomes for the greatest number. It serves as an important framework in clinical settings, where ethical dilemmas frequently arise. This study aimed to assess the validity and reliability of the Turkish version of the Oxford Utilitarianism Scale (OUS) among obstetricians and gynecologists (OB/GYNs). Methods A total of 194 obstetricians and gynecologists participated in this online study and completed the OUS alongside a brief sociodemographic questionnaire. Construct validity was assessed using confirmatory factor analysis (CFA). Reliability was evaluated via internal consistency coefficients (Cronbach's alpha) and corrected item-total correlations. Additionally, measurement invariance analyses by sex were performed. Results CFA confirmed a two-dimensional structure- impartial beneficence and instrumental harm-with good fit indices. High reliability was indicated by both internal consistency coefficients and corrected item-total correlations. The results of the measurement invariance analyses showed similar measurement properties across genders. Conclusions The Turkish OUS demonstrated adequate construct validity and acceptable internal consistency in this OB/GYN sample. It can be used as a reliable and valid tool to support research, ethics education, and structured ethical reflection in obstetric practice. 2026-01-01T00:00:00Z https://hdl.handle.net/20.500.12809/11210 Examining Attitudes of Turkish Pre-Service Teachers Towards Artificial Intelligence Ata, Rıdvan; Alpaslan, Muhammet Mustafa The aim of this study was to examine attitudes of pre-service teachers toward Artificial Intelligence considering various demographic variables such as gender, internet use, and internet access location. The study was based on a cross-sectional survey. The Demographic Information Sheet and General Attitudes towards Artificial Intelligence Scale were used as data collection instruments. A total of 321 pre-service teachers (female:199, male:122) voluntarily participated in the study. Data were analysed by various statistical tests such as descriptive statistics, t-test and ANOVA. The findings indicate that pre-service teachers have moderate positive and negative attitude levels. Furthermore, as official use such as governmental services increases, positive attitudes towards AI develop. In addition, as the time spent on the internet increases, negative attitudes towards AI develop. Finally, male pre-service teachers had a higher positive attitude towards AI than females did. Some recommendations were given in light of findings considering relevant literature. 2025-01-01T00:00:00Z https://hdl.handle.net/20.500.12809/11209 Simulating Test Anxiety with 360° VR: A Phenomenological Investigation of Presence and Emotional Intensity in High School Students Acar, Sinem; Doğan, Uğur; Sarıcaoğlu, Halim; Üzmez, Halil; Dağılgan, Elif Betül This study investigates students’ lived experiences of 360° exam videos designed to simulate test anxiety in high school students preparing for university entrance exams. Adopting a phenomenological design, individual interviews were conducted with nine students to explore their subjective experiences of immersion, realism, and emotional intensity. Data were analyzed through content analysis. The findings indicate that exposure to 360° videos was associated with students’ reports of a strong sense of realism and “being in an exam” in the mediated environment. Participants reported that the videos triggered anxiety symptoms similar to real exams and increased emotional engagement, particularly in students with higher baseline anxiety. Key limitations include the small sample size and the lack of interactivity in the video format. Reproducing high-stakes exam conditions for in vivo exposure is challenging. Our findings highlight 360° exam videos as an accessible alternative to elicit exam-related experiential responses under controlled conditions. Importantly, this qualitative phenomenological study does not test clinical efficacy or anxiety reduction; rather, it informs design considerations and motivates future quantitative efficacy research. 2026-01-01T00:00:00Z https://hdl.handle.net/20.500.12809/11024 COVID-19 salgını sürecindeki uzaktan eğitim sistemi hakkında diş hekimliği fakültesi öğrencilerinin deneyimleri ve görüşleri Bağcı, Nuray; Taka, Kübra; Gündüz, Tuba; Peker, İlkay Objective: The aim of this study is to evaluate the experiences and opinions of the faculty of dentistry students about the impact of the COVID-19 pandemic on education, the innovations that can be made in the course content in the distance education system, the measurement/evaluati on, and the difficulties experienced in distance education. Methods: In this study, an online questionnaire was applied to the dental students. The survey consisted of 22 questions in total. The obtained data were compared between pre-clinical (first, second, and third grades) and clinical (fourth and fifth grades) students using the Pearson Chisquare test statistic. Results: A total of 170 students voluntarily participated in the study. Half (50%) of the participants reported that theoretical training was adversely affected during the COVID-19 pandemic, while almost all (99%) reported that practical training was adversely affected. Most of the participants stated that it would be beneficial to have many numbers of case videos (68%) and to transfer the procedures done to the patient via videoconference (77%) in the courses in the distance education system. Most of the participants reported that they did not have knowledge about three-dimensional simulation systems (76%). The answers given to some questions about the measurement/evaluation showed a statistically significant difference between pre-clinical and clinical students 2023-01-01T00:00:00Z