Researcher:
Berberoğlu, İpek

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Undergraduate Student

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İpek

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Berberoğlu

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Berberoğlu, İpek

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2021 - 20242

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    Integration of virtual and traditional medical education: scholarship pivots from the Covid-19 pandemic
    (Lippincott Williams and Wilkins, 2024) Tang, Sherry Y. Q.; Kozlow, Jeffrey H.; Sandhu, Gurjit; Cederna, Paul S.; Berberoğlu, İpek; Sezgin, Billur;  ; School of Medicine;  
    Background: The coronavirus disease 2019 (COVID-19) pandemic required an unprecedented transformation of medical education, shifting from traditional, in-person learning to distanced, online learning. This study aimed to review changes to medical education and describe the advantages and disadvantages of virtual medical education experienced by medical students during the pandemic. Methods: An online survey study was conducted at two medical schools, University of Michigan Medical School in the United States and Koc University School of Medicine in Turkey. Medical students completed questionnaires regarding their educational experience before and during the pandemic. Survey instruments were designed to assess differences in the educational curriculum, study methods, clinical skills self-evaluations, perceptions of the quality of in-person and online learning, and overall satisfaction. Results: A total of 184 medical students completed the survey. There was an increase in the use of online study tools since the pandemic. There was no statistically significant difference in self-reported assessments of clinical preparedness and overall clinical competence during surgical clerkship. The percentage of students interested in pursuing a career in surgery has nearly doubled from 34% to 63%. A majority of students (83%) believed that the time available for self-study and research increased during the pandemic. Fifty-two percent of students believed that online education is less efficacious than in-person education, but 86% of students still preferred a blended approach. Conclusions: Medical schools have continued to update their curricula following the COVID-19 pandemic. This study illustrates the transformations in medical education to ensure that the most effective and suitable teaching is delivered.
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    Chronic stress has direct effect on difficulty in identifying emotions but the effect is indirect through depression
    (Elsevier, 2021) N/A; N/A; N/A; N/A; N/A; N/A; İzgi, Büşra; Berberoğlu, İpek; Muhcu, Sevde Enfal; Aydın, Nuri Efe; Kaçar, Anıl Şafak; Eser, Hale Yapıcı; PhD Student; Undergraduate Student; Undergraduate Student; Undergraduate Student; PhD Student; Faculty Member; N/A; School of Medicine; School of Medicine; School of Medicine; N/A; School of Medicine; N/A; N/A; N/A; N/A; N/A; 134359
    Introduction: Emotional recognition is the identification of basic facial emotions like anger, disgust, fear, and sadness; it is an innate ability that involves perceptual analytical function and emotional processing for both parties in an interaction. Mood disorders like major depression disorder (MDD) and schizophrenia are found to interfere with this process in various levels for various emotions. Knowing that negative experiences and adverse life events are significant precursors for such disorders, we aimed to test the possible relationship between one's own emotional processing and recognition of others' emotions and the level of stress in their life. Method: 125 college students without any known psychiatric disorder participated to our study (66% female, Mage=20.48∓ 1.84, 18-29). To measure the stress typology, Childhood Trauma Questionnaire (CTQ), Perceived Stress Scale (PSS) and Chronic Stress Scale (CSS) were used. Beck Anxiety Inventory (BAI), Beck Depression Inventory (BDI) were also used as independent measures of stress. To measure emotional processing, Emotion Recognition (ER-40) task of PennCNB, which questioned the recognition of anger, fear, sadness, happiness, and neutral emotional expressions was used and Toronto Alexithymia Inventory (TAI) was also used as a self-report scale to measure awareness of one's own emotions. Results: There is no correlation between emotion recognition (ER-40 task) scores and stress scales. All stress measurements correlated positively with TAI scores (BAI: pc:0.40, p<0.001, BDI: pc:0.39, p<0.001, PSS: pc:0.29, p=0.001, CSS: pc:0.27, p=0.003). This significance emerged for CSS, PSS, BAI, and BDI (PC scores>0.34, p<0.001) from identifying emotions subdimensions (TAI_identify) and for PSS, BAI, and BDI (PC scores ≥0.28, p≤0.02) from discriminating emotions subdimensions. In linear regression analysis to predict scores in difficulties in identifying emotions sub dimension (TAI_identify), it was found that it is predicted by scores in CSS (p=0.003), when corrected for CTQ, age and gender. As depression can cause deficits in identifying emotions and it is correlated with chronic stress, the role of beck depression level as a mediator of CSS and TAI_identify was investigated by mediation analysis and the output model for the mediation effect of Beck depression level was built. Chronic stress influences TAI_identify scores indirectly through its effect on Beck Depression Inventory score (ab= 0.093, 95% bootstrap CI= 0.036 to 0.179). Chronic stress causes more depression, with greater depression level associated with difficulties identifying emotions (b=0.233, p=0.0001). There was no definitive evidence that chronic stress directly influenced difficulties in identifying emotions independent of BDI (c' =0.069, p=0.122, 95% bootstrap CI=-0.019 to 0.156). Conclusion: While chronic stress can affect one's identification of one's own emotions, it does not affect the recognition of others' emotions. Previous studies support the role of insula in interoceptive awareness and depression. The mediator role of stress on insula and Major depression disorder-Interoceptive awareness association may be studied in future studies.