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Letter Medical Education During the Covid-19 Pandemic: Experience From a Newly Established Medical School(Springer india, 2020) Tulek, Necla; Gonullu, Ugur[No Abstract Available]Article Citation - Scopus: 1Impact of the COVID-19 Pandemic on Diabetic Foot Patients A Shift in the Infectious Agent Profile Toward Nonfermentative(Amer Podiatric Med Assoc, 2024) Acar, Ali; Saltoglu, Nese; Tulek, Necla; Turha, Ozge; Nazliserin, Elif; Yapar, Derya; Kaya, Sibel Dogan; Turhan, Özge; Serin, Elif Nazlı; Saltoğglu, NesşeBackground: Diabetes foot infection is a very important public health problem that causes serious health problems, mortality, and high health expenditures, and is one of the most important complications of diabetes mellitus. There are concerns that approaches such as limited personal visits to doctors, avoidance of hospitals, and restrictions on nonemergency surgical procedures during the coronavirus disease of 2019 pandemic pose a threat to those with diabetic foot problems, including diabetic foot ulcers (DFUs), ischemia, and infection, resulting in increased limb loss and mortality. Methods: This multicenter, retrospective, cross-sectional study was conducted in 14 tertiary care hospitals from various regions of Turkey. A total of 1,394 patient records were evaluated, 794 of which were between January 1, 2019, and January 30, 2020 (prepandemic [Pre-P]), and 605 of which were between February 1, 2020, and February 28, 2021 (pandemic period [PP]). Results: During the PP, diabetic foot patient follow-up decreased by 23.8%. In addition, the number of hospitalizations attributable to DFU has decreased significantly during the PP (P = .035). There was no difference between the groups regarding patient demographics, medical history, DFU severity, biochemical and radiologic findings, or comorbidities, but the mean duration of diabetes mellitus years was longer in patients in the Pre-P than in those in the PP (15.1 years versus 13.7 years). There was no difference between the two groups in terms of major complications such as limb loss and mortality, but infection recurrence was higher in the PP than in the Pre-P (12.9% versus 11.4%; P < .05). The prevalence of nonfermentative gram-negative bacteria as causative agents in DFU infections increased during the PP. In particular, the prevalence of carbapenem-resistant Pseudomonas spp. increased statistically during the PP. Conclusions: The rapid adaptation to the pandemic with the measures and changes developed by the multidisciplinary diabetic foot care committees may be the reasons why there was no increase in complications because of DFU during the pandemic in Turkey.Article The Effect Of Constructivist Training On The Rate Of Catheter-Associated Urinary Tract Infections in The Intensive Care Unit(Anestezi Dergisi, 2025) Yarimoglu, Saliha; Erdinç, Fatma Şebnem; Kaymak, Çetin; Tulek, Eren, N.; Basa̧r, Hulya; Tuncer-Ertem, Günay,; Kinikli, Sami; Tulek, Necla; Ertem, Gunay TuncerObjective: Catheter-associated urinary tract infections (CA-UTIs) are common healthcare-associated infections. Constructivist training is based on integrating new knowledge with previously learned knowledge. The aim of this study was to evaluate the effects of constructivist training on the rate of CA-UTIs in the Anesthesia and Reanimation Intensive Care Units (ARICU). Methods: This study was a retrospective-prospective intervention study. Over the period of one month, a total of 62 healthcare staff (seven doctors, 38 nurses, and 17 cleaning staff) working in ARICUs were organized into groups of 4-5 people and received forty-five minutes of constructivist training on preventing CA-UTI. Personnel from each of three ICUs participated in the same number of training sessions. Comparisons were made of the rates of CA-UTI and catheter use in the six-month periods before and after the training. A 4-item questionnaire was administered to the study participants six months after completion of the training. Results: The catheter-associated urinary tract infection rates before and after training were observed to be 8.3 and 8.7 per 1000 catheter days, respectively in ARICU-1, 7.0 and 8.1 per 1000 catheter days in ARICU-2, and 7.3 and 9.9 per 1000 catheter days in ARICU-3. No statistically significant difference was observed in the CA-UTI rate in each unit after constructivist training compared to the pre-training period. The intervention of constructivist training alone did not reduce the CA-UTI rates in the ICUs. According to the results of the survey conducted six months later, 92% of the nurses and 88% of the cleaning staff stated that constructivist training had positive effects. Conclusion: The intervention of constructivisit training alone did not reduce the rates of CA-UTIs in the ARICUs, but an increase was observed in the awareness of ICU nurses and cleaning staff. © 2025 Elsevier B.V., All rights reserved.Article An Evaluation of Flipped Classroom-Based Anatomy Teaching in Medical Students(Springer London Ltd, 2026) Sever, Sinem Nur; Tulek, Necla; Oktem, Hale; Jamil, YusufIntroductionAnatomy education forms a cornerstone of medical curricula, integrating theoretical knowledge with practical understanding. The flipped classroom model, an innovative and interactive pedagogical strategy, has gained increasing attention for promoting active learning, engagement, and long-term knowledge retention. This study aimed to evaluate the impact of the flipped classroom model on learning performance, student engagement, and perceptions of digital learning tools in anatomy education.MethodsA total of 194 second- and third-year medical students participated during the 2024-2025 academic year (94 second-year and 100 third-year students). Flipped classroom sessions focused on the cerebral hemispheres (second year) and the pelvis and perineum (third year). Preparatory materials were provided via Moodle at least 15 days before the sessions. Student performance was assessed through a 20-question formative quiz graded out of 10 marks and related items in the final committee examination. Post-session perceptions were gathered using a 14-item Likert-scale questionnaire. Statistical analyses were performed using the Mann-Whitney U and Wilcoxon Signed-Rank tests.ResultsAverage quiz scores were 8.4 for second-year and 8.3 for third-year students, while committee exam accuracy was 78% and 70.06%, respectively. Over 75% of students reported that the flipped classroom enhanced their understanding and engagement. Significant differences were observed between year groups in enjoyment (p = 0.004) and perceived support for independent learning (p = 0.004). More than 70% agreed that digital anatomy resources improved comprehension and confidence.ConclusionThe flipped classroom model enhances engagement, independent learning, and comprehension in anatomy education. This digitally supported, student-centred approach promotes deeper cognitive involvement and supports the integration of hybrid learning models into future curricula.
