Cardiological physical examination knowledge, simulation supported performance and self-evaluations' investigation of Yozgat Bozok University Faculty of Medicine phase 3 students

The aim of medical education can be defined as training physicians who are compatible with society's needs and dynamics, competent in their field, and have evidence-based medicine practice and lifelong learning skills. One of the important skill steps in undergraduate medical education is cardiological physical examination. It is defined in the core training program that physicians should apply this skill in complex situations/cases. The aim of this study is to determine the cardiological physical examination knowledge, performance and self- assesment levels of third-year faculty of medicine students and their opinions about the factors that may affect these characteristics of the students in the education program. 101 medical school semester 3 students were included in the study. The knowledge level scores of the 101 students participating in the research regarding cardiological system applications were minimum 7, maximum 14, average 11.78 points. Skill level scores were minimum 8, maximum 18, average 13.67 points. It was determined that they had an above average score in terms of knowledge and skills. A weak and positive (r=.28; p=.000) significant relationship was found between students' physical examination skills and physical examination knowledge. A poor and positive (r=.22; p=.000) significant relationship was found between physical examination skills and the time spent to acquire skills. The students' physical examination skill averages were found to be statistically significantly higher among students who watched and did not watch educational videos (p=0.048), and among students who read textbooks and those who did not read textbooks, among those who read textbooks (p=0.010). Keywords: Cardiological System Examination, Medical Simulation, Self- . Assessment