The communication between medical students and cancer caregivers, and the problems they have experienced as well as the outcomes for their professional development before starting clinical practice was assessed in the context of a student research project. Data were collected by questionnaires or by 20 to 40-min long interviews with cancer caregivers. Their communications with physicians, hearing the bad news, and health service satisfaction were questioned. Therefore, the caregivers trusted the professional approach of their physician. However, they expected more empathic communication in the process of diagnosis and therapy. Development of empathy and trust-based communication between patients and physicians and enhancement of the quality of devoted time to cancer patients and caregivers may have an effect on the course of disease. Interviewer students mentioned that they developed communication skills about difficult clinical tasks and in delivering bad news face to face to cancer caregivers before starting their clinical education.
Incesu, is a rural settlement located in Aegean Anatolia. Before the population exchange between Greece and Turkey in 1923, G€ olde hosted both Orthodox Rum and Muslim Turkish communities. Despite out-migration since 1923, traditional life continued in the settlement with a small population that now comprises mostly elderly Turkish people. This paper aims to understand traditional G€ olde dwelling units by analysing the influence of daily-life practices, customs, traditions and values through interviews with current locals and the oral testimonies of former Rum inhabitants. A site survey identified 136 traditional dwelling units, 68 of which are still inhabited. Site reconstruction analysis revealed the original condition of 90 dwelling units. These formed the primary focus of investigation. No major differences were found between houses originally belonging to the Rum and Turkish communities. However, the study identified significant adaptations of the dwelling units in line with changing socio-cultural conditions over time.
Village Institutes were educational complexes that were designed for 21 villages between 1940 and 1948, as the pioneer of modernization in village development during the Early Republican Period of Turkey. These projects were implemented through architectural competitions and constructed as a campus comprising many buildings instead of a single mass, presenting necessity of the educational understanding in which the integration of theoretical and practical education was the main intention.Hasanoğlan Village Institute (HVI), established in 1941 in Ankara, differs from others, as it was established as a center for training the trainers who may work in village institutes rather than in village schools. Thus, it has a wider architectural program than the other institutes. Additionally, from the first building to the last, the complex was constructed by the students and trainers of 14 institutes that had been previously established. Thus, many people have memories about both the construction process of HVI, in addition to educational life. Despite recent architectural studies about HVI, this specific feature of HVI, focusing on its construction process, has not been narrated in detail.To fill the gap in the literature, this study aimed to depict the story of HVI through the memories of former students and trainers about the planning and construction phases of its workshops, schools, dining hall, and music complex, and also on-site observations in 2020. Hence, this narrative inquiry began with the background of village institute projects and the significance of Hasanoğlan within the context of village institutes while illustrating the planning phases of the HVI. The construction activities within the institute grounds were then analyzed through memories,
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