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Aim: In this study, it is aimed to evaluate the lifelong learning trends of the students in the medical faculties. Method: The sample of this research, which was carried out in the descriptive type, consists of 127 volunteer students willing to participate in the research, who study at the Medical School of Sakarya University in 2016-2017 academic year. Data were collected using "Student Presentation Form" and "Lifelong Learning Trends Scale" (LLTS). In the evaluation of data, frequency, percentage, arithmetic mean and standard deviation and Student's t-test and one-way Analysis of Variance (ANOVA) were used. Results: The total score obtained from the scale 56.41 ± 17.12, scores related with sub-dimensions are determined in the order as motivation: 6.67±2.52, persistence: 17.47±6.20, lack of curiosity 20.50±8.51,  and lack of regulation in learning: 11.76±6.16. A significant difference was found between students' lifelong learning tendencies and gender, class level and regular reading habits (p <0.05). Besides, it was found that the lifelong learning tendency scores were not affected by the variables such as ages of students, income level, school that they were graduated, mother and father education status, mother and father employment status, place of residence, preference of medical school and follow up of medical journal. Conclusion: As a result, it is seen that the students of medical faculty have high lifelong learning tendencies, they are at a good level regarding learning motivation, participation in learning activities and continuity. Extended English abstract is in the end of  PDF (TURKISH)  file . Ozet Amac: Bu calismada, tip fakultesinde ogrenim goren ogrencilerin yasam boyu ogrenme egilimlerinin degerlendirilmesi amaclanmistir. Gerec ve Yontem: Tanimlayici tipte yurutulen bu arastirmanin orneklemini Sakarya Universitesi Tip Fakultesi’nde 2016-2017 Egitim-Ogretim yilinda ogrenim goren ve arastirmaya katilmaya gonullu 127 ogrenci olusturmustur. “Ogrenci Tanitim Formu” ve “Yasam Boyu Ogrenme Egilimleri Olcegi” (YBOO) kullanilarak veriler toplanmistir. Verilerin degerlendirilmesinde frekans, yuzde, aritmetik ortalama ve standart sapma ile Student’s T-Testi ve Tek Yonlu Varyans Analizi (ANOVA) kullanilmistir. Bulgular: Olcekten elde edilen toplam puan 56.41±17.12, alt boyutlara iliskin puanlar sirasiyla motivasyon: 6.67±2.52, sebat: 17.47±6.20, merak yoksunlugu: 20.50±8.51 ve ogrenmeyi duzenlemede yoksunluk: 11.76±6.16 olarak saptanmistir. Ogrencilerin yasam boyu ogrenme egilimleri ile cinsiyet, sinif duzeyi ve duzenli kitap okuma aliskanliklari arasinda anlamli fark saptanmistir (p<0.05). Bunun yaninda yasam boyu ogrenme egilim puanlarinin ogrencilerin yas, ailenin gelir durumu, mezun olduklari lise, anne-baba egitim durumu, anne-baba calisma durumu, yasanilan yer, tip fakultesini tercih etme durumu ve bir tip dergisi takip etme durumu gibi degiskenlerden etkilenmedigi saptanmistir. Sonuc: Sonuc olarak, tip fakultesi ogrencilerinin yasam boyu ogrenme egilimlerinin yuksek, ogrenim motivasyonlarinin yeterli oldugu, ogrenme faaliyetlerine katilma ve devamlilik gosterme acisindan da iyi duzeyde olduklari sonucuna ulasilmistir.

journal of human sciences

The investigation of lifelong learning tendencies in medical faculty students&lt;p&gt;Tıp fakültesi öğrencilerinin yaşam boyu öğrenme eğilimlerinin incelenmesi