آموزش و اخلاق در پرستاری

ساخت و اعتبارسنجی ابزار سنجش ابعاد پنهان برنامۀ درسی در علوم پزشکی بر اساس یک مطالعۀ هیبریدی

نویسندگان

1 دانشیار گروه آموزش پزشکی، مرکزآموزش مجازی، دانشگاه علوم پزشکی جهرم، جهرم، ایران

2 مرکز آموزش بالینی، دانشگاه علوم پزشکی جهرم،جهرم، ایران

3 گروه پرستاری، دانشکده پرستاری ،دانشگاه علوم پزشکی جهرم،جهرم، ایران

4 گروه اخلاق پزشکی، دانشگاه علوم پزشکی شیراز، شیراز، ایران

5 دانشجوی پزشکی، دانشگاه علوم پزشکی جهرم، جهرم، ایران

چکیده

مقدمه: مجموعه تجاربی که فراگیران در نظام آموزشی کسب می کنند می تواند در قالب برنامه درسی پنهان، در شکل گیری یادگیری های دانشجویان نقش قابل توجهی داشته باشد. با توجه به نبود ابزار جامعی در زمینه بررسی آن در علوم پزشکی ، هدف از پژوهش حاضر ساخت و اعتبارسنجی ابزار  ابعاد پنهان برنامه درسی در آموزش علوم پزشکی است.
روش کار: این بررسی یک مطالعه کیفی می باشد که با رویکرد هیبریدی انجام شده است. این مطالعه در دو فاز طراحی و بررسی اعتبار سنجی پرسشنامه بررسی ابعاد پنهان برنامه درسی در آموزش پزشکی (1399)، در دانشگاه علوم پزشکی جهرم انجام گرفت. در فاز طراحی، از مطالعه هیبریدی با سه فاز (مروری بر بررسی پیشین / تحقیق در عرصه و نتیجه گیری نهایی) استفاده شد. در بخش دوم، با استفاده از شاخص های اعتبارسنجی، نسبت به بررسی روایی و پایایی گویه ها و استخراج  گویه های ابزار اقدام گردید.
یافته ها:  نتایج بخش اول (مطالعه هیبریدی) منجر به شناسایی 5 حیطه گردید. این قسمت ها  شامل: تعامل استاد با دانشجو،
ویژگی های حرفه ای استادان، معماری محیط آموزشی و قوانین حاکم بر آن، تعامل و ارتباط در فضای آموزشی، شیوه های ارزشیابی و اخذ بازخورد بود. در مرحله دوم که شامل فاز اعتبار سنجی بود،  روایی محتوایی، صوری، سازه و پایایی پرسشنامه مورد بررسی قرار گرفت. روایی و پایایی، به عنوان ابزار بررسی ابعاد پنهان برنامه درسی علوم پزشکی  مورد تایید قرار گرفت.
نتیجه گیری: بنابر نتایج این تحقیق، در توسعه  ابزار سنجش، ابعاد پنهان برنامه درسی و اعتبار سنجی آن، منجر به تدوین ابزاری گردید که با بررسی شاخص ها، این پرسشنامه از روایی و پایایی مناسبی برخوردار می باشد. ابزار سنجش می تواند در آموزش علوم پزشکی مورد استفاده محققان قرار گیرد.

کلیدواژه‌ها

عنوان مقاله [English]

Construction and validation of hidden curriculum measurement tools in medical sciences based on a hybrid study

نویسندگان [English]

  • Leili Mosalanejad 1
  • Navid Kalani 2
  • Rasul Eslami Akbar 3
  • Mansour Tafvisi 4
  • Erfan Mohammmadi 5

1 Associate Professor, Department of Medical Education, Virtual Education Center, Jahrom University of Medical Sciences, Jahrom, Iran

2 Clinical Education Center, Jahrom University of Medical Science, Jahrom, Iran

3 Department of Nursing, School of Nursing, Jahrom University of Medical Sciences, Jahrom, Iran

4 Department of Medical Ethics, Shiraz University of Medical Sciences, Shiraz, Iran

5 Medical student, Jahrom University of Medical Science, Jahrom, Iran

چکیده [English]

Introduction: The set of experiences that learners gain in the educational system can play a significant role in shaping
students' learning in the form of a hidden curriculum. Due to the lack of comprehensive tools for its study in the medical sciences, the purpose of this study is to construct and validate the hidden dimension tools of the curriculum in medical education.
Materials & Methods: This study is a qualitative research that has been done with a hybrid approach. This study was conducted in two phases of design and validation of a questionnaire to examine the hidden curriculum dimensions
in medical education (2020) in Jahrom University of Medical Sciences. In the design phase, a three-phase hybrid study was used (review of previous study / field research and final conclusion) was used. In the second part, using validation indicators, the validity and reliability of items and tool items were extracted. Face and content validity assessed by 8 expert professors and a student group with 20 people and its reliability with a group of 104 people. Construct validity by Exploratory Factor Analysis led to the confirmation of tool items.
Results: The results of the first part (hybrid study) led to the identification of 5 Dimensions. These areas included (teacher-student interactions, teachers' professional characteristics, the architecture of the educational environment and its rules, interactions and communication in the educational environment, and methods of evaluation and obtaining feedback). In the second stage, which was the validation phase, the validity (content, face, construct and reliability of the questionnaire were examined. All parts mentioned above were appropriate. This tools may be use to assess hidden curriculum in medical education.
Conclusion: According to the results, Due to the lack of specific tools in medical education, this tool can be used
by medical education researchers.

کلیدواژه‌ها [English]

  • Curriculum
  • Hidden Dimensions
  • Medical Education
  • Hybrid Study
  • Tools
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آموزش و اخلاق در پرستاری
دوره 10، 3-4
مهر 1400
صفحه 13-21