آموزش و اخلاق در پرستاری
Education and Ethics In Nursing ISSN: 2322-5300

برنامۀ جامع مطالعه موردی درس اخلاق بر اساس مدل یادگیری ترکیبی و تأثیر آن بر شاخص‌های یادگیری فعال

https://doi.org/10.22034/ethic.2023.708838
دوره 12، شماره 1
فروردین 1402
صفحه 62-71
آموزش و اخلاق در پرستاری

نوع مقاله : مقاله پژوهشی اصیل

نویسندگان

عاطفه کرم زاده 1
لیلی مصلی نژاد 2
لیلی بذرافکن 3

1 کارشناسی ارشد آموزش پزشکی، مرکز توسعه آموزش، دانشگاه علوم پزشکی جهرم

2 دانشیار گروه آموزش پزشکی، مرکز آموزش مجازی، داشگاه علوم پزشکی جهرم

3 دانشیار گروه آموزش پزشکی، مرکز توسعه آموزش، دانشگاه علوم پزشکی شیراز

چکیده
مقدمه: در تربیت پزشکان، باید علاوه بر آموزش پزشکی و مهارت‌های بالینی به رعایت عدالت، شأن و حقوق انسانی، توجه ویژه گردد. این موضوع، هدف نهایی اخلاق پزشکی است. هدف از این پژوهش، برنامۀ جامع مطالعۀ موردی درس اخلاق، بر اساس مدل یادگیری ترکیبی و تأثیر آن بر شاخص‌های یادگیری فعال می‌باشد.
روش کار: این پژوهش مداخله‌ای نیمه تجربی، بر روی 70 نفر از دانشجویان پزشکی مقطع فیزیوپاتولوژی که واحد درس اخلاق پزشکی را اخذ کرده بودند، انجام شد. برنامۀ آموزشی دانشجویان، شامل: تدریس مباحث نظری اخلاق پزشکی، بحث در زمینۀ موردهای اخلاقی، استدلال بالینی، سپس بحث و گفتگو در محیط تالار گفتگو و تکالیف فردی، در سامانۀ ال ام اس و تکمیل پورتفولیو را به خود اختصاص داد. ارزشیابی دانشجویان، با ارزیابی تأثیر روش بر دانش، نگرش و مهارت استدلال اخلاقی دانشجویان، همراه بود؛ همچنین تأثیر مداخله بر خود راهبری و خودتنظیمی، مورد بررسی قرار گرفت. ابزار گردآوری داده‌ها، پرسشنامه‌های آمادگی خودراهبری گاگلیمینو (1978) و خودتنظیمی بوفارد (1995) بود، که دانشجویان قبل و بعد از مداخله، آن‌ها را پاسخ دادند. در ارزیابی دانشجویان از یک برنامۀ جامع شامل: مشارکت در فوروم، تکالیف فردی در LMS، آزمون تئوری، آسکی و تکمیل پورتفولیو، استفاده شد. میزان یادگیری دانشجویان، با دانشجویان سال قبل که از طریق روش سنتی، معلم محور انجام شده بود، مقایسه گردید. تجزیه‌ و تحلیل داده‌ها با استفاده از نرم‌افزار spss در دو سطح آمار توصیفی و استنباطی، انجام شد.
یافته‌ها: نتایج نشان داد که بین خودراهبری دانشجویان، بعد از مداخله نسبت به قبل از مداخله، تفاوت معنا‌داری وجود داشت؛ (0/005=p) اما خودتنظیمی دانشجویان، علیرغم افزایش  بعد از مداخله، نسبت به قبل از مداخله، معنا‌دار نبود؛(0/149=p) همچنین نمرات کل درس اخلاق، آزمون آسکی و کتبی دانشجویان، در گروه مداخله، نسبت به گروه سنتی معنا‌دار بود. (0/05>p)
نتیجه‌گیری: با توجه به یافته‌های پژوهش، پیشنهاد می‌شود ضمن توجه به رویکردهای آموزشی دانشجو محور، مبتنی بر مطالعۀ موردها، به­کارگیری آموزش‌های مکمل در قالب یادگیری ترکیبی در درس اخلاق پزشکی، می‌تواند تأثیر مناسبی بر ارتقای مهارت‌های یادگیری و عملکردی دانشجویان داشته باشد.

کلیدواژه‌ها

آسکی
آموزش پزشکی
اخلاق پزشکی
خودراهبری
خودتنظیمی
یادگیری فعال
یادگیری ترکیبی
مدل فلکس
مطالعه مبتنی بر موردها
حرفه‌ای‌گری

عنوان مقاله English

Comprehensive case study program of ethics lesson based on the blended learning model and its effect on active learning indicators

نویسندگان English

Atefeh Karamzadeh 1
leili mosalanejad 2
Leili Bazarafkan 3
1 . Master of Medical Education, Education Development Center, Jahrom University of Medical Sciences
2 Professor of Medical Education Department, Virtual Education Center, Jahrom Medical Sciences Center
3 Associate Professor of Medical Education Department, Education Development Center of Shiraz University of Medical Sciences
چکیده English

Introduction:
In addition to medical training and clinical skills, special attention should be paid to justice, dignity and human rights. This is the ultimate goal of medical ethics. The purpose of this study is a case study program of a comprehensive ethics course based on a blended learning model and its impact on active learning indicators.
Materials and Methods:
This semi-experimental interventional research was conducted on 70 medical students of physiopathology who had taken the medical ethics course. The educational program of the students included: teaching the theoretical topics of medical ethics, discussion in the field of ethical cases, clinical reasoning, then discussions in the forum environment and individual assignments, in the LMS system, and completed the portfolio. The evaluation of the students was accompanied by the evaluation of the effect of the method on the knowledge, attitude and moral reasoning skills of the students; Also, the effect of the intervention on self-management and self-regulation was investigated. The data collection tool was Gaglimino's (1978) and Bouffard's (1995) self-regulation readiness questionnaires, which the students answered before and after the intervention. In evaluating the students, a comprehensive program was used including: participation in the forum, individual assignments in the LMS, theory test, Asci and completion of the portfolio. The students' learning rate was compared with the previous year's students, which was done through the traditional, teacher-centered method. Data analysis was done using spss software at two levels of descriptive and inferential statistics.
Results:
The results showed that there was a significant difference between students' self-management after the intervention compared to before the intervention; (p=0.005) but the students' self-regulation, despite the increase after the intervention, was not significant compared to before the intervention; (p=0.149) also, the total scores of the ethics course, Ascii and written test of the students, in the intervention group, was meaningful compared to the traditional group. (p>0.05)
Conclusion:
According to the findings of the research, it is suggested that while paying attention to student-centered educational approaches, based on case studies, the use of supplementary education in the form of blended learning in the course of medical ethics can have a good effect on improving students' learning and performance skills.

کلیدواژه‌ها English

  • Ascii
  • Medical Education
  • Medical Ethics
  • Self-management
  • Self-regulation
  • Active Learning
  • Blended Learning
  • Flex Model
  • Case-Based Study
  • Professionalism
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