مجله دانشکده پزشکی اصفهان

مجله دانشکده پزشکی اصفهان

فراتحلیل مقایسه‌ی تأثیر روش یادگیری ترکیبی و روش سخنرانی بر میزان یادگیری دانشجویان علوم پزشکی در دروس علوم پایه حیطه‌ی پاتوبیولوژی

نوع مقاله : مقاله های مروری

نویسندگان
محمد شایسته پور 1
زهرا کریمیان 2
1 دانشجوی کارشناسی ارشد،گروه آموزش پزشکی، دانشگاه علوم پزشکی هوشمند، تهران،و استادیار، گروه باکتری و ویروس‌شناسی، دانشکده‌ی پزشکی، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران
2 دانشیار، گروه آموزش پزشکی، دانشگاه علوم پزشکی هوشمند، تهران، و دانشیار، گروه یادگیری الکترونیکی در علوم پزشکی، دانشکده‌ی مجازی، دانشگاه علوم پزشکی شیراز، شیراز، ایران
10.48305/jims.v44.i877.2299
چکیده
مقدمه: دروس علوم پایه حیطه‌ی پاتوبیولوژی (باکتری‌شناسی، ویروس‌شناسی، قارچ‌شناسی، انگل‌شناسی، ایمنی‌شناسی، آسیب‌شناسی) به‌دلیل محتوای پیچیده و حجیم، نیازمند روش‌های آموزشی نوین هستند. این فراتحلیل با هدف مقایسه‌ی تأثیر یادگیری ترکیبی با روش سخنرانی بر یادگیری دانشجویان علوم پزشکی انجام شد.
روش‌ها: طبق دستورالعمل‌های PRISMA و کاکرین، پایگاه‌های بین‌المللی Web of Science، PubMed، EMBASE، Scopus، ERIC، ProQuest و منطقه‌ای SID، Magiran، IranMedex، IranDoc بدون محدودیت بازه زمانی (ازآغاز تا اول سپتامبر 2025) جستجو شدند. اطلاعات کیفی و کمی (میانگین، انحراف معیار، حجم نمونه) از مطالعات دارای گروه کنترل همزمان (سخنرانی) استخراج و با نرم‌افزار CMA توسط مدل اثرات تصادفی تحلیل شد. خطر سوگیری با ابزارکاکرین ROB2 ارزیابی گردید. ناهمگونی مطالعات با زیرگروه‌بندی و متارگرسیون ارزیابی گردید.
یافته‌ها: از مجموع 1067 مقاله یافت شده، ۲۴ مطالعه جهت انجام مرور نظام مند (22 مقاله برای فراتحلیل) انتخاب گردید. یافته‌های فراتحلیل نشان داد یادگیری ترکیبی به‌طور معناداری در دروس نظری با اندازه اثر 0/783 (فاصله اطمینان ۹۵٪: 592/0 تا 0/975؛0/001 > P) و دروس عملی با اندازه اثر 0/841 (فاصله اطمینان ۹۵٪: 0/571 تا 1/111؛ 0/001 > P) مؤثرتر از روش سخنرانی بوده است. ناهمگونی قابل توجه در مطالعات نظری (٪77/45 = I²؛ 0/001 > P) مشاهده شد که عمدتاً ناشی از تنوع در طراحی آموزشی و اجرای روش ترکیبی بود. مدل کلاس معکوس (۸۰ درصد مطالعات) رایج ترین روش تدریس ترکیبی و میکروب‌شناسی رایج‌ترین حیطه‌ی آموزشی بود.
نتیجه‌گیری: یافته‌ها تأثیر برتر یادگیری ترکیبی را هم در حیطه‌ی دانش نظری و هم مهارت‌های عملی پاتوبیولوژی تأیید می‌کند. اجرای این روش به‌عنوان پارادایم آموزشی بهینه پیشنهاد می‌شود، هرچند پژوهش‌های آتی برای توسعه‌ی چارچوب‌های یادگیری ترکیبی ضروری است.

تازه های تحقیق

محمد شایسته پور: PubMed,  Google Scholar 

زهرا کریمیان: PubMed,  Google Scholar 

کلیدواژه‌ها
سخنرانی
ایمنی شناسی
آسیب شناسی
میکروب شناسی
آموزش به کمک کامپیوتر
موضوعات

عنوان مقاله English

A Meta-Analysis Comparing the Effectiveness of Blended Learning Versus Lecture-Based Method on Learning Outcomes among Medical Students in Basic Science Courses within the Pathobiology Domain

نویسندگان English

Mohammad Shayestehpour 1
Zahra Karimian 2
1 MSc Student, Department of Medical Education, Smart University of Medical Sciences, Tehran, AND Assistant Professor, Department of Bacteriology and Virology, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran
2 Associate Professor, Department of Medical Education, Smart University of Medical Sciences, Tehran, AND,Associate Professor, Department of e-Learning in Medical Sciences, Virtual School and Center of Excellence in e-Learning, Shiraz University of Medical Sciences, Shiraz, Iran
چکیده English

Background: The basic sciences in the pathobiology domain (bacteriology, virology, mycology, parasitology, immunology, and pathology) require innovative teaching methods due to their complex and extensive content. This meta-analysis aimed to compare the effectiveness of blended learning versus traditional lecture-based instruction on the learning outcomes of medical students.
Methods: Following the PRISMA and Cochrane guidelines, international databases and regional databases were systematically searched. Qualitative and quantitative data (mean, standard deviation, sample size) were extracted from studies with a concurrent control group (lecture-based instruction) and analyzed using the random-effects model in CMA software. Risk of bias was assessed using the Cochrane ROB2 tool.
Results: Out of 1,067 retrieved articles, 24 studies met the criteria for systematic review, of which 22 were included in the meta-analysis. The results demonstrated that blended learning was significantly more effective than lecture-based instruction in theoretical courses (effect size = 0.783; 95% CI: 0.592 to 0.975; p < 0.001) and practical courses (effect size = 0.841; 95% CI: 0.571 to 1.111; p < 0.001). Considerable heterogeneity was observed among theoretical studies (I² = 77.45%; p < 0.001), mainly attributable to variations in instructional design and blended learning implementation. The flipped classroom model (employed in 80% of studies) was the most common blended learning approach, and microbiology was the most frequently taught subject area.
Conclusion: The findings confirm the superior effectiveness of blended learning in enhancing both theoretical knowledge and practical skills in pathobiology education. Adoption of this method is recommended as an optimal educational paradigm,.

کلیدواژه‌ها English

Lecture
Immunology
Pathology
Microbiology
Computer-Assisted Instruction
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مجله دانشکده پزشکی اصفهان
دوره 44، شماره 877
هفته 4، مهر
مهر و آبان 1405
صفحه 2299-2313

  • تاریخ دریافت 25 مرداد 1404
  • تاریخ پذیرش 09 شهریور 1405