بررسی ارتباط بین مهارت بازاندیشی و پیشرفت تحصیلی دانشجویان پزشکی دانشگاه علوم پزشکی اصفهان

نوع مقاله : مقاله های پژوهشی

نویسندگان

1 دانشیار، گروه آموزش پزشکی، مرکز تحقیقات آموزش علوم پزشکی اصفهان، اصفهان، ایران

2 دانشجوی دکترای حرفه‌ای، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران

3 استادیار، مرکز تحقیقات آموزش پزشکی، گروه آموزش پزشکی، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران

چکیده

مقاله پژوهشی




مقدمه: بازاندیشی، یک مهارت کلیدی برای یادگیری از تجربه است که منجر به اصلاح بینش و عملکرد می‌شود. هدف این مطالعه، بررسی ارتباط بین مهارت بازاندیشی و پیشرفت تحصیلی بود.
روش‌ها: مطالعه از نوع توصیفی و همبستگی بود که در سال 1401 بر روی دانشجویان پزشکی اجرا شد. نمونه‌گیری به روش تصادفی طبقه‌ای نسبتی از هر مقطع انجام گردید. ابزار مورد استفاده، پرسش‌نامه‌ی بازاندیشی بود که نسبت روایی محتوا و پایایی برای پرسش‌نامه به ترتیب 0/75 و 0/75 محاسبه شده بود. داده‌های حاصل، مورد تجزیه و تحلیل آماری، توصیفی و تحلیلی (فراوانی، میانگین، انحراف معیار، همبستگی Pearson و رگرسیون خطی) قرار گرفت.
یافته‌ها: داد 301 پرسش‌نامه جمع‌آوری شد که 54/5 درصد خانم‌ها و 87/4 درصد، مجرد بودند. میانگین و انحراف معیار معدل کل نمونه‌ها (1/31 ± 16/57)، معدل دوره
(1/28 ± 16/76) و نمره‌ی بازاندیشی کل (7/32 ± 64/67) بود. در بررسی ارتباط بین نمره‌ی حیطه‌ی بازاندیشی قبل از عمل و معدل دوره در مقطع کارورزی (0/19 = R،
0/05 = P) و نمره‌ی حیطه‌ی بازاندیشی بعد از عمل و معدل دوره در مقطع کارورزی (0/25 = r و 0/01 = P) ارتباط کوچک معنی‌داری وجود داشت. در رگرسیون خطی معدل دوره، بازاندیشی و سن، مدل در مقطع کارورزی معنی‌دار شد که 6 درصد از واریانس معدل دوره را نمره‌ی بازاندیشی تبیین می‌کند (0/06 = r، 0/04 = P).
نتیجه‌گیری: نتایج نشان‌دهنده‌ی این بود که در مقطع بالینی بازاندیشی دانشجویان قبل از عمل و بعد از عمل ارتباط معنی‌داری با پیشرفت تحصیلی آن‌ها داشته است که با توجه به این ارتباط، لازم است که برنامه‌ریزان آموزشی توجه ویژه به برگزاری دوره‌های پرورش مهارت بازاندیشی در این مقطع داشته باشند.

تازه های تحقیق

اطهر امید:   PubMed , Google Scholar 

فریبا جوکار:  PubMed, Google Scholar 

 

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Relationship between Reflection and Academic Achievement of Medical Students of Isfahan University of Medical Sciences

نویسندگان [English]

  • Fatemeh Naderi 1
  • Athar Omid 2
  • Fariba Jokar 3
1 Associate Professor, Medical Education Research Center, Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran
2 Medical Student, Isfahan University of Medical Sciences, Isfahan, Iran
3 Assistant Professor, Medical Education Research Center, Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran
چکیده [English]

Background: Reflection is a critical skill for learning from experience that leads to improved insight and performance. The purpose of this study was to investigate the relationship between reflection and academic achievement.
Methods: In the year 2022, a study was conducted on medical students using proportional stratified random sampling from each section. Proportional stratified random sampling was done from each section. The tool used was a reflective questionnaire, the content validity and reliability ratios of the questionnaire were calculated as 0.75 and 0.75, respectively.The data collected was analyzed using statistical, descriptive, and analytical methods such as frequency, mean, standard deviation, Pearson’s correlation, and linear regression.
Findings: 301 questionnaires were collected, of which 54.5% were women and 87.4% were single. The mean and standard deviation of the total GPA of the samples was (16.57 ± 1.31), the course GPA (16.76 ± 1.28) and the total reflection score (64.67 ± 7.32). There was a small significant relationship between the score of the reflection before the action and the grade point average during the internship (P = 0.05, r = 0.19) and the score of the reflection after the action and the grade point average during the internship (P = 0.01, r = 0.25). In the linear regression of grade point average, reflection, and age, the model was significant in the internship, which explains 6% of the variance of the grade point average of the reflection grade (P = 0.04, R Square = 0.06).
Conclusion: The results showed that in the clinical stage, students' reflection had a significant relationship with their academic progress, and it is necessary for educational planners to pay special attention to holding reflection skill development courses in internships.

کلیدواژه‌ها [English]

  • Reflection
  • Academic achievement
  • Medical students
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