Journal of Medical Education and Development
مجله مركز مطالعات و توسعه آموزش علوم پزشكي يزد
jmed
Medical Sciences
http://jmed.ssu.ac.ir
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2251-7065
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jalali
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2022
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بررسی تأثیر برنامه درسی مقطع Ph.D در رشته های علوم پایه پزشکی از نظر ایجاد توانمندی مدیریت دانش از دیدگاه دانش آموختگان دانشگاه علوم پزشکی تهران
Evaluating the effectiveness of Ph.D. curriculum to create knowledge management capabilities from the graduate students’ view of Tehran University of Medical Sciences
عمومى
General
پژوهشي
Research
<span style="font-size:11pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">مقدمه: </span></span></span></b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">مدیریت دانش به عنوان موضوعی جدید، رویکردی بدیع در تسهیل آموزش و پژوهش در نظام آموزش عالی ایجاد کرده اســت. فارغ</span></span></span><span dir="LTR" lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">‎</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">التحصیلان دانشگاه</span></span></span><span dir="LTR" lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">‎</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">ها باید پیش از ورود به دنیای کار، به لوازم ایفای نقش خود مجهز شـــوند که توانایی در مدیریت دانش از جمله این نیازها می</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">­</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">باشد، لذا؛ این پژوهش به بررسی تأثیر دروس مقطع </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Ph.D.</span></span></span> <span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">از نظر ایجاد توانمندی مدیریت دانش از دیدگاه دانش</span></span></span> <span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">آموختگان دانشگاه علوم پزشکی تهران می</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">­</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">پردازد.</span></span></span><b><span dir="LTR" style="font-size:8.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman","serif""></span></span></span></b></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">روش بررسی:</span></span></span></span></b> <span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">این پژوهش از نوع توصیفی-مقطعی است. نمونه پژوهش شامل دانش­آموختگان مقطع تحصیلی </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Ph.D.</span></span></span> <span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">رشته­های مختلف علوم­پایه پزشکی دانشگاه تهران (107 نفر) بود. ابزار گردآوری داده­ها، پرسشنامه محقق ساخته براساس مؤلفه­های مدل مدیریت دانش </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Bukowitz</span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> و </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Williams</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> بود، که روایی و پایایی آن مورد تأیید قرار گرفت. </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">برای تجزیه و تحلیل داده­ها از نرم­افزار آماری </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">SPSS</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> نسخه 22 استفاده گردید.</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:red"></span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span style="text-autospace:none"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">نتایج</span></span></span></span></b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">: </span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">یافته­های حاصل از این پژوهش نشان داد که میانگین نمره وضعیت استقرار مدیریت دانش در دروس از نظر دانش­آموختگان بالاتر از حد متوسط قرار دارد. همچنین بالاترین میانگین مربوط به متغیرهای تسهیم و اشتراک­گذاری دانش (2/3) و کمترین مربوط به به ارزیابی دانش (69/2) بوده است.</span></span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">نتیجهگیری:</span></span></span></span></b> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">تأثیر </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">دروس مقطع </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Ph.D.</span></span></span> <span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">در ایجاد توانمندسازی مدیریت دانش، از نظر دانش­آموختگان، در حد بالاتر از متوسط قرار داشت. با این حال در ابعادی دارای وضعیت مطلوبی نبود که نیاز به برنامه­ریزی و توجه بیشتر بخصوص در ارزیابی و حذف دانش دارد.</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span></span></span>
<span style="font-size:11pt"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.2pt">Introduction:</span></span></span></span></i></b> <span new="" roman="" style="font-family:" times="">Knowledge management as a new subject has created a new approach to facilitating education and research in the higher education system. University graduates need to enter the world with the tools to play a role before they go to work, which is considered imperative in knowledge management. The purpose of this study was to survey the effectiveness of the PhD. curriculum to create knowledge management capabilities from the point of view of graduate students in Tehran University of Medical Sciences.</span><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.2pt"></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Methods</span></span></span></i></b><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">:</span></span></span></i></b> <span new="" roman="" style="font-family:" times="">This study incorporated a descriptive cross-sectional approach. The research sample included Ph.D. graduates from various fields of basic medical sciences at Tehran University (107 participants). Data collection was via a researcher-made questionnaire constructed based on the components of Bukowitz and Williams’s model, and its validity and reliability were confirmed. The SPSS version 22 statistical software was used for data analysis.</span></span></span></span><br>
<span style="font-size:12pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><b><i><span style="font-size:10.0pt"><span style="line-height:115%">Results:</span></span></i></b> <span style="font-size:11.0pt"><span style="line-height:115%">The findings of this research showed that the average score of knowledge management in courses from the graduate students’ view is higher than the theoretical average. In addition, the highest average is related to knowledge contribution (3.2), and the lowest is related to knowledge assessment (2.69).</span></span></span></span></span><br>
<span style="font-size:12pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><b><i><span style="font-size:10.0pt"><span style="line-height:115%">Conclusion:</span></span></i></b><b> </b><span style="font-size:11.0pt"><span style="line-height:115%">The effectiveness of PhD. courses in creating knowledge management capabilities from the graduate students’ view was higher than the theoretical average. However, it did not have a favorable outcome in some components; therefore, extensive planning and attention is necessary, particularly in terms of knowledge assessment and elimination.</span></span></span></span></span>
دانش, مدیریت دانش, برنامه درسی, دانشگاه علوم پزشکی
Knowledge, Knowledge management, Curriculum, University of Medical Sciences
202
213
http://jmed.ssu.ac.ir/browse.php?a_code=A-10-1334-1&slc_lang=fa&sid=1
شکوه
صدقی
sedghi@farabi.tums.ac.ir