Journal of Medical Education and Development
مجله مركز مطالعات و توسعه آموزش علوم پزشكي يزد
jmed
Medical Sciences
http://jmed.ssu.ac.ir
1
admin
2251-7065
2251-8266
fa
jalali
1403
6
1
gregorian
2024
9
1
19
2
online
1
fulltext
fa
ارتباط وضعیت آموزش بالینی با انگیزش تحصیلی دانشجویان مرحله بالینی رشته پزشکی دانشگاه علوم پزشکی گناباد
The Relationship Between Clinical Education Status and Academic Motivation of Clinical-Stage Medical Students at Gonabad University of Medical Sciences
آموزش پزشكي
Medical Education
پژوهشي
Research
<span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">مقدمه: </span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">انگیزش در تحصیل و یادگیری از چالش­های اساسی در آموزش بالینی است. مطالعه حاضر با هدف </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">بررسی</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> ارتباط وضعیت آموزش بالینی و انگیزش تحصیلی دانشجویان مرحله بالینی رشته پزشکی دانشگاه علوم پزشکی گناباد انجام گرفت.</span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">روش­ها: </span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">این مطالعه مقطعی بر روی 198 دانشجوی کارآموز و کارورز رشته پزشکی دانشگاه علوم پزشکی گناباد در سال تحصیلی 1402-1401 به روش سرشماری انجام شد. ابزار گردآوری داده­ها پرسشنامه بررسی وضعیت آموزش بالینی و پرسشنامه انگیزش تحصیلی هارتر بود. به منظور توصیف وضعیت آزمودنی­ها از آمار توصیفی (میانگین و انحراف معیار) استفاده شد و داده ها از طریق آزمون­های </span></span><span dir="LTR" style="font-size:10.0pt">t</span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> مستقل، پیرسون و اسپیرمن با نرم افزار </span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">spss</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> تجزیه و تحلیل شدند.</span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">یافته­ها: </span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">میانگین نمره وضعیت آموزش بالینی کارآموزان 56/16</span></span><span lang="AR-SA" style="font-size:10.0pt"><span cambria="" style="font-family:">±</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">51/93 و کارورزان 08/12</span></span><span lang="AR-SA" style="font-size:10.0pt"><span cambria="" style="font-family:">±</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">12/93 بود. همچنین میانگین نمره انگیزش تحصیلی کارآموزان 30/11 </span></span><span lang="AR-SA" style="font-size:10.0pt"><span cambria="" style="font-family:">±</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> 07/102 و کارورزان 54/11 </span></span><span lang="AR-SA" style="font-size:10.0pt"><span cambria="" style="font-family:">±</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> 07/100 بود. وضعیت کلی آموزش بالینی با میانگین نمره 31/93 در حد نسبتا متوسط و انگیزش تحصیلی با میانگین </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">44/11</span></span><span lang="FA" style="font-size:10.0pt"><span cambria="" style="font-family:">±</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">05/101</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> درحد بالایی بود و بین وضعیت آموزش بالینی و انگیزش تحصیلی ارتباط معناداری مشاهده شد</span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">(0.454</span></span> <span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">r=</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">). </span></span><span dir="LTR" style="font-size:10.0pt"></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">نتیجه­گیری: </span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">با توجه به ضعف در وضعیت آموزش بالینی و همچنین وجود ارتباط مستقیم بین وضعیت آموزش بالینی و انگیزش تحصیلی، پیشنهاد می­گردد مسئولین دانشگاه خصوصا در معاونت آموزشی و معاونت درمان دانشگاه توجه و برنامه­ریزی­های ویژه­ای جهت بهبود وضعیت آموزش بالینی دانشگاه داشته باشند.</span></span></span></span></span></span></span><br>
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<span style="font-size:11pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:13.0pt"><span style="line-height:115%"><span style="font-family:"Arial",sans-serif"></span></span></span></b></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><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 style="font-size:10.0pt"><span style="background:white"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">Motivation in education and learning are significant challenges in clinical education. This study aimed to determine the relationship between clinical education status and academic motivation among clinical-stage medical students Gonabad University of Medical Sciences</span></span></span></span></span><span lang="EN" style="font-size:10.0pt"><span style="background:white"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">. </span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Method:</span></span></span></i></b><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""> <span style="background:white"><span style="color:black">This cross-sectional study was conducted with 198 medical interns and residents at Gonabad University of Medical Sciences during the academic year 2021-2022 using a census method. Data collection tools included the Clinical Education Status Questionnaire and the Harter Academic Motivation Questionnaire. Descriptive statistics (mean and standard deviation) were used to describe the participants' status, and data were analyzed using independent t-tests, Pearson, and Spearman correlation tests</span></span></span></span></span><span lang="EN" style="font-size:10.0pt"><span style="background:white"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">.</span></span></span></span></span><span style="font-size:10.0pt"><span style="background:white"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black"></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Results:</span></span></span></i></b><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""> <span style="background:white"><span style="color:black">The mean score for clinical education status among interns was 51.93 ± 16.56, while for residents, it was 12.93 ± 08.12. The mean score for academic motivation among interns was 102.07 ± 11.30, and for residents, it was 100.07 ± 11.54. Overall, the clinical education status averaged 93.31, indicating a relatively moderate level and Academic motivation averaged 101.05 ± 11.44, indicating a high level, with a significant correlation observed between clinical education status and academic motivation (r = 0.454)</span></span></span></span></span><span lang="EN" style="font-size:10.0pt"><span style="background:white"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">. </span></span></span></span></span> </span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Conclusion:</span></span></span></i></b><b> </b><span style="font-size:10.0pt"><span style="background:white"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">Given the weakness in the clinical education status, as well as the direct relationship between clinical education status and academic motivation, it is recommended that university officials, particularly in the educational and clinical departments, focus on special attention and planning to improve the clinical education status at the university</span></span></span></span></span><span lang="EN" style="font-size:10.0pt"><span style="background:white"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">. </span></span></span></span></span></span></span></span><br>
آموزش بالینی, انگیزش تحصیلی, دانشجویان پزشکی
Clinical education, Academic motivation, Medical students
824
835
http://jmed.ssu.ac.ir/browse.php?a_code=A-10-1436-1&slc_lang=fa&sid=1
Hashem
Fallah
هاشم
فلاح
Hashemfallah2404@gmail.com