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
1404
6
1
gregorian
2025
9
1
20
2
online
1
fulltext
fa
بررسی تأثیر کیفیت برنامه منتورینگ دانشجویان ارشد بر سطح اضطراب دانشجویان هوشبری در محیط آموزش بالینی
Investigating the Effect of the Quality of the Mentoring Program for Senior Students on the Anxiety Level of Anesthesia Students in the Clinical Education Environment
آموزش پزشكي
Medical Education
پژوهشي
Research
<span style="font-size:11pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">مقدمه:</span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> فرآیند آموزش بالینی به ویژه در رشتههای حساسی مانند هوشبری از پیچیدگیهای خاصی برخوردار است. مطالعات نشان میدهند که روشهای سنتی آموزش بالینی با چالشهای متعددی از جمله کمبود زمان مربیان و استرس بالای دانشجویان مواجه است. در این میان، برنامههای منتورینگ بهعنوان یک راهکار مؤثر برای بهبود کیفیت آموزش و کاهش اضطراب دانشجویان مطرح شدهاند. این مطالعه با هدف تعیین تأثیر کیفیت برنامه منتورینگ دانشجویان ارشد بر سطح اضطراب دانشجویان هوشبری در محیط آموزش بالینی انجام شد.</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 calibri="" style="font-family:"><b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">روش بررسی:</span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> این مطالعه مقطعی در سال </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">۱۴۰۱</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">روی </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">۵۲</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">دانشجوی کارشناسی هوشبری ترم </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">۴</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">و </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">۶</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">اجرا شد. برنامه منتورینگ همسال ساختاریافته با حضور </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">۸</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">منتور آموزشدیده طی شش هفته برگزار شد. ویژگیها و تعاملات منتور</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">–</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">منتی ثبت و ارزیابی شد. گردآوری داده با پرسشنامه دموگرافیک، کیفیت منتورینگ و اضطراب اشپیلبرگر انجام و تحلیل آماری با </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">SPSS24</span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> صورت گرفت.</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 calibri="" style="font-family:"><b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نتایج:</span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> نتایج نشان داد مؤلفههای حمایتگری</span></span></span> <span lang="AR-SA" 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:">0.246</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">p=</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">)، مشاوره (0.990</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">p=</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) و تکریم (0.318</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">p=</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) بیشترین تأثیر را در کاهش اضطراب دانشجویان داشتند. در مقابل، رفتارهای چالش برانگیز برخی منتورها با افزایش اضطراب همراه بود (0.614</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">p=</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">). میانگین اضطراب در دانشجویان زن (50.1</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">±</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">2.13) و ترم 4 (49</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">±</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">13) بالاتر از سایرین بود.</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 calibri="" style="font-family:"><b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نتیجهگیری:</span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> یافتهها حاکی از تأثیر مثبت برنامه منتورینگ دانشجویان ارشد بر کاهش اضطراب دانشجویان کارشناسی هوشبری است. با توجه به این نتایج، به نظر میرسد گسترش این برنامه به سایر مراکز آموزشی میتواند در بهبود کیفیت آموزش بالینی مؤثر باشد.</span></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 calibri="" style="font-family:"><b><span dir="LTR" style="font-size:13.0pt"><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="line-height:115%"><span style="tab-stops:right 468.0pt 472.5pt"><span calibri="" style="font-family:"><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="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">The clinical education process, especially in sensitive fields like anesthesia has specific complexities. Studies show that traditional clinical education methods face numerous challenges, including instructor time constraints and high student anxiety. Mentoring programs have emerged as an effective strategy to enhance education quality and reduce student stress. In this regard, mentoring programs have been introduced as an effective strategy to improve education quality and reduce student anxiety. This study aimed to investigate the relationship between the quality of mentoring provided by graduate students and anxiety levels of undergraduate anesthesia students in clinical education environment.</span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span style="tab-stops:right 468.0pt 472.5pt"><span calibri="" style="font-family:"><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><b><span dir="RTL" lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">:</span></span></span></b> <span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">This cross sectional study was conducted in 2022 on 52 undergraduate anesthesia students in the fourth- and sixth-semesters. A structured peer mentoring program with eight trained mentors was implemented over six weeks. Mentor–mentee characteristics and interactions were recorded and evaluated. Data were collected using demographic, mentoring quality, and Spielberger Anxiety questionnaires, and analyzed with SPSS version 24.</span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span style="tab-stops:right 468.0pt 472.5pt"><span calibri="" style="font-family:"><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><b> </b><span style="font-size:10.0pt"><span style="background:white"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The findings indicated that the components of support (p=0.246), counseling (p=0.990), and respect (p=0.318) had the greatest significant impact on reducing student anxiety. Conversely, challenging behaviors by some mentors were associated with increased anxiety (p=0.614). The mean anxiety score was higher in female students (50.1±2.13) and in semester 4 (49±13) compared to other groups.</span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span style="tab-stops:right 468.0pt 472.5pt"><span calibri="" style="font-family:"><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> <span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The results indicate a positive effect of the mentoring program by graduate students on reducing anxiety among undergraduate anesthesia students. It seems that expanding this program to other educational centers could be effective in improving the quality of clinical education.</span></span></span></span></span></span></span><br>
منتورینگ, اضطراب, هوشبری, آموزش بالینی
Mentoring, Anxiety, Anesthesia, Clinical Education
1253
1262
http://jmed.ssu.ac.ir/browse.php?a_code=A-10-1433-3&slc_lang=fa&sid=1
Maedeh
Kordnejad
مائده
کردنژاد
kurdnejadmaede@gmail.com