fa ارتباط بین راهبردهای یادگیری با تفکر خلاق و تاب‌آوری تحصیلی در دانشجویان بالینی پزشکی دانشگاه علوم پزشکی بیرجند 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:"> تاب‌آوری تحصیلی تحصیلی دانشجویان از جمله مسائل مهم در نظام آموزش عالی می</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:">باشد، که متأثر از عوامل مختلفی می</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:">باشد. پژوهش حاضر با هدف تعیین ارتباط راهبردهای یادگیری با تفکر خلاق و تاب‌آوری تحصیلی در دانشجویان پزشکی دانشگاه علوم پزشکی بیرجند انجام شد.</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><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:"> پژوهش حاضر از نوع توصیفی‌</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">&ndash;</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> تحلیلی مقطعی بود که بر روی 385 نفر از دانشجویان پزشکی(کارآموز و کارورز) دانشگاه علوم</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:">پزشکی بیرجند در سال تحصیلی 1403-1402 انجام شد. نمونه</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:">ها به روش در دسترس انتخاب شدند. ابزار جمع</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:">آوری اطلاعات پرسشنامه</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:">های روا و پایای راهبردهای یادگیری خودتنظیمی پینتریچ و دی گروت، تفکر خلاق فیلیپ کارتر، و تاب‌آوری تحصیلی ساموئلز بود. داده</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:">ها با استفاده از آمار توصیفی و آزمون</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:">های همبستگی پیرسون و </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">T</span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> مستقل و تحلیل واریانس از طریق نرم افزار 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 style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> نسخه 22 مورد تجزیه و تحلیل قرار 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:"> میانگین سنی دانشجویان(91/0</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">&plusmn;</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">65/24) سال بود. نتایج نشان داد که میزان همبستگی بین راهبردهای یادگیری خودتنظیمی(راهبرد شناختی، راهبرد فراشناختی) با&nbsp; تفکر خلاق به ترتیب118/0 و 358/0 و با تاب‌آوری تحصیلی به ترتیب 214/0 و 428/0 بود که در سطح 05/0 رابطه معنی داری وجود داشت</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">(05/0></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:">).</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:"> نتایج این تحقیق بیانگر ارتباط بین راهبردهای یادگیری خودتنظیمی با تفکر خلاق و تاب‌آوری تحصیلی در دانشجویان بود لذا پیشنهاد می شود دوره های کوتاه مدت توانمندسازی دانشجویان پزشکی در راستای ارتقاء راهبردهای یادگیری، تاب</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span arial="" style="font-family:">‌</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">آوری تحصیلی و تفکر خلاقانه توسط مراکز توسعه آموزش دانشگاه و بیمارستان ها برنامه‌ریزی شود.</span></span></span></span></span></span></span></span><br> <br type="_moz" > &nbsp; <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="">Introduction<span style="letter-spacing:-.2pt">:</span></span></span></span></i></b> <span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Students&#39; academic resilience is one of the important issues in the higher education system, which is affected by various factors. The present study was conducted with the aim of determining the relationship between learning strategies, creative thinking and academic resilience in medical students of Birjand University of Medical Sciences </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="background:white"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The present study was a descriptive-analytical cross-sectional study that was conducted on 385 medical students (trainees and interns) of Birjand University of Medical Sciences in the academic year 1402-1403. The samples were selected by convenience method. The data collection tools were valid and reliable questionnaires of Pintrich and De Groot&#39;s self-regulated learning strategies, Philip Carter&#39;s creative thinking, and Samuels&#39; academic resilience. The data were analyzed using descriptive statistics, Pearson&#39;s correlation and independent t-tests, and analysis of variance through SPSS statistical software version 22.</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="">Results:</span></span></span></i></b><b> </b><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The average age of the students was (24.65&plusmn;0.91) years. The results showed that the correlation between self-regulated learning strategies (cognitive strategy, metacognitive strategy) and creative thinking was 0.118 and 0.358, respectively, and with academic resilience was 0.214 and 0.428, respectively, which was a significant relationship at the 0.05 level (P<0.05).</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 of this study indicated the relationship between self-regulated learning strategies and creative thinking and academic resilience in students. Therefore, it is suggested that short-term courses of empowerment of medical students be planned by university and hospital education development centers in order to promote learning strategies, academic resilience, and creative thinking.</span></span></span></span></span></span></span><br> <br> &nbsp; راهبردهای یادگیری, تاب‌آوری تحصیلی, تفکر خلاق, دانشجویان پزشکی Learning strategies, academic resilience, creative thinking, medical students 1503 1513 http://jmed.ssu.ac.ir/browse.php?a_code=A-10-721-4&slc_lang=fa&sid=1 saeid motesham سعید محتشم mohtesham-s@yahoo.com No zahra maher bohloul زهرا ماهر بهلول حیابانی maher.boh@gmail.com No Mahmood Ganji محمود گنجی 5394-8778-0002-0000 No yahya mohammadi یحیی محمدی y_mohammady_29@yahoo.com Yes