ارزیابی تدریس ایمنی شناسی به روش کلاس معکوس از دیدگاه دانشجویان علوم پزشکی خراسان شمالی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 عضو هیأت علمی، گروه پاتوبیولوژی و علوم آزمایشگاهی، دانشکده پزشکی، دانشگاه علوم پزشکی خراسان شمالی، بجنورد، ایران.

2 دانشجو، عضو کمیته تحقیقات دانشجویی، دانشکده پزشکی، دانشگاه علوم پزشکی خراسان شمالی، بجنورد، ایران.

3 عضو هیأت علمی، گروه آموزش بهداشت و ارتقاء سلامت، دانشکده بهداشت، دانشگاه علوم پزشکی خراسان شمالی، بجنورد، ایران.

چکیده

کلاس معکوس یک مدل برنامه درسی مؤثر و پیشرفته است که سبب یادگیری با دوام و عمیق می‌گردد. این مطالعه برای ارزیابی درس ایمنی شناسی به روش کلاس معکوس از دیدگاه دانشجویان علوم پزشکی خراسان شمالی اجرا شد.
در این مطالعه توصیفی_تحلیلی تعداد 129 نفر از دانشجویان دانشگاه علوم پزشکی خراسان شمالی با روش طبقه‌بندی بر اساس دانشکده و رشته با روش نمونه‌گیری تصادفی ساده وارد مطالعه شدند. کلاس معکوس ایمنی شناسی از طریق درگیر شدن فراگیران در فعالیت‌های پیش کلاسی انجام شد. حل کردن مسئله، بحث در گروه‌های کوچک و ترسیم نقشه مفهومی از وظایف فراگیران در کلاس بود. ارزیابی با استفاده از پرسش‌نامه محقق ساخته انجام شد. از نرم افزار گراف پد پریزم برای آنالیز آماری اطلاعات استفاده شد. نتایج با استفاده آزمون مجذور کای برای متغیرهای کیفی و آنالیز واریانس یک طرفه برای متغیرهای کمی صورت گرفت.
نتایج ما نشان داد در مؤلفه‌های مختلف، گویه‌های غنای علمی محتواهای ارائه شده، مدیریت کلاس توسط مدرس، فرصت طرح سؤال توسط فراگیر، انجام کار گروهی توسط دانشجویان بالاترین میزان مطلوبیت و گویه‌های تبیین مفاهیم مشکل و پیچیده، ایجاد فرصت برابر برای فراگیران در کلاس، فرصت لازم برای بازخورد کتبی یا شفاهی به دانشجو، آمادگی قبلی دانشجو از کم‌ترین میزان مطلوبیت برخودار بودند.
ما نتیجه گرفتیم ایمنی شناسی به صورت کلاس معکوس از طریق انگیزه یادگیری، تعامل و بحث بین فراگیران، ارتباط بین فعالیت‌های پیش و درون کلاسی می‌تواند سبب یادگیری عمیق‌تر گردد.

کلیدواژه‌ها


عنوان مقاله [English]

Evaluation of Teaching Immunology through Flipped-classroom Model from Students' Perspective in NKUMS

نویسندگان [English]

  • Hasan Namdar Ahmadabad 1
  • Sara Yousefi Tabari 2
  • Seyed Hamid Hosseini 3
1 Faculty member, Department of Pathobiology and Labratory Sciences, School of Medicine, North Khorasan University of Medical Sciences, Bojnurd, Iran.
2 Student, Member of student research committee, School of Medicine, North Khorasan University of Medical Sciences, Bojnurd, Iran.
3 Faculty member, Department of Health Education and Health Promotion, School of Health, North Khorasan University of Medical Sciences, Bojnurd, Iran.
چکیده [English]

The flipped classroom (FC) is a progressive, effective curricular model, which makes learning deeper and more durable. This study was carried out for quantitative and qualitative assessment of immunology course as FC from NKUMS students’ perspectives.
In this descriptive analytical study, 129 students of NKUMS which were classified according to their faculty and field of study, and sampled by Stratified random sampling. Immunology FC was carried out by engaging students in pre-class activities. Problem solving, small group discussions and drawing concept map were assignments of students in class. For assessment, we used a researcher made questionnaire. Moreover, GraphPad Prism software was used for statistical analysis of the data. And then, the results were analyzed using Chi-square test for qualitative data and One-way ANOVA for quantitative data.
Ultimately, Our results showed in different scales, subscales of valuable content provided, classroom management by teacher, opportunity for questioning by learner, and doing group work by students have gained the highest desirability; and subscales of explaining complex concepts, equal opportunities for learners, opportunity for written and verbal feedback to learners, and previous learner preparation have obtained the lowest desirability. According tothe results, it is concluded that immunology course as FC can cause deeper learning through learning motivation, interaction and discussion between learners, and link between pre- and in-class activities.  
 

کلیدواژه‌ها [English]

  • Immunology
  • Fipped Classroom
  • Assessment
  • Student

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