بررسی ارتباط سبک‌های یادگیری با نمرات آزمون‌های جامع علوم پایه و پیش کارورزی و نتایج آزمون صلاحیت بالینی دانشجویان در پایان دوره دکتری عمومی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناس ارشد مدیریت آموزشی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد تهران مرکزی، تهران، ایران.

2 عضو هیأت علمی، گروه چشم، دانشکده پزشکی، علوم پزشکی تهران دانشگاه آزاد اسلامی، تهران، ایران.

3 دانشجوی دکتری پرستاری، گروه پرستاری، دانشکده پرستاری و مامایی، علوم پزشکی تهران دانشگاه آزاد اسلامی، تهران، ایران.

4 عضو هیأت علمی، گروه مدیریت، دانشکده بهداشت، علوم پزشکی تهران دانشگاه آزاد اسلامی، تهران، ایران.

چکیده

تأثیر توانایی‌های ذهنی و شناختی افراد بر یادگیری بسیار اهمیت دارد. اما یکی از عواملی که می‌تواند مؤثر بر یادگیری باشد سبک‌های یادگیری و تفاوت افراد در این امر است. لذا جهت بررسی سبک‌های یادگیری دانشجویان سال آخر رشته پزشکی و ارتباط آن با نمرات آزمون‌های جامع علوم پایه و پیش کارورزی و نتایج آزمون صلاحیت بالینی پایان دوره دکتری عمومی در دانشگاه آزاد اسلامی تهران سال تحصیلی 97_1396 مطالعه‌ای از نوع توصیفی و همبستگی بر روی 270 نفر از دانشجویان رشته پزشکی دانشگاه علوم پزشکی آزاد اسلامی تهران که با روش در دسترس انتخاب شده بودند، انجام شد. ابزار جمع آوری داده‌ها، پرسش‌نامه دموگرافیک و پرسش‌نامه سبک یادگیری کلب (1999) است که پایایی آن از طریق آلفای کرونباخ مورد تأیید قرار گرفت. با استفاده از نرم افزار 22SPSS و از طریق رگرسیون خطی دو متغیره و لجستیک به بررسی وضعیت روابط ابعاد و متغیرهای پژوهش از دیدگاه پاسخ‌ دهندگان پرداخته شد. نتایج نشان دهنده رابطه مثبت بین متغیرهای مفهوم سازی انتزاعی و مشاهده تأملی و تجربه عینی با آزمون‌های جامع علوم پایه و پیش ‌کارورزی دوره دکتری عمومی می‌باشد. در نهایت متغیر مفهوم سازی انتزاعی بیش‌ترین توانایی را در پیش‌بینی وضعیت مردود/ قبول دانشجویان در آزمون صلاحیت بالینی دارد (05/0p<). آگاهی از سبک یادگیری دانشجویان هم برای شخص یادگیرنده و هم برای فرد آموزش‌دهنده مفید است و می‌تواند موفقیت شخص یادگیرنده را به همراه داشته باشد.

کلیدواژه‌ها


عنوان مقاله [English]

The relationship of Learning Styles with Basic Sciences and Pre-internships Comprehensive Examination Scores and Students' Results of the Clinical Competency Test at the end of the General practitioner course

نویسندگان [English]

  • Ali Ebrahimi Fakhar 1
  • Farhad Adhami Moghadam 2
  • Fatemeh Merati 3
  • mohammad Sahebalzamani 4
1 M.Sc. student in Educational Management, Department of Educational Sciences, Faculty of Humanities, Islamic Azad University, Central Tehran Branch, Tehran, Iran.
2 Faculty Member, Department of Ophthalmology, Faculty of Medicine, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran.
3 Ph.D. student in nursing, Department of Nursing, Faculty of Nursing and Midwifery, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran.
4 Faculty Member, Department of Management, Faculty of Health, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran.
چکیده [English]

Abstract: The impact of individuals’ cognitive and subjective abilities on learning is very important. But one of the effective factors on learning is learning styles and hereupon people's differences in this regard. Therefore, in order to examine the styles of learning of the medical students’ final year and its relationship with the scores of both basic sciences and pre-internships comprehensive exams and the results of the clinical competency test of the end of the general practitioner course in Tehran Islamic Azad University in academic year 2017-2018, a descriptive and Correlation study was carried out on 270 medical students who were selected by available method. The data collection tool was a demographic questionnaire and Kolbe's learning style questionnaire (1999). Accordingly, reliability of the questionnaire was confirmed by Cronbach's alpha; and also by SPSS22 software and using bivariate linear and logistic regression, the relationship between dimension and research variables were examined from respondents' point of view. The results showed the positive relationship between abstract conceptualization variables, reflective observation and objective experience with comprehensive exams of basic sciences and pre-internships of the general practitioner course. Finally, the abstract conceptual variable revealed the highest ability to predict students' reject / acceptance in clinical competency test (p <0.05). Ultimately, awareness of the student's learning style is useful both for the learner and for the trainer, and can lead the learner successful in this regard.

کلیدواژه‌ها [English]

  • Learning Style
  • clinical competency test
  • Comprehensive pre-internship exam
  • Comprehensive Basic Science Test

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