نوع مقاله : مقاله پژوهشی

نویسنده

کارشناس مسئول، دکترای مدیریت خدمات بهداشتی و درمانی، دانشکده داروسازی، پردیس بین الملل، دانشگاه علوم پزشکی ایران، تهران، ایران.

چکیده

هدف پژوهش حاضر تعیین نقش بعد رفتاری-شناختی در آموزش علوم پزشکی بود، این پژوهش به روش کیفی انجام شد. جامعه پژوهش را دانشگاه­های علوم پزشکی قطب کشور واقع در استان تهران و وزارت بهداشت، درمان و آموزش پزشکی تشکیل می­دادند. مرحله کیفی پژوهش از طریق مصاحبه با دست اندرکاران اجرایی انجام شد. مصاحبه­های پژوهش به روش تحلیل محتوا تجزیه و تحلیل شدند. به منظور تجزیه و تحلیل داده­هانرم افزار MAXQDA10 استفاده شد. محتوای مصاحبه­ها در قالب 1 مقوله، 4 مفهوم و 80 کد طبقه­بندی شد. فرآیند آموزش علوم پزشکی به عنوان مقوله اصلی مطالعه در نظر گرفته شد. مفاهیم منتج از مطالعه عبارت بودند از:اهداف شناختی نظام آموزش علوم پزشکی؛ عوامل رفتاری-شناختی؛ راهبردهای شناختی؛ ورفتار. خلاقیت، حل مسئله، و درک و فهم در زمره مهمترین اهداف شناختی نظام آموزش علوم پزشکی قرار داشتند. همچنین 42 عامل رفتاری-شناختی، 10 راهبرد شناختی و 25 نوع رفتار مورد انتظار در نظام آموزش علوم پزشکی استخراج شد. ضروری است مدیران و سیاست گذاران حوزه آموزش علوم پزشکی و همچنین دانشجویان و اساتید بعد رفتاری-شناختی را در برنامه­ریزی­ها، طرح­ریزی­ها و فعالیت­های دانشگاهی در نظر داشته باشند.

کلیدواژه‌ها

عنوان مقاله [English]

Determining the Role of the Behavioral-Cognitive Dimension in Medical Education

نویسنده [English]

  • Elham Movahed Kor

Officer, PhD in Health Care Management, Faculty of Pharmacy, International Campus, Iran University of Medical Sciences, Tehran, Iran.

چکیده [English]

The purpose of the present study was to determine the role of the behavioral-cognitive dimension in medical education. A qualitative study was conducted to extract the data required for this purpose. The research population was the most prestigious medical universities of the Ministry of Health in Iran. The qualitative phase was conducted through interviewing with the university officials. Then, the interviews were analyzed using content analysis, and MAXQDA10 software was used to analyze the qualitative data. Next, the content of the interviews was categorized into one category, four concepts and eighty codes. The main category of the study was the process of medical education. The concepts of the study were as follows: 1) cognitive objectives of the medical education system; 2) behavioral-cognitive factors; 3) cognitive strategies; 4) behavior. The main cognitive objectives of the medical education system were innovation, problem solving, realization, and perception. Obtained in our results were also 42 behavioral-cognitive factors, 10 cognitive strategies, and 25 behaviors. It is essential to take into account the behavioral-cognitive dimension in policy-making, planning, presenting proposals, and executing academic activities.

کلیدواژه‌ها [English]

  • Behavioral-Cognitive
  • Education
  • Medical Sciences
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