نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد رشته تکنولوژی آموزشی، گروه علوم تربیتی، دانشگاه آزاد اسلامی، شیراز، ایران

2 دانشجوی کارشناسی ارشد رشته تکنولوژی آموزشی،گروه علوم تربیتی، دانشگاه آزاد اسلامی، شیراز، ایران

3 عضو تمام وقت هیئت علمی گروه علوم تربیتی، دانشکده علوم تربیتی، دانشگاه آزاد اسلامی، شیراز، ایران

10.22118/edc.2021.302390.1876

چکیده

پژوهش حاضر با هدف مقایسه تأثیر یادگیری مشارکتی و شیوه سنتی یادگیری بر مهارت­های ارتباطی دانشجویان رشته پزشکی دانشگاه علوم پزشکی شیراز در سال 1398 انجام شد. این پژوهش از نوع مطالعات نیمه آزمایشی با طرح پیش‌آزمون-پس‌آزمون بود. جامعه آماری در این پژوهش کلیه دانشجویان علوم پایه دانشکده پزشکی شیراز در سال 98 بود. نمونه آماری بر اساس فرمول کوکران 208 نفر تعیین گردید. که به روش یادگیری مشارکتی آموزش دیدند و مهارتهای ارتباطی قبل و بعد از آموزش مورد بررسی قرار گرفت. در این پژوهش از پرسشنامه مهارتهای ارتباطی کوئین دام که مشتمل بر 34 سؤال است و توسط موسسه کوئین دام (2004) منتشر شده است استفاده شد. داده­های گردآوری شده با استفاده از آزمون­های آماری تی استیودنت و مقایسه زوجی در نرم­افزار spss نسخه 23 مورد تجزیه و تحلیل قرار گرفت. یافته های پژوهش حاضر نشان داد میانگین و انحراف معیار دانشجویان شیوه آموزشی سنتی (46/2 ±54/140) و میانگین و انحراف معیار دانشجویان شیوه آموزشی مشارکتی (98/1 ±31/142) می باشد. براساس نتایج این پژوهش می توان اظهار داشت دانشجویان آموزش دیده به روش مشارکتی از بینش و آگاهی بالاتر درخصوص فرایند ارتباط و همین طور از قاطعیت بیشتری نسبت به دانشجویان شیوه سنتی برخوردار می باشند. نتایج پ‍ژوهش نشان داد که شیوه آموزشی مشارکتی بر میزان مهارت ارتباطی دانشجویان تأثیرگذار بوده است و دانشجویان از میزان مهارت ارتباطی بیشتری نسبت به قبل از آموزش برخوردار بوده­اند و یادگیری مشارکتی به شکلی معنادار موجب تعالی و ارتقای مهارتهای ارتباطی دانشجویان در گروه مشارکت محور گردیده است.

کلیدواژه‌ها

عنوان مقاله [English]

Comparison of the effect of collaborative learning and traditional learning method (lecture) on communication skills of medical students in Shiraz University of Medical Sciences in 1398

نویسندگان [English]

  • Fatemeh Rahimi 1
  • Fatemeh Ghasemi 2
  • Hasan Rahgozar 3

1 Master student of educational technology, Department of Educational Sciences, Islamic Azad University, Shiraz, Iran

2 Master student of educational technology, Department of Educational Sciences, Islamic Azad University, Shiraz, Iran

3 Full time faculty member of the Department of Educational Sciences, Faculty of Educational Sciences, Islamic Azad University, Shiraz, Iran

چکیده [English]

This study aimed to compare the effect of collaborative learning and traditional learning methods on medical students' communication skills at Shiraz University of Medical Sciences in 1398. This research was a quasi-experimental study with a pretest-posttest design. The statistical population in this study was all basic science students of Shiraz Medical School in 1998. The statistical sample was determined based on Cochran's formula of 208 people. Those who were trained in collaborative learning and communication skills before and after training were examined. The Queen Livestock Communication Skills Questionnaire, which consisted of 34 questions published by the Queen Livestock Institute (2004), was used in this study. The collected data were analyzed using Student's t-test and paired comparison in SPSS software (23). The present study's findings showed that students' mean and standard deviation is the traditional educational method (140.54 46 2.46), and the mean and standard deviation of students is the collaborative educational method (142.31 98 1.98). Based on the results of this study, it can be stated that students trained collaboratively have higher insights and knowledge about the communication process and have more determination than students of the traditional method. The results showed that the collaborative educational method affected students 'communication skills. Students had more communication skills than before; education and collaborative learning significantly improved students' communication skills in the participation-oriented group.

کلیدواژه‌ها [English]

  • collaborative learning
  • traditional learning
  • lecture
  • communication skills medical students
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