نویسندگان
1 دانشجوی دکترای مدیریت آموزشی، دانشکده ی مدیریت، دانشگاه خوارزمی، تهران، ایران.
2 عضو هیأت علمی، گروه مدیریت آموزشی، دانشکده ی مدیریت، دانشگاه خوارزمی، تهران، ایران.
3 متخصص داخلی، مرکز تحقیقات طب، قرآن و حدیث، عضو هیأت علمی، دانشگاه علوم پزشکی بقیه الله، تهران، ایران
چکیده
شواهد مبتنی بر پژوهش‌های نیمه آزمایشی اخیر بیان می‌دارد که استراتژی مدیریت آموزش علوم می‌تواند شناسه‌های ارزشمند نظریات مختلف را در بهبود یادگیری فراگیران به کار گیرد. بنابراین در این تحقیق، شناسه‌های نظریۀ خودراهبر در استراتژی مدیریت آموزش مبحث گزارش صبحگاهی به کار گرفته شد و تأثیر آن بر یادگیری خودراهبر دانشجویان پزشکی دانشگاه بقیه الله بررسی گردید. مطالعه از نوع طرح‌های آزمایشی با 30 دانشجوی پزشکی بود که به صورت تصادفی در دو گروه کنترل و آزمایش قرار گرفتند. ابزار تحقیق پرسش نامه "آمادگی یادگیری خود راهبر فیشر" بود. از آزمون تی مستقل و وابسته برای تحلیل داده‌ها و از فرمول اندازۀ اثر و منحنی آن برای نشان دادن تفاوت اندازۀ اثر استراتژی مدیریت آموزش از آموزش به شیوۀ سنتی استفاده شد. علاوه بر افزایش میانگین نمرات پس آزمون در هر دو گروه، تفاوت میانگین پس آزمون استراتژی مدیریت آموزش نسبت به میانگین نمرات پیش‌آزمون بیش از این تفاوت در شیوه ی آموزش سنتی بود. از آنجا که میانگین نمرات استراتژی مدیریت آموزش در پس آزمون بیش از بالاترین نمرۀ پس‌آزمون دانشجویان گروه سنتی بود. بنابراین، با وجود تأثیر هر یک از دو شیوه ی آموزش در میزان یادگیری، میزان تأثیر استراتژی مدیریت آموزش بسیار قوی‌تر از روش سنتی آموزش در مبحث گزارش صبحگاهی بود.
کلیدواژه‌ها
عنوان مقاله [English]
Comparison the Effectiveness of Educational Management Strategy in Morning Report Subject on Self-directed Learning in Medical Students
نویسندگان [English]
- zeinab sadeghi 1
- Mohammad Reza behrangi 2
- Reza mohtashami 3
1 PhD Student in Educational Administration, Faculty of Management, Kharazmi University,Tehran,Iran.
2 Faculty Member, Department of Educational Management, Faculty of Management, Kharazmi University, Tehran, Iran.
3 Faculty Member, Internist (MD), Medicine, Quran and Hadith Research Center, Baqiatallah University, Tehran, Ira
چکیده [English]
The recent evidence based experimental research has indicated that Education Management Strategy of sciences (EMS) can apply valuable attributes of different theories to learning improvement. Hence, the attributes of self-directed learning theory were implemented in the course of Morning Report Subject at Baqiyatallah University of Medical Sciences. In the type of semi-experimental research with pretest and post-test design, 30 selected medical students were randomly divided into two experimental and control group. The research data gathering tool was “Fischer’s Self-directed Learning Readiness” questionnaire. Afterwards, data was analyzed using both T-independent and dependent tests and Effect Size (ES) measurement. The research findings indicated the significant statistical difference between the pre and post-test results of the two groups; in addition, a significant difference between the mean of experimental class was observed to the extent that the mean of education management strategy through using the key factors of self-directed learning theory was higher than the highest grade of students in the control group. According to the results of present evidence-based research, it is suggested that education management strategy embedding key factors of self-directed learning in the Morning Report subject has advantage over traditional class to improve students’ learning
کلیدواژه‌ها [English]
- Education Management
- self
- directed Learning
- Medical students
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