بررسي اثر يكسان گزيني دانشجويان در گروه بندي كوچك مطالعاتي بر ثمر بخشي يادگيري مشاركتي در شيوه آموزشي مبتني بر حل مسئله

The Effects of Homogenizing Small groups on the Efficacy of Problem-based Learning

قدمه: شيوه آموزشي مبتني بر حل مسئله (PBL) يك روش آموزشي نوين بوده كه اين سيستم باعث ميشود تا دانشجو مسائلي كه ميداند و مسائلي كه بايد بداند را بشناسد و چگونگي بدست اوردن آن اطلاعات را متوجه شود. ما در اين مطالعه با همسان سازي توزيع دانشجويان قوي در گروه هاي كوچك در جهت افزايش ثمر بخشي يادگيري مشاركتي در روش PBL برآمده ايم. روش كار: دراين مطالعه نيمه تجربي، دانشجويان از نظر معدل به دو گروه همسان (تجربي و شاهد) تقسيم شدند و براي هر دو گروه مباحث يكسان و اساتيد ثابت انتخاب گرديد. در گروه شاهد دانشجويان بصورت تصادفي در گروه هاي كوچك پنج نفره تقسيم و مباحث بصورت PBL براي ايشان تدريس شد. از سويي در گروه تجربي، دانشجويان بصورت همسان در گروه هاي پنج نفره از نظر معدل تقسيم و مباحث به روشPBL براي اين گروه نيز تدريس گرديد. متغير مورد ارزيابي در اين مطالعه بررسي ميزان يادگيري دانشجويان بر اساس مباحث تئوري و ارزيابي عملكرد ايشان جهت تفسير آزمايشات و اقدامات درماني بعد از مطالعه يك مورد شرح حال تعيين گرديد. آناليز داده ها به كمك نرم افزار آماري SPSS نگارش 20 و با استفاده از آزمون هايt مستقل و t زوج انجام گرديد. يافته ها: بررسي مقايسه ميانگين آزمون هاي يادگيري و عملكرد در ابتداي مطالعه در دو گروه تفاوت معني داري را نشان نداد (0/05

Introduction: Learning based on solving problem (PBL) , a useful and replacement educational method was against current and traditional methods and its particulars is teaching solve of problem and skills of learning, increase motivation and maintaining and keeping data. Educational directors and in charges are even in seeking finding of methods for more efficient of educational methods. Materials: This study was done as half experimental on 40 students of Medical training in Army University of Medical Sciences in 20015 .At first, method PBL in educational workshop taught to students in an educational workshop and 2 alike educational syllabus and the same level were selected according to method PBL In 1st. stage, students were divided as random and in 2nd stage as Stratified Radon sampling from view of average to -5person groups and educational syllabuses were taught according to method PBL. In any two stages, instructors and time and facilities, similar used were designed. Assessment of students by Pretest-Post test and opinionassessment papers were done and results with software SPSS.16 and statistical test event were statistically analyzed. Results: in comparison rate of coefficient of hardness and volume of material under learning in two education stages, a meaningful statistical difference was not seen from view of students. (P>0.05) from one hand, comparison of average of results of previous test in 1st. stage with 2nd stage of education doesn’t show a meaningful statistical difference. (P>0.05) Average of results of post test in 1st and 2nd stages of education of assessment that was compared orderly with results of pretest in 1st and 2nd educational stages and meaningful statistical difference was reported. P=0.00 Comparison of average of results of post test in 1st educational stage with average of results of post test in 2nd educational stage shows a meaningful statistical difference. (P<0.05) Conclusion: Becoming more competent and increasing rate of learning in educational methods was noted by directors and educational in charges. Whereas, attendance and performance correct effect of Tutor in progressing of directing small groups in method PBL has a fundamental role, attending of active educational students next to the weaker students are effective for solving of problems and learning method. It is proposed, instructors intervene in forming of small groups in method PBL and with resembling groups, help to better execution if this method.