اثربخشي طرحواره درماني بر پايستگي تحصيلي و فرسودگي تحصيلي دانشجويان پزشكي

The Effectiveness of Schema Therapy on Academic Buoyancy and Academic Burnout of Medical Students

زمينه و اهداف: دانشجويان پزشكي به دليل دشواري درس‌ها و حساسيت شغلي آينده نيازمند پايستگي تحصيلي هستند و گاهي دچار فرسودگي تحصيلي مي‌شوند. در نتيجه هدف اين پژوهش تعيين اثربخشي طرحواره درماني بر پايستگي تحصيلي و فرسودگي تحصيلي دانشجويان پزشكي بود. روش بررسي: اين پژوهش نيمه-تجربي با طرح پيش آزمون و پس آزمون با گروه كنترل بود. جامعه پژوهش دانشجويان پزشكي دانشگاه علوم پزشكي بيرجند در سال تحصيلي 97-1396 بودند. نمونه پژوهش 40 نفر بودند كه با روش نمونه‌گيري در دسترس انتخاب و به‌طور تصادفي در دو گروه مساوي جايگزين شدند. گروه آزمايش 8 جلسه 90 دقيقه‌اي با روش طرحواره درماني آموزش ديد و گروه كنترل آموزشي دريافت نكرد. براي جمع‌آوري داده‌ها از پرسشنامه‌هاي پايستگي تحصيلي و فرسودگي تحصيلي استفاده شد. داده‌ها با استفاده از نرم‌افزار SPSS-19 با روش تحليل كوواريانس چندمتغيري تحليل شدند. يافته‌ها: يافته‌ها نشان داد كه بين گروه‌هاي آزمايش و كنترل در متغيرهاي پايستگي تحصيلي و فرسودگي تحصيلي تفاوت معناداري وجود داشت. به عبارت ديگر طرحواره درماني باعث افزايش پايستگي تحصيلي و كاهش فرسودگي تحصيلي دانشجويان پزشكي شد (0/001

Introduction: Medical students due to the difficulty of the lessons and future job sensitivity, need to academic buoyancy and sometimes they experience academic burnout. As a result, the aim of this research was to determine the effectiveness of schema therapy on academic buoyancy and academic burnout of medical students. Methods: This research was a semi-experimental with a pre-test and post-test design with a control group. Research population was medical students of Birjand University of medical sciences in 2017-18 academic year. Research sample was 40 people that selected by available sampling method and randomly assigned to two equal groups. The experimental group was trained 8 sessions of schema therapy for 90 minutes and the control group didn’t receive any training. For data collection, academic buoyancy and academic burnout questionnaires were used. Data analyzed by using SPSS-19 software and method of multivariate analysis of covariance. Results: The findings showed that there was a significant difference between the experimental and control groups in the variables of academic buoyancy and academic burnout. In other words, schema therapy led to increase the academic buoyancy and decrease the academic burnout of medical students (P<0/001). Conclusions: The results indicate the effectiveness of schema therapy in improving the academic buoyancy and academic burnout. Therefore, the schema therapy method is suggested to counselors and education experts to increase the academic buoyancy and decrease the academic burnout of students especially medical students.