تأثير الگوي نقشه مفهومي در رشد تفكر انتقادي و پيشرفت تحصيلي دانشجويان رشته آموزش پزشكي

The Effect of Concept Map Model on Critical Thinking and Academic Achievement of Medical Education Students

مقدمه: بسياري از روش هاي متداول آموزشي دانشگاه ها، دانش ­آموختگاني را تربيت مي كنند كه از حل كوچكترين مسايل فردي و اجتماعي خود ناتوان هستند در صورتي­كه روش ­هاي آموزشي بايد به­ گونه ­اي طراحي شوند كه يادگيرنده را به تفكر ترغيب نمايد. از اين رهگذر پژوهش حاضر تأثير الگوي نقشه مفهومي در رشد تفكر انتقادي و پيشرفت تحصيلي دانشجويان رشته آموزش پزشكي را مورد واكاوي قرار داده است روش‌ها: روش تحقيق از نوع نيمه تجربي بود و با استفاده از طرح دو گروهي با پيش آزمون و پس آزمون انجام شد. جامعه آماري كليه دانشجويان كارشناسي ارشد رشته ي آموزش پزشكي دانشگاه هاي علوم پزشكي ايران و تهران در سال تحصيلي 1396-1397 كه دو گروه 17نفره از آنها به عنوان نمونه­ ي در دسترس مشاركت داشتند. ابزار گردآوري داده ­ها، پرسشنامه ­ي سنجش تفكر انتقادي كاليفرنيا و آزمون پيشرفت تحصيلي بود. داده ها با استفاده از نرم افزار spss24 و آزمونهاي كالموگروف-اسميرنوف، تي مستقل و تحليل كواريانس تحليل گرديد يافته‌ها: تفاوت­ هاي مشاهد شده در ميزان تفكر انتقادي (0/04 = P-value) و پيشرفت تحصيلي (0/00 = P-value) بين دو گروهِ كنترل و آزمايش تنها از جهت به كارگيري الگوي نقشه مفهومي بوده و پيش­آزمون تأثير معناداري بر آن نداشته است. نتيجه‌گيري: نتايج پژوهش حاكي از تاثير مثبت الگوي نقشه مفهومي بر افزايش تفكر انتقادي و پيشرفت تحصيلي بود. بنابراين اساتيد و مسئولين آموزش عالي بايستي زمينه هاي لازم در جهت رشد تفكر انتقادي و كاربرد الگوي نقشه مفهومي را فراهم آورند.

Introduction: Many of the common teaching methods of universities deliver to students who are incapable of solving their smallest individual and social problems. Whereas educational programs and methods should be designed to encourage learner thinking and problem solving, In this study, the role of each of the traditional teaching methods and concept map in the development of critical thinking and academic achievement of postgraduate students of Iran University of Medical Sciences has been investigated. Methods: The research method is quasi-experimental and was performed using twogroup design with pre-test and post-test. The statistical population were all graduate students in the field of medical education in the academic year 2017-2018, two groups of 17 of them participated as an available sample. Data collection tools, the California Critical Thinking Assessment Questionnaire, as well as academic achievement tests were acceptable indicators of validity and reliability. The collected data were analyzed using SPSS24 software and Kolmogorov-Smirnov tests (to ensure that the data distribution was normal), independent and covariance analysis. Results: The observed differences in the level of critical thinking between the two groups of control and experiment were only due to the use of concept map model and the pre-test had no significant effect on it. Also, the difference in academic achievement of the two control and experiment groups was due to the use of concept map model and again the pre-test did not have a significant effect on it. Conclusion: The findings of the study showed that the observed differences in the level of critical thinking with (P-value = 0.04) and academic achievement with (P = value = 0.00) between the two groups of evidence and experiment only in terms of the application of the map model is conceptual and the pre-test has not had a significant effect on it.