مقايسه رضايتمندي دانشجويان از تدريس فيزيولوژي به روش سنتي و تلفيقي

Comparison the Students Satisfaction of Traditional and Integrated Teaching Method in Physiology Course

اهداف: روش‌هاي مختلف آموزشي در افزايش كيفيت آموزشي و رضايت‌مندي دانشجويان، نقش مهمي ايفا مي‌كنند. در سال‌هاي اخير، آموزش پزشكي دستخوش تغييرات زيادي شده و روش‌هاي جديد آموزشي متنوعي ابداع شده است. هدف اين مطالعه، مقايسه رضايت‌مندي دانشجويان پزشكي از تدريس درس فيزيولوژي به شيوه‌هاي سنتي و تلفيقي بود. ابزار و روش‌ها: اين پژوهش توصيفي- تحليلي روي 50 دانشجوي پزشكي ترم چهار دانشگاه علوم پزشكي بجنورد در سال 1394 انجام شد كه به‌صورت تصادفي و بر حسب دردسترس‌بودن انتخاب شدند. ابزار پژوهش، دو پرسش‌نامه محقق‌‌ساخته بود كه پايايي و روايي آنها مورد تاييد قرار گرفت. پرسش‌نامه شماره يك بعد از تدريس مباحث كليه و غدد به‌شيوه سخنراني سنتي و تلفيقي و پرسش‌نامه شماره 2 صرفاً بعد از تدريس به‌شيوه‌ تلفيقي توسط دانشجويان تكميل شد. داده‌ها توسط آزمون آماري T وابسته و به‌كمك نرم‌افزار SPSS 16 آناليز شدند. يافته‌ها: ميانگين نمره رضايت دانشجويان از تدريس به‌روش سنتي (3/48±24/80) بيشتر از روش تلفيقي (4/03±22/30) بود (0/0001

Aims: Different education methods play crucial roles to improve education quality and students’ satisfaction. In the recent years, medical education highly changes through new education methods. The aim of this study was to compare medical students’ satisfaction in traditional and integrated methods of teaching physiology course. Instrument and Methods: In the descriptive analysis study, fifty 4th semester medical students of Bojnourd University of Medical Sciences were studied in 2015. The subjects were randomly selected based on availability. Data was collected by two researcher-made questionnaires; their validity and reliability were confirmed. Questionnaure 1 was completed by the students after presenting renal and endocrinology topics via traditional and integrated methods. Questionnaire 2 was only completed by the students after presenting the course via integrated method. Data was analyzed by SPSS 16 software using dependent T test. Findings: Mean score of the students’ satisfaction in traditional method (24.80±3.48) was higher than integrated method (22.30±4.03; p<0.0001). In the integrated method, most of the students were agreed and completely agreed on telling stories from daily life (76%), sitting mode in the classroom (48%), an attribution of cell roles to the students (60%), showing movies and animations (76%), using models (84%), and using real animal parts (72%) during teaching, as well as expressing clinical items to enhance learning motivations (76%). Conclusion: Favorable satisfaction of the students in traditional lecture method to understand the issues, as well as their acceptance of new and active methods of learning, show effectiveness and efficiency of traditional method and the requirement of its enhancement by the integrated methods.