Journal of Health System Research
مجله تحقیقات نظام سلامت
J Health Syst Res
Medical Sciences
http://hsr.mui.ac.ir
1
admin
2783-4093
2322-5564
10.48305
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8888
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fa
jalali
1403
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gregorian
2024
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fa
ادغام مدل جدید آموزش جامعهنگر در دوره پزشکی عمومی: یک مطالعه ارزشیابی
Integrating a New Model of Community-Based Education in the General Medicine: An Evaluation Study
آموزش بهداشت و ارتقاء سلامت
education health and promotion
پژوهشي
Research
<div style="text-align: justify;"><span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span b="" lang="FA" mitra="" style="font-family:">مقدمه:</span></b> <span b="" lang="AR-SA" mitra="" style="font-family:">پاسخگویی اجتماعی و عدالت آموزشی، یکی از موضوعات مهم برنامه جامع عدالت، تعالی و بهرهوری در آموزش علوم پزشکی میباشد که بر مواجهه زودهنگام و آموزش در عرصههای مناسب جامعه تأکید میکند. هدف از انجام پژوهش حاضر، </span><span b="" lang="FA" mitra="" style="font-family:">ارزشیابی مدل جدید ادغام آموزش جامعهنگر در دوره پزشکی عمومی </span><span b="" lang="AR-SA" mitra="" style="font-family:">بود</span><span b="" lang="FA" mitra="" style="font-family:">.</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span b="" lang="AR-SA" mitra="" style="font-family:">روشها</span></b><span b="" lang="AR-SA" mitra="" style="font-family:">: این </span><span b="" lang="FA" mitra="" style="font-family:">مطالعه</span> <span b="" lang="FA" mitra="" style="font-family:">ارزشیابی با مدل </span>Context, input, process, and product<span b="" mitra="" style="font-family:"> (</span>CIPP<span b="" lang="FA" mitra="" style="font-family:">) </span><span b="" lang="AR-SA" mitra="" style="font-family:">در سال 1400 در دانشگاه علوم پزشکی اصفهان انجام گردید. جامعه تحقیق شامل کلیه دانشجویانی بود که این دوره را گذراندهاند و نمونهگیری به صورت در دسترس انجام شد. ابزار جمعآوری دادهها، پرسشنامه محقق ساخته مدل ارزشیابی </span>CIPP <span b="" lang="AR-SA" mitra="" style="font-family:">بود که پس از تأیید روایی و پایایی مورد استفاده قرار گرفت. دادهها در دو سطح آمار توصیفی شامل میانگین و انحراف معیار و آمار استنباطی شامل آزمون </span>One-sample t<span b="" lang="AR-SA" mitra="" style="font-family:"> و </span>Paired t <span b="" lang="FA" mitra="" style="font-family:">مورد </span><span b="" lang="AR-SA" mitra="" style="font-family:">تجزیه و تحلیل قرار گرفت.</span><span lang="FA" style="font-family:"B Mitra""></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span b="" lang="FA" mitra="" style="font-family:">یافتهها:</span></b> <span b="" lang="AR-SA" mitra="" style="font-family:">برگزاری این دوره از نظر فراگیران ضروری </span><span b="" lang="FA" mitra="" style="font-family:">بود (63/3 </span><span cambria="" lang="FA" style="font-family:">±</span><span b="" lang="FA" mitra="" style="font-family:"> 26/6 از 10)</span><span b="" lang="AR-SA" mitra="" style="font-family:">. میانگین نمرات ارزشیابی در حیطه زمینه 2/1 </span><span cambria="" lang="AR-SA" style="font-family:">±</span><span b="" lang="AR-SA" mitra="" style="font-family:"> 97/2، درونداد 87/0 </span><span cambria="" lang="AR-SA" style="font-family:">±</span><span b="" lang="AR-SA" mitra="" style="font-family:"> 96/2، فرایند 05/1 </span><span cambria="" lang="AR-SA" style="font-family:">±</span><span b="" lang="AR-SA" mitra="" style="font-family:"> 05/3 و برونداد 19/1 </span><span cambria="" lang="AR-SA" style="font-family:">±</span><span b="" lang="AR-SA" mitra="" style="font-family:"> 85/2 از 5 بود که تفاوت معنیداری با میزان متوسط نداشت. بیشترین میانگین در حیطه زمینه، «اهداف دوره با سایر دورهها همپوشانی نداشت» (17/1 </span><span cambria="" lang="AR-SA" style="font-family:">±</span><span b="" lang="AR-SA" mitra="" style="font-family:"> 24/3). در حیطه درون داد، «همکاری کارکنان مراکز بهداشتی- درمانی در هر مرکز خدمات جامع سلامت آموزشی مناسب بود» (18/1 </span><span cambria="" lang="AR-SA" style="font-family:">±</span><span b="" lang="AR-SA" mitra="" style="font-family:"> 63/3). در حیطه فرایند، «حضور فراگیران در مراکز خدمات جامع سلامت باعث اختلال در روند ارایه خدمات به مراجعان نمیشد» (19/1 </span><span cambria="" lang="AR-SA" style="font-family:">±</span><span b="" lang="AR-SA" mitra="" style="font-family:"> 27/4) و در حیطه برونداد، «پس از اتمام دوره متوجه شدم شغل من فقط درمان بیماران نیست» (39/1 </span><span cambria="" lang="AR-SA" style="font-family:">±</span><span b="" lang="AR-SA" mitra="" style="font-family:"> 06/3) گزارش گردید</span><span b="" lang="FA" mitra="" style="font-family:">.</span><span lang="FA" style="font-family:"B Mitra""></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span b="" lang="FA" mitra="" style="font-family:">نتیجهگیری:</span></b> <span b="" lang="AR-SA" mitra="" style="font-family:">واحدهای مورد پژوهش وضعیت هر چهار حیطه را متوسط ارزیابی کردند. طراحی دوره بالاتر از متوسط، اجرا و ارزیابی دوره در حد متوسط و بازنگری ضروری قلمداد شد. بر اساس نتایج به دست آمده، پیشنهاد میشود ارزشیابی به طور مستمر انجام گردد و اقداماتی در جهت اصلاح نقاط ضعف و تقویت نقاط قوت صورت گیرد</span><span b="" lang="FA" mitra="" style="font-family:">.</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span></span></span></div>
<div style="text-align: justify;"><span style="font-family:Times New Roman;"><span style="font-size:11pt"><span style="line-height:115%"><b><span style="font-size:10.0pt"><span style="line-height:115%">Background</span></span></b><span style="font-size:10.0pt"><span style="line-height:115%">: Social accountability and educational justice is one of the important subjects of the comprehensive program of justice, excellence, and productivity emphasizing early exposure and training in appropriate areas of society. This study was conducted to evaluate the new model of community-based education in general medicine.</span></span><span dir="RTL" lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><b><span style="font-size:10.0pt"><span style="line-height:115%">Methods</span></span></b><span style="font-size:10.0pt"><span style="line-height:115%">: The present study was an evaluation using the context, input, process, and product (CIPP) model conducted in 2021 at Isfahan University of Medical Sciences, Isfahan, Iran. The study population included all students who had completed this course, and convenience sampling was used. The data collection tool was a researcher-developed questionnaire based on the CIPP evaluation model, which was used after validation and reliability testing. The data obtained from the questionnaire were analyzed at two levels: descriptive statistics, including mean and standard deviation (SD), and inferential statistics, including one-sample t-test and paired t-test.</span></span><span dir="RTL" lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><b><span style="font-size:10.0pt"><span style="line-height:115%">Findings:</span></span></b><span style="font-size:10.0pt"><span style="line-height:115%"> Holding this course was necessary from the learners’ viewpoint (6.26 ± 3.63 from 10). The mean evaluation score in the context field was 2.97 ± 1.20, in the input 2.96 ± 0.87, in process 3.05 ± 1.05, and in the output was 2.85 ± 1.19, which were not significantly different from the average. The highest average in the context field was "Course objectives did not overlap with other courses" (3.24 ± 1.17), in the input was "The cooperation of the staff of the health centers in each comprehensive educational health service center was appropriate" (3.63 ± 1.18),</span></span> <span style="font-size:10.0pt"><span style="line-height:115%">in the process was "The presence of learners in comprehensive health service centers does not disrupt the process of providing services to clients" (4.27 ± 1.19), and in the output was "After completing the course, I realized that my job isn’t only to treat patients" (3.06 ± 1.39). </span></span><span dir="RTL" lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span><br>
<b><span style="font-size:10.0pt"><span style="line-height:107%">Conclusion:</span></span></b><span style="font-size:10.0pt"><span style="line-height:107%"> The subjects rated the status of all four areas as moderate. The design of the course was above average, the execution and evaluation of the course was considered average, and revision was considered necessary. The findings suggest that evaluations should be done continuously, and actions should be taken to address weaknesses and enhance strengths</span></span><span style="font-size:10.0pt"><span style="line-height:107%">.</span></span></span></div>
ارزشیابی برنامه, مرکز جامع سلامت, آموزش پزشکی, ایران
Program evaluation, Comprehensive health center, Medical education, Iran
246
256
http://hsr.mui.ac.ir/browse.php?a_code=A-10-662-1&slc_lang=fa&sid=1
Athar
Omid
اطهر
امید
athar.omid@gmail.com