fa تأثیر الگوی نقشه مفهومی در رشد تفکر انتقادی و پیشرفت تحصیلی دانشجویان رشته آموزش پزشکی روش­‌های نوین تدریس در علوم پزشکی New Methods of Teaching in Medical Sciences پژوهشی اصيل Original Research <strong><span style="font-family:B Mitra;"><span style="font-size:11.0pt;">مقدمه</span></span></strong><strong><span style="font-family:B Mitra;"><span style="font-size:11.0pt;">:</span></span></strong> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">بسیاری از روشهای متداول آموزشی دانشگاهها، دانش&shy;آموختگانی را تربیت می کنند که از حل کوچکترین مسایل فردی و اجتماعی خود ناتوان هستند در صورتی&shy;که روش&shy;های آموزشی باید به&shy; گونه&shy;ای طراحی شوند که یادگیرنده را به تفکر ترغیب نماید.</span></span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;"> از این رهگذر پژوهش حاضر تأثیر الگوی نقشه مفهومی در رشد تفکر انتقادی و پیشرفت تحصیلی دانشجویان رشته آموزش پزشکی را مورد واکاوی قرار داده است</span></span></span><span style="font-family:B Mitra;"><span style="font-size:11.0pt;"></span></span><br> <strong><span style="font-family:B Mitra;"><span style="font-size:11.0pt;">روش</span></span></strong><strong><span style="font-family:B Mitra;"><span style="font-size:11.0pt;">‌ها:</span></span></strong> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">روش</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">تحقیق</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">از</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">نوع</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">نیمه تجربی</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">بود و با استفاده</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">از</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">طرح</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">دو</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">گروهی</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">با</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">پیش</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">آزمون</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">و</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">پس</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">آزمون</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">انجام شد. جامعه آماری کلیه دانشجویان کارشناسی ارشد رشته ی آموزش پزشکی دانشگاههای علوم پزشکی ایران و تهران در سال تحصیلی 1396-1397 که دو</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">گروه 17نفره</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">از آنها به عنوان نمونه&shy;ی در دسترس مشارکت</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">داشتند. ابزار</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">گردآوری</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">داده&shy;ها، پرسشنامه&shy;ی سنجش تفکر انتقادی کالیفرنیا و </span></span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">آزمون</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">پیشرفت</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">تحصیلی</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">بود. داده ها با استفاده از نرم افزار </span></span></span><span dir="LTR"><span style="color:black;"><span style="font-size:11.0pt;">spss24</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">و آزمونهای کالموگروف</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-size:11.0pt;">-</span></span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">اسمیرنوف،</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">تی مستقل و تحلیل کواریانس تحلیل گردید</span></span></span><span style="font-family:B Mitra;"><span style="font-size:11.0pt;"></span></span><br> <strong><span style="font-family:B Mitra;"><span style="font-size:11.0pt;">یافته‌ها</span></span></strong><strong><span style="font-family:B Mitra;"><span style="font-size:11.0pt;">:</span></span></strong> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">تفاوت&shy;های مشاهد شده در میزان تفکر انتقادی </span></span></span><span style="color:black;"><span style="font-size:11.0pt;">(04/0 = </span></span><span dir="LTR"><span style="color:black;"><span style="font-size:11.0pt;">P-value</span></span></span><span style="color:black;"><span style="font-size:11.0pt;">)</span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;"> و </span></span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">پیشرفت تحصیلی </span></span></span><span style="color:black;"><span style="font-size:11.0pt;">(00/0 = </span></span><span dir="LTR"><span style="color:black;"><span style="font-size:11.0pt;">P-value</span></span></span><span style="color:black;"><span style="font-size:11.0pt;">)</span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;"> بین دو گروهِ کنترل و آزمایش تنها از جهت به کارگیری </span></span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">الگوی نقشه مفهومی</span></span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;"> بوده و پیش&shy;آزمون تأثیر معناداری بر آن نداشته است.</span></span></span><span style="font-family:B Mitra;"><span style="font-size:11.0pt;"></span></span><br> <strong><span style="font-family:B Mitra;"><span style="font-size:11.0pt;">نتیجه‌گیری</span></span></strong><strong><span style="font-family:B Mitra;"><span style="font-size:11.0pt;">:</span></span></strong> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">نتایج پژوهش حاکی از تاثیر مثبت</span></span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;"> الگوی نقشه مفهومی</span></span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;"> بر افزایش تفکر انتقادی و </span></span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">پیشرفت تحصیلی</span></span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;"> بود.</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">بنابراین اساتید و مسئولین آموزش عالی بایستی زمینه های لازم در جهت رشد تفکر انتقادی و کاربرد الگوی</span></span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;"> نقشه مفهومی را</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:11.0pt;">فراهم آورند.</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-size:11.0pt;"></span></span></span> <strong>Introduction</strong>: 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.<br> <strong>Methods</strong>: The research method is quasi-experimental and was performed using two-group 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. <span dir="RTL"></span><br> <strong>Results</strong>: 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.<br> <strong>Conclusion</strong>: 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. الگوی نقشه مفهومی, تفکر انتقادی, پیشرفت تحصیلی, دانشجویان, روش تدریس Concept map pattern, Critical thinking, Academic achievement, Students, Teaching method. 112 119 http://edcbmj.ir/browse.php?a_code=A-10-1469-2&slc_lang=fa&sid=1 Karimi Mina کریمی مینا minakarimi777@gmail.com 100319475328460034987 7-994-802-102 Yes Islamic Azad University of Khodabandeh Branch دانشگاه آزاد اسلامی واحد خدابنده