بررسي وضعيت برنامه ي درسي سنتي دوره ي پزشكي عمومي از ديدگاه دانشجويان

The study of the traditional curriculum of general medicine program from the students' perspective

مقدمه: برنامه درسي يكي از مهمترين فاكتورها در آموزش عالي است. بازنگري برنامه هاي درسي آموزش پزشكي همواره مورد توجه قرار گرفته است. هدف مطالعه حاضر، بررسي وضعيت برنامه درسي آموزش سنتي دوره پزشكي عمومي از ديدگاه دانشجويان بر اساس رويكرد يادگيري مادام العمر بود. روش كار: پژوهش به صورت توصيفي - مقطعي انجام روي 143 نفر از دانشجويان پزشكي شهر تهران انجام گرديد . براي انجام كار از پرسشنامه محقق ساخته مشتمل بر 53 سوال در مقياس ليكرت كه روايي آن با بهره گيري از نظر صاحب نظران و پايايي آن با روش آلفاي كورنباخ تاييد شد، استفاده گرديد. داده ها با استفاده از نرم افزار SPSS 16 و آمار توصيفي و استنباطي مورد تجزيه و تحليل قرار گرفت. يافته ها: بر پايه نتايج حاصل از اين پژوهش، وضعيت كلي برنامه درسي دوره پزشكي عمومي با رويكرد يادگيري مادام العمر از وضعيت نسبتا نامطلوبي برخوردار بود. عناصر اهداف، محتوا، روش هاي تدريس، روش هاي ارزشيابي، نقش اساتيد، جو آموزشي و امكانات و ابزار در برنامه درسي فعلي وضعيت نسبتاً نامطلوبي دارند. بين متغيرهاي جنسيت، تاهل و وضعيت سكونت با ديدگاه دانشجويان تفاوت معني داري وجود نداشت (0/05

Introduction: Curriculum is one of the most important factors in the higher education. Reviewing the curricula of medical education has always been considered. The aim of this study was to evaluate the current educational curriculum for general medicine program from the students' perspective based on lifelong learning approach. Method: This descriptive, cross-sectional study was conducted on 149 students of Medical Sciences, in Tehran. The data were collected through a researcher-made questionnaire consisting of 50 questions in Likert scale. The validity of the questionnaire was confirmed by the experts and its reliability by Cronbach's Alpha test. Data were analyzed using descriptive and inferential statistics (t- test , Pearson and ANOVA) using SPSS 16 software. Results: Based on the results of this study, the overall situation of the curriculum for general medicine program based on lifelong learning approach was relatively undesirable. The elements of the objectives, contents, teaching methods, evaluation methods, the role of teachers, educational environment and facilities and tools in the current curriculum were relatively in undesirable status. Between gender, marital status and living conditions of the students' perspective, there was no significant difference (P>0/05). But between age and grade point average of students' views about the curriculum, there was a significant relationship. Conclusion: According to the importance and necessity of lifelong learning in medical practice, educational planners could benefit the findings of this study in revising the curriculum for general medicine program and developing lifelong learners in the medical field. Also students will be equipped with the required competencies.