ارایه الگوی مفهومی تجارب مدیریت موثر کلاس درس در علوم پزشکی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزشی، واحد اصفهان (خوراسگان) ، دانشگاه آزاد اسلامی، اصفهان، ایران.

2 استادیار مدیریت آموزشی، واحد اصفهان (خوراسگان) ، دانشگاه آزاد اسلامی، اصفهان، ایران.

3 دکتری تخصصی مدیریت آموزشی، دانشیار، واحد اصفهان (خوراسگان) ، دانشگاه آزاد اسلامی، اصفهان، ایران.

چکیده

هدف از اجرای این پژوهش بررسی تاثیر تجارب مدیریت موثر کلاس درس در علوم پزشکی و ارائه الگوی مفهومی بود. روش پژوهش، روش کیفی و با رویکرد پدیدار شناسی بود. جامعه آماری پژوهش را همه استادان  و دانشجویان دانشگاه علوم پزشکی اصفهان (4389نفر) تشکیل می­دادند. برای تعیین در این پژوهش برای تعیین حجم نمونه از معیار اشباع داده استفاده شد. در مطالعه حاضر 15 شرکت کننده (5 استاد و 10 دانشجو) به شیوه نمونه گیری هدفمند داده ها را به اشباع رسانده و به‌عنوان نمونه انتخاب شدند. جمع­آوری داده­ها براساس مصاحبه عمیق[1]  و سؤال های باز پاسخ همراه با سؤالهای پیگیرانه برای تشویق مشارکت کنندگان برای در اختیار گذاشتن تجارب عمیق بود. مدت مصاحبه در این پژوهش بین 90-60 دقیقه متغیر بود. جهت بررسی روایی از ضریب هولستی استفاده شد و مقدار آن 86/0 به دست آمد هم چنین برای بررسی روایی محتوایی (CVR) محاسبه گردید که مقدار آن 85/0 به دست آمد. تجزیه و تحلیل داده­ها به کمک  نرم افزار Maxqda12 صورت پذیرفت.  روش اصلی تجزیه و تحلیل داده ها روش کلایزی بود که متغیرهای اصلی و فرعی مربوط به عوامل موثر بر مدیریت کلاس درس، مدل فرضی شامل 7 کُد مفهوم اصلی و 17 کُد مفهوم فرعی برای تبیین این هفت مولفه بدست آمده است. یافته ها حاکی از آن است که پژوهشگر پس از انجام هفت مرحله کلایزی و استخراج هفت مولفه که شامل هفت کُد مفهوم اصلی درس و مولفه ویژگی های فردی مدرس استراتژی های آموزشی، نظارتی، مدیریت فراگیر محور، استراتژی های شناختی و غیر شناختی، مدیریت فضا و زمان و ارزیابی تئوری و عملی بود که به تبیین الگوی اختصاصی مدیریت موثر در کلاس درس در علوم پزشکی پرداخته است. بحث و نتیجه گیری این مطالعه مضامین مهمی برای اساتید و دانشجویان علوم پزشکی داشته است که مولفه های شناسایی شده برای اعمال مدیریت موثر بر کلاس درس و ایجاد بهینه برای یادگیری بهتر و اجرای آن توسط اساتید برای رشد و ارتقای دانش و عملکرد آن نیازمند توجه ویژه است. و باید به دانشجویان مسوولیت هایی را واگذار کرد، نظرات دانشجویان را پذیرفت و به آنان اعتماد کرد تا محیطی سرشار از امنیت، اعتماد متقابل و عزت نفس برای فراگیر فراهم گردد.



[1] . in-depth interweive

کلیدواژه‌ها

عنوان مقاله [English]

Conceptual Modeling of Effective Classroom Management Experiences in Medical Sciences

نویسندگان [English]

  • Shahla Dabirzadeh 1
  • Narges Saeedian 2
  • Shayesteh Salehi 3
1 PhD Student in Educational Management, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
2 Assistant Professor of Educational Management, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
3 PhD in Educational Management, Associate Professor, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
چکیده [English]

The purpose of this study was to investigate the impact of effective classroom management experiences in medical sciences and to provide a conceptual model. The research method was qualitative and with phenomenological approach.The statistical population consisted of all professors and students of Isfahan University of Medical Sciences (4389 students).Data saturation criterion was used to determine sample size in this study.In the present study, 15 participants (5 professors and 10 students) saturated the data by purposeful sampling and were selected as sample.Data collection was based on in-depth interviews and open-ended questions with follow-up questions to encourage participants to share in-depth experiences. The duration of the interview varied between 60-90 minutes.Validity was assessed using Holstein coefficient and its value was 0.86 and content validity (CVR) was calculated 0.85. Data were analyzed using Maxqda12 software.The main method of data analysis was Colaizzi method with the main variables and sub-variables related to the factors affecting classroom management, the hypothetical model consisting of 7 main concept codes and 17 sub-concept codes to explain these seven components. The findings indicate that the researcher, after performing seven stages of Colaizzi and extracting seven components including seven key concept codes and individual characteristics of the instructor, instructional, supervisory, comprehensive management strategies, cognitive and non-cognitive strategies, space management And it was time and evaluation of theory and practice that explained the specific model of effective classroom management in the medical sciences.Discussion and Conclusion This study has important implications for professors and medical students that the identified components for effective classroom management and optimization for better learning and implementation by professors to enhance their knowledge and practice require special attention. is.And students should be given responsibilities, accepted, and trusted by students to provide an environment of security, mutual trust, and self-esteem.

کلیدواژه‌ها [English]

  • Management Experiences
  • Effective Management
  • Conceptual Model
  • Classroom
  • Medical Sciences

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دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی
دوره 11، شماره 46 - شماره پیاپی 46
بهمن و اسفند 1399
صفحه 21-46

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سابقه مقاله

  • تاریخ دریافت: 30 مهر 1398
  • تاریخ بازنگری: 06 بهمن 1398
  • تاریخ پذیرش: 06 اردیبهشت 1400

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