بررسی وضعیت روش‌های تدریس بکار گرفته شده در آموزش کتابداری و اطلاع‌رسانی در ایران و تعیین روش‌های کاربردی از دیدگاه مدرسین رشته
Loading...
Date
Journal Title
Journal ISSN
Volume Title
Publisher
دانشگاه علوم پزشکی تبریز٬ دانشکده مدیریت و اطلاع رسانی پزشکی
Abstract
مقدمه و هدف: روش‌های تدریس و یادیگری از عناصر اصلی ارزیابی و رتبه بندی آموزش عالی هستند. پژوهش حاضر به منظور بررسی وضعیت روش‌های تدریس بکار گرفته شده در آموزش کتابداری و اطلاع‌رسانی در ایران و تعیین روش‌های کاربردی از دیدگاه مدرسین رشته انجام یافته است.
روش کار و مواد: این پژوهش بنیادی با روش ترکیبی (کمی- کیفی) انجام شده است. جامعه آماری پژوهش تمامی اعضای هیئت علمی گروه‌های کتابداری دانشگاه‌های هر دو وزارت بهداشت و علوم بودند. ابزار گردآوری داده‌ها برای مطالعه کمی، طراحی پرسشنامه و برای مطالعه کیفی، گروه بحث متمرکز بود. مرحله اول تکمیل پرسشنامه توسط مشارکت‌کنندگان بود. در مرحله دوم از روی مرور متون انجام یافته از پایگاه‌های اطلاعاتی ERIC، Pubmed و Scopus روش‌های بالقوه و مورد اشاره در ادبیات رشته استخراج و همراه با روش‌های مورد استفاده اساتید برگرفته از هدف اول ترکیب و وارد چک لیست شد. در مرحله سوم فوکوس گروپ متشکل از متخصصین آموزش پزشکی، دانش‌آموختگان و اساتید گروه‌ها تشکیل شد و روش‌های تدریس کاربردی برای تمام دروس تا مرحله اشباع مورد بحث واقع شدند. برای آنالیز داده‌های کمی از نرم‌افزار SPSS نسخه 16 و آماره‌های توصیفی فراوانی و درصد فراوانی و آماره‌های تحلیلی آزمون مجذور کای و Fisher’s exact test استفاده شد.
یافته‌ها: از نظر فراوانی روش‌های تدریس «سخنرانی» در هر دو وزارت بهداشت و علوم با درصد فراوانی 100%، روش «نشان دادن عملی» در وزارت بهداشت با درصد فراوانی 5/33% و در وزارت علوم با درصد فراوانی 8/41%، روش «بحث گروهی» در وزارت بهداشت با درصد فراوانی 7/28% و در وزارت علوم با درصد فراوانی 7/20% و روش «سخنرانی برنامه‌ریزی شده» در وزارت بهداشت با درصد فراوانی 4/28% و در وزارت علوم با درصد فراوانی 5/14% بیشترین میزان فراوانی را در بین روش‌های تدریس دارا بودند. همچنین روش «یادگیری مشارکتی» با درصد فراوانی 1% و روش «رل مدلینگ» با درصد فراوانی 7/0% کمترین میزان فراوانی را در وزارت بهداشت؛ و روش «رل مدلینگ» با درصد فراوانی 5/0% و روش «یادگیری مبتنی بر مساله» با درصد فراوانی 2/0% در وزارت علوم کمترین میزان فراوانی را در بین سایر روش‌های تدریس دارا بودند. مطابق یافته‌های پژوهش در تمامی روش‌های تدریس مورد استفاده توسط اساتید وزارت بهداشت و وزارت علوم رابطه‌ی آماری معناداری بین متغیرهای رتبه‌ی علمی، جنسیت، سابقه تدریس و استفاده از روش‌های تدریس زیر سطح اطمینان (05/0 P- value <) وجود داشت.
نتیجه‌گیری: با توجه به گسترش و کاربرد روش‌های تدریس فعال و مزایای این‌گونه روش‌های تدریس در میزان یادگیری فراگیران، لزوم بازنگری در کوریکولوم درسی این رشته در هر دو وزارت بهداشت و علوم می‌تواند به ارتقا و پویایی این رشته کمک کند.
Introduction: In today's world, higher education is extremely important. When it comes to education or higher education, concepts such as teacher and especially teaching appear many times more than other variables to the extent that some have even considered teaching as synonymous with education. Objective:The present study was conducted in order to investigate the status of teaching methods used in library and information education in Iran and to determine applicable methods from the perspective of teachers. Methods and Materials: This study was conducted using a mixed method (quantitative-qualitative) in a cross-sectional descriptive manner using a researcher-made questionnaire and Focus Group discussion for qualitative data. Literature were searched from ERIC, Pubmed and Scopus databases and relevant articles were extracted and reviewed. The studied population was the faculty members of library and information departments of Iranian universities (Ministry of Science and Ministry of Health and Medical Education). Data collection was done in two stages. In the first stage, the teaching methods used by the professors for all courses were questioned based on the approved topics of the Curriculum Planning Council of the two ministries in undergraduate, master's and doctoral courses, and in the second stage, data extraction was done through focus groups. Also, for data analysis, SPSS version 16 software and appropriate descriptive statistics and tests such as percentage and frequency were used. Results: In terms of the frequency of "lecture" teaching methods in both ministries of health and science with a frequency of 100%; "demonstration teaching" method in the Ministry of Health with a frequency of 33.5% and in the Ministry of Science with a frequency of 41.8%; the "debate based learning" method in the Ministry of Health with a frequency of 28.7% and in the Ministry of Science with a frequency of 20.7% ; the "programed lecture" method in the Ministry of Health with a frequency of 28.4% and in the Ministry of Science with a frequency of 20% 14.5% had the highest frequency among teaching methods. Also, the "participatory teaching methods" method with a frequency of 1% and the "role modeling" method with a frequency of 0.7% have the lowest frequency in the Ministry of Health; And the method of "role modeling" with a frequency of 0.5% and the method of "problem-based learning" with a frequency of 0.2% in the Ministry of Science had the lowest frequency among other teaching methods. According to the findings of the research, in all the teaching methods used by the professors of the Ministry of Health and the Ministry of Science, there was a statistically significant relationship between the variables of academic rank, gender, teaching experience and the use of teaching methods below the confidence level (P-value < 0.05). Conclusion: Considering the expansion and application of active teaching methods and the benefits of such teaching methods in the learning rate of learners, the need to revise the curriculum of this field in both the Ministry of Health and Science can help promote and dynamism of this field.
Introduction: In today's world, higher education is extremely important. When it comes to education or higher education, concepts such as teacher and especially teaching appear many times more than other variables to the extent that some have even considered teaching as synonymous with education. Objective:The present study was conducted in order to investigate the status of teaching methods used in library and information education in Iran and to determine applicable methods from the perspective of teachers. Methods and Materials: This study was conducted using a mixed method (quantitative-qualitative) in a cross-sectional descriptive manner using a researcher-made questionnaire and Focus Group discussion for qualitative data. Literature were searched from ERIC, Pubmed and Scopus databases and relevant articles were extracted and reviewed. The studied population was the faculty members of library and information departments of Iranian universities (Ministry of Science and Ministry of Health and Medical Education). Data collection was done in two stages. In the first stage, the teaching methods used by the professors for all courses were questioned based on the approved topics of the Curriculum Planning Council of the two ministries in undergraduate, master's and doctoral courses, and in the second stage, data extraction was done through focus groups. Also, for data analysis, SPSS version 16 software and appropriate descriptive statistics and tests such as percentage and frequency were used. Results: In terms of the frequency of "lecture" teaching methods in both ministries of health and science with a frequency of 100%; "demonstration teaching" method in the Ministry of Health with a frequency of 33.5% and in the Ministry of Science with a frequency of 41.8%; the "debate based learning" method in the Ministry of Health with a frequency of 28.7% and in the Ministry of Science with a frequency of 20.7% ; the "programed lecture" method in the Ministry of Health with a frequency of 28.4% and in the Ministry of Science with a frequency of 20% 14.5% had the highest frequency among teaching methods. Also, the "participatory teaching methods" method with a frequency of 1% and the "role modeling" method with a frequency of 0.7% have the lowest frequency in the Ministry of Health; And the method of "role modeling" with a frequency of 0.5% and the method of "problem-based learning" with a frequency of 0.2% in the Ministry of Science had the lowest frequency among other teaching methods. According to the findings of the research, in all the teaching methods used by the professors of the Ministry of Health and the Ministry of Science, there was a statistically significant relationship between the variables of academic rank, gender, teaching experience and the use of teaching methods below the confidence level (P-value < 0.05). Conclusion: Considering the expansion and application of active teaching methods and the benefits of such teaching methods in the learning rate of learners, the need to revise the curriculum of this field in both the Ministry of Health and Science can help promote and dynamism of this field.
Description
داده های این مطالعه در ده