طراحی چارچوب شناخت هویت حرفه‌ای دانشجویان پزشکی بر اساس برنامه درسی پنهان: رویکرد فراترکیب

پژوهش در برنامه ریزی درسی

دوره 18، شماره 70، آذر 1400، صفحه 21-34   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2021.1926410.1866

نویسندگان

مهدی محمدی^{* 1}؛ رضا ناصری جهرمی²؛ فاطمه میرغفاری³؛ سولماز خادمی³؛ فروزان طاهری⁴؛ مریم صیدی⁵

¹عضو هیأت علمی، گروه مدیریت و برنامه‌ریزی آموزشی، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران

²دکتری برنامه‌ریزی درسی، دانشگاه شیراز، شیراز، ایران.

³دانشجوی دکتری برنامه‌ریزی درسی، دانشگاه شیراز، شیراز، ایران.

⁴دانشجوی کارشناسی ارشد مدیریت آموزشی، دانشگاه شیراز، شیراز، ایران.

⁵عضو هیأت علمی، بخش مدیریت و برنامه‌ریزی آموزشی، دانشگاه فرهنگیان اراک، اراک، ایران.

چکیده

یکی از مضامین مهم و کلیدی در برنامه درسی پنهان دانشجویان پزشکی، القای هویت حرفه‌ای به آنان می‌باشد. از این رو هدف پژوهش حاضر بررسی طراحی چارچوب شناخت هویت حرفه‌ای دانشجویان پزشکی بر اساس برنامه درسی پنهان بود. این پژوهش کیفی با استفاده از روش شش مرحله‌ای ساندلوسکی و باروسو انجام شده است. تیم فراترکیب متشکل از چهار نفر متخصص برنامه‌ریزی درسی و یک نفر متخصص در روش پژوهش فراترکیب بود. 18 منبع پژوهشی مرتبط، مبنای تحلیل قرار گرفت که نتیجه آن استخراج سه مقوله اصلی از جمله هویت مرتبط با فرایندهای حرفه‌ای (رعایت اخلاق پزشکی، تعلق به حرفه پزشکی و انگیزه شغلی)، هویت مرتبط با پیامدهای حرفه‌ای (توسعه یادگیری و بهسازی و تاب‌آوری) و هویت مرتبط با شایستگی‌های حرفه‌ای (شایستگی حرفه‌ای و شایستگی بالینی) می‌باشد. اعتبار داده‌ها با استفاده از تکنیک‌های اعتبارپذیری، انتقال‌پذیری و هم‌سوسازی داده‌ها و اعتمادپذیری به داده‌ها نیز با هدایت دقیق جریان جمع‌آوری اطلاعات و هم‌سوسازی پژوهش‌گران تائید شد. بر اساس نتایج پژوهش، تجربیات مربوط به برنامه درسی پنهان و غیررسمی باید به طور رسمی توسط مربیان پزشکی مورد توجه قرار گیرد. همچنین اساتید با فراهم ساختن فرصت‌های بیشتر برای تأمل در برنامه درسی پزشکی، شکل‌گیری اثربخش هویت حرفه‌ای دانشجویان را تسریع می‌نمایند.

کلیدواژه‌ها

هویت حرفه‌ای؛ دانشجویان پزشکی؛ برنامه درسی پنهان

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