سنتز پژوهی مطالعات حرفه ای گرایی در آموزش دانشجویان پزشکی

پژوهش در برنامه ریزی درسی

دوره 18، شماره 70، آذر 1400، صفحه 1-20   

نوع مقاله: مقاله مروری

شناسه دیجیتال (DOI): 10.30486/jsre.2021.1933262.1920

نویسندگان

آرزو وسیلی¹؛ نرگس کشتی آرای^{* 2}؛ علیرضا یوسفی³

¹دانشجوی دکتری تخصصی برنامه ریزی درسی ، دانشگاه آزاد اسلامی ، واحد اصفهان (خوراسگان)، اصفهان، ایران.

²دانشیارگروه علوم تربیتی، دانشگاه آزاد اسلامی ، واحد اصفهان (خوراسگان)، اصفهان، ایران

³استاد ، مرکز تحقیقات آموزش علوم پزشکی، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران.

چکیده

این مطالعه با سنتز توأمان مطالعات داخلی و خارجی برای دستیابی به مفاهیم بیشتر و تازه‌تر دربارۀ حرفه‌ای‌گرایی در آموزش پزشکی صورت گرفته است. روش این مطالعه کیفی با رویکرد سنتز پژوهی بود. داده های مورد نیاز از طریق جستجو در منابع کتابخانه ای و مقالات موجود در پایگاه های اطلاعاتی ERIC, ProQuest, PubMed, Science Direct, Scopus, springer Magiran, Irandoc جمع‌آوری شد. برای جستجو در پایگاه های اطلاعاتی داخلی و خارجی از واژگان کلیدی پروفیشنالیزم، برنامۀ درسی، برنامۀ درسی حرفه‌ای‌گرایی و آموزش پزشکی استفاده شد. مقالات و منابع بررسی شده مربوط به سال‌های 1998 تا سال 2020 بود. در  بررسی نهایی مرتبط‌ترین منابع شامل 53 مقاله بود که مورد بررسی و استخراج مطالب در راستای تحقق هدف مطالعۀ حاضر قرار گرفت. در کدگذاری داده‌ها از روش موضوعی استفاده شد. 270 مفهوم استخراج شد و در قالب 22 مفهوم هم‌دسته گردید . در نهایت مفاهیم هم‌دسته ذیل 6 مفهوم نهایی «تعهد حرفه‌ای رفتارمحور، تعهد حرفه‌ای فضیلت‌محور، یادگیرندۀ مادام العمر، اخلاق‌مدار و قانون‌محور، منش حرفه‌ای و نوع برنامۀ درسی» قرار گرفتند. نتایج نشان می‌دهد که چنان‌چه در دوران کارورزی باورها و رفتارهای خاص حرفه‌ای در دانشجویان امروز نهادینه نشود، می‌تواند سبب کاهش حساسیت حرفه‌ای‌گرایی دانشجو شود و در نتیجه تصمیم‌گیری‌های حرفه‌ای را برای پزشکان آینده دشوار کند؛ بنابراین نقش آموزش رسمی پروفشنالیزم با در نظر گرفتن نقش برنامۀ درسی پنهان در این باره حائز اهمیت است.

کلیدواژه‌ها

آموزش پزشکان؛ حرفه ای گرایی؛ حرفه ای گرایی پزشکی؛ دانشجوی پزشکی

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