طراحی چارچوب شناخت هویت حرفه‌ای دانشجویان پزشکی بر اساس برنامه درسی پنهان: رویکرد فراترکیب
محورهای موضوعی : پژوهش در برنامه ریزی درسیمهدی محمدی 1 , رضا ناصری جهرمی 2 , فاطمه میرغفاری 3 , سولماز خادمی 4 , فروزان طاهری 5 , مریم صیدی 6
1 - عضو هیأت علمی، گروه مدیریت و برنامه‌ریزی آموزشی، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران
2 - دکتری برنامه‌ریزی درسی، دانشگاه شیراز، شیراز، ایران.
3 - دانشجوی دکتری برنامه‌ریزی درسی، دانشگاه شیراز، شیراز، ایران.
4 - دانشجوی دکتری برنامه‌ریزی درسی، دانشگاه شیراز، شیراز، ایران.
5 - دانشجوی کارشناسی ارشد مدیریت آموزشی، دانشگاه شیراز، شیراز، ایران.
6 - عضو هیأت علمی، بخش مدیریت و برنامه‌ریزی آموزشی، دانشگاه فرهنگیان اراک، اراک، ایران.
کلید واژه: هویت حرفه‌ای, برنامه درسی پنهان, دانشجویان پزشکی,
چکیده مقاله :
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.
One of the most important and key topics in the hidden curriculum of medical students is to instill a professional identity in them. Therefore, the purpose of this study was to investigate the professional identity of medical students based on the hidden curriculum. This qualitative study was conducted using the six-step method of Sandlowski and Barroso (2007). The meta- Synthesis team consisted of three curriculum specialists and one meta-Synthesis expert. 20 related research sources were used as the basis for the analysis, which resulted in the extraction of 3 main categories, including identity related to professional processes (professional communication and interaction, Observance of medical ethics, Belonging to the medical profession, job motivation), identity related to professional outcomes (Development of learning and improvement Stress control and resilience) and identity related to professional competencies (Professional competence, Clinical competence ). Data validation was verified using data validation, transferability, and data alignment and data reliability techniques by precisely guiding the data collection and alignment process of the researchers. According to the research results, experiences related to hidden and informal curricula should be formally considered by medical educators, and professors should include more opportunities for reflection in the medical curriculum so that students can accelerate the effective formation of their professional identities.
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