fa اثربخشی الگوی آموزش مبتنی بر رویکرد حل مسأله بر اضطراب امتحان دانشجویان پزشکی مدیریت آموزشی Educational management نيمه آزمايشي Semi-pilot <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><span style="font-weight:bold"><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">سابقه و هدف</span></span><i><span lang="FA" style="font-size:12.0pt"><span style="font-family:Nazanin"><span style="font-weight:normal">:</span></span></span></i> <i><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="font-weight:normal">هدف از پژوهش حاضر </span></span></span></i><i><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="font-weight:normal">بررسی </span></span></span></i><i><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="font-weight:normal">اثربخشی الگوی آموزش مبتنی بر رویکرد حل مسأله بر اضطراب امتحان دانشجویان پزشکی دانشگاه آزاد اسلامی واحد علوم پزشکی تهران بود</span></span></span></i><i><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="font-weight:normal">. </span></span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span style="font-weight:normal"></span></span></i></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><span style="font-weight:bold"><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.3pt">روش بررسی</span></span></span><i><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.3pt"><span style="font-weight:normal">:</span></span></span></span></i> <i><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.3pt"><span style="font-weight:normal">این پژوهش از نوع پژوهش&shy;های شبه آزمایشی و از لحاظ هدف کاربردی</span></span></span></span></i><i>&nbsp;</i><i><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.3pt"><span style="font-weight:normal"> محسوب</span></span></span></span></i><i>&nbsp;</i><i><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.3pt"><span style="font-weight:normal"> می&shy;شود. جامعه آماری این پژوهش کلیه دانشجویان پزشکی دانشگاه آزاد اسلامی واحد علوم پزشکی تهران به تعداد 5928 نفر بودند که 60 نفر در دو گروه آزمایش و کنترل جای گرفتند. گروه مداخله آموزش مبتنی بر رویکرد حل مسأله را به مدت 10 جلسه دریافت کردند. داده‌ها با استفاده از پرسشنامه اضطراب امتحان </span></span></span></span></i><i><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.3pt"><span style="font-weight:normal">ساراسون (1957)</span></span></span></span></i><i><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.3pt"><span style="font-weight:normal"> جمع‌آوری شده و با بهره‌گیری از</span></span></span></span></i><i>&nbsp;</i><i><span dir="LTR" style="font-size:12.0pt"><span style="letter-spacing:-.3pt"><span style="font-weight:normal">SPSS</span></span></span></i><i> </i><i>&nbsp;</i><i><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.3pt"><span style="font-weight:normal">نسخه 26 آزمون آماری آنالیزکواریانس مورد تجزیه و تحلیل قرار گرفت</span></span></span></span></i><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.3pt"><span style="font-weight:normal">.</span></span></span></span><i>&nbsp; </i><i><span dir="LTR" style="font-size:10.0pt"><span style="letter-spacing:-.3pt"><span style="font-weight:normal"></span></span></span></i></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><span style="font-weight:bold"><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">یافته</span></span></span><span lang="FA" style="font-size:14.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">&shy;</span></span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">ها:</span></span></span> <i><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">در</span></span></span></span></i><i>&nbsp;</i><i><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">مرحله پیش آزمون</span></span></span></span></i><i>&nbsp;</i><i><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">میانگین اضطراب امتحان در بین دو گروه اختلاف معنی‌داری نداشت. مقایسه اضطراب امتحان گروه مداخله نشان داد که تفاوت معنی‌داری در میانگین این متغیر و ابعاد آن بعد از مداخله مشاهده شد (05/0</span></span></span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">=</span></span></span></i><i> </i><i><span dir="LTR" style="font-size:10.0pt"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">p</span></span></span></i><i><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">).</span></span></span></span></i><i><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt"><span style="font-weight:normal"> یعنی الگوی آموزش مبتنی بر رویکرد حل مسأله تاثیر معنی داری بر اضطراب امتحان دانشجویان پزشکی دانشگاه آزاد اسلامی واحد علوم پزشکی تهران</span></span></span></span></i><i><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt"><span style="font-weight:normal"> دارد.</span></span></span></span></i></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><span style="font-weight:bold"><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">نتیجه</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="font-weight:normal">&shy;</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">گیری</span></span><i><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="font-weight:normal">:</span></span></span></i> <i><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">آموزش مبتنی بر رویکرد حل مسأله از جمله عوامل مهمی است که در کاهش اضطراب امتحان دانشجویان نقش دارد</span></span></span></span></i><i><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">.</span></span></span></span></i><span lang="FA" style="font-size:12.0pt"><span b="" koodak="" style="font-family:"><span style="font-weight:normal"></span></span></span></span></span></span></span></span></span><br> &nbsp; <span style="font-size:12pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:11.0pt"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:11.0pt">Background</span></b><span style="font-size:11.0pt">: The aim of this study was the evaluation of effectiveness of education based on problem solving approach on exam anxiety<b> </b>of medical students of Islamic Azad University, Tehran Medical Sciences Branch. </span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:11.0pt"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:11.0pt">Materials and methods</span></b><span style="font-size:11.0pt">: This research is quasi-experimental research in terms of applied purpose. The statistical population of this study was all 5928 medical students of Islamic Azad University, Tehran Branch of Medical Sciences, of which 60 were divided into experimental and control groups. The intervention group received training based on a problem-solving approach for 10 sessions. Data were collected using Sarason&#39;s exam anxiety (1957) Questionnaire and analyzed using SPSS version 26 by ANCOVA statistical test. </span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="line-height:11.0pt"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:11.0pt">Results</span></b><span style="font-size:11.0pt">: In the pre-test stage, there was no significant difference in the mean test anxiety between the two groups. A significant difference was observed in the mean anxiety score and its dimensions of intervention group after the intervention (p=0.05). It means that the teaching model based on the problem-solving approach has a significant effect on the exam anxiety among medical students of the Islamic Azad University of Tehran Medical Sciences Branch.</span></span></span></span></span><br> <span style="font-size:12pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:11.0pt"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:11.0pt">Conclusion</span></b><span style="font-size:11.0pt">: Education based on the problem-solving approach is one of the important factors that plays a role in reducing students&#39; exam anxiety.</span></span></span></span></span></span><br> &nbsp; رویکرد حل مسأله, اضطراب امتحان, دانشجویان پزشکی Problem solving approach, Exam anxiety, Medical students. 336 343 http://tmuj.iautmu.ac.ir/browse.php?a_code=A-10-1487-2&slc_lang=fa&sid=1 Zahra Zafari زهری ظفری z_zaffari@yahoo.com 100319475328460013550 100319475328460013550 No PhD Candidate of Curriculum, Sciences and Research Branch, Islamic Azad University, Tehran, Iran دانشجوی دکتری گروه علوم تربیتی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران Ghodsi Ahghar قدسی احقر ahghar2004@yahoo.com 100319475328460013551 100319475328460013551 Yes Professor, Research Institute of Education, Islamic Azad University, Tehran, Iran استاد پژوهشگاه مطالعات آموزش و پرورش، تهران، ایران Mohammad Sahebalzamani محمد صاحب الزمانی m_szamani@yahoo.com 100319475328460013552 100319475328460013552 No Professor, Department of Management Faculty of Health, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran استاد، گروه مدیریت، دانشکده بهداشت، علوم پزشکی تهران، دانشگاه آزاد اسلامی، تهران، ایران