Razi Journal of Medical Sciences

fa ارائه مدل تاثیر آموزش‌ مجازی بر تفکر انتقادی و یادگیری تیمی دانشجویان دستیاری دانشگاه علوم پزشکی شهید بهشتی در دوران شیوع بیماری کووید-19 Authors: Presenting a Model of the Effect of Virtual Education on Critical Thinking and Team Learning of Assistant Students of Shahid Beheshti University of Medical Sciences During the Outbreak of the Covid-19 Disease روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;"> زمینه و هدف: با توجه به شیوع بیماری کووید-19، آموزش مجازی رایج گردید که نقش مهمی در سطح تحصیلی دانشجویان داشت. لذا هدف پژوهش ارائه مدل تاثیر آموزش‌ مجازی در دوران پاندمی کرو‌نا بر یادگیری تیمی و تفکر انتقادی دانشجویان تحصیلات تکمیلی و دستیاری دانشگاه علوم پزشکی شهید بهشتی بود. روش کار: روش مطالعه آمیخته بود که در بخش کیفی، جامعه آماری شامل اساتید خبره به تعداد 18 نفر بود که 10 نفر از آن‌ها به روش نمونه گیری هدفمند انتخاب شدند و 1665 نفر از دانشجویان تحصیلات تکمیلی و دستیاران دانشگاه علوم پزشکی شهید بهشتی در بخش کمی قرار داشتند که 312 نفر با استفاده از فرمول کوکران انتخاب شدند. جهت جمع‌آوری داده‌ها از پرسشنامه محقق‌ساخته آموزش‌ مجازی و تفکر انتقادی ریتکس (2003) و یادگیری تیمی برسو و همکاران (2008) استفاده شد. جهت تجزیه و تحلیل داده‌‌ها از آزمون‌‌های تحلیل عاملی اکتشافی استفاده شد. یافته‌ها: نتایج نشان داد، ضرایب مسیر، بار عاملی 0.708 در برابر 0.644 به ترتیب بین آموزش مجازی و متغیرهای یادگیری تیمی و تفکر انتقادی برقرار است، همچنین به دلیل اینکه مقدار t (22.094) بین آموزش مجازی و یادگیری تیمی در مقایسه با میزان 17.757 بین آموزش مجازی و تفکر انتقادی در خارج بازه  (58/2 و 58/2-) قرار دارد، لذا تاثیر آموزش‌ مجازی در دوران  پاندمی کرو‌نا بر یادگیری تیمی و  تفکر انتقادی معنی دار شده است. نتیجه‌گیری: به طور کلی می‌توان نتیجه‌گیری کرد که در راستای ارتقای سطح تفکر انتقادی و یادگیری می‌توان از آموزش مجازی در کنار آموزش حقیقی استفاده کرد.</div> <div style="text-align: justify;">Background & Aims: Due to the spread of the Covid-19 disease, virtual education became popular, which played an important role in the academic level of students. Therefore, the aim of the research was to provide a model of the effect of virtual education during the Corona pandemic on team learning and critical thinking of graduate and assistant students of Shahid Beheshti University of Medical Sciences. In the last two years, with the outbreak of the Covid-19 disease, various parts of higher education were affected, especially the education of medical students. With the spread of this disease, the involved countries inevitably changed their current educational methods and took measures in this field. The process of teaching and learning should continue and this view led to the emergence, discovery, and application of a wide range of online teaching-learning methods. Attendance in class is especially important when teaching medical sciences because learners are trained to solve problems, critically analyze, and make therapeutic recommendations, and absenteeism is a concern. Following the formulation of the comprehensive program in the field of education, to plan for the realization of the policies and strategies contained in those operational packages, operational plans, and annual projects are implemented based on them. Following the aim of higher education in the health system and the educational transformation and innovation plan in Iran's universities of medical sciences, twelve educational packages were placed as the basis of educational transformation and development. One of the most important packages of the transformation plan was the virtual education package. For the development of virtual education, 8 steps of training manpower, regulation of laws, encouragement, and motivation, production of electronic content, provision of infrastructure, production and dissemination of knowledge, development of virtualization, and novelty, and innovation were determined as the main strategies. With the emergence of the phenomenon of Covid-19 and its stability with new strains in the context of other effective factors and the forced movement of the education system at different stages towards virtual education as the dominant method and most fields as the only educational method, this question In the minds of the beneficiaries of the education process, especially the executors, it raises the question whether the virtual education methods as previously considered as a goal and ideal; Are they responsive to teaching and learning needs? Many things have been said and written about the problems of classrooms before the contemporary period. Now and in the new conditions, it seems that some of the previous problems have been strengthened. By default, advantages are also considered for virtual education, but of course, the question must also be answered which of these "Educational benefits" can only be accessed through virtual training and cannot be obtained in face-to-face training? It seems that now, despite the new experiences in the field of virtual education, there is an opportunity to move away from the past positive and current negative emotions and perceptions towards this type of education; The real place of virtual education in the cultural context of the country's education system should be determined and operational planning should be done free of unrealistic idealism to improve the quality of education and increase students' participation in this process. Although the corona pandemic caused many problems on all the indicators of society, including the health of the people, it led to the flourishing of some capabilities in the country, among which we can mention the spread and prosperity of virtual education throughout the country. It seems that virtual education has entered a new phase in our country and more attention has been paid to virtual education. On the other hand, those responsible for the matter have become more aware of the importance of distance education and e-learning-based education. Therefore, it is expected that with the development of the necessary infrastructure such as the development of the nationwide Internet network and increasing its speed, the production of interactive educational software, and the use of the experiences gained in this pandemic, we will witness the increasing prosperity of virtual education in the country, and even after the end of the Corona epidemic. Methods: The study method was mixed, in the qualitative part, the statistical population included 18 expert professors, 10 of whom were selected by purposive sampling, and 1665 graduate students and assistants of Shahid Beheshti University of Medical Sciences in the department. 312 people were selected using Cochran's formula. In order to collect data, the researcher-made questionnaire of virtual education and critical thinking Ritex (2003) and team learning was used by Bresso et al. (2008). Exploratory factor analysis tests were used to analyze the data. Results: The results showed that the coefficients of the path, the factor load of 0.708 against 0.644 are established between virtual training and the variables of team learning and critical thinking, also because the value of t (22.094) between virtual training and team learning compared to the value of 17.757 It is outside the range between virtual education and critical thinking (2.58 and -2.58), so the effect of virtual education on team learning and critical thinking during the Corona pandemic has become significant. Conclusion: In general, it can be concluded that in order to improve the level of critical thinking and learning, virtual education can be used alongside real education. With the sudden and immediate closure of universities, the corona pandemic has changed the educational and research structure. This critical situation has created many concerns, including the decline in the quality of education and an uncertain future for students. In Iran, in most parts of the world, since the early days of the Corona outbreak, the use of various electronic and virtual education methods as an alternative to face-to-face education has been on the agenda. Today, electronic learning and virtual education are considered new paradigms in teaching and learning mechanisms.</div> آموزش‌ مجازی, پاندمی کرو‌نا, یادگیری تیمی, تفکر انتقادی Virtual Education, Corona Pandemic,Team Learning, Critical Thinking 276 285 http://rjms.iums.ac.ir/browse.php?a_code=A-10-6929-2&slc_lang=fa&sid=1 Kourosh Khalili Dehkordi کوروش خلیلی دهکردی 3900319475328460081471 3900319475328460081471 No PhD Student of Department of Educational Management, Gorgan Branch, Islamic Azad University, Gorgan, Iran. دانشجوی دکتری، گروه مدیریت آموزشی، واحد گرگان، دانشگاه ازاد اسلامی، گرگان، ایران Kambiz Ismail Nia Shirvani کامبیز اسماعیل نیا شیروانی kesmaeilnia2022@gmail.com 3900319475328460081472 3900319475328460081472 Yes Assistant Professor, Department of Educational Management, Gorgan Branch, Islamic Azad University, Gorgan, Iran استادیار، گروه مدیریت آموزشی، واحد گرگان، دانشگاه آزاد اسلامی، گرگان، ایران Masoumeh Bagherpur معصومه باقرپور 3900319475328460081473 3900319475328460081473 No Department of Educational sciences, Bandargaz branch, Islamic Azad University, Bandargaz, Iran استادیار‌، گروه علوم تربیتی، واحد بندرگز، دانشگاه آزاد اسلامی، بندرگز، ایران.