fa بررسی برنامه درسی زبان تخصصی دانشکده پزشکی رفسنجان از دیدگاه دانشجویان در سال 1400: یک مطالعه توصیفی آمار و اپيدميولوژي Statistics& Epidemiology توصيفي Description <span style="font-size:10pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.5pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">زمینه و هدف: </span></span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">ضرورت نیاز به استفاده از زبان انگلیسی آن را به فرصتی برای تدریس در محیط حرفه‌ای و آکادمیک تبدیل کرده است. زبان انگلیسی برای اهداف ویژه شامل آموزش</span></span></span></span> <span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">زبان انگلیسی برای افرادی است که زبان را برای مقاصدی همچون تحصیل در محیط آکادمیک و یا شغل خود نیاز دارند. مطالعه حاضر با هدف تعیین برنامه درسی زبان تخصصی دانشکده پزشکی انجام شد. </span></span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">مواد و روش</span></span></span></span></b><span dir="LTR" style="color:black">&shy;</span><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">ها</span></span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">: در این مطالعه توصیفی،</span></span></span></span> <span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">301 نفر از دانشجویان مقاطع مختلف رشته پزشکی دانشگاه علوم پزشکی رفسنجان در سال 1400، پرسش‌نامه 19 سؤالی شامل چهار بعد اهداف ویژه، محتوای کتاب‌های درسی، استفاده از فناوری‌های نوین در کلاس‌های زبان تخصصی و روش ارزیابی واحد درسی را تکمیل نمودند. داده&shy;ها با استفاده از آزمون&shy;های آماری </span></span></span></span><span dir="LTR" style="color:black">t</span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black"> مستقل، تحلیل واریانس یک</span></span></span></span><span dir="LTR" style="color:black">&shy;</span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">طرفه و همبستگی </span></span></span></span><span dir="LTR" style="color:black">Pearson</span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black"> مورد بررسی قرار گرفتند.</span></span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">یافته</span></span></span></span></b><span dir="LTR" style="color:black">&shy;</span><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">ها: </span></span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">175 نفر (58 درصد) از دانشجویان مورد بررسی مرد و 126 نفر (0/42 درصد) زن بودند. میانگین</span></span></span></span> <span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">و انحراف&shy;معیار سن دانشجویان، 99/1</span></span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span style="color:black">&plusmn;</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">68/23 سال بود. ارتباط سن با همه ابعاد برنامه درسی به جز محتوا، معنی&shy;دار و معکوس بود (05/0></span></span></span></span><span dir="LTR" style="color:black">p</span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">). دانشجویان در زمینه بعد اهداف ویژه، در سه مقطع تحصیلی (فیزیوپاتولوژی، استاجری و اینترنی)، از لحاظ فناوری (001/0></span></span></span></span><span dir="LTR" style="color:black">p</span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">)، ارزیابی (001/0=</span></span></span></span><span dir="LTR" style="color:black">p</span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">) و نمره کل (001/0></span></span></span></span><span dir="LTR" style="color:black">p</span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">) تفاوت معنی‌داری با هم داشتند.</span></span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">نتیجه‌گیری: </span></span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">دانشجویان از تعداد واحدهای درس زبان تخصصی، برگزاری کلاس‌ها در صبح، تناسب تمرین‌های کتب و آزمون‌های چندگزینه‌ای رضایت داشته و از در نظر گرفتن صرف نمره پایان‌ترم و عدم وجود مطالعات موردی در کتب درسی ناراضی بودند. بنابراین، نیازسنجی و ارزیابی مداوم دانشجویان جهت آموزش بهتر لازم می&shy;باشد.</span></span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:107%"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"><span style="color:black">واژه&shy;های کلیدی:</span></span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"><span style="color:black"> برنامه درسی، زبان تخصصی، دانشجو، پزشکی، رفسنجان</span></span></span></span><span lang="AR-SA" style="font-size:1.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"><span style="color:black"></span></span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:107%"><span new="" roman="" style="font-family:" times=""><span lang="AR-SA" style="font-size:1.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"><span style="color:black"></span></span></span></span></span></span></span></span></span><br> &nbsp; <span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:140%"><span style="color:black">Background and Objectives:</span></span></b><span style="line-height:140%"><span style="color:black"> The need for using English language has made it an opportunity to be taught in a professional and academic environment. English for Specific Purposes (ESP) includes teaching English for the people who need it for the objectives such as education in an academic environment or their profession. The aim of this study was to evaluate the curriculum of Medical English from the point of view of medical students of Rafsanjan University of Medical Sciences.</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:140%"><span style="color:black">Materials and Methods:</span></span></b><span style="line-height:140%"><span style="color:black"> In this descriptive study, 301 medical students of Rafsanjan University of Medical Sciences, in different educational levels in 2021, completed a 19-item questionnaire including four dimentions: specific purposes, content of the books, usage of modern technologies for specialized language, and method of assessment. The data was then analyzed using independent t-test, one-way analysis of variance, and Pearson&rsquo;s correlation test.</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:140%"><span style="color:black">Results:</span></span></b><span style="line-height:140%"><span style="color:black"> 175 students (58.0%) were male and 127 (42.0%) were female. The mean age of students was 23.68&plusmn;1.99 years. A reverse association was found between age and all aspects of the curriculum except the content. In terms of dimensions of special objectives, participants of different educational levels (physiopathology, internship,</span></span> <span style="line-height:140%"><span style="color:black">stagership) had significant differences in technology (p<0.001), assessment (p=0.001), and total score (p<0.001). </span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:140%"><span style="color:black">Conclusion:</span></span></b><span style="line-height:140%"><span style="color:black"> Students were satisfied with the number and credits of the ESPs courses, morning times of the courses, the appropriateness of classroom activities and homework, and multiple choice tests. However, they were dissatisfied with final test mark as the only assessment tool and lack of case based study in the books. Therefore, it seems that continuous evaluation and need assessment of the students are of paramount importance for having more beneficial courses.</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:140%"><span style="color:black">Key words:</span></span></b><span style="line-height:140%"><span style="color:black"> Curriculum, Specialized Language, Student, Medicine, Rafsanjan</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><span style="font-size:2.0pt"><span style="line-height:140%"><span style="color:black"></span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:140%"><span style="color:black">Funding: </span></span></b><span style="line-height:140%"><span style="color:black">This study was not funded.</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:140%"><span style="color:black">Conflict of interest: </span></span></b><span style="line-height:140%"><span style="color:black">None declared.</span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:140%"><span style="color:black">Ethical approval: </span></span></b><span style="line-height:140%"><span style="color:black">The Ethics Committee of Rafsanjan University of Medical Sciences approved the study (IR.RUMS.REC.1400.046).</span></span><b><span dir="RTL" lang="AR-SA" style="font-size:3.0pt"><span style="line-height:140%"><span style="color:black"></span></span></span></b></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:150%"><span style="color:black">How to cite this article:</span></span></b><b> </b><span style="font-size:9.0pt"><span style="line-height:150%"><span style="color:black">Fatehi Alireza, Ahmadinia Hassan, Hakimi Hamid, </span></span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:150%"><span style="color:black">Rezaeian</span></span></span><i> </i><span lang="EN" style="font-size:9.0pt"><span style="line-height:150%"><span style="color:black">Mohsen.</span></span></span><i> </i><span style="font-size:9.0pt"><span style="line-height:150%"><span style="color:black">Evaluation of Specialized English Curriculum from the Perspective of Students of Rafsanjan Faculty of Medicine in 2021: A Descriptive Study.</span></span></span><b><i> </i></b><i><span style="font-size:9.0pt"><span style="line-height:150%"><span style="color:black">J Rafsanjan</span></span></span></i><span style="font-size:9.0pt"><span style="line-height:150%"><span style="color:black"> <i>Univ Med Sci</i> 2022; 21 (8): 885-900 [Farsi]</span></span></span><b> </b><b><span style="font-size:9.0pt"><span style="line-height:150%"><span style="color:black"></span></span></span></b></span></span></span></span></span><br> <div style="border-bottom:solid windowtext 1.0pt; padding:0cm 0cm 1.0pt 0cm"></div> برنامه درسی, زبان تخصصی, دانشجو, پزشکی, رفسنجان Curriculum, Specialized Language, Student, Medicine, Rafsanjan 885 900 http://journal.rums.ac.ir/browse.php?a_code=A-10-5631-1&slc_lang=fa&sid=1 Alireza Fatehi علیرضا فاتحی 6900319475328460051758 6900319475328460051758 No rafsanjan university دانشگاه علوم پزشکی رفسنجان Hasan Ahmadinia حسن احمدی نیا h.ahmadinia@gmail.com 6900319475328460051759 6900319475328460051759 No rafsanjan university دانشگاه علوم پزشکی رفسنجان Hamid Hakimi حمید حکیمی hamidhakimi@gmail.com 6900319475328460051760 6900319475328460051760 No rafsanjan university دانشگاه علوم پزشکی رفسنجان Mohsen Rezaeian محسن رضائیان moeygmr2@yahoo.co.uk 6900319475328460051761 6900319475328460051761 Yes دانشگاه علوم پزشکی رفسنجان