یکشزپ مولع رد شزومآ ی هعسوت ی هلجم

(1)

! )

#$

% &'%

(

)* ! +# ,# - %

1 2

3

!"

#$" % &

: ( )*+, -" . / ( ( [email protected]

01 ! : 14 / 1 / 95

!6 : 4 / 9 / 95 7 8 : 25 / 10 / 95

!. /

%- 0.1

" : 0; )! $ <=: > ) : "%? )*+, "%? ) & < 8 )*!: & @ ABC )! "C $ )DE % * C

! A ! F ( !"G .

6 I E%

&

: J : K L -" . < &

( !"G "%? - ? (" $ : )*+, ) : $ !

! - G ( )*+, -" . / )*+, .

) "C M" I E%: ; N! : & A+ ; $ :$ ": ) OC–

86

"%?

$ )+ "%? ( ; A : ) " . <=: $

) % :

;

% ;

&

$ R ; SDO%

! $ T D%

$ & ? : U * V 5 W X

85

$ - G - ? (" & *: :

! .

$ YAV % ; Z A*C [ :

"*; & ("% ?

! + Z OC .

1 )3 ( 1 !: 79

E L : 0X ( 0 +

&

$ #] ; U 1

/ 65 E L : 0X

&

$ ^ = C ( % 0. ;

5 / 60

$ )A C & *A : 0X 1

/ 79 DC : 0X &

+ S1 "% % _ & A "C .

7 E L : 0X

&

( % 0. ;

+ ` =% % $ ` =% _ ^ = C .

# A L aE; ^ = C ( % 0. ; &$ : [ V 5

) I% >

> E L ! ; &$ : $ +

0+ ) I%

. # A L aE; & A "C DC $ #] ; U &$ : ) BOC YED%

5 % ) I% >

$ ^ = C ( % 0. ; &$ : $ +

) I% > # A L aE; c! )A C & *A 0+

.

, ) d e O% :

)+ "%?

& :

;

( 0

)+ "%?

:

@F%

0;

U F%

&

* C U$ f $ ( !"G

$ .

: )% - ? (" &

"C J *+

& "gC c : ZA.$

! A

$

@ % ); ; c :

! .

4 . 3 & 4 5 # &!" & 6 ) 3 7: .

%.$%

"%?

& : T % 1 & 0 I1 0; U X.

&$ c : Z: D % < U " : 1 & ! G!

( ! V 1 $ )%

: ! ) 1 .(

$ 0FV ) " " &

!

&

"V$ "%?

. [! C 0 D1"% j; % $ k =

)AF% <D )

2 .(

J ); ; c!

<D , A % :

&

0; ( 1

+

# D ; ZA.

* :

$

1 - ) " . ^B= % ( )*+, -" . /

.

2 - ): % )*+, "%? + ); + ( )*+, -" . /

.

3 - ); + )*+, "%? + /

( )*+, -" . .

Downloaded from zums.ac.ir at 12:00 IRDT on Wednesday April 19th 2017

(2)

%

"

0 $

& !6 )%

+ : : (?

V

* C m R

)%

) 3 .(

U F%

&

) : B .

!

&

"%?

)*+,

<=: $

)AF%

% :

&

& "O%

& * )*+,

Z * C

% ) 4 (.

& : c $ : n "

$

< *A

&

1980 oO:

; D

&

)%"F % p E%

. D

&

)%"F %

1 :

"

! _

&

& ! I%

)%

"

Z:$ ? 0;

.

c!

" + :

<

) X C )%

"+

$

<

"%?

( / R

:

? U "

& % )%

<

! V

: )C . q

"

ZX r": %

)%

) 5 .(

D

&

)%"F %

& ,:

& : :

!"BC ( $?

U q XC

)."K"%

c :

@ %

: U "

; )XC %

$ Y% V

0;

) 6 ( .

n "

D I%

0;

D

&

)%"F %

& ,:

( % ; 1 !

0FV

!

&

<

c dA N!

$ 1 ) R + 0FV

DC &

& ! I%

0;

. s

"%

@ %

:

U "

; )XC %

& R ; ) R +

1 Rt

)%

"+

c! : :. )% /

& ! I%

W )%

@ %

! V :

@ %

) X

"V"%

) R + R ; eXC %

+ :

$ c dA k6V Z OC$

U F: C

$ U$ C

&

c :

@ %

- G )%

"+

C N!

-"F %

!$

Z*+

) 7 (.

J

& ! :

$ D

@ %

"C (

( 1

: Z A*C

<

"% 1 + c+$

c R ;

<

"V"%

n U q XC

$ DC

&

* C

& D 0;

) 8 .(

0!,%

; D

&

)%"F % :

D

&

)%"F % :

"G V )%

U q XC c :

! D.

) X

"R X:

! D..

! V :

<

) X

"R

r XC

! D. . N!

R ; )DE %

$ u Z:

J EI ( % ; )

:

&"O U . q

:

$

!

ED U _ ( /!

@ 0 R .

D

&

)%"F % N!

,:

[! C

>"%

; v - v k 6V $

; v 0

$

)%

"C 0 I "%

&

` =%

;

"+

) 7 (

$:

); :

$

$ % )

$ Y% V A : G % )%

"+

) 9 ( .

"G S! q (?

! )%

8

"/

U q XC c :

U * % A :

Z%

$ n

! A

$ ,

! )%

& D

*1

$

% :

&

) X %

;

$

R

;

! A . )D DOC e;"C

[*

"%-

$ :

J C

>

D & V )%"F %

:

!? 1

& !

( !"G - G & ;

!

^= % +

@u .

0! *+

& IC ( !"G

) / ;

$ ( % J

+ U F% ( !"G

&

ZL %

$

* C

& D :

) % ;

d U . q A :

$

!,GC

$ Z OC

U q XC c :

@ %

$ )! ; + U R %

j )%

! A

) 8 ( . S DOC

$ !$

, w!

D )%"F % ) $

( !"G

$

&

[

& ;

$

&

)C % D%

& "%?

) :

"%

% :

&,!

0X % A :

"A ); :

^= %

!

U %

* C

& D

D $ )

)%"F % 0X : ) $ :

"q ) ;

% :

&,!

) X % - G

)%

C] :

":

0;

) 10 .(

:

$ . )%

"C : ( " . N!

0 I1 ) $

1 _

"+

k EK

<

$ , /

<! ,1

$ jX;

): ; : : j E%

0 I1

&

) $ "+

) 11 .(

0! $ O%

&

D &

)%"F % :

) L ( !"G

:

! 1 D )%"F % )*!

Z% ".

)AF%

0;

! : _ 1

"+

,* .

"% - D I%

0 =

! : c ; %

; D

: N! ( " .

$ [! C

"% :

$ [x;

( !"G (?

: ( " .

N!

$

& : ( ( R"%?

( ! 0 I "%

&

) : : :

$ D

&

)%"F % : ( " . N!

!? 1

; ) (

10 ( n " . F )%

! A A : : & V

(3)

Z* % )

) % ; , %

"A C

U q XC

: ( ! A : .

)! A

"G

$

!

&

# s%

& :

)% &$

( "C _

@F1

& F:

"%

)/ "/8 ); :

A :

: ( " . N!

."AG%

)

$ G!

"A ) 11 .(

c ; % J L )*+, :

< 8

&

& I %

& ; DC

$ ): +

* C

& D ( !"G

V "%

$ :

8

%

& C ;

&

` =%

)+ "%?

)%

+ : )*! .

c!

*

; D

&

)%"F % 0;

: "_ %

& V (?

c :

$ Z F C

& ! I%

! : : S DOC $

^O C c!

y"BR 0R

I E% 6 .

&

: K L

: J

$ ! -" . < &

&

: )*+, ) :

- ? (" $ )

)%"F % D (

)*+, -" . /

! - G ( .

c!

< $ ) OC ) "C ) % )+ "%?, %

# ; ( F+ )*+, -" . / ( ; A : 1394 0; + - G

&

)*+, ( !"G )

86 (

t? & : ) % : 93

t? & : C 94

<=:

+ & $ ! & "%? ( ; A : ) " . "%

1 I E%

. ": & A+ ; T ; : & "A

FC [

&

< $ ,: )! $ $ )! ! c IC $ % ;

$ - G q": % C ; ! C : )! " O% $ & " )! $ I E% & V : W X $ & ? j! K ; : (? )! !

: )C % D%

85 / 0 $? :

! . I E% ,:

&

& Y $

; <=: $

"

; $ )%"A. U] $

"

": ) B R U] $

17

;

"

+ )L q ) B R # $ 4

); : "% E L

01 . : #] ; U N! E L

&

;

"

U] $ 2 - 3 - 4 - 7 E L

&

^ = C ( % 0. ; $

U] "g; : 1

- 15 - 16 E L

&

)A C & *A ;

:

&

;

"

U] $ 5 - 14 E L

&

& A "C DC F8 :

&

;

"

U] $ 6 - 8 - 9 - 10 - 11 - 12 - 13 - 19 0; ":

.

` q N! &$ : !, G ? 5

V U * &

+ @ _ C & 6 A

5 N! : )

% @D1 "%

5 $

%

@ =%

1 ( G

! - . E L A s L

&

N!

20

E L

&

$ 15 E L

&

; 10 E L

&

F8 40

0; ":

.

A

&

N! U A M"AG% : : : T D% Z

;

$"

E L U A c / % ": T D% (? U]

I E% "% $ y"BR ( !"G ): ! / ":

0;

.

&

< $ ) R #"

( ": - ): Z X ) &

+ 0! . S DOC c! % ; .

Z A*C [

& %? ,1 - : U . q % ; + , ?SPSS

.

"*; & ("% ?

! + ; , ? & : .

I E% c!

)B = C )%"F % D

Concept Map

Diagnostic

0; ": Z!t ZL % Z% + :

1 - L %

&

#$

:

; : v R +$ ) v

0 )%

+ : v "G

)%

! I% S # L p + c 1 : - 1 ; : 0 ! : A U ! % ? )*!, 1 (

.

!

$ @ 1 !$

&

0 & $ @F% ) / ! % ? .

2 - L %

&

-$

: ; : 0 ! : )% "G %

! I% + 6R # L p +

&

) X < + - G )*!, 1

YV % & k I E% c dA $ 0 !

0! ; &

X I%

C ;

$ C] : # ; ( !"G

D 0 !

r": % - ? (" T ; : ) 1 & )B = C )%"F % p E% "R A : :

3 - L %

&

-";

:

"% $ ! ) 1 & )B = C

^= % ) " . u$ ) " . & F! A : .

4 - L %

&

- F8 : , )%

+ : & F

& A : , j 0 ! : )% "G )

Case-Method

(

"R A : e! + $ Z OC $ !,GC "R A :

(4)

F U R %$ ) % & * "% $ C

! .

1 )3 I E% c!

86 0 + 70

R

$ 30

$ 51

$ "%?

47

": $ .

21 0 +

( 0X : E L

&

I E% N!

)

#] ; U (

_ S1 "%

$ 79 S1 "% % _

+ .

7 : 0X ( 0 +

E L

&

$ ) 0. ;

^ = C ( % (

$ ` =% % $ ` =% _ 9

/ 27

$ S1 "% _ 1

/ 65 _ &

": S1 "% % .

5 / 39 0 +

( E L : 0X

&

; ) & *A

)A C ( _ S1 "%

$ 5 / 60 S1 "% % _

+ .

9 / 20 E L : 0X ( 0 +

&

F8

)

& A "C DC (

_ S1 "%

$ 1 / 79 S1 "% % _

+ . E L & c / % YAV

&

N!

I E%

)

#] ; U (

( !"G R

$ N! : : :$

1 / 18 ) s L

20 ( $ E L$

)

^ = C ( % 0. ; (

R ( !"G

86

/ 12

$ ( !"G 7

/ 11 ) s L 15 ( E L $

; ) )A C & *A (

R ( !"G 8

/ 8 ( !"G $

7 / 8 ) s L 10

( F8 E L$

)

& A "C DC (

R ( !"G 4

/ 35 ( !"G $ 3

/ 35 )

s L 40 (

":

. A

&

: r": % + p E% c / %

c / % U * T D% YAV E L

0; ":

.

I E% c!

^ = C ( % 0. ; &$ : [ V aE;

# A L 5 % $ #] ; U &$ : $ + ) I% >

DC $ )A C & *A

&

> # A L aE; c! & A "C

0+ ) I%

)

#$ V 1 (.

c / % YAV E L &

&

I E% N!

)

#] ; U (

( "%?

6 / 18 ( $ $ 7

/ 17 $ E L$

) 0. ;

^ = C ( % (

( "%?

6 / 12

$ ( $ 4 / 12

; E L$

) )A C & *A (

( "%?

9 / 8 $ ( $

7 / 8 F8 E L $ )

& A "C DC (

( "%?

3 / 36 $

( $ 6 / 34

":

.

&$ : ) BOC YED%

DC $ #] ; U

&

& A "C

# A L aE;

5

% &$ : $ + ) I% >

( % 0. ;

)A C & *A $ ^ = C # A L aE; c!

) I% >

+ 0;

)

#$ V 2 (.

> ?@

1 : B B C DE F ;.3 - 5; G % H4@ I JK

)

;*K -

;+

(

I E% & E L

) z % ( U I: % M"AG%

YAV

c / % df

P-value

R

^ = C ( % 0. ;

01 / 25 86

/ 12 7

/ 11 1

035

/ 0 *

#] ; U

002 / 0 1

/ 18 1

981

/ 0

)A C & *A

361 / 0 8

/ 8 7

/ 8 1

607

/ 0

& A "C DC

155 / 0 4

/ 35 3

/ 35 1

927

/ 0

P<0.05*

(5)

> ?@

2 : B B C DE F ;.3 - 5; G % J. OB

)

" 6 -

" 6 (

I E% & E L

) z % ( U I: % M"AG%

) BOC YED%

df P-value

"%?

$

^ = C ( % 0. ;

85 / 0 6

/ 12 4

/ 12 2

863

/ 0

#] ; U

13 / 17 6

/ 18 7

/ 17 2

005

/ 0 *

)A C & *A

09 / 1 9

/ 8 7

/ 8 2

447

/ 0

& A "C DC

32 / 52 3

/ 36 6

/ 34 2

05

/ 0 *

P<0.05*

56

$ % :

$ 0R + I:

U$ % & D

)%"F % :

F ? F C : oL X%

"%?

& "gC $ O%

)A { "+

* :

! ; X V AV

B )L q

& O k$

$ ...

, 1 !

0;

0 1. &

& !

& :

& D : )%"F %

< & *:

"V$ )*+, ) : $ ! -" . .

& *: ( !"G _ ( I E% c! w!

#] ; U ^ = C ( % 0. ; _ )%"F % D DC $ )A C & *A

&

0; ": 0Xs% & A "C .

)D DOC e;"C

[*

"%-

$ : J C

>

& V

D )%"F % :

!? 1

& ! ( !"G

- G & ;

!

^= % +

U F% ( !"G

&

ZL %

$

* C

& D :

) % ;

d U . q A :

$

!,GC

$ Z OC U q XC c :

@ %

$ )! ; + U R %

j )%

! A ) 8 .(

I E% 1 ! :

&

) "=A K L

. I E% c! : + J ( % y"BR %

) "=A .

S DOC

$ !$

, w!

D )%"F % ) $

( !"G

$ &

[ & ;

)

$ &

)C % D%

& "%?

) :

"%

% :

&,!

0X % A :

(

"A ); :

^= %

!

U %

* C

& D D $

)%"F % 0X

: ) $ :

"q ) ;

% :

&,!

) X % - G

)%

C] :

":

0;

) "=A #] ; U y"BR I E% c! 1 ! : ) 10 .(

: [ V I E% c!

aE; ^ = C ( % 0. ; &$

# A L 5

% $ #] ; U &$ : $ + ) I% >

DC $ )A C & *A

&

> # A L aE; c! & A "C

0+ ) I%

.

)V 1 )%"

N!

< $ X+

): GC :

! D%

C

& >

)+ "%? $ D

)%"F %

$

$ ) =;

:

&$

& !

<

( "%?

& ! G T

0 !

); + 0R

1 ! .

&

< $ (

>

) =:

)+ "%? $ D

: )%"F %

& !

<

( "%?

R

$ ( *!

0;

) 12 .(

); : c!$ !?

; D

&

)%"F %

"%

@ %

). ,

( 1

: U * %

& : n

F ?

V "%

$ );$

&

@ %

) $ 1

%

0 ! ); + T$ $

! )*+,

& ;

|! C

$ ...

(

D ;

)%"F % &

:

& :

) "=A I E% c! ( !"G _ : )

13 .(

("C

$ ( *A 1

Z OC 19 I E%

) : c!

G

; Z

D )%"F %

& >

) Xs%

@ :

(6)

v 01 BOC v )

$ v

@ : / v 1 ) 14 .(

:

I E%

&

) "=A K L .

, ) e O%

d )+ "%?

& :

( 0;

)+ "%?

:

@F%

0;

U F%

&

* C U$ f $

( !"G

$ .

: - ? (" &

D

&

)%"F % )%

"C

* C [! C )%"F %

;

"+

$

J *+

& "gC c : ZA.$

! A

$

@ %

); ; c :

! . c!

D )%

"C :

"q 0 D1"%

&, %?

* C [! C )%"F %

;

"+

$ 0! F )/ ! +

$ ( !"G 0 L

* C

& D

<! ,1 .

#7 .$7

: S DOC c! & V ( !"G )% AC ( ! & *A ( / $ : < $ & "A ( " .

!? )% ZA. : ) $ * C # A .

References

1- Assadi Nooghabi A, Zandi M, Nazari A.Farayande yadgiri va osoole amuzesh be bimar, first edition. Tehran: Boshra.2004.

2- Hadges B, Videto D. Assessment & planning health programs, Jones & Bartlett, 2005.

3- Haghani F, Chavoshi E, Valiani A, et al.

Teaching styles of teachers in basic sciences classes in Medical School of Isfahan University of Medical Sciences. Iranian Journal of Medical Education. 2011; 10 (5):943-949.

4- Talaei H, Sayyar M and Yazdani S. Clinical skill center: a review of present situation and importance in medical present situation and importance in medical education curriculum.

Journal of Medical Education. 2002: 1(4):173-6 5- Novak JD, Canas AJ. The theory underlying concept maps and how to construct them, Florida Institute for Human and Machine Cognition (IHMC), 2006.

6- Hsu l. Developing concept maps from problem – based learning scenario discussion .Journal of Advanced Nursing. 2004; 48(5): 510-18

7- Collaborative for teaching excellence: Critical thinking strategies , concept mapping . Available from;http://cord.org /txcollabnursing/on site- coceptmap.htm

8 - Hicks – Moore S . Clinical concept maps in nursing education : An effective way to link theory and practice . Nurse Education in Practice.2005; 5(6 ): 348-52

9- Hsu l, Hsien S . Concept maps as a assessment tool in a nursing course . Journal of Professional Nursing . 2005.21(3): 141-49

10- Raisa B, Boman JA. Concept mapping : A strategy for teaching and evaluation in nursing . Nurse Education . 2006, 6(4). pp : 199-206 11- Hinck SM, Webb P, Sims-Giddens S. Student learning with concept mapping of care plans in community-based education. J Prof Nurs.

2006;22:23-9.

12- Fajonyomi MG. Concept mapping student's locus of control as gender as determination of Nigerians high school student's achievement in biology. African Journals Online. 2002;2(10):

423-431.

(7)

13- Irvin NG. Can concept mapping be used to promote meaningful learning in nurse education, Journal of Advanced Nursing. 1995; 21(16):1175- 1179.

14- Horton PB, Mcconny AA, Gallo M. An investigation of the effectiveness of concept mapping as an instructional tool. Science Edu.

1993;77(1):95-111.

(8)

A Survey of Application of Basic Science Knowledge in Medical Clinical Stage by Akam Law Approach (Conceptual Map) at Golestan University of Medical

Sciences

Golsha R¹, Padash L¹, Safar Nezhad Z¹

1Golestan University of Medical Sciences, Golestan, Iran.

Corresponding Author : Golsha R, Golestan University of Medical Sciences, Golestan, Iran.

Email: [email protected]

Received:2 Apr 2016 Accepted: 24 Nov 2016 Published: 15 Jan 2017

Background and Objective: One of the main challenges facing medical education is effective and efficient clinical training that can institutionalize logical thinking, and enhance the ability to make decisions in sensitive positions in students. So the current study was performed with the aim of application of basic science knowledge in medical clinical stage by Akam law approach at Golestan University of medical sciences.

Materials and Methods: The study was descriptive – analytic and performed using census by 86 trainees and interns in infectious ward of Sayyad hospital in one year by a valid and reliable self-made questionnaire on a 5 degrees Likert scale with 85 Cronbach's alpha using Akam law. Data were collected after questionnaire completion and then were described using spss software version 16 and were analyzed with chi-square test.

Results: Research findings showed that 79 percent of participants reasoning power. 60.5 percent team collaboration, 79.1 percent upgrade capabilities were completely agreed. 7 percent of the participants regard to field time the speed of diagnosis make a comment disagree and completely disagree. in this study genus had a significant effect on time speed of diagnosis at 5 % and had no significant effects on other issues . Grade had a significant effect on reasoning power and upgrade capabilities at 5 % and had no significant effect on the time speed of diagnosis and team collaboration at this level.

Conclusion: it's too important for educators that developing thinking skills and judgment in students in Educational complex environment. Applying Akam law on conceptual map can be fill the gap between theory and practice and give basic concepts at the clinical stage.

Keywords: Akam law, Education, Medical student, Clinical period.