248
Attitudes of Pharmacy Students to Educational Conditions in Mazandaran University of Medical Sciences
Fariborz Azizi1, Samira Fazel Moghaddam1,
Mohammad Khademloo2, Somayyeh Ghorbani Gholi abad3,
Bijan Azizi4
1Student in Medicine, Student Research Committee, Mazandaran University of Medical Sciences, Sari, Iran
2 Department of Community Medicine. Health Sciences Research Center, Faculty of Medicine, Mazandaran University of Medical Sciences, Sari, Iran
3 MSc Student in Biostatistics, Student Research Committee, Mazandaran University of Medical Sciences, Sari, Iran 4 Student in Medical Engineering, Isfahan Payame Noor University, Isfahan, Iran
(Received January 9, 2013 ; Accepted March 5, 2013)
Abstract
Background and purpose: Educational institutes have different approaches to evaluate their activities. Many factors influence the teaching process thereby affecting learning process. This study investigated the attitudes of pharmacy students in Mazandaran University of Medical Sciences to current educational condition and atmosphere of learning using DREEM (Dundee ready educational environment measure) questionnaire.
Materials and methods: This descriptive cross-sectional study was performed in 88 students in 2012. The samples were randomly selected through the table of random numbers. DREEM questionnaire was used which included demographic information and 50 questions on five items (students’ perceptions of learning, Students' perceptions of teachers, Students' academic self-perceptions, Students' perceptions of atmosphere and Students' social self-perceptions) scoring 1-5 in order of desirability. The data was then analyzed using SPSS ver.18.
Results: Among the participants 97.7% (including 36.4% male and 63.6% female) completed the questionnaires. A total of 73.9% were living in university accommodations and 26.1% stayed with their families. The mean of the achieved scores in 5 items was 150.97±29.63 out of 250 for male students and 153.29±15.53 for female students. Amongst the study population 1.1% found the educational conditions highly undesirable.
Conclusion: Using different techniques such as DREEM questionnaire can help in promoting educational processes. Holding workshops and educational meetings, intimate meetings of lecturers and students, noticing to extracurricular programs like sports and entertainments could increase learning incentives of students. Lecturers also need justification workshops to identify the learning and teaching problems.
Keywords: Pharmacy, atmosphere, educational, teaching, learning
J Mazand Univ Med Sci 2013; 23(Supple 1): 2-7 (Persian).
هرود مود و ﺖﺴﻴﺑ ﻪﻣﺎﻧ هﮋﻳو 1 ﺪﻨﻔﺳا لﺎﺳ 1391 ) 240 - 242 (
نارﺪﻧزﺎﻣ ﻲﻜﺷﺰﭘ مﻮﻠﻋ هﺎﮕﺸﻧاد ﻪﻠﺠﻣ
هرود
مود و ﺖﺴﻴﺑ ،
ﻪﻣﺎﻧ هﮋﻳو 1 ﺪﻨﻔﺳا ، 1391 9
ﺎﮔﺪﻳد ﻮﺠﺸﻧاد ه
ﻳ نﺎ زﺎﺳوراد ي
هﺪﻜﺸﻧاد ﻲﺷزﻮﻣآ ﻮﺟ درﻮﻣ رد
زﺎﺳوراد ي
ﻪﺘﻓﺎﻳ ﺮﻴﻴﻐﺗ لﺪﻣ سﺎﺳا ﺮﺑ DREEM
ﺮﻓ ﻳ زﺮﺒ ﺰﻋ ﻳ ﺰ
1ي
ﻤﺳ ﻴ اﺮ مﺪﻘﻣ ﻞﺿﺎﻓ 2
ﻮﻠﻣدﺎﺧ ﺪﻤﺤﻣ 3
ﻤﺳ ﻴ ﻪ ﻧﺎﺑﺮﻗ ﻲ ﻠﻗ ﻲ
4دﺎﺑآ
ﺑﻴ نﮋ ﺰﻋ ﻳ ﺰ
5ي
هﺪﻴﻜﭼ
فﺪﻫ و ﻪﻘﺑﺎﺳ :
تﺎﺴﺳﺆﻣ ﻲﺷزﻮﻣآ ياﺮﺑ ﻲﺑﺎﻴﺷزرا ﺖﻴﻟﺎﻌﻓ يﺎﻫ دﻮﺧ زا اﺰﺑا يﺎﻫر ﻲﺗوﺎﻔﺘﻣ هدﺎﻔﺘﺳا ﻲﻣ ﺪـﻨﻨﻛ . ﻞـﻣاﻮﻋ يدﺎـﻳز رد
ﺪﻨﻳآﺮﻓ شزﻮﻣآ ﺶﻘﻧ ﺪﻧراد ﻪﻛ ﺮﻫ ﻚﻳ ﻪﺑ ﻲﻳﺎﻬﻨﺗ ﻲﻣ ﺪﻨﻧاﻮﺗ ﺮﺑ يﺮﻴﮔدﺎﻳ ﺮﻴﺛﺄﺗ ﻞﺑﺎﻗ ﻬﺟﻮﺗ ﻲ ﻪﺘﺷاد ﺪﻨﺷﺎﺑ . اﻳ ﻦ ﻪﻌﻟﺎﻄﻣ
، ﺎﺑ فﺪـﻫ ـﺳرﺮﺑ ﻲ و
ﻦﻴﻴﻌﺗ ﺖﻴﻌﺿو دﻮﺟﻮﻣ رد ﺤﻣ ﻴ ﻂ ﺎﻫ ي ﺷزﻮﻣآ ﻲ و اﺮﺷ ﻳ ﻂ ﻳ ﻫددﺎ ﻲ و ﻳ ﮔدﺎ ﻴ ﺮ ي ﻮﺠﺸﻧاد ﻳ نﺎ زﺎﺳوراد ي زا هﺎﮔﺪﻳد نﺎﻧآ رد هﺎﮕﺸﻧاد مﻮـﻠﻋ
ﻜﺷﺰﭘ ﻲ نارﺪﻧزﺎﻣ و ﺎﺑ هدﺎﻔﺘﺳا زا يﻮﮕﻟا
DREEM
مﺎﺠﻧا ﺪﺷ .
شور و داﻮﻣ ﺎﻫ
: . اﻳ ﻦ ﻪﻌﻟﺎﻄﻣ ﺻﻮﺗ ﻴ ﻔ ﻲ ﻌﻄﻘﻣ ﻲ هدﻮﺑ ﻪﻛ رد لﺎﺳ 1391 رد ﺑﻴ ﻦ 88 ﺮﻔﻧ زا ﻮﺠﺸﻧاد ﻳ نﺎ هﺪﻜـﺸﻧاد زﺎـﺳوراد ي مﺎـﺠﻧا
ﺪﺷ . شور ﻪﻧﻮﻤﻧ ﮔ ﻴ ﺮ ي ﻪﺑ ترﻮﺻ ﻓدﺎﺼﺗ ﻲ و ﺎﺑ هدﺎﻔﺘﺳا زا لوﺪﺟ داﺪـﻋا دﻮـﺑ . راﺰـﺑا ﻣ ﻪـﻌﻟﺎﻄ ﻪﻣﺎﻨـﺸﺳﺮﭘ
DREEM
دﻮـﺑ ﻪـﻛ ﻞﻤﺘـﺸﻣ ﺮـﺑ
ﻼﻃا تﺎﻋ ﻓاﺮﮔﻮﻣد ﻴ ﻚ و 50 لاﻮﺳ ﺞﻨﭘرد ﻪﻄﻴﺣ ﺤﻣ ﻴ ﻂ
،يﺮﻴﮔدﺎﻳ ﺎﺿر ﻳ ﺖ زا ﺗﺎﺳا ﻴ
،ﺪ ﺎـﻧاﻮﺗ ﻲﻳ ـﻤﻠﻋ ﻲ ﻮﺠـﺸﻧاد ﻳ
،نﺎ يﺎـﻀﻓ ﻲـﺷزﻮﻣآ و
ﻂﺑاور ﻋﺎﻤﺘﺟا ﻲ ﺎﺑ ﺖﺳﺮﻬﻓ ﻪﺟرد يﺪﻨﺑ هﺪﺷ
، زا زﺎﻴﺘﻣا ﻳ ﻚ ﺎﺗ ﺞﻨﭘ ﻪﺑ ﺐﻴﺗﺮﺗ ﺶﻳاﺰﻓا ﺖﻴﺑﻮﻠﻄﻣ ﻣ ﻲ ﺪﺷﺎﺑ . هداد ﺎﻫ ﺎﺑ مﺮـﻧ راﺰـﻓا
SPSS V18
درﻮﻣ ﺰﺠﺗ ﻳ ﻪ ﻠﺤﺗو ﻴ ﻞ رﺎﻣآ ي راﺮﻗ ﺮﮔ ﺖﻓ .
ﻪﺘﻓﺎﻳ ﺎﻫ : زا ﻣﻴ نﺎ ﻮﺠﺸﻧاد ﻳ نﺎ 7 / 97 ﺪﺻرد ﻪﺑ ترﻮﺻ ﻞﻣﺎﻛ ﻪﻣﺎﻨﺸﺳﺮﭘ ﺎـﻫ ار ﻤﻜﺗ ـﻴ ﻞ ﺪـﻧدﻮﻤﻧ . 6 / 63 ﺪـﺻرد نز و 4 / 36 ﺪـﺻرد
4 / 6 ﺪﺻرد دﺮﻣ ﺪﻧدﻮﺑ . زا اﻳ ﻦ ﻣﻴ نﺎ 9 / 73 ﺪﺻرد ﻦﻛﺎﺳ هﺎﮕﺑاﻮﺧ و 1 / 26 ﺪﺻرد ﻏ ﻴ ﺮ ﻫﺎﮕﺑاﻮﺧ ﻲ ﺪـﻧدﻮﺑ . زا ـﻓﺮﻃ ﻲ 6 / 63 ﺪـﺻرد ا داﺮـﻓ
دورو ي 1387 ﻳﺎ ﺎﭘ ﻴﻳ ﻦ ﺮﺗ و 4 / 36 ﺪﺻرد ﺮﺗﻻﺎﺑ زا دورو ي 1387 ﺪﻧدﻮﺑ . زا ﺮﺜﻛاﺪﺣ ﺘﻣا ﻴ زﺎ 250
، ﻮﻤﺠﻣ ع ﺘﻣا ﻴ تازﺎ اﺮﺑ ي نادﺮـﻣ 62 / 29
97± / 150 و اﺮﺑ ي نﺎﻧز 53 /
±15 29 / 153 ﻪﺑ ﺖﺳد ﺪﻣآ ﻪﻛ ﺎـﺑ هدﺎﻔﺘـﺳا زا نﻮـﻣزآ توﺎـﻔﺗ T
ـﻨﻌﻣ ﻲ راد ي نﺎـﺸﻧ داﺪـﻧ . 11 / 1 ﺪـﺻرد
ﻮﺠﺸﻧاد ﻳ نﺎ ﻂﻴﺤﻣ يﺎﻫ ﻲﺷزﻮﻣآ ﺴﺑ ﻴ رﺎ بﻮﻠﻄﻣﺎﻧ ﻪﺘﺴﻧاد ا ﺪﻧ .
جﺎﺘﻨﺘﺳا هدﺎﻔﺘﺳا:
زا ﻲﻳﺎﻫراﺰﺑا ﺪﻨﻧﺎﻣ
DREEM
ﻣ ﻲ ﺪﻧاﻮﺗ رد آﺮﻓ ﻳ ﺪﻨ و يﮋﺗاﺮﺘﺳا ﺮﻴﻴﻐﺗ رد
،شزﻮﻣآ ﻚـﻤﻛ يﺎـﻫ هﺪـﻧزرا يا ار
ﺎﻔﻳا ﺪﻳﺎﻤﻧ . يراﺰﮔﺮﺑ هﺎﮔرﺎﻛ ﺎﻫ و ﺖﺴﺸﻧ ﺎﻫ ي ﻲﺷزﻮﻣآ ﺖﻬﺟ ترﺎﻬﻣ يﺎﻫ ﻲﻫددﺎﻳ و يﺮﻴﮔدﺎﻳ و يﺮﻴﮔرﺎﻜﺑ ﺢﻴﺤـﺻ
لﻮـﺻا ﻲـﺣاﺮﻃ
،ﻲﺷزﻮﻣآ ﺖﺴﺸﻧ
ﻫ يﺎ ﻪﻧﺎﺘﺳود و ﻤﺻ ﻴ ﻤ ﻲ نﺎﻴﻣ ﺗﺎﺳا ﻴ ﺪ و نﺎﻳﻮﺠﺸﻧاد و
ﺗ ﻪﺟﻮ ﻪﺑ ﻟﺎﻌﻓ ـﻴ ﺖ ﺎـﻫ ي قﻮـﻓ ﻪـﻣﺎﻧﺮﺑ ﻪـﻛ ﺚـﻋﺎﺑ اﺰـﻓا ﻳ ﺶ ﮕﻧا ـﻴ هﺰ
ﻮﺠﺸﻧاد ﻳ نﺎ ﻣ ﻲ دﻮﺷ ﻣ ﻲ ﻧاﻮﺗ ﻨ ﺪ ﻚﻤﻛ هﺪﻨﻨﻛ ﺷﺎﺑ ﻨ ﺪ . هﺎﮔرﺎﻛ ﺎﻫ ي ﺟﻮﺗ ﻴ ﻬ ﻲ اﺮﺑ ي ﺗﺎﺳا ﻴ ﺪ ﻪﺑ رﻮﻈﻨﻣ ﺎﺳﺎﻨﺷ ﻲﻳ طﺎﻘﻧ ﻒﻌـﺿ رد رﺪـﺗ ﻳ ﺲ و
هدﺎﻔﺘﺳا زا تاﺮﻈﻧ ﺮﻓ ا ﮔ ﻴ ناﺮ ﺻﻮﺗ ﻴ ﻪ ﻣ ﻲ دﻮﺷ .
يﺎﻫ هژاو يﺪﻴﻠﻛ
: زﺎﺳوراد ي
، ﺤﻣ ﻴ ﻂ ﺎﻫ ي ﺷزﻮﻣآ ﻲ
، ﻳ ﻫددﺎ ﻲ
، ﻳ ﮔدﺎ ﻴ ﺮ ي
ﻪﻣﺪﻘﻣ
دﻮﺧ يﺎﻫ ﺖﻴﻟﺎﻌﻓ ﻲﺑﺎﻴﺷزرا ياﺮﺑ ﻲﺷزﻮﻣآ تﺎﺴﺳﺆﻣ ﺪﻨﻨﻛ ﻲﻣ هدﺎﻔﺘﺳا ﻲﺗوﺎﻔﺘﻣ يﺎﻫراﺰﺑا زا .
رد يدﺎـﻳز ﻞـﻣاﻮﻋ ﺪﻨﻧاﻮﺗ ﻲﻣ ﻲﻳﺎﻬﻨﺗ ﻪﺑ ﻚﻳ ﺮﻫ ﻪﻛ ﺪﻧراد ﺶﻘﻧ شزﻮﻣآ ﺪﻨﻳآﺮﻓ
ﻴﺛﺄﺗ يﺮﻴﮔدﺎﻳ ﺮﺑ ـ
ﺘﺷاد ﺮ ـ ﻨﺷﺎﺑ ﻪ ـ ﺪ . ﻴﻣ زا ـ نﺎ ناﻮﺗ ﻲﻣ ﺑـ ﻪ
ﻣ ﺆ ﻒﻟ لﻮﺌﺴﻣ : مﺪﻘﻣ ﻞﺿﺎﻓ اﺮﻴﻤﺳ -
يرﺎﺳ : ﺮﺘﻣﻮﻠﻴﻛ 18 ﻢﻈﻋا ﺮﺒﻣﺎﻴﭘ ﻲﻫﺎﮕﺸﻧاد ﻊﻤﺘﺠﻣ ،دﺎﺑآ رﺰﺧ هدﺎﺟ -
هﺪﻜﺸﻧاد ﻲﻜﺷﺰﭘ E-mail: sfazel1988@yahoo.com
1 . ﻮﺠﺸﻧاد ي ﻜﺷﺰﭘ ﻲ
، ﻤﻛ ﻴ ﻪﺘ ﻘﺤﺗ ﻴ تﺎﻘ ﺸﻧاد ﺠ ﻮ ﻲﻳ
، ﻜﺷﺰﭘ مﻮﻠﻋ هﺎﮕﺸﻧاد ﻲ
نارﺪﻧزﺎﻣ ناﺮﻳا ،يرﺎﺳ ،
2 . هوﺮﮔ ﻜﺷﺰﭘ ﻲ ﺟا ﻋﺎﻤﺘ ﻲ
،
،ﻲﻜﺷﺰﭘ هﺪﻜﺸﻧاد ،ﻲﺘﺷاﺪﻬﺑ مﻮﻠﻋ تﺎﻘﻴﻘﺤﺗ ﺰﻛﺮﻣ ﻜﺷﺰﭘ مﻮﻠﻋ هﺎﮕﺸﻧاد
ﻲ نارﺪﻧزﺎﻣ ناﺮﻳا ،يرﺎﺳ ،
3 . ﻮﺠﺸﻧاد ي ز رﺎﻣآ ﻳ ﺘﺴ ﻲ
، ﻤﻛ ﻴ ﻪﺘ ﻘﺤﺗ ﻴ تﺎﻘ ﻮﭽﺸﻧاد ﻲﻳ ﻜﺷﺰﭘ مﻮﻠﻋ هﺎﮕﺸﻧاد ﻲ
نارﺪﻧزﺎﻣ ناﺮﻳا ،يرﺎﺳ ،
4 . ﻮﺠﺸﻧاد ي ﺳﺪﻨﻬﻣ ﻲ ﻜﺷﺰﭘ ﻲ
، ﭘ هﺎﮕﺸﻧاد ﻴ مﺎ نﺎﻬﻔﺻا رﻮﻧ ناﺮﻳا ،نﺎﻬﻔﺻا ،
ﺖﻓﺎﻳرد ﺦﻳرﺎﺗ :
20 / 10 / 1391 تﺎﺣﻼﺻا ﺖﻬﺟ عﺎﺟرا ﺦﻳرﺎﺗ :
8 / 11 / 1391 ﺐﻳﻮﺼﺗ ﺦﻳرﺎﺗ :
15 / 12 / 1391
نارﺪﻧزﺎﻣ ﻲﻜﺷﺰﭘ مﻮﻠﻋ هﺎﮕﺸﻧاد ﻪﻠﺠﻣ
هرود
مود و ﺖﺴﻴﺑ ،
ﻪﻣﺎﻧ هﮋﻳو 1 ﺪﻨﻔﺳا ، 1391
ﻢﻠﻌﻣ ﺖـﺳا ﻲﺳﺎﺳا ﻞﻣﺎﻋ هرﺎـﺷا ﻲﻧﺎـﺴﻧا ﻞـﻣﺎﻋ ناﻮـﻨﻋ ﻪـﺑ
دﺮــﻛ . ﻢــﻬﻣ ﺎــﻣا ﻪــﻤﻫ زا ﺮــﺗ
، ﺮــﺑ ﻢﻛﺎــﺣ يﺎــﻀﻓ و ﻂﻴــﺤﻣ
ﺖﺳا يﺮﻴﮔدﺎﻳ
) 1
.(
لﺎـﺣ ﺎﻳ ﻲﺷزﻮﻣآ ﻂﻴﺤﻣ ،ﻒﻳﺮﻌﺗ ﺮﺑاﺮﺑ
يﺮﻴﮔدﺎﻳ ياﻮﻫ و
، دﻮﺧ ﺖـﺳا ﻲـﺳرد ﻪـﻣﺎﻧﺮﺑ زا يﺮﻫﺎـﻈﺗ
ﻪــﺻﺮﻋ و هﺪﻜــﺸﻧاد ﻂﻴــﺤﻣ ﺮــﺑ ﻪــﻣﺎﻧﺮﺑ حور ﻪــﻟﺰﻨﻣ ﻪــﺑ ﻪــﻛ ﺖﺳا يرﺎﺟ شزﻮﻣآ
) 2
. (
ﻞـﻣﺎﻌﺗ ار يﺮﻴﮔدﺎﻳ ﺮﮔا ﻊﻗاو رد
نآ رد ﻪــﻛ ﻢﻴﻧاﺪــﺑ ﻮﺠــﺸﻧاد و دﺎﺘــﺳا
، ﻪــﺳ رد رﺎــﺘﻓر ﺮــﻴﻴﻐﺗ
ـﺑ ﻲـﻠﻤﻋ ترﺎـﻬﻣ و شﺮﮕﻧ ،ﺶﻧاد ﻪﻄﻴﺣ ﻪ
ًﺎﺘﺒـﺴﻧ ترﻮـﺻ
ﺮﻴﭘ ﻂﻴـﺤﻣ كرد ﺎـﺑ ﻮﺠـﺸﻧاد دﻮـﺷ ﻲﻣ دﺎﺠﻳا راﺪﻳﺎﭘ نﻮـﻣا
ﻲـﻣ ﻢﻴـﻈﻨﺗ ار يﺮﻴﮔدﺎﻳ و هﺰﻴﮕﻧا دﻮﺧ ﺪـﻨﻛ
) 3
ﻪـﻌﻟﺎﻄﻣ رد(
Cleary)
،(
ﻲـﺷزﻮﻣآ تﺎﺴﺳﺆﻣ رد ﺖﻴﻔﻴﻛ يﺎﻫﺮﮕﻧﺎﺸﻧ ﻪﺑ
،
لﺎــﺒﻗ رد يﺮﻳﺬــﭘ ﺖﻴﻟﺆــﺴﻣ يﺮــﻴﮔ هزاﺪــﻧا رﻮــﻈﻨﻣ ﻪــﺑ ﺖﺳا هﺪﺷ هرﺎﺷا نﺎﻳﻮﺠﺸﻧاد
) 4
.(
ﻪﻴﺻﻮﺗ ﻪﺑIowa
درﻮﺑ يﺎﻫ
ﻲـﺷزﻮﻣآ ﻮﺟ ﻚﻳ يﺎﻫﺮﮕﻧﺎﺸﻧ و اوﻮﻳآ هﺎﮕﺸﻧاد ﻲﺷزﻮﻣآ آ ﻪــﺴﺳﺆﻣ رد ﺖــﺒﺜﻣ ﺖــﺳا هدﺮــﻛ هرﺎــﺷا ﻲــﺷزﻮﻣ
) 5
.(
رد
هﺪـﺷ هرﺎـﺷا ﻲـﺷزﻮﻣآ ﻮـﺟ ﻦـﻳا ﻪـﺑ ﺰﻴﻧ ﻲﻨﻴﻟﺎﺑ يﺎﻫ ﻪﺻﺮﻋ رد ﺐﺳﺎﻨﺗ و هﺰﻴﮕﻧا ،ﻮﮕﻟا ناﻮﻨﻋ ﻪﺑ ﻢﻠﻌﻣ ﺶﻘﻧ ﺮﺑ ﻪﻛ ﺖﺳا دﻮﺷ ﻲﻣ ﺪﻴﻛﺄﺗ يﺮﻴﮔدﺎﻳ داﻮﻣ و ﻂﻴﺤﻣ
) 6
.(
هﺰــﻴﮕﻧا ﺎــﺑ ﻲــﺷزﻮﻣآ تﺎــﺴﺳﺆﻣ رد ﻲﻧﺎــﺴﻧا يﺎــﻫ
مﺎﻧ ﻪﺑ ﻲﻳﺎﻫ ﻪﻣﺎﻨﺸﺳﺮﭘ
learning climate questionnaire
و هﺪﻴﺠﻨــﺳ يﺮﻴﮔدﺎــﻳ ياﻮــﻫ و لﺎــﺣ ﻦﺘﻓﺮــﮔ ﺮــﻈﻧ رد ﺎــﺑ
ﻲﻣ دﻮﺷ
) 7
.(
ﻲـﺷزﻮﻣآ ﻂﻴـﺤﻣ ﺶﺠﻨـﺳ سﺎـﻴﻘﻣ يﻮﮕﻟا رد
لﺎــﺳ رد ﻪــﻛ هﺎﮕــﺸﻧاد و هﺪﻜــﺸﻧاد 1963
،ﺪــﺷ حﺮــﻄﻣ
CUES
و بدا ،ﻲﻫوﮋﭘ ﺶﻧاد ﻞﻴﻬﺴﺗ ،ﻂﻴﺤﻣ ندﻮﺑ ﻪﻧﺎﺘﺳود1
ماﺮﺘﺣا و
ﻲﻋﺎـﻤﺘﺟا يﺮﻳﺬـﭘ ﺖﻴﻟﺆـﺴﻣ دﺎﺠﻳا
، دﺎـﻌﺑا ﻪـﻠﻤﺟ زا
هزاﺪﻧا يﺮﻴﮔ دﻮﺑ .
ـﻫﻮﮕﻟا زا ﻲـﻜﻳ ﻲـﻤﻛ يﺮـﻴﮔ هزاﺪـﻧا يﺎ
شزﻮﻣآ ﺮﺑ ﻢﻛﺎﺣ يﺎﻀﻓ و ﻂﻴﺤﻣ
، نازﻮـﺳ ﺮـﺘﻛد ﻂـﺳﻮﺗ
مﺎـﻧ ﻪـﺑ ﺪﻨﻠﺗﺎﻜﺳا رد يﺪﻧاد هﺎﮕﺸﻧاد رد فار
2DREEM
و ﻲـﺳرد ﻪـﻣﺎﻧﺮﺑ تﻼﻜـﺸﻣ ﺺﻴﺨـﺸﺗ ياﺮﺑ ﻪﻛ هﺪﺷ ﻪﺋارا ﻂﻴـﺤﻣ توﺎـﻔﺗ ﻲﻳﺎﺳﺎﻨﺷ ﺰﻴﻧ و شزﻮﻣآ رد ﺮﻴﻴﻐﺗ ﻲﺸﺨﺑﺮﺛا ﻲﻣ رﺎﻛ ﻪﺑ بﻮﻠﻄﻣ ﻂﻴﺤﻣ ﺎﺑ ﻲﻌﻗاو دور
) 1
.(
ﺎـــــﻣراو ﻪـــــﻌﻟﺎﻄﻣ رد ﻪـــــﺑ ﻪـــــﻛ ﺶﻧارﺎـــــﻜﻤﻫ و
1- college university environment scale 2- Dundee ready educational environment measure
رﻮﻈﻨﻣ هرود رد نﺎـﻧز ﻲـﺳرد ﻪـﻣﺎﻧﺮﺑ ﺮـﻴﻴﻐﺗ ﺮﻴﺛﺄـﺗ ﻲـﺳرﺮﺑ ﺖﻓﺮﮔ ترﻮﺻ ﻲﺷزﻮﻣآ ﻮﺟ ﻦﻴﻴﻌﺗ ياﺮﺑ ﻲﻣﻮﻤﻋ ﻲﻜﺷﺰﭘ
ﻳﻮــﮕﻟا زا ﻲ و ﺪــﺷ هدﺎﻔﺘــﺳا ﻒــﻠﺘﺨﻣ يﺎــﻫ نﺎﺘــﺳرﺎﻤﻴﺑ رد
ﻦﻳا زا هدﺎﻔﺘﺳا بﺎﺑ رد ﺮﺘﺸﻴﺑ ﺶﻫوﮋﭘ موﺰﻟ ﺮﺑ ﺪﻴﻛﺄﺗ ﻦﻤﺿ
ًﺎﺘﺒـﺴﻧ ﺖﻴﻌـﺿو رد نﺎﺘـﺳرﺎﻤﻴﺑ ﺮﻫ ﻲﺷزﻮﻣآ ﻮﺟ هﺮﻤﻧ ﻮﮕﻟا ﺪﺷ ﻪﺒﺳﺎﺤﻣ بﻮﻠﻄﻣ
) 1
.(
ﻤﻫ و نﻮﻳرﺎﭘ ﻢﻴﭘ ﻪﻌﻟﺎﻄﻣ رد نارﺎﻜ
ﻪـﺘﻓﺎﻳ ﺮـﻴﻴﻐﺗ يﻮـﮕﻟا زا ﺰﻴﻧ
DREEM
هزاﺪـﻧا ياﺮـﺑ يﺮـﻴﮔ
تاﺮــﻈﻧ نآ رد ﻪــﻛ ﺪــﺷ هدﺎﻔﺘــﺳا ﻲــﺷزﻮﻣآ ﻮــﺟ ﻲــﻤﻛ رد يرﺎﺘﺳﺮﭘ ﻲﻨﻴﻟﺎﺑ نﺎﻳﻮﺠﺸﻧاد
ﺎـﺑ ﻪـﻄﺑار و ﻲـﺷزﻮﻣآ ﻮـﺟ
ﻲﻠﻴﺼﺤﺗ ﺖﻓﺮﺸﻴﭘ ﺎﺑ نآ طﺎﺒﺗرا ﺖـﻓﺮﮔ راﺮﻗ ﻲﺳرﺮﺑ درﻮﻣ
ﻲﺷزﻮﻣآ ﻮﺟ نآ رد ﻪﻛ هﺪـﺷ شراﺰﮔ بﻮﻠﻄﻣ
ﺖـﺳا (
) 8
.(
ا ﻪﻌﻟﺎﻄﻣ رد ﻦﻴﻨﭽﻤﻫ ي
، ﻲﻤﻀﺤﻟا نﺎﺘﺴﺑﺮﻋ رد
، زا هدﺎﻔﺘﺳا ﺎﺑ
يﻮﮕﻟا
DREEM
ﻤﻛ يﺮﻴﮔ هزاﺪﻧا ﻪﺑ ﻲ
ﻪﺘﺧادﺮﭘ ﻲﺷزﻮﻣآ
،ﻲﺷزﻮﻣآ ﻮﺟ ﻞﻛ هﺮﻤﻧ ﻪﺒﺳﺎﺤﻣ ﻦﻤﺿ و ياﺮـﺑ ار ﻮـﮕﻟا ﻦﻳا
ﻲﻨﻴﻟﺎـﺑ يﺎـﻫ ﺶـﺨﺑ رد ﺖـﻴﻔﻴﻛ ﺶﺠﻨـﺳ و يﺮـﻴﮔ هزاﺪﻧا ﺖــﺳا هداد راﺮــﻗ ﺪــﻴﻛﺄﺗ درﻮــﻣ
) 9
.(
ا ــﻳ ﻦ ــﻌﻟﺎﻄﻣ فﺪــﻫ ﺎــﺑ ﻪ
ﺳرﺮﺑ ﻲ ﺤﻣ دﻮﺟﻮﻣ ﺖﻴﻌﺿو ﻦﻴﻴﻌﺗ و ﻴ
ﻂ ﺎـﻫ ي ـﺷزﻮﻣآ ﻲ و
اﺮـــﺷ ﻳ ﻂ ـــﻳ ﻫددﺎ ﻲ و ـــﻳ ﮔدﺎ ﻴ ﺮ ي د زا ـــﻳ هﺎﮔﺪ ﻮﺠـــﺸﻧاد ﻳ نﺎ
زﺎﺳوراد ي ﻜﺷﺰﭘ مﻮﻠﻋ هﺎﮕﺸﻧاد ﻲ
زا هدﺎﻔﺘـﺳا ﺎـﺑ نارﺪﻧزﺎﻣ
يﻮﮕﻟا
DREEM
ﺪﺷ مﺎﺠﻧا ﺖﺳا ه
.
و داﻮﻣ شور
ﺎﻫ
ـﺻﻮﺗ ﻪـﻌﻟﺎﻄﻣ ﻪﻌﻟﺎﻄﻣ ﻦﻳا ﻴ
ﻔ ﻲ - ﻲـﻌﻄﻘﻣ ﻪـﻛ هدﻮـﺑ رد
لﺎــﺳ 1391 ﺪــﺷ مﺎــﺠﻧا و
ا ﺎــﺑ راﺰــﺑا زا هدﺎﻔﺘــﺳ دراﺪﻧﺎﺘــﺳا
DREEM
ﻮﺠــﺸﻧاد هﺎﮔﺪــﻳد ﻳ
نﺎ زﺎــﺳوراد هﺪﻜــﺸﻧاد ي
رد
ــﺤﻣ ﺎــﺑ طﺎــﺒﺗرا ﻴ
ﻂ ﺎــﻫ ي ــﺷزﻮﻣآ ﻲ اﺮــﺷ و ﻳ ﻂ ــﻳ ﻫددﺎ ﻲ و
ﻳ ﮔدﺎ ﻴ ﺮ ي
ﺖـﻓﺮﮔ راﺮـﻗ ﻲـﺳرﺮﺑ درﻮـﻣ و
ـﺸﻫوﮋﭘ رد ﻲ
رد
ﺠﻨﺳ رﺎﺒﺘﻋا درﻮﻣ سﺎﺒﻋرﺪﻨﺑ ﻲ
ﻗ راﺮ ﺖﺳا ﻪﺘﻓﺮﮔ .
ﻪﻣﺎﻨﺸﺳﺮﭘ
اﺮـﺷ ﻪـﺑ ﻪـﺟﻮﺗ ﺎﺑ ﻳ
ﻂ ﻣﻮـﺑ ﻲ
، ﻐﺗ درﻮـﻣ ـﻴﻴ تاﺮ راﺮـﻗ كﺪـﻧا
ﻓﺮﮔ ﻪـﻌﻟﺎﻄﻣ ﻚـﻳ رد ﻪﻣﺎﻨـﺸﺳﺮﭘ ﻲﻧورد تﺎﺒﺛ ﻲﻳﺎﻳﺎﭘ و ﺖ
ﮕﺘـﺴﺒﻤﻫ ﺐﻳﺮﺿ ﻪﺒﺳﺎﺤﻣ ﺎﺑ ،ﻲﺸﻳﺎﻣزآ ﻲ
خﺎـﺒﻧوﺮﻛ يﺎـﻔﻟآ
88 / 0
ﺪـﻣآ ﺖـﺳد ﻪﺑ .
ـﻠﻛ ﺖﻤـﺴﻗ ود ﻞﻣﺎـﺷ ﻪﻣﺎﻨـﺸﺳﺮﭘ ﻲ
اد ﻪﻠﺠﻣ نارﺪﻧزﺎﻣ ﻲﻜﺷﺰﭘ مﻮﻠﻋ هﺎﮕﺸﻧ
هرود
مود و ﺖﺴﻴﺑ ،
ﻪﻣﺎﻧ هﮋﻳو 1 ﺪﻨﻔﺳا ، 1391
ﻓاﺮﮔﻮﻣد تﺎﺼﺨﺸﻣ ﻴ
ﻚ ﻠـﺻا تﻻاﻮﺳ و ﻲ
دﻮـﺑ ﺶﻫوﮋـﭘ .
تﻻاﻮﺳ ﻠﺻا ﻲ رد ـﺤﻣ كرد ﻪﻄﻴﺣ ﺞﻨﭘ ﻴ
ﻂ يﺮﻴﮔدﺎـﻳ ) 12
لاﻮﺳ ( ﺗﺎﺳا ، ﻴ ﺪ ) 11 لاﻮﺳ (
، ﺎﻧاﻮﺗ ﻲﻳ ﻤﻠﻋ ﻲ ﻮﺠـﺸﻧاد ﻳ نﺎ ) 8
لاﻮﺳ ( ﻲﺷزﻮﻣآ يﺎﻀﻓ ، )
12 لاﻮـﺳ (
ﻋﺎـﻤﺘﺟا ﻂـﺑاور و ﻲ
) 7 لاﻮﺳ ( رد ﻪـﻛ دﻮﺑ ﺐـﻟﺎﻗ
50 ﻪـﺟرد ﺖـﺳﺮﻬﻓ ﺎـﺑ لاﺆـﺳ
زﺎﻴﺘﻣا زا هﺪﺷ يﺪﻨﺑ 1
ﺎﺗ 5 دﻮﺑ ﺖﻴﺑﻮﻠﻄﻣ ﺶﻳاﺰﻓا ﺐﻴﺗﺮﺗ ﻪﺑ
) 5 اﺮﺑ ي ،ﻖﻓاﻮﻣ ﻼﻣﺎﻛ 4
اﺮﺑ ي ﻣ
،ﻖﻓاﻮ 3 اﺮﺑ ي
،ﺮـﻈﻧ نوﺪـﺑ 2
اﺮﺑ ي و ﻒﻟﺎﺨﻣ 1
اﺮـﺑ ي
ًﻼﻣﺎـﻛ ﻒﻟﺎـﺨﻣ .(
ﺮﺜﻛاﺪـﺣ هﺮـﻤﻧ
ﺘـﺳد ﻞﺑﺎﻗ ﻴ ﺑﺎ ﻲ 250
ﺘﻣا دﻮـﺑ هﺮـﻤﻧ ـﻴ
تازﺎ ـﻠﻛ ﻲ رﻮـﻈﻨﻣ ﻪـﺑ
ﺴﺑ ﻪﺟرد رﺎﻬﭼ ﻪﺑ رﺎﻛ ﺖﻟﻮﻬﺳ ﻴ
رﺎ بﻮﻠﻄﻣ ) 200 ﺮﺗﻻﺎﺑ و ( ،
بﻮــﻠﻄﻣ ) زا 150 ﺎــﺗ 200 ( بﻮﻠﻄﻣﺎــﻧ ، )
زا 100 ﺎــﺗ 150 ( و
ـــﺴﺑ ﻴ رﺎ بﻮﻠﻄﻣﺎـــﻧ )
زا 50 ﺎـــﺗ 100 ( ـــﺴﻘﺗ ﻴ ﻢ ﺪـــﺷ . ا اﺪـــﺘﺑ
سﻼﻛ رد رﻮﻀﺣ ﺎﺑ ناﺮﮕﺸﻫوﮋﭘ ﺎـﻫ
ي سرد
، ﻮﺠـﺸﻧاد ﻳ نﺎ
ﻓﺎﻛ تﺪﻣ ﻪﺑ ار ﻲ
ﺪـﻧدﺮﻛ ﺎﻨـﺷآ ﻪـﻌﻟﺎﻄﻣ فاﺪﻫا ﺎﺑ
، ﺲﭙـﺳ
ــﺑ رد ﺎـﻫ ﻪﻣﺎﻨـﺸﺳﺮﭘ ﻴ
ﻦ ﻮﺠـﺸﻧاد ﻳ نﺎ هﺪـﺷ بﺎــﺨﺘﻧا
، زﻮﺗ ــﻳ ﻊ
ﻤﻜﺗ ﻪﺑ ماﺪﻗا نﺎﻧآ و ﻪﺘﺸﮔ ﻴ
ﻞ نآ ندﻮﻤﻧ ﺪﻧدﺮﻛ ﺎﻫ
. زا ﺲـﭘ
ﺎﻫ هداد ، ﺎﻫ ﻪﻣﺎﻨﺸﺳﺮﭘ يروآ ﻊﻤﺟ ي
دورو زا ﺲﭘ ﻞﺻﺎﺣ
راﺰﻓا مﺮﻧ ﻪﺑ ﻪﺨﺴﻧSPSS
18 ـﺻﻮﺗ رﺎﻣآ زا هدﺎﻔﺘﺳاﺎﺑ و ﻴ
ﻔ ﻲ
ﻟﺎــﻧآ درﻮــﻣ ﻴ
ﺰ و ﺖــﻓﺮﮔ راﺮــﻗ ﺎﻘﻣ رﻮــﻈﻨﻣ ﻪــﺑ
ﻳ ﻪــﺴ ﻣ ــﻴ ﮕﻧﺎ ﻴ ﻦ
ﻐﺘﻣ ﻴ ﺎﻫﺮ ي ﺮﻈﻧ درﻮﻣ
،
رﺎـﻣآ نﻮـﻣزآ زا tي
و ﺪـﺷ هدﺎﻔﺘـﺳا
05 / 0
>
ﺪﺷ ﻪﺘﻓﺮﮔ ﺮﻈﻧ رد يراد ﻲﻨﻌﻣ ﺢﻄﺳ ناﻮﻨﻋ ﻪﺑP
.
ﻪﺘﻓﺎﻳ ﺎﻫ ﺚﺤﺑ و
ﺑ زا ﻴ ﻦ 88 ﺑ رد ﺎﻫ ﻪﻣﺎﻨﺸﺳﺮﭘ ﻪﻛ ﻮﺠﺸﻧاد ﺮﻔﻧ ﻴ
ﻦ نﺎﻧآ
زﻮﺗ ﻳ ﻊ ﺪﺷ
، 7 / 7 ﺪﺻرد ) 86 ﺮﻔﻧ ( ﻞـﻣﺎﻛ ترﻮـﺻ ﻪﺑ داﺮﻓا
ﻤﻜﺗ ار ﺎﻫ ﻪﻣﺎﻨﺸﺳﺮﭘ ـﻴ
ﻞ ﻧ ﺪـﻧدﻮﻤ . 6 / 63 ﺪـﺻرد ) 56 ﺮـﻔﻧ (
و نز 4 / 36 ﺪــﺻرد ) 32 ﺮــﻔﻧ ( ﺪــﻧدﻮﺑ دﺮــﻣ .
ا زا ــﻳ ﻦ ﻣ ــﻴ نﺎ
9 / 73 ﺪﺻرد ) 65 ﺮﻔﻧ ( و هﺎـﮕﺑاﻮﺧ ﻦﻛﺎـﺳ 1
/ 26 ﺪـﺻرد
) 23 ﺮﻔﻧ ( ﻏ ﻴ ﺮ ﻫﺎﮕﺑاﻮﺧ ﻲ ﺪـﻧدﻮﺑ . ﺘﻣا ﺮﺜﻛاﺪـﺣ زا ـﻴ
زﺎ 250
ﺣ ﺞﻨﭘ رد ﻴ
،ﻪﻄ ﻣﻴ ﮕﻧﺎ ﻴ ﻦ ﺘﻣا عﻮـﻤﺠﻣ ـﻴ
تازﺎ اﺮـﺑ ي نادﺮـﻣ
62 /
±29 97 / 150 و ياﺮــﺑ نﺎــﻧز 53 /
±15 29 / 153 ﻪــﺑ
ﺖﺳد ﺪﻣآ ﻪﻛ ﺎﺑ هدﺎﻔﺘﺳا زا نﻮﻣزآ ﻨﻌﻣ توﺎﻔﺗt
ﻲ راد ي
داﺪــﻧ نﺎــﺸﻧ .
1 / 1 ﺪــﺻرد ) 1 ﺮــﻔﻧ ( اﺮــﺷ داﺮــﻓا ﻳ
ﻂ ــﻠﻛ ﻲ
ﺤﻣ ﻴ ﻂ ﺎﻫ ي ﺷزﻮﻣآ ﻲ ﺴﺑ ار ﻴ رﺎ ،بﻮﻠﻄﻣ 1 / 51 ﺪﺻرد ) 45 ﺮﻔﻧ
( داﺮـﻓا ار ﻂﻳاﺮـﺷ ،بﻮـﻠﻄﻣ
6 / 46 ﺪـﺻرد ) 41 ﺮـﻔﻧ (
و بﻮﻠﻄﻣﺎﻧ داﺮﻓا 1
/ 1 ﺪﺻرد ) 1 ﺮﻔﻧ ( ﻮﺠﺸﻧاد ﻳ نﺎ ﻂﻴـﺤﻣ
ار ﻲﺷزﻮﻣآ يﺎﻫ ﺴﺑ
ﻴ رﺎ ﺎﻧ ﺪﻧا ﻪﺘﺴﻧاد بﻮﻠﻄﻣ .
ﻪـﺑ ﻪـﺟﻮﺗ ﺎﺑ
ﺘﻣا ــﻴ تازﺎ ــﻠﻛ ﻲ
ﻮﺠــﺸﻧاد شﺮــﮕﻧ هﺪــﻣآ ﺖــﺳد ﻪــﺑ ﻳ
نﺎ
زﺎﺳوراد ي
ﻜـﺷﺰﭘ مﻮـﻠﻋ هﺎﮕﺸﻧاد ﻲ
ﻪـﺑ ﺖﺒـﺴﻧ نارﺪـﻧزﺎﻣ
ﺤﻣ ﻴ ﻂ ﺎﻫ ي ﺷزﻮﻣآ ﻲ اﺮـﺷ و ﻳ ﻂ ـﻳ ﻫددﺎ ﻲ و ـﻳ ﮔدﺎ ﻴ ﺮ ي رد
ﻌــﺿو ﻴﺘ ﻲ بﻮــﻠﻄﻣ ﺎﺘﺒــﺴﻧ ﺎــﺗ بﻮﻠﻄﻣﺎــﻧ ﺪــﺷﺎﺑ ﻲــﻣ
ا و ــﻳ ﻦ
ﺘﻣا ﻴ تازﺎ ﺎﻘﻣ رد ﻳ ﻪﺴ
ﺎـﺳ رد هﺪـﻣآ ﺖـﺳد ﻪـﺑ تاﺮـﻤﻧ ﺎﺑ ﻳ
ﺮ
ﺎﻌﻟﺎﻄﻣ ﻪﺑﺎﺸﻣ ت
،
ًﺎﺘﺒﺴﻧ ﻢﻛ ﺖﺳا ﺮﺗ . اﺮﺑ ي لﺎﺜﻣ
، ﻪﻌﻟﺎﻄﻣ رد
ﻫﺎﺸﺑﺮﻋ ﺮﺘﻛد ﻲ
ﻜـﺷﺰﭘ مﻮـﻠﻋ هﺎﮕـﺸﻧاد رد نارﺎﻜﻤﻫ و ﻲ
اﻳ ناﺮ
، ﻣ ﻂﺳﻮﺘﻣ ﻴ ﮕﻧﺎ ﻴ ﻦ ﺣ ﺞﻨﭘ رد هﺪﻣآ ﺖﺳد ﻪﺑ هﺮﻤﻧ ﻴ
ﻪﻄ
ﻒﻠﺘﺨﻣ 6 / 140 زا 200 ﻘﻣ رد ﻪﻛ ﺪﻣآ ﺖﺳد ﻪﺑ هﺮﻤﻧ ﻴ
سﺎ
ﺘﻣا ــﻴ تازﺎ ﺎــﻣ ﻪــﻌﻟﺎﻄﻣ رد 75
/ 175 عﻮــﻤﺠﻣ زا 250
هﺮــﻤﻧ
ﺎﻘﻣ رد و ﺖﺳا ﻳ
ﻪﺴ ﺎﺑ ﻣﻴ ﮕﻧﺎ ﻴ ﻦ ﺎـﻣ ﻪـﻌﻟﺎﻄﻣ هﺮﻤﻧ )
13 / 152 (
ﻬﺟﻮﺗ ﻞﺑﺎﻗ رﻮﻃ ﻪﺑ ﻲ
ﺖﺳا ﺮﺗﻻﺎﺑ
) 1
.(
اﻳ ﻦ ﻪـﺑ ﻪﺟﻮﺗ ﺎﺑ ﻪﺘﻜﻧ
ﺑ تﺎﻧﺎﻜﻣا ﻴ ﺶ ﺮﺗ
هﺎﮕـﺸﻧاد ﺮـﺘﻬﺑ و ﺎـﻫ
ي ﺗ ـﻴ ﭗ ـﻳ ﻚ ﻞـﺑﺎﻗ
ﻣ و ﺖﺳا رﺎﻈﺘﻧا ﻲ
ا ناﻮﺗ ﻳ ﻦ ﺘﻧ رﻮﻃ ﻴ ﻪﺠ اﺮﺷ ﻪﻛ ﺖﻓﺮﮔ ﻳ
ﻂ
ﺤﻣ ﻴ ﻂ ﺎﻫ ي ﻳ ﮔدﺎ ﻴ ﺮ ي و ﻳ دﺎ ـﻫد ﻲ ـﺸﻧاد رد هﺎﮕ ﺎـﻫ ي ﺗ ـﻴ ﭗ
ﻳ ﻚ هﺎﮕﺸﻧاد ﻪﺑ ﺖﺒﺴﻧ ﺎﻫ
ي ﺗﻴ ﭗ ود ﺖﺳا ﺮﺘﻬﺑ . ﻪـﺟﻮﺗ ﺎـﺑ
ا ﻪﺑ ﻳ ﻦ ﻪﻛ رﺎﻣآ ظﺎﺤﻟ زا ي
ﻨﻌﻣ توﺎﻔﺗ ﻲ
راد ي تاﺮـﻤﻧ رد
اﺮـﺑ هﺪﻣآ ﺖﺳد ﻪﺑ ي
ﻧ ﺖـﺳد ﻪـﺑ ناﺮـﺴﭘ و ناﺮـﺘﺧد ﻴ
ﺪـﻣﺎ
ﻣ ﻲ ﺘﻧ ناﻮﺗ ﻴ ﻪﺠ ﺴﻨﺟ ﺖﻓﺮﮔ ﻴ
ﺖ
د ﻪـﺑ ﺖﺒـﺴﻧ ﻳ
ﺮـﮕ ﻐﺘﻣ ﻴ ﺎـﻫﺮ
ﻤﻫا ﻴ ﺖ ﻢﻛ ﺮﺗ ي ﻌﺗ رد ﻴﻴ ﻦ ﻧﻴ زﺎ ﺳﺮﺘﺳد و ﺎﻫ ﻲ
تﺎـﻧﺎﻜﻣا ﻪـﺑ
ﺷزﻮﻣآ ﻲ اد در ﻟﻮﺌﺴﻣ و ﻴ ﻦ ﺎﺑ ﻳ ﺪ ار دﻮـﺧ ﺰﻛﺮﻤﺗ ﺮﺘـﺸﻴﺑ
ﺮـﺑ
د ﻳ ﺮﮕ ﺤﻣ ﺮﺻﺎﻨﻋ ﻴ
ﻂ ﺎﻫ ي ﺷزﻮﻣآ ﻲ
،
ﺎـﻧاﻮﺗ ﻞـﺜﻣ ﻲﻳ
ـﻤﻠﻋ ﻲ
ﻮﺠﺸﻧاد ﻳ نﺎ ﺗﺎﺳا ﻴ ﺪ ﺷزﻮﻣآ تﺎﻧﺎﻜﻣا و ﻲ
ﺎﻤﻧ فﻮﻄﻌﻣ ﻳ
ﺪـﻨ .
ﻜﺷﺰﭘ مﻮﻠﻋ هﺎﮕﺸﻧاد ﻪﺑﺎﺸﻣ ﻪﻌﻟﺎﻄﻣ رد ﻲ
اﻳ ناﺮ ﻧﻴ ﺰ توﺎـﻔﺗ
رﺎﻣآ ي ﻨﻌﻣ ﻲ ﺑ هﺪﻣآ ﺖﺳد ﻪﺑ تاﺮﻤﻧ رد راد ﻴ
ﻦ ﺲﻨـﺟ ود
ــﻣ ﻞــﻛ رد و ﺖــﺳا ﻪﺘــﺷاﺪﻧ دﻮــﺟو ﻲ
ــﻨﭼ ناﻮــﺗ ﻴ ﻦ ﺘﻧ ﻴ ﻪــﺠ
ـﺴﻨﺟ ﻪـﻛ ﺖﻓﺮﮔ ﻴ
ﺖ
، شﺮـﮕﻧ رد ﻮﺠـﺸﻧاد
ﻳ نﺎ ﻪـﺑ ﺖﺒـﺴﻧ
اﺮﺷ ﻳ ﻂ ﺤﻣ ﻴ ﻂ ﺎﻫ ي ﺷزﻮﻣآ ﻲ هﺎﮕﺸﻧاد رد ﺎﻫ
ي ﺗﻴ ﭗ ﻳ ﻚ و
ا توﺎﻔﺗ ود ﻳ
دﺎﺠ ﻤﻧ ﻲ ﺪﻨﻛ
) 1
.(
ﻐﺘﻣ ﻴ ﺮ ﺎﻘﻣ ﻞﺑﺎﻗ ﻳ ﻪـﺴ د ﻳ
،ﺮـﮕ
ﺘﻣا ﻴ تازﺎ ﻫﺎﮕﺑاﻮﺧ سﺎﺳا ﺮﺑ ﻲ
ﻳﺎ ﻣﻮﺑ ﻲ ﻮﺠـﺸﻧاد ندﻮﺑ ﻳ
نﺎ
ﺖــﺳا . ﺘﻣا و ﻪــﺘﻜﻧ ــﻴ
زﺎ ﺮــﺿﺎﺣ ﻪــﻌﻟﺎﻄﻣ
، ــﺳرﺮﺑ ﻲ تاﺮــﻤﻧ
نارﺪﻧزﺎﻣ ﻲﻜﺷﺰﭘ مﻮﻠﻋ هﺎﮕﺸﻧاد ﻪﻠﺠﻣ
هرود
مود و ﺖﺴﻴﺑ ،
ﻪﻣﺎﻧ هﮋﻳو 1 ﺪﻨﻔﺳا ،
1391 2
ﺸﻧاد ﻮﺠ ﻳ نﺎ تﺎﻌﻟﺎﻄﻣ رد ﻪﻛ دﻮﺑ ﺖﻧﻮﻜﺳ ﻞﺤﻣ سﺎﺳا ﺮﺑ
ﻗ ﻠﺒ ﻲ ﻤﻫا و ﺖﺳا هﺪﺸﻧ ﻪﺘﺧادﺮﭘ نآ ﻪﺑ ﻪﺑﺎﺸﻣ و ﻴ
ﺖ ﺮـﺑ نآ
ـﺴﻛ ﻲ ــﺷﻮﭘ ﻴ هﺪ ﻧﻴ ﺖــﺴ
) 1 ، 10
.(
ـﻃ رد ﻲ ﺧا يﺎــﻫ لﺎــﺳ ــﻴ
ﺮ
ـﺳرﺮﺑ ﻪـﺑ ﻪﺟﻮﺗ ﻲ
ـﺤﻣ ﻴ ﻂ و ـﻳ ﺎ
ـﻧاور يﺎـﻀﻓ ﻲ
ﻋﺎـﻤﺘﺟا ﻲ
ﺤﻣ ﻴ ﻂ و شزﻮﻣآ يﺎﻫ ﻳ
ﮔدﺎ ﻴ ﺮ ي
، اﺰـﻓا ﻳ ﺶ
ﻬﺟﻮـﺗ ﻞـﺑﺎﻗ ﻲ
ﻳ ﻪﺘﻓﺎ ﺖﺳا . ا ـﻳ ﻦ ﺑ داﺪـﺧر ـﻴ ﺮﮕﻧﺎ ا ـﻳ ﻦ هزوﺮـﻣا ﻪـﻛ ﺖـﺳا
ﻛ ﻪــﻛ ﺖــﺳا هﺪــﺷ ﺺﺨــﺸﻣ ﻴ
ﻔ ــﻴ ﺖ ــﺤﻣ ﻴ ﻂ زﻮﻣآ ــﺷ ﻲ و
اﺮﺷ ﻳ ﻂ و و ﻳ ﮔﮋ ﻲ ﺎﻫ ي ﻠـﺻا هﺪﻨﻨﻛ ﺲﻜﻌﻨﻣ نآ ﻲ
ﻤﻛ ﺖـﻴ
و ﻛ ﻴ ﻔ ﺖﻴ ـﺳرد ﻪﻣﺎﻧﺮﺑ ﻲ
ـﻣ ﻲ ﺪـﺷﺎﺑ . ـﻨﭼ ﻢـﻫ ﻴ ﻦ ﺺﺨـﺸﻣ
دﺮﮔ ــﻳ هﺪ ــﺤﻣ ﻪــﻛ ﺖــﺳا ﻴ
ﻂ ﺎــﻫ ي ــﺷزﻮﻣآ ﻲ
، ﻳ ــﻜ ﻲ زا
ﻢﻬﻣ ﺮﺗ ﻳ ﻦ ﺎﻫرﻮﺘﻛﺎﻓ ي ﻌﺗ ﻴﻴ ﻦ
ﻮﺠـﺸﻧاد رﺎـﺘﻓر هﺪـﻨﻨﻛ ﻳ
نﺎ و ﮔاﺮﻓ
ﻴ
،ناﺮ ﻣﻴ ناﺰ ﻳ ﮔدﺎ ﻴ يﺮ
ﺎـﺿر و نﺎـﻧآ ﻳ
ﺖ ﮔاﺮﻓ ـﻴ ناﺮ زا
ﺎــﻫ ﻪـﻣﺎﻧﺮﺑ ي
ـﺳرد ﻲ ﺖــﺳا . ا هدﺎﻔﺘـﺳا ﺪــﻨﻧﺎﻣ ﻲﻳﺎــﻫراﺰﺑا ز
DREEM
ــﻣ ﻲ آﺮﻓ رد ﺪــﻧاﻮﺗ ﻳ
ﺪــﻨ رد ﺮــﻴﻴﻐﺗ يﮋﺗاﺮﺘــﺳا و
ﻚﻤﻛ شزﻮﻣآ هﺪﻧزرا يﺎﻫ
يا ﺪﻳﺎﻤﻧ ﺎﻔﻳا ار .
يراﺰﮕﺳﺎﭙﺳ
ﺪــﺑ ﻳ ﻦ ــﺳو ﻴ ﻪﻠ ﻔﻟﻮــﻣ ﻴ ﻦ ــﺸﻫوﮋﭘ ﺖــﻧوﺎﻌﻣ زا ﻪــﻟﺎﻘﻣ ﻲ
ﻜــﺷﺰﭘ مﻮــﻠﻋ هﺎﮕــﺸﻧاد ﻲ
و ﻪــﺑ و نارﺪــﻧزﺎﻣ ــﻳ
هﮋ ﻤﻛ ﻴ ﻪــﺘ
ﻘﺤﺗ ﻴ تﺎــﻘ ﻮﺠــﺸﻧاد ﻲﻳ ﻮــﺼﺗ ﺖــﻬﺟ هﺎﮕــﺸﻧاد ﻳ
ﺐ حﺮــﻃ
ﺸﻫوﮋﭘ ﻲ ﺮﻜﺸﺗ ﻪﻃﻮﺑﺮﻣ ﻣ
ﻲ ﺎﻤﻧ ﻳ ﺪﻨ .
References
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2. IDK Dimoliatis, E Vasilaki, P Anastassopoulos, JPA Ioannidis, S Roff.
Validation of the Greek Translation of the Dundee Ready Education Environment Measure (DREEM). Education for Health 2010; 23(1):1-16.
3. Cynthia M C, Pamela J S.Incivility in Nursing Education: A Descriptive Study of Definitions and Prevalence.incicvility in nursing education 2007;46(1):7-14.
4. Al-Rukban M O, Khalil M S, Al-Zalabani A.
Learning environment in medical schools adopting different educational strategies.
Educational Research and Reviews 2010;
5(3): 126-129.
5. Shreemathi S, Mayya R, Sue R. Students’
Perceptions of Educational Environment: A Comparison of Academic Achievers and Under-Achievers at Kasturba Medical
College, India. Education for Health 2004;
17(3): 280 – 291
6. Tipruthai P, Chaichana N. Dental students’
perceptions of Learning Environment.
SouthEast Asian Journal of Medical Education 2010;4(1):49-54
7. Glasser M, Pathman D. Co-Editors\' Notes 23:1. Education for Health 2010;23(1):1-5.
8. Whittle S, Whelan B, Murdoch-Eaton DG.
DREEM and beyond; studies of the educational environment as a means for its enhancement. Education for Health 2007;
20(1):1-9.
9. hazimi,Zaini R,Al-hyiani A. Educational Environment in Traditional and Innovative Medical Schools: A Study in Four Undergraduate Medical Schools. Education for Health 2004:17(2): 192 – 203.
10. Jabarifar S E, Khademi A, Khalifehsoltani F, Yousefi A. Assessment of Isfahan Dentistry students about Learning – Teaching Environment. Iranian Journal of Medical Education 2010:10(5):860-867.
نارﺪﻧزﺎﻣ ﻲﻜﺷﺰﭘ مﻮﻠﻋ هﺎﮕﺸﻧاد ﻪﻠﺠﻣ
هرود ﺪﺠﻫ هرﺎﻤﺷ ، ﻢﻫ 68
، ﺪﻨﻔﺳا و ﻦﻤﻬﺑ
1387 3
