‫ﺑﺮرﺳﯽ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫درﺳﯽ‬ ‫زﺑﺎن‬ ‫ﺗﺨﺼﺼﯽ‬ ‫داﻧﺸﮑﺪه‬ ‫ﭘﺰﺷﮑﯽ‬ ‫رﻓﺴﻨﺠﺎن‬ ‫از‬ ‫د‬ ‫ﯾﺪﮔﺎه‬ ‫داﻧﺸﺠﻮﯾﺎن‬ ‫در‬ ‫ﺳﺎل‬ 1400 : ‫ﯾﮏ‬ ‫ﻣﻄﺎﻟﻌﻪ‬ ‫ﺗﻮﺻﯿﻔﯽ‬ ‫ﻋﻠ‬ ‫ﯿﺮﺿﺎ‬ ‫ﻓﺎﺗﺤ‬ ‫ﯽ‬



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 29 Leder GC, Forgasz HJ, Jackson G. Mathematics, English and gender issues: Do teachers count?. Australian Journal of Teacher Education 2014; 39(9): 18-34. [30] Pishghadam R. Relationship between English language learning strategies and gender and the dominant English language learning strategies in Iranian language learners. Journal of English Language Teaching and Learning 2008; 51(208): 25-53. [31] Borisova ES, Khabibullina AS, Seletskaia SB, Shpagonov AN, Molotnikov AE. The relationship between learners' multiple intelligences and success in learning a second language. Revista EntreLinguas 2021. [32] Hajim K. The predictive validity of specific admission tests in success of medical students in the basic science comprehensive exam. Journal of Inflammatory Diseases 2000; 4(1): 3-7. [33] Jafari F, Aminizadeh M, Samadpour M, Tadayyon B. Evaluation of comprehensive medical basic sciences exams and their predictive factors. Biomed Pharmacol 


‫دﯾﺪﮔﺎه‬ ‫از‬ ‫رﻓﺴﻨﺠﺎن‬ ‫ﭘﺰﺷﮑﯽ‬ ‫داﻧﺸﮑﺪه‬ ‫ﺗﺨﺼﺼﯽ‬ ‫زﺑﺎن‬ ‫درﺳﯽ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫ﺑﺮرﺳﯽ‬ ...

  
	‫در‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾ‬ ‫ﺎﻓﺖ‬ ‫ﯾﺎن،‬ ‫ﻣﻘﺎﻟﻪ‬ : ‫داﻧﺸﺠﻮ‬ ‫ﯾﺎن‬ ‫زﻣ‬ ‫در‬ 10 / 09 99 / 1 ± / 1400 68 / 23 ‫ﻧﻮ‬ ‫ﺑﻪ‬ ‫ﻣﻘﺎﻟﻪ‬ ‫ارﺳﺎل‬ ‫درﺳ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫اﺑﻌﺎد‬ ‫ﻫﻤﻪ‬ ‫ﺑﺎ‬ ‫ﺳﻦ‬ ‫ارﺗﺒﺎط‬ ‫ﺑﻮد.‬ ‫ﺳﺎل‬ ‫ﯾ‬ ‫ﺴﻨﺪه‬ ‫اﺻﻼح‬ ‫ﺟﻬﺖ‬ : 17 / 11 / 1400 ‫در‬ ‫ﯾ‬ ‫ﺎﻓﺖ‬ 126 ) ‫ﻧﻔﺮ‬ 0 ‫اﺻﻼﺣ‬ ‫ﯿ‬ / 42 ‫ﻣ‬ ‫ﺑﻮدﻧﺪ.‬ ‫زن‬ ‫درﺻﺪ(‬ ‫ﻪ‬ ‫ﻧﻮ‬ ‫از‬ ‫ﯾ‬ ‫ﺴﻨﺪه‬ : 07 / 03 / ‫ﯿﺎﻧﮕﯿﻦ‬ 1401 ‫ﭘﺬ‬ ‫اﻧﺤﺮاف‬ ‫و‬ ‫ﯾ‬ ‫ﺮش‬ ‫ﻣﻘﺎﻟﻪ‬ : ‫ﻣﻌ‬ 11 ‫ﯿﺎر‬ / 03 ‫ﺳﻦ‬ / 1401 ‫ﯽ‬ ‫ﺑ‬ ‫ﻪ‬ ‫ﻣﻌﻨ‬ ‫ﻣﺤﺘﻮا،‬ ‫ﺟﺰ‬ ‫ﯽ‬ ) ‫ﺑﻮد‬ ‫ﻣﻌﮑﻮس‬ ‫و‬ ‫دار‬ 05 / 0 < p .( ‫ﯿﻨﻪ‬ ‫و‬ ‫اﻫﺪاف‬ ‫ﺑﻌﺪ‬ ‫ﯾﮋه،‬ ‫ﺗﺤﺼ‬ ‫ﻣﻘﻄﻊ‬ ‫ﺳﻪ‬ ‫در‬ ‫ﯿﻠﯽ‬ ‫)ﻓ‬ ‫ﯿﺰﯾﻮﭘﺎﺗﻮﻟﻮژي،‬ ‫اﺳﺘﺎﺟﺮ‬ ‫ي‬ ‫ا‬ ‫و‬ ‫ﯾﻨﺘ‬ ‫ﺮﻧﯽ‬ ،( ‫از‬ ‫ﻟﺤﺎظ‬ ‫ﻓﻨ‬ ‫ﺎ‬ ‫وري‬ ) 001 / 0 < p ،( ‫ارز‬ ‫ﯾﺎﺑﯽ‬ ) 001 / 0 = p ) ‫ﮐﻞ‬ ‫ﻧﻤﺮه‬ ‫و‬ ( 001 / 0 < p ‫ﻣﻌﻨ‬ ‫ﺗﻔﺎوت‬ ( ‫ﯽ‬ ‫داري‬ ‫داﺷﺘﻨﺪ.‬ ‫ﻫﻢ‬ ‫ﺑﺎ‬ ‫ﻧﺘ‬ ‫ﯿﺠﻪ‬ ‫ﮔﯿﺮي‬ : ‫واﺣﺪﻫﺎ‬ ‫ﺗﻌﺪاد‬ ‫از‬ ‫داﻧﺸﺠﻮﯾﺎن‬ ‫ي‬ ‫ﺗﺨﺼﺼ‬ ‫زﺑﺎن‬ ‫درس‬ ‫ﯽ،‬ ‫ﺑﺮﮔﺰار‬ ‫ي‬ ‫ﮐﻼس‬ ‫ﺗﻤﺮ‬ ‫ﺗﻨﺎﺳﺐ‬ ‫ﺻﺒﺢ،‬ ‫در‬ ‫ﻫﺎ‬ ‫ﯾﻦ‬ ‫ﻫﺎي‬ ‫و‬ ‫ﮐﺘﺐ‬ ‫آزﻣﻮن‬ ‫ﻫﺎ‬ ‫ي‬ ‫ﭼﻨﺪﮔﺰ‬ ‫ﯾﻨﻪ‬ ‫اي‬ ‫رﺿﺎ‬ ‫ﯾﺖ‬ ‫ﭘﺎ‬ ‫ﻧﻤﺮه‬ ‫ﺻﺮف‬ ‫ﮔﺮﻓﺘﻦ‬ ‫ﻧﻈﺮ‬ ‫در‬ ‫از‬ ‫و‬ ‫داﺷﺘﻪ‬ ‫ﯾﺎن‬ ‫ﺗﺮم‬ ‫ﻣﻮرد‬ ‫ﻣﻄﺎﻟﻌﺎت‬ ‫وﺟﻮد‬ ‫ﻋﺪم‬ ‫و‬ ‫ي‬ ‫درﺳ‬ ‫ﮐﺘﺐ‬ ‫در‬ ‫ﯽ‬ ‫ﻧﺎراﺿ‬ ‫ﯽ‬ ‫ﻧ‬ ‫ﺑﻨﺎﺑﺮاﯾﻦ،‬ ‫ﺑﻮدﻧﺪ.‬ ‫ﯿﺎزﺳﻨﺠﯽ‬ ‫ارز‬ ‫و‬ ‫ﯾﺎﺑﯽ‬ ‫داﻧﺸﺠﻮ‬ ‫ﻣﺪاوم‬ ‫ﯾﺎن‬ ‫ﻻزم‬ ‫ﺑﻬﺘﺮ‬ ‫آﻣﻮزش‬ ‫ﺟﻬﺖ‬ ‫ﻣﯽ‬ ‫ﺑﺎﺷﺪ‬ . ‫واژه‬ ‫ﻫﺎ‬ ‫ي‬ ‫ﮐﻠ‬ ‫ﯿﺪي‬ : ‫رﻓﺴﻨﺠﺎن‬ ‫ﭘﺰﺷﮑﯽ،‬ ‫داﻧﺸﺠﻮ،‬ ‫ﺗﺨﺼﺼﯽ،‬ ‫زﺑﺎن‬ ‫درﺳﯽ،‬ ‫ﺑﺮﻧﺎﻣﻪ‬ 1 -‫اﯾﺮان‬ ‫رﻓﺴﻨﺠﺎن،‬ ‫ﭘﺰﺷﮑﯽ‬ ‫ﻋﻠﻮم‬ ‫داﻧﺸﮕﺎه‬ ‫ﭘﺰﺷﮑﯽ،‬ ‫داﻧﺸﮑﺪه‬ ‫داﻧﺸﺠﻮﯾﯽ‬ ‫ﺗﺤﻘﯿﻘﺎت‬ ‫ﮐﻤﯿﺘﻪ‬ ‫ﭘﺰﺷﮑﯽ،‬ ‫دﮐﺘﺮي‬ ‫داﻧﺸﺠﻮي‬ 2 -‫ﮔﺮوه‬ ‫اﺳﺘﺎدﯾﺎر‬ ‫ﮐﺎر،‬ ‫ﻣﺤﯿﻂ‬ ‫ﺗﺤﻘﯿﻘﺎت‬ ‫ﻣﺮﮐﺰ‬ ‫ﺑﻬﺪاﺷﺖ،‬ ‫داﻧﺸﮑﺪه‬ ‫آﻣﺎرزﯾﺴﺘﯽ،‬ ‫و‬ ‫اﭘﯿﺪﻣﯿﻮﻟﻮژي‬ ‫اﯾﺮان‬ ‫رﻓﺴﻨﺠﺎن،‬ ‫ﭘﺰﺷﮑﯽ‬ ‫ﻋﻠﻮم‬ ‫داﻧﺸﮕﺎه‬ ‫ﺑﻬﺪاﺷﺖ،‬ ‫داﻧﺸﮑﺪه‬ 3 -‫اﯾﺮان‬ ‫رﻓﺴﻨﺠﺎن،‬ ‫ﭘﺰﺷﮑﯽ‬ ‫ﻋﻠﻮم‬ ‫داﻧﺸﮕﺎه‬ ‫ﭘﺰﺷﮑﯽ،‬ ‫داﻧﺸﮑﺪه‬ ‫ﻣﯿﮑﺮوﺑﯿﻮﻟﻮژي،‬ ‫ﮔﺮوه‬ ‫داﻧﺸﯿﺎر‬ 4 -‫ﻣﻘﺪﻣﻪ‬ ‫ﻧ‬ ‫ﺿﺮورت‬ ‫ﯿﺎز‬ ‫اﻧﮕﻠ‬ ‫زﺑﺎن‬ ‫از‬ ‫اﺳﺘﻔﺎده‬ ‫ﺑﻪ‬ ‫ﯿﺴﯽ‬ ‫ﻓﺮﺻﺘ‬ ‫ﺑﻪ‬ ‫را‬ ‫آن‬ ‫ﯽ‬ ‫ﺑﺮا‬ ‫ي‬ ‫ﺗﺪر‬ ‫ﯾﺲ‬ ‫ﻣﺤ‬ ‫در‬ ‫ﯿﻂ‬ ‫ﺣﺮﻓﻪ‬ ‫ا‬ ‫ي‬ ‫آﮐﺎدﻣ‬ ‫و‬ ‫ﯿﮏ‬ ‫ﺗﺒﺪ‬ ‫ﯾﻞ‬ ‫اﺳﺖ‬ ‫ﮐﺮده‬ ] 1 [ ‫ﺑﺮا‬ ‫اﻧﮕﻠﯿﺴﯽ‬ ‫زﺑﺎن‬ . ‫ي‬ ‫و‬ ‫اﻫﺪاف‬ ‫ﯾﮋه‬ ) English for Special purposes, ESP ‫آﻣﻮزش‬ ‫ﺷﺎﻣﻞ‬ ( ‫اﻧﮕﻠ‬ ‫زﺑﺎن‬ ‫ﯿﺴﯽ‬ ‫ﺑﺮا‬ ‫ي‬ ‫اﻓﺮاد‬ ‫ي‬ ‫اﺳﺖ‬ ‫ﺑﺮا‬ ‫را‬ ‫زﺑﺎن‬ ‫ﮐﻪ‬ ‫ي‬ ‫ﻣﻘﺎﺻﺪ‬ ‫ي‬ ‫ﺗﺤﺼ‬ ‫ﻫﻤﭽﻮن‬ ‫ﯿﻞ‬ ‫ﻣﺤ‬ ‫در‬ ‫ﯿﻂ‬ ‫آﮐﺎدﻣ‬ ‫ﯿﮏ‬ ‫و‬ ‫ﯾﺎ‬ ‫ﻧ‬ ‫ﺧﻮد‬ ‫ﺷﻐﻞ‬ ‫ﯿﺎز‬ ‫دارﻧﺪ‬ ] 2 .[ ESP ‫ﺑﻪ‬ ‫ﻃﻮرﮐﻠ‬ ‫ﯽ‬ ‫رﺷﺘﻪ‬ ‫ا‬ ‫ي‬ ‫اﺳﺖ‬ ‫ﻋﻤﻮﻣﯽ‬ ‫اﻧﮕﻠﯿﺴﯽ‬ ‫از‬ ‫ﻣﺠﺰا‬ ] 3 ‫ﻧ‬ ‫اﺳﺎس‬ ‫ﺑﺮ‬ .[ ‫ﯿﺎز‬ ‫اﻓﺮاد،‬ ‫ﺑﻪ‬ ‫اﻧﮕﻠﯿﺴﯽ‬ ‫اﺳﺖ:‬ ‫ﺷﺪه‬ ‫ﺗﻘﺴﯿﻢ‬ ‫اﺻﻠﯽ‬ ‫دوﺷﺎﺧﻪ‬ ‫ﺑﻪ‬ ‫ﻋﻤﺪه،‬ ‫ﻃﻮر‬ ) ‫داﻧﺸﮕﺎﻫﯽ‬ ‫اﻫﺪاف‬ ‫ﺑﺮاي‬ English for Academic Purposes; English for Occupational Purposes; EOP ( . EAP ‫ﭘﮋوﻫﺶ‬ ‫و‬ ‫ﺗﺪرﯾﺲ‬ ‫ﺑﻪ‬ ‫ﭘ‬ ‫ﯿﺮاﻣﻮن‬ ‫ﻣ‬ ‫ﮐﺴﺎﻧﯽ‬ ‫اﻧﮕﻠﯿﺴﯽ‬ ‫زﺑﺎن‬ ‫ﯽ‬ ‫ﭘﺮدازد‬ ‫دﺳﺖ‬ ‫ﺟﻬﺖ‬ ‫ﮐﻪ‬ ‫ﯾﺎﺑﯽ‬ ‫ﻋﻠﻤ‬ ‫ﻣﻮﺿﻮﻋﺎت‬ ‫ﺑﻪ‬ ‫ﯽ،‬ ] ‫دارﻧﺪ‬ ‫ﻧﯿﺎز‬ ‫زﺑﺎن‬ ‫اﯾﻦ‬ ‫ﺑﻪ‬ 4 ‫ﺑﻪ‬ .[ ‫ﻃﻮرﮐﻠﯽ،‬ ‫ﻣﻮ‬ ‫و‬ ‫ﻣﻨﺎﺑﻊ‬ ‫و‬ ‫اﺑﺰار‬ ‫ﺷﺎﻣﻞ‬ ‫داﻧﺸﮕﺎﻫﯽ،‬ ‫اﻫﺪاف‬ ‫ﺑﺮاي‬ ‫اﻧﮕﻠﯿﺴﯽ‬ ‫اد‬ ‫آﻣﻮزﺷ‬ ‫ﯽ‬ ‫اﺳﺖ‬ ‫ﻗﺎدر‬ ‫ﮐﻪ‬ ‫اﺳﺖ‬ ‫ﯾﺎدﮔﯿﺮي‬ ‫ﺗﺴﻬ‬ ‫را‬ ‫زﺑﺎن‬ ‫ﯿﻞ‬ ‫ﮐﻨﺪ.‬ ‫آﻣﻮزﺷ‬ ‫ﻧﻈﺎم‬ ‫ﻫﺮ‬ ‫در‬ ‫ﯽ،‬ ‫ﮐﺘﺎب‬ ‫ﻫﺎ‬ ‫ي‬ ‫درﺳ‬ ‫ﯽ‬ ‫اﻧﮕﻠ‬ ‫ﯿﺴﯽ‬ ً ‫ﻣﺨﺼﻮﺻﺎ‬ ‫و‬ ‫اﻧﮕﻠ‬ ‫ﯿﺴﯽ‬ ‫ﺑﺮا‬ ‫ي‬ ‫و‬ ‫اﻫﺪاف‬ ‫ﯾﮋه‬ ‫ﯾﮑﯽ‬ ‫از‬ ‫ﻣﻬﻢ‬ ‫ﺗﺮ‬ ‫ﯾﻦ‬ ‫ﻣﻮاد‬ ‫آﻣﻮزﺷ‬ ‫ﯽ‬ ‫درﺳ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫ﻫﺴﺘﻨﺪ.‬ ‫ﯽ‬ ‫ﻣﻬﻤ‬ ‫ﻧﻘﺶ‬ ‫ﯽ‬ ‫ﺷﺮا‬ ‫در‬ ‫ﯾﻂ‬ ‫ﻣﺨﺘﻠﻒ‬ ‫ﯾﺎدﮔﯿ‬ ‫ﺮي‬ ‫زﺑﺎن‬ ‫دادن‬ ‫ﻗﺮار‬ ‫ﻣﻌﺮض‬ ‫در‬ ‫ازﺟﻤﻠﻪ‬ ‫ﺑﻪ‬ ‫آﻣﻮزان‬ ‫و‬ ‫ﯾﮋه‬ ‫ﻣﺤ‬ ‫در‬ ‫ﯿﻂ‬ ‫اﻧﮕﻠ‬ ‫ﯿﺴﯽ‬ ‫ﺗﺨﺼﺼ‬ ‫زﺑﺎن‬ ‫در‬ ‫دارد.‬ ‫ﻋﻬﺪه‬ ‫ﺑﺮ‬ ‫ﯽ‬ ‫ﻧ‬ ‫ﯿﺎز‬ ‫اﺳﺘ‬ ‫ﺑﻪ‬ ‫اﻓﺮاد‬ ‫ﻔﺎده‬ ‫ﺻﺤ‬ ‫ﯿﺢ‬ ‫ﺑﺎ‬ ‫زﺑﺎن‬ ‫از‬ ‫ﯾﺪ‬ ‫اوﻟﻮ‬ ‫در‬ ‫ﯾﺖ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫ر‬ ‫ﯾﺰي‬ ‫آﻣﻮزﺷ‬ ‫ﯽ‬ ‫ﮔ‬ ‫ﻗﺮار‬ ‫ﯿ‬ ‫ﺮد‬ ‫ﻣﺤﺘﻮا‬ ‫و‬ ‫ي‬ ‫آﻣﻮزﺷ‬ ‫ﯽ‬ ‫ﺗﺤﺼ‬ ‫رﺷﺘﻪ‬ ‫ﮔﺮﻓﺘﻦ‬ ‫ﻧﻈﺮ‬ ‫در‬ ‫ﺑﺎ‬ ‫ﯿﻠﯽ‬ ‫ﯾﺎ‬ ‫ﺣ‬ ‫ﺮﻓﻪ‬ ‫ﻓﺮاﮔ‬ ‫ﯿﺮان‬ ‫ﭘﺰﺷﮑ‬ ‫)ﻣﺎﻧﻨﺪ‬ ‫ﯽ،‬ ‫داروﺳﺎز‬ ‫ي،‬ ‫ﺑﻬ‬ ‫ﭘﺮﺳﺘﺎر‬ ‫ﺪاﺷﺖ،‬ ‫ي‬ ‫و‬ (... ‫ﺑﻪ‬ ‫ﮔﻮﻧﻪ‬ ‫ا‬ ‫ي‬ ‫ﺗﻌ‬ ‫ﯿﯿﻦ‬ ‫ﻧ‬ ‫ﺗﺎ‬ ‫ﺷﻮد‬ ‫ﯿﺎز‬ ‫ﺑﺮا‬ ‫را‬ ‫آﻧﺎن‬ ‫ي‬ ‫ﺑﻪ‬ ‫ﻣﻨﺎﺑﻊ‬ ‫ﻣﻄﺎﻟﻌﻪ‬ ‫روز‬ ‫ﻋﻠﻤ‬ ‫و‬ ‫ﯽ‬ ‫اﻧﮕﻠ‬ ‫زﺑﺎن‬ ‫ﺑﻪ‬ ‫ﯿﺴﯽ‬ ‫ﻧﻤﺎ‬ ‫ﺑﺮﻃﺮف‬ ‫ﯾﺪ‬ ] 2 ‫ﺑﺮﺧ‬ ‫ﻧﻈﺮ‬ ‫از‬ .[ ‫ﯽ‬ ‫ﻣﺘﺨﺼﺼ‬ ‫ﯿﻦ‬ ‫ﻓﻀﺎ‬ ‫ي‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫ر‬ ‫ﯾﺰي‬ ‫اﻧﮕﻠ‬ ‫زﺑﺎن‬ ‫آﻣﻮزش‬ ‫ﯿﺴﯽ‬ ‫ﺗ‬ ‫ﺨﺼﺼ‬ ‫ﯽ‬ ‫از‬ ‫ا‬ ‫در‬ ‫ﯾﺮان‬ ‫ﮔﻮ‬ ‫ﯾﺎ‬ ‫ﻧ‬ ‫ﯿﺴﺖ‬ ‫ﻧ‬ ‫و‬ ‫ﯿﺎز‬ ‫ﺑ‬ ‫ﺑﻪ‬ ‫ﯿﺎن‬ ‫ﺟﺰﺋ‬ ‫ﯿﺎت‬ ‫ﺑﯿﺸﺘﺮ‬ ‫ي‬ ‫د‬ ‫از‬ ‫ﺗﺎ‬ ‫ارد‬ ‫ﮐﻠ‬ ‫ﯽ‬ ‫ﮔﻮﯾﯽ‬ ‫ﭘﺮﻫ‬ ‫ﯿﺰ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫و‬ ‫ﮐﺮده‬ ‫ﻧ‬ ‫ﺑﻪ‬ ‫ﺗﻮﺟﻪ‬ ‫ﺑﺎ‬ ‫ﻫﺎ‬ ‫ﯿﺎز‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾ‬ ‫ﺎن‬ ‫ﺗﺪو‬ ‫ﯾﻦ‬ ‫ﮔﺮدﻧﺪ‬ ] 2 ‫ﺳﺮﻓﺼﻞ‬ ‫اﮔﺮﭼﻪ‬ .[ ‫ﻫﺎ‬ ‫ي‬ ‫ﺗﻌ‬ ‫ﯿﯿﻦ‬ ‫ا‬ ‫ﺑﺮ‬ ‫ﺷﺪه‬ ‫ﯾﻦ‬ ‫اﺻ‬ ‫ﻞ‬ ‫ﺗﻬ‬ ‫ﯿﻪ‬ ‫ﺷﺪه‬ ‫ﻧ‬ ‫ﮐﻪ‬ ‫اﻧﺪ‬ ‫ﯿﺎز‬ ‫ﺗﻘﻮ‬ ‫ﻫﺪف‬ ‫ﺑﺎ‬ ‫را‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾﺖ‬ ‫ﺑﻪ‬ ‫ﺧﻮاﻧﺪن‬ ‫ﻫﻤﺮاه‬ ‫ﯾﺎدﮔﯿﺮي‬ ‫ﺗﺄﻣ‬ ‫ﮔﺮاﻣﺮ‬ ‫و‬ ‫ﻟﻐﺎت‬ ‫ﯿﻦ‬ ‫ﭘﮋوﻫﺶ‬ ‫اﻣﺎ‬ ‫ﮐﻨﻨﺪ‬ ‫ﻧﺘﺎ‬ ‫ﻫﺎ‬ ‫ﯾ‬ ‫ﺞ‬ ‫ﺿﺪ‬ ‫و‬ ‫ﻧﻘ‬ ‫ﯿﻀﯽ‬ ‫ا‬ ‫در‬ ‫را‬ ‫ﯾﻦ‬ ‫ﻣ‬ ‫ﻧﺸﺎن‬ ‫ﻣﻮرد‬ ‫ﯽ‬ ‫دﻫﻨﺪ‬ ] 2 ‫اﻧﮕ‬ ‫ﻧﻘﺶ‬ .[ ‫ﯿﺰه‬ ‫در‬ ‫ﯾﺎدﮔﯿﺮي‬ ‫زﺑﺎن‬ ‫ﻫﺎ‬ ‫ي‬ ‫ﺧﺎرﺟ‬ ‫ﯽ،‬ ‫ﻧﺸﺪﻧ‬ ‫اﻧﮑﺎر‬ ‫ﯽ‬ ‫ﺑﺴ‬ ‫و‬ ‫ﯿﺎر‬ ‫ﻣﻬﻢ‬ ‫اﺳ‬ ‫ﺖ‬ ] 5 ‫ﻧﺘﺎ‬ [ ‫ﯾﺞ‬ ‫ﯾﮏ‬ ‫ﺑ‬ ‫ﮐﻪ‬ ‫اﺳﺖ‬ ‫داده‬ ‫ﻧﺸﺎن‬ ‫ﻣﻄﺎﻟﻌﻪ‬ ‫ﯿﻦ‬ ‫اﻓﺰا‬ ‫ﯾﺶ‬ ‫ﻧﻤ‬ ‫ﺮه‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾﺎن‬ ‫اﻧﮕﻠ‬ ‫زﺑﺎن‬ ‫درس‬ ‫در‬ ‫ﯿﺴﯽ‬ ‫داﻧﺸﺠﻮ‬ ‫ﮐﻞ‬ ‫ﻣﻌﺪل‬ ‫و‬ ‫ﯾﺎن‬ ‫ﯾﮏ‬ ‫ﻫﻤﺒﺴﺘﮕ‬ ‫ﯽ‬ ‫ا‬ ‫ﮐﻪ‬ ‫دارد‬ ‫وﺟﻮد‬ ‫ﻣﺜﺒﺖ‬ ‫ﯾﻦ‬ ‫ﻧﺸﺎن‬ ‫ﻧﻘﺶ‬ ‫دﻫﻨﺪه‬ ‫اﻧﮕﻠ‬ ‫زﺑﺎن‬ ‫ﯿﺴﯽ‬ ‫ﺗﺨﺼﺼ‬ ‫ﯽ‬ ‫ﻣﻮﻓﻘ‬ ‫در‬ ‫ﯿﺖ‬ ‫ﺗﺤﺼ‬ ‫ﯿﻠﯽ‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾ‬ ‫ﺎن‬ ‫ﭘﺰﺷﮑ‬ ‫ﯽ‬ ‫اﺳﺖ‬ ] 6 .[ ‫ﯾﮑ‬ ‫ﯽ‬ ‫اﻓﮑﺎر‬ ‫ﺗﺨﺼﺼﯽ،‬ ‫زﺑﺎن‬ ‫ﺗﺪرﯾﺲ‬ ‫در‬ ‫ﻣﻬﻢ‬ ‫ﺑﺴﯿﺎر‬ ‫ﻣﻮﺿﻮﻋﺎت‬ ‫از‬ ‫ﭘ‬ ‫و‬ ‫ﻋﻤﻠﮑﺮد‬ ‫و‬ ‫ﯿﺸﯿﻨﻪ‬ ‫ﺣﺮﻓﻪ‬ ‫ا‬ ‫ي‬ ‫اﺳﺎﺗ‬ ‫ﯿﺪ‬ ‫و‬ ‫ﻫﻢ‬ ‫ﭼﻨ‬ ‫ﯿﻦ‬ ‫ﺗﻬ‬ ‫ﯿﻪ‬ ‫ﺗﺪ‬ ‫و‬ ‫و‬ ‫ﯾﻦ‬ ‫درﺳ‬ ‫ﻣﺒﺎﺣﺚ‬ ‫ﯽ‬ ‫ﻣﻨﺎﺳﺐ‬ ‫ﻣ‬ ‫ﯽ‬ ‫ﺑﺎﺷﺪ‬ . ‫ﺗﺄﺛ‬ ‫ﯿﺮ‬ ‫زﺑﺎن‬ ‫واﺣﺪﻫﺎي‬ ‫ﺗﺪرﯾﺲ‬ ‫اﺳﺎﺗ‬ ‫ﺗﻮﺳﻂ‬ ‫ﺗﺨﺼﺼﯽ‬ ‫ﯿﺪ‬ ‫ﮔﺮوه‬ ‫ﻫﺎ‬ ‫ي‬ ‫زﺑﺎن‬ ‫اﺳﺎﺗﯿﺪ‬ ‫ﯾﺎ‬ ‫ﺗﺨﺼﺼﯽ‬ ‫ﻣﺴﺌﻠﻪ‬ ‫ا‬ ‫ي‬ ‫د‬ ‫ﮐﻪ‬ ‫اﺳﺖ‬ ‫ﯾﺪﮔﺎه‬ ‫ﻫﺎي‬ ‫ﻣﺘﻔﺎوﺗ‬ ‫ﯽ‬ ‫اﺳﺖ.‬ ‫آورده‬ ‫وﺟﻮد‬ ‫ﺑﻪ‬ ‫را‬ ‫ﻣﺤ‬ ‫در‬ ‫ﯿﻂ‬ ‫ﻫﺎﯾﯽ‬ ‫اﻫﺪاف‬ ‫ﺑﺮاي‬ ‫اﻧﮕﻠﯿﺴﯽ‬ ‫دروس‬ ‫ﮐﻪ‬ ‫اﯾﺮان،‬ ‫ﻣﺎﻧﻨﺪ‬ ‫ﺑﻪ‬ ‫آن‬ ‫در‬ ‫داﻧﺸﮕﺎﻫﯽ‬ ‫وﺳ‬ ‫ﯿﻠﻪ‬ ‫دروس‬ ‫اﺳﺘﺎدان‬ ‫ﯾﺎ‬ ‫زﺑﺎن‬ ‫اﺳﺘﺎدان‬ ‫آن‬ ‫ﻣﯿﺎن‬ ‫ﻫﻤﮑﺎري‬ ‫ﻋﺪم‬ ‫ﯾﺎ‬ ‫اﻧﺪك‬ ‫ﻫﻤﮑﺎري‬ ‫ﺑﺎ‬ ‫ﺗﺨﺼﺼﯽ،‬ ‫ﺗﺪرﯾﺲ‬ ‫ﻫﺎ‬ ‫ﻣ‬ ‫ﯽ‬ ‫ﺷﻮد‬ ] 7 [ ‫زﺑﺎن‬ ‫اﺳﺘﺎدان‬ ‫ﻋﻤﻠﮑﺮد‬ ‫و‬ ‫اﻓﮑﺎر‬ ‫درﺑﺎره‬ ‫ﻓﻮري‬ ‫ﻧﯿﺎز‬ ‫ﺣﺲ‬ ‫ﺑﺴﯿﺎر‬ ‫درﺳﯽ‬ ‫ﻣﻄﺎﻟﺐ‬ ‫ﺗﺪوﯾﻦ‬ ‫و‬ ‫ﺗﻬﯿﻪ‬ ‫ﻣﻮرد‬ ‫در‬ ‫ﺗﺨﺼﺼﯽ‬ ‫ﻣ‬ ‫ﯽ‬ ‫ﺷﻮد‬ . ‫ﻫﻢ‬ ‫ﭼﻨ‬ ‫ﯿﻦ‬ ‫ارز‬ ‫روش‬ ‫ﯾﺎﺑﯽ‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾﺎن‬ ‫زﺑﺎن‬ ‫درس‬ ‫در‬ ‫ﭘﺰﺷ‬ ‫ﻋﻠﻮم‬ ‫داﻧﺸﮕﺎه‬ ‫ﻣﺠﻠﻪ‬ ‫ﮑﯽ‬ ‫رﻓﺴﻨﺠﺎن‬ ‫دوره‬ 21 ‫ﺷﻤﺎره‬ ، 8 ‫ﺳﺎل‬ ، 1401 ‫ﺗﺨﺼﺼ‬ ‫ﯽ‬ ‫ﻧ‬ ‫ﯿﺰ‬ ‫ﺑﺴ‬ ‫ﯿﺎر‬ ‫داﻧﺸﮑﺪه‬ ‫در‬ ‫اﺳﺖ.‬ ‫ﻣﻬﻢ‬ ‫روش‬ ‫از‬ ‫ﭘﺰﺷﮑﯽ،‬ ‫ﻣ‬ ‫اﺳﺘﻔﺎده‬ ‫ﺗﺮاﮐﻤﯽ‬ ‫ارزﺷﯿﺎﺑﯽ‬ ‫ﯽ‬ ‫ﺷﻮد‬ ‫را‬ ‫ﺧﻮد‬ ‫ﻣﻌﺎﯾﺐ‬ ‫و‬ ‫ﻣﺰاﯾﺎ‬ ‫ﮐﻪ‬ ‫ﺑﻨﺎ‬ ‫دارد.‬ ‫ﻧﻮع‬ ‫ﺑﻬﺘﺮﯾﻦ‬ ‫ﻣﻮرد‬ ‫در‬ ‫داﻧﺸﺠﻮﯾﺎن‬ ‫ﻧﻈﺮات‬ ‫ﺑﺮرﺳﯽ‬ ‫ﺑﺮاﯾﻦ،‬ ‫ﭘﺰﺷﮑﯽ‬ ‫داﻧﺸﮑﺪه‬ ‫در‬ ‫ﺗﺨﺼﺼﯽ‬ ‫زﺑﺎن‬ ‫واﺣﺪﻫﺎي‬ ‫ﺑﺮاي‬ ‫ارزﯾﺎﺑﯽ،‬ ‫ﻧﻈﺮ‬ ‫ﺑﻪ‬ ‫ﺿﺮوري‬ ‫ﻣ‬ ‫ﯽ‬ ‫رﺳﺪ‬ ] 8 .[ ‫ﺗﻐ‬ ‫ﺑﻪ‬ ‫ﺗﻮﺟﻪ‬ ‫ﺑﺎ‬ ‫ﯿﯿﺮات‬ ‫ﻧ‬ ‫در‬ ‫ﯿﺎزﻫﺎ،‬ ‫ﻧﮕﺮش‬ ‫ارزش‬ ‫و‬ ‫ﻫﺎ‬ ‫و‬ ‫ﻫﺎ‬ ‫ﻫﻢ‬ ‫ﭼﻨ‬ ‫ﯿ‬ ‫ﻦ‬ ‫آﻣﻮزﺷ‬ ‫ﻣﻮارد‬ ‫ﯽ،‬ ‫ﻧ‬ ‫ﭘﺰﺷﮑﯽ‬ ‫ﺗﺨﺼﺼﯽ‬ ‫زﺑﺎن‬ ‫واﺣﺪﻫﺎي‬ ‫اﻫﺪاف‬ ‫ﯿﺰ‬ ‫ا‬ ‫ﺑﺎ‬ ‫ﻫﻤﮕﺎم‬ ‫ﺗﺎ‬ ‫ﻫﺴﺘﻨﺪ‬ ‫اﺳﺎﺳﯽ‬ ‫ﺗﻐﯿﯿﺮات‬ ‫ﻧﯿﺎزﻣﻨﺪ‬ ‫ﯾﻦ‬ ‫ﺗﻐ‬ ‫ﯿﯿﺮ‬ ‫ات‬ ‫ﺑﻬﺒﻮد‬ ‫ﺗﮑﺎﻣﻞ‬ ‫و‬ ‫ﯾﺎﺑﻨﺪ،‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫دﻗﯿﻖ‬ ‫ارزﯾﺎﺑﯽ‬ ‫ﻟﺬا‬ ‫ﯾﺎﻓﺘﻦ‬ ‫ﺑﺮاي‬ ‫ﮐﻨﻮﻧﯽ‬ ‫ﺗﺨﺼﺼ‬ ‫زﺑﺎن‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫اﺟﺰاي‬ ‫ﯽ،‬ ‫ﻣﻬﻢ‬ ‫ﺑﺴﯿﺎر‬ ‫ﻗﻮت‬ ‫و‬ ‫ﺿﻌﻒ‬ ‫ﻧﻘﺎط‬ ‫ارز‬ ‫ﻧﻮع‬ ‫ﻫﺮ‬ ‫ﺷﺮوع‬ ‫اﺳﺖ.‬ ‫ﯾﺎﺑﯽ‬ ‫ﺑﺎ‬ ‫ﯾﺪ‬ ‫اﺳﺎس‬ ‫ﺑﺮ‬ ‫ﯾﮏ‬ ‫ﻧ‬ ‫ﻧﻮع‬ ‫ﯿﺎزﺳﻨﺠ‬ ‫ﯽ‬ ‫ﺗﺤﻠ‬ ‫ﺑﺎﺷﺪ.‬ ‫ﯿﻞ‬ ‫ﻧ‬ ‫ﯿﺎزﻫﺎ‬ ‫ﻓﺮآ‬ ‫ﯾﻨﺪ‬ ‫ي‬ ‫ﺑﺎ‬ ‫ﮐﻪ‬ ‫اﺳﺖ‬ ‫ﯾﺪ‬ ‫ﺗﺪر‬ ‫ﻃﻮل‬ ‫در‬ ‫ﻫﻢ‬ ‫ﯾ‬ ‫ﺲ‬ ‫ﻃﻮل‬ ‫در‬ ‫ﻫﻢ‬ ‫و‬ ‫ﯾﺎدﮔﯿﺮي‬ ‫ﺷﻮد‬ ‫اﻧﺠﺎم‬ ً ‫ﻣﺪاوﻣﺎ‬ ] 9 .[ ‫داﻧﺸﺠﻮ‬ ‫ﻧﻈﺮ‬ ‫ﯾﺎن‬ ‫در‬ ‫ﻓﺮآ‬ ‫ﯾﻨﺪ‬ ‫ارز‬ ‫ﯾﺎﺑﯽ‬ ‫ﻧ‬ ‫ﯿﺎزﻫﺎ‬ ‫ﻓﻮق‬ ‫اﺳ‬ ‫ﻣﻬﻢ‬ ‫اﻟﻌﺎده‬ ‫ﺖ‬ ‫ﻧ‬ ‫اﮔﺮ‬ ‫ﭼﺮاﮐﻪ‬ ‫ﯿﺎزﻫﺎي‬ ‫ﻓﺮاﮔ‬ ‫ﯿﺮ‬ ‫د‬ ‫از‬ ‫ﯾﺪﮔﺎه‬ ‫ﮔﺮﻓﺘﻪ‬ ‫ﻧﻈﺮ‬ ‫در‬ ‫ﺧﻮدش‬ ‫ﺗﺸﻮ‬ ‫داﻧﺸﺠﻮ‬ ‫آﻧﮕﺎه‬ ‫ﺷﻮد‬ ‫ﯾﻖ‬ ‫ﻣ‬ ‫ﯽ‬ ‫ﺷﻮد‬ ‫دﻟﮕﺮﻣ‬ ‫ﺑﺎ‬ ‫و‬ ‫ﯽ‬ ‫در‬ ‫ﻓﺮآ‬ ‫ﯾﻨ‬ ‫ﺪ‬ ‫ﯾﺎدﮔﯿﺮي‬ ‫ﻣ‬ ‫ﺷﺮﮐﺖ‬ ‫ﯽ‬ ‫ﮐﻨﻨﺪ‬ ] 10 ‫در‬ [ ‫ﻧﻬﺎ‬ ‫ﯾﺖ‬ ‫ا‬ ‫ﯾﻦ‬ ‫ﻧ‬ ‫ﯿﺎزﺳﻨﺠﯽ‬ ‫ﺑﺎ‬ ‫ﯾﺪ‬ ‫ﺑﻪ‬ ‫ﯾﮏ‬ ‫ﺗﻐ‬ ‫ﯿﯿﺮ‬ ‫رو‬ ‫ﯾﮑﺮد‬ ‫ﻣﻨﻄﻘ‬ ‫ﯽ‬ ‫ﻣﺤﺘﻮا‬ ‫در‬ ‫ي‬ ‫آﻣﻮزﺷ‬ ‫ﯽ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫و‬ ‫درﺳ‬ ‫ﯽ‬ ‫ﻣﻨﺘﻬ‬ ‫ﯽ‬ ] ‫ﺷﻮد‬ 11 .[ ‫ﻧﺘ‬ ‫در‬ ‫ﯿﺠﻪ‬ ‫ﺑﺮرﺳ‬ ‫ﺑﻪ‬ ‫ﺣﺎﺿﺮ‬ ‫ﻣﻄﺎﻟﻌﻪ‬ ‫ﯽ‬ ‫درﺳ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫ﯽ‬ ‫زﺑﺎن‬ ‫ﺗﺨﺼﺼ‬ ‫ﯽ‬ ‫ﭘﺰﺷﮑ‬ ‫داﻧﺸﮑﺪه‬ ‫ﯽ‬ ‫د‬ ‫از‬ ‫رﻓﺴﻨﺠﺎن‬ ‫ﯾﺪﮔﺎه‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾ‬ ‫ﺎن‬ ‫در‬ ‫ﺳﺎل‬ 1400 ‫اﺳﺖ.‬ ‫ﭘﺮداﺧﺘﻪ‬ ‫روش‬ ‫و‬ ‫ﻣﻮاد‬ ‫ﻫﺎ‬ ‫آﻣﺎر‬ ‫ﺟﺎﻣﻌﻪ‬ ‫ي‬ ‫ا‬ ‫ﯾﻦ‬ ‫ﺗﻮ‬ ‫ﻣﻄﺎﻟﻌﻪ‬ ‫ﺻﯿﻔﯽ‬ -‫ﺷﺎﻣﻞ‬ ‫ﻣﻘﻄﻌﯽ‬ ‫ﺗﻤﺎم‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾﺎن‬ ‫ﭘﺰﺷﮑ‬ ‫ﻫﻔﺘﻢ‬ ‫ﺗﺎ‬ ‫ﺳﻮم‬ ‫ﺳﺎل‬ ‫ﯽ‬ ‫ﭘﺎ‬ ‫ﻋﻠﻮم‬ ‫ﻣﻘﻄﻊ‬ ‫از‬ ‫)ﺑﻌﺪ‬ ‫ﯾ‬ ‫ﻪ‬ ( ‫داﻧﺸﮕﺎه‬ ‫ﻋﻠﻮم‬ ‫ﭘﺰﺷﮑﯽ‬ ‫رﻓﺴﻨﺠﺎن‬ ‫ﮐﻪ‬ ‫درس‬ ‫زﺑﺎن‬ ‫ﺗﺨﺼﺼﯽ‬ 1 ‫و‬ 2 ‫را‬ ‫ﮔﺬراﻧﺪه‬ ‫اﻧﺪ‬ ، ‫ا‬ ‫ﺑﻮدﻧﺪ.‬ ‫ﯾﻦ‬ ‫اﺧﻼق‬ ‫ﮐﺪ‬ ‫ﺑﺎ‬ ‫ﻣﻄﺎﻟﻌﻪ‬ IR.RUMS.REC.1400.046 ‫ﺳﺎل‬ ‫در‬ 1400 ‫ﻋﻠﻮم‬ ‫داﻧﺸﮕﺎه‬ ‫در‬ ‫ﭘﺰﺷﮑ‬ ‫ﯽ‬ ‫ﺗﺼﻮ‬ ‫رﻓﺴﻨﺠﺎن‬ ‫ﯾﺐ‬ ‫ﮐﻠ‬ ‫و‬ ‫ﯿﻪ‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾﺎن‬ ‫ﻣﻮرد‬ ‫ﺑ‬ ‫ﻧﻈﺮ‬ ‫ﻪ‬ ‫ﺷ‬ ‫ﯿﻮه‬ ‫ﺳﺮﺷﻤﺎر‬ ‫ي‬ ‫ﺟﻤﻊ‬ ‫اﺑﺰار‬ ‫ﺷﺪﻧﺪ.‬ ‫ﻣﻄﺎﻟﻌﻪ‬ ‫وارد‬ ‫آور‬ ‫ي‬ ‫داده‬ ‫ﻫﺎ‬ ‫ﭼﮏ‬ ‫ﺷﺎﻣﻞ‬ ‫ﻟ‬ ‫ﯿﺴﺖ‬ ‫ﻣﺘﻐ‬ ‫ﯿﺮﻫﺎي‬ ‫ﺟﻤﻌ‬ ‫ﯿﺖ‬ ‫ﺷﻨﺎﺧﺘ‬ ‫ﯽ‬ ‫و‬ ‫ﺳﻦ‬ ‫ﺟﻤﻠﻪ‬ ‫از‬ ‫و‬ ‫ﺟﻨﺲ‬ ‫ﭘﺮﺳﺶ‬ ‫ﻧﺎﻣﻪ‬ ‫ارز‬ ‫ﯾﺎﺑﯽ‬ ‫درﺳ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫ﯽ‬ ‫ﺗﺨﺼﺼ‬ ‫زﺑﺎن‬ ‫ﯽ‬ ‫ﺑ‬ ‫ﻮد.‬ ‫ا‬ ‫ﯾﻦ‬ ‫ﭘﺮﺳﺶ‬ ‫ﻧﺎﻣﻪ‬ ‫ﺷﺎﻣﻞ‬ 19 ‫ﺳﺆال‬ ‫ﻣﻄﺎﻟﻌﻪ،‬ ‫ﻫﺪف‬ ‫ﺧﺼﻮص‬ ‫در‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫درﺳﯽ‬ ‫ﮐﺘﺎب‬ ‫ﻣﺤﺘﻮاي‬ ‫اﺳﺎس‬ ‫ﺑﺮ‬ ‫ﻫﺎ‬ ‫ي‬ ‫از‬ ‫اﺳﺘﻔﺎده‬ ‫درﺳﯽ،‬ ‫ﻓﻨﺎوري‬ ‫ﻫﺎ‬ ‫ي‬ ‫ﮐﻼس‬ ‫در‬ ‫ﻧﻮﯾﻦ‬ ‫ﻫﺎ‬ ‫ي‬ ‫ارزﯾﺎﺑﯽ‬ ‫روش‬ ‫و‬ ‫ﺗﺨﺼﺼﯽ‬ ‫زﺑﺎن‬ ‫ﻣ‬ ‫درﺳﯽ‬ ‫واﺣﺪ‬ ‫ﯽ‬ ‫ﺑﺎﺷﺪ‬ . ‫ﭘﺮﺳﺶ‬ ‫ﻧﺎﻣﻪ‬ ‫ﻣﻘ‬ ‫اﺳﺎس‬ ‫ﺑﺮ‬ ‫ﯿﺎس‬ ‫ﻟ‬ ‫ﯿﮑﺮت‬ ‫ﭘ‬ ‫ﻨﺞ‬ ‫ﮔﺰﯾﻨﻪ‬ ‫اي‬ ‫ﻃﺮاﺣ‬ ‫ﯽ‬ ‫ﻧﻈﺮي‬ ‫ﻣﺨﺎﻟﻒ،‬ ‫ﻣﺨﺎﻟﻒ،‬ ً ‫)ﮐﺎﻣﻼ‬ ‫اﺳﺖ‬ ‫ﺷﺪه‬ ‫ﻣﻮاﻓﻖ(.‬ ً ‫ﮐﺎﻣﻼ‬ ‫ﻣﻮاﻓﻖ،‬ ‫ﻧﺪارم،‬ ‫ا‬ ‫ﺟﻤﻼت‬ ‫ﯾﻦ‬ ‫ﭘﺮﺳﺶ‬ ‫ﻧﺎﻣﻪ‬ ‫ﮐﻔﺎﯾﺖ‬ ‫ﺑﻪ‬ ‫رﺷﺘﻪ‬ ‫ﺑﻪ‬ ‫ﻣﻄﺎﻟﺐ‬ ‫ارﺗﺒﺎط‬ ‫ﺗﺨﺼﺼﯽ،‬ ‫زﺑﺎن‬ ‫واﺣﺪﻫﺎي‬ ‫ﺗﻌﺪاد‬ ‫ﻣﺤﻮر‬ ‫ﻣﺤﺘﻮا‬ ‫ﺷﺪه،‬ ‫اراﺋﻪ‬ ‫واﺣﺪﻫﺎي‬ ‫ﺗﻮاﻟﯽ‬ ‫ﺑﻮدن‬ ‫ﻣﻨﺎﺳﺐ‬ ‫ﭘﺰﺷﮑﯽ،‬ ‫ﺑﻪ‬ ‫ﻣﻄﺎﻟﺐ،‬ ‫ﺑﻮدن‬ ‫ﻋﻤﻮﻣﯽ‬ ‫ﯾﺎ‬ ‫ﺑﻮدن‬ ‫ﻓﺮﺻﺖ‬ ‫اراﺋﻪ‬ ‫آﻧﻬﺎ،‬ ‫ﺑﻮدن‬ ‫روز‬ ‫ﻫ‬ ‫ﺎي‬ ‫ﻧﻘﺶ‬ ‫درﺳﯽ،‬ ‫ﮐﺘﺎب‬ ‫ﻣﺤﺘﻮاي‬ ‫ﺗﻮﺳﻂ‬ ‫ﮐﻼﺳﯽ‬ ‫ﮔﻔﺘﮕﻮﻫﺎي‬ ‫ﮐﻤﮏ‬ ‫ﮐﻨﻨﺪه‬ ‫در‬ ‫ﻣﻮﺟﻮد‬ ‫ﺗﺼﺎوﯾﺮ‬ ‫ﮐﺘﺎب‬ ‫ﻋﺪم‬ ‫ﯾﺎ‬ ‫اراﺋﻪ‬ ‫درﺳﯽ،‬ ‫ﻫﺎي‬ ‫ﮐﺘﺎب‬ ‫در‬ ‫ﻣﻮردي‬ ‫ﻣﻄﺎﻟﻌﺎت‬ ‫اراﺋﻪ‬ ‫اﺻﻄﻼﺣﺎت‬ ‫وﺟﻮد‬ ‫درﺳﯽ،‬ ‫ﻫﺎي‬ ‫ﻣﻄﺎﻟﺐ‬ ‫ﺳﺮﻓﺼﻞ‬ ‫ﻃﺮاﺣﯽ‬ ‫درس،‬ ‫ﻫﺮ‬ ‫اﻧﺘﻬﺎي‬ ‫در‬ ‫ﻣﺮﺑﻮﻃﻪ‬ ‫ﭘﺰﺷﮑﯽ‬ ‫ﺳﺎﻋﺖ‬ ‫ﺗﻌﺪاد‬ ‫ﻃﺒﻖ‬ ‫ﺗﻌﺮﯾﻒ‬ ‫ﻫﺎي‬ ‫ارزﯾﺎﺑﯽ‬ ‫ﺗﺮم،‬ ‫ﻫﺮ‬ ‫ﺑﺮاي‬ ‫ﺷﺪه‬ ‫ﮐﻨ‬ ‫ﻨﺪه‬ ‫ﺗﻤﺮﯾﻦ‬ ‫ﺑﻮدن‬ ‫ﻫﺎ‬ ‫ي‬ ‫ﯾﺎدﮔﯿﺮي‬ ‫ﺗﻘﻮﯾﺖ‬ ‫ﺗﻮاﻧﺎﯾﯽ‬ ‫و‬ ‫درس‬ ‫ﻫﺮ‬ ‫اﻧﺘﻬﺎﯾﯽ‬ ‫آن‬ ‫رﻧﮕﯽ‬ ‫و‬ ‫ﻫﺎ‬ ‫ﺑ‬ ‫ﮐﺘﺎب‬ ‫ﻧﺒﻮدن‬ ‫ﯾﺎ‬ ‫ﻮدن‬ ‫ﮐﺮده‬ ‫ﺗﻮﺟﻪ‬ ‫درﺳﯽ‬ ‫ﻫﺎي‬ ‫ا‬ ‫ﺑﻮدﻧﺪ.‬ ‫ﯾﻦ‬ ‫ﭘﺮﺳﺶ‬ ‫ﻧﺎﻣﻪ‬ ‫اﺑﻌﺎد‬ ‫ﺷﺎﻣﻞ‬ ‫و‬ ‫اﻫﺪاف‬ ‫ﯾﮋه،‬ ‫ﻓﻨﺎوري‬ ‫و‬ ‫ﮑﯽ‬ ‫رﻓﺴﻨﺠﺎن‬ ‫دوره‬ 21 ‫ﺷﻤﺎره‬ ، 8 ‫ﺳﺎل‬ ، 1401 ‫ﺗﺎ‬ 5 ً ‫ﮐﺎﻣﻼ‬ ‫)از‬ ‫ﻧﻤﺮه‬ ‫ﻣﻌﺎدل‬ ‫ﻣﺨﺎﻟﻒ‬ 1 ً ‫ﮐﺎﻣﻼ‬ ‫ﺗﺎ‬ ‫ﻧﻤﺮه‬ ‫ﻣﻌﺎدل‬ ‫ﻣﻮاﻓﻖ‬ 5 ‫ﺷﺪ‬ ‫ﮔﺮﻓﺘﻪ‬ ‫ﻧﻈﺮ‬ ‫در‬ ‫ﻧﻤﺮه(‬ . ‫ﺗﻌﺪاد‬ ‫ﺣﺴﺐ‬ ‫ﺑﺮ‬ ‫ﺳﭙﺲ‬ ‫ﺳﺆاﻻ‬ ‫ﻧ‬ ‫ت‬ ‫ﻤﺮه‬ ‫ﮐﻠ‬ ‫ﯽ‬ ‫ﻣﺤﺘﻮا‬ ‫ﺑﻌﺪ‬ ‫ﻣﺜﺎل‬ ‫ﻋﻨﻮان‬ ‫ﺑﻪ‬ ‫ﺷﺪ،‬ ‫ﻣﺤﺎﺳﺒﻪ‬ ‫ﺑﻌﺪ‬ ‫آن‬ ‫ﺑﻪ‬ ‫ﻣﺮﺑﻮط‬ 4 ‫ﺳﺆال‬ ‫در‬ ‫ﭘﺮﺳﺶ‬ ‫ﻧﺎﻣﻪ‬ ‫ا‬ ‫ﻧﻤﺮه‬ ‫ﮐﻪ‬ ‫داﺷﺖ‬ ‫ﯾﻦ‬ ‫از‬ ‫ﺑﻌﺪ‬ 4 ‫ﺗﺎ‬ 20 ‫ﺷﺪ‬ ‫ﮔﺮﻓﺘﻪ‬ ‫درﻧﻈﺮ‬ ‫ﯾﺎ‬ ‫ﻓﻦ‬ ‫ﺑﻌﺪ‬ ‫آور‬ ‫ي‬ ‫ﮐﻪ‬ 2 ‫ﺳﺆال‬ ‫در‬ ‫ﭘﺮﺳﺶ‬ ‫ﻧﺎﻣﻪ‬ ‫ﺑﺮا‬ ‫داﺷﺖ‬ ‫ي‬ ‫ﮐﻠ‬ ‫ﻧﻤﺮه‬ ‫آن‬ ‫ﯽ‬ 2 ‫ﺗﺎ‬ 10 ‫ﺷﺪ‬ ‫ﮔﺮﻓﺘﻪ‬ ‫ﻧﻈﺮ‬ ‫در‬ . ‫ﺳﭙﺲ‬ ‫آﺳﺎن‬ ‫ﺟﻬﺖ‬ ‫ﻣﻘﺎ‬ ‫ﺗﺮ‬ ‫ﯾﺴﻪ‬ ‫آن‬ ‫ﺗﻤﺎم‬ ‫ﻧﻤﺮات‬ ‫ﮐﺮدن‬ ‫ﺑﺎزه‬ ‫ﺑﻪ‬ ‫ﻫﺎ‬ ‫ي‬ ‫ﺻﻔﺮ‬ ‫ﺗ‬ ‫ﺎ‬ 100 ‫ﺗﺒﺪ‬ ‫ﯾﻞ‬ ‫ﺷﺪ.‬ ‫ﭼ‬ ‫ﻫﺮ‬ ‫و‬ ‫آﻣﻮزش‬ ‫ﯿﺰ‬ ‫د‬ ‫ﯾﮕﺮي‬ ‫ﻣﻨﺘﻘﻞ‬ ‫ﻣﺎ‬ ‫ﺑﻪ‬ ‫ﮐﻪ‬ ‫ﻣ‬ ‫ﯽ‬ ‫ﺷﻮد،‬ ‫ﻣﯽ‬ ‫ﺑﺎﺷﺪ‬ ] 12 ‫و‬ ‫اﻫﺪاف‬ .[ ‫ﯾﮋه‬ ‫ﻓﺮاﮔ‬ ‫ﻣﻌﻨﺎي‬ ‫ﺑﻪ‬ ‫ﯿﺮي‬ ‫اﻧﮕﻠ‬ ‫زﺑﺎن‬ ‫ﯿﺴﯽ‬ ‫ﺑﺮاي‬ ‫ﻣﻮﻓﻖ‬ ‫ﮐﺎر‬ ‫در‬ ‫ﺷﺪن‬ ‫ﯾﺎ‬ ‫رﺷﺘ‬ ‫ﮥ‬ ‫ﺗﺤﺼ‬ ‫ﯿﻠﯽ‬ ‫د‬ ‫ﯾﮕﺮي‬ ‫ﮐﻪ‬ ‫اﺳﺖ‬ ‫ا‬ ‫ﯾﻦ‬ ‫ﻓﺮاﮔ‬ ‫ﯿﺮي،‬ ‫ﺑﺴ‬ ‫در‬ ‫ﯿﺎري‬ ‫ﺑﺎ‬ ‫ﻣﻮارد،‬ ‫از‬ ‫ﯾﺪ‬ ‫زﻣﺎﻧ‬ ‫ﻇﺮف‬ ‫در‬ ‫ﯽ‬ ‫ﻣﺤﺪودي‬ ‫ﭘﺬ‬ ‫اﻧﺠﺎم‬ ‫ﯾﺮد‬ . ‫ﻧﮑﺘﻪ‬ ‫در‬ ‫اﯾﻦ‬ ‫ﮐﻪ‬ ‫ﺟﺎﺳﺖ‬ ‫ﯾﮑﯽ‬ ‫ﻓﺮﺿ‬ ‫از‬ ‫ﯿﺎت‬ ‫ﻃﺮاﺣﺎن‬ ‫ا‬ ‫ﺑﺮ‬ ‫ﻣﺪرﺳﺎن‬ ‫و‬ ‫ﯾﻦ‬ ‫زﺑﺎن‬ ‫ﮐﻪ‬ ‫اﺳﺖ‬ ‫ﻣ‬ ‫ﻣﺮﺑﻮﻃﻪ‬ ‫آﻣﻮزان‬ ‫ﯽ‬ ‫ﺗـﺎ‬ ‫ﺗﻮاﻧﻨـﺪ‬ ‫ز‬ ‫اﻧﺪازة‬ ‫ﯾﺎدي‬ ‫ﺗﻌ‬ ‫در‬ ‫ﯿﯿﻦ‬ ‫ا‬ ‫ﺧﻮد‬ ‫اﻫﺪاف‬ ‫ﯾﻔﺎي‬ ] ‫ﮐﻨﻨﺪ‬ ‫ﻧﻘﺶ‬ 13 .[ ‫ﻓﻨ‬ ‫ﺑﻌﺪ‬ ‫ﺎ‬ ‫ور‬ ‫ي،‬ ‫وﺳﺎ‬ ‫از‬ ‫اﺳﺘﻔﺎده‬ ‫ﺑﻪ‬ ‫ﯾﻞ‬ ‫آﻣﻮزﺷ‬ ‫ﮐﻤﮏ‬ ‫ﯽ‬ ‫درك‬ ‫ﺟﻬﺖ‬ ‫درﺳ‬ ‫ﻣﻮاد‬ ‫ﺑﻬﺘﺮ‬ ‫ﯽ‬ ‫و‬ ‫ﯾﺎدﮔﯿﺮي‬ ‫ﻋﻤ‬ ‫ﯿﻖ‬ ] ‫دارد‬ ‫اﺷﺎره‬ ‫ﺗﺮ‬ 14 ‫ﮐﻠ‬ ‫در‬ .[ ‫ﯿﻪ‬ ‫ﻣﯽ‬ ‫ﭼﺸﻢ‬ ‫ﺑﻪ‬ ‫ﻣﺸﺘﺮك‬ ‫ﻋﻨﺼﺮ‬ ‫ﺳﻪ‬ ‫ارزﺷﯿﺎﺑﯽ،‬ ‫ﺗﻌﺎرﯾﻒ‬ ‫ﺧﻮرد:‬ 1 ( ‫ﺟﻤﻊ‬ ‫ﻫﺪﻓﺪار‬ ‫و‬ ‫ﻣﻨﻈﻢ‬ ‫ﻓﺮآﯾﻨﺪ‬ ‫اﻃﻼﻋﺎت،‬ ‫و‬ ‫داده‬ ‫آوري‬ 2 ‫ﻗﻀﺎوت‬ ( ‫و‬ ‫ارزﺷﯿﺎﺑﯽ‬ ‫ﭘﺪﯾﺪه‬ ‫ﻣﻄﻠﻮﺑﯿﺖ‬ ‫ﻣﻮرد‬ ‫در‬ ‫ارزﺷﯽ‬ 3 ‫وﺳﯿﻠﻪ‬ ( ‫ﺑﺮاي‬ ‫اي‬ ‫در‬ ‫و‬ ‫داﻧﺶ‬ ‫و‬ ‫ﺷﻨﺎﺧﺖ‬ ‫ﺗﺠﺪﯾﺪ‬ ‫ﯾﺎ‬ ‫و‬ ‫اﺻﻼح‬ ‫ﺗﻐﯿﯿﺮ،‬ ‫ﺣﺬف،‬ ‫ﻧﺘﯿﺠﻪ‬ ‫ارزﺷﯿﺎﺑﯽ‬ ‫اﻧﺠﺎم‬ ‫ارزﺷﯿﺎﺑﯽ.‬ ‫ﻣﻮرد‬ ‫وﺿﻌﯿﺖ‬ ‫ﺑﻬﺒﻮدي‬ ‫ﺑﻪ‬ ‫ﻣﻨﺠﺮ‬ ‫ﻧﻈﺮ‬ ‫اﻟﻒ‬ ‫ﺑﻪ:‬ ‫ﻣﻨﺠﺮ‬ ‫ﺷﺪه‬ ‫ﮔﻔﺘﻪ‬ ‫ﺷﯿﻮه‬ ‫ﺑﻪ‬ -‫از‬ ‫ﻋﻠﻤﯽ‬ ‫و‬ ‫دﻗﯿﻖ‬ ‫ﺷﻨﺎﺧﺖ‬ ‫و‬ ‫ﻣﻄﻠﻮب‬ ‫وﺿﻌﯿﺖ‬ ‫ﺑﺎ‬ ‫آن‬ ‫ﻣﻐﺎﯾﺮت‬ ‫ﻣﯿﺰان‬ ‫و‬ ‫ﻧﻈﺎم‬ ‫ﻣﻮﺟﻮد‬ ‫وﺿﻌﯿﺖ‬ ‫ب‬ ‫و‬ ‫اﻧﺘﻈﺎر‬ ‫ﻣﻮرد‬ -‫ﺟﻬﺖ‬ ‫در‬ ‫ﻣﺴﺘﻨﺪ‬ ‫و‬ ‫ﻋﻠﻤﯽ‬ ‫ﭘﯿﺸﻨﻬﺎدﻫﺎي‬ ‫اراﺋﻪ‬ ‫ﻧ‬ ‫ﺑﻬﺒﻮد‬ ‫ﺿﻌﻒ‬ ‫ﮐﺎﻫﺶ‬ ‫ﯾﺎ‬ ‫رﻓﻊ‬ ‫ﻈﺎم،‬ ‫ﺗﺤﮑﯿﻢ‬ ‫و‬ ‫ﻫﺎ‬ ‫ﻗﻮت‬ ‫ﻫﺎ‬ ‫ﺧﻮاﻫﺪ‬ ، ‫ﺷﺪ‬ ] 17 -15 [ ‫ﻣﻄﺎﻟﻌﻪ‬ ‫در‬ . Torabi ‫روا‬ ‫ﻫﻤﮑﺎراﻧﺶ،‬ ‫و‬ ‫ﯾﯽ‬ ‫ﻣﺤﺘﻮا‬ ‫ﯾﯽ‬ ‫اﯾﻦ‬ ‫ﭘﺮﺳﺶ‬ ‫ﻧﺎﻣﻪ‬ ‫ﻣﺘﺨﺼﺺ‬ ‫ﭘﻨﺞ‬ ‫ﻧﻈﺮات‬ ‫از‬ ‫اﺳﺘﻔﺎده‬ ‫ﺑﺎ‬ ، ‫ﭘﺰﺷﮑ‬ ‫ﻋﻠﻮم‬ ‫داﻧﺸﮕﺎه‬ ‫در‬ ‫ﮐﻪ‬ ‫اﻧﮕﻠﯿﺴﯽ‬ ‫زﺑﺎن‬ ‫آﻣﻮزش‬ ‫ﺣﻮزه‬ ‫ﯽ‬ ‫ﺑﻮدﻧﺪ‬ ‫ﺗﺪرﯾﺲ‬ ‫ﺑﻪ‬ ‫ﻣﺸﻐﻮل‬ ‫اﺻﻔﻬﺎن‬ ، ‫ﺗ‬ ‫ﺄ‬ ‫ﯾﯿﺪ‬ ‫ﺑﺮا‬ ‫و‬ ‫ﺷﺪ‬ ‫ي‬ ‫ﺗﻌ‬ ‫ﯿ‬ ‫ﯿﻦ‬ ‫ﭘﺎ‬ ‫ﯾﺎﯾﯽ‬ ‫ﭘﺮﺳﺶ‬ ‫ﻧﺎﻣﻪ‬ ‫ﺿﺮ‬ ‫ﻣﺤﺎﺳﺒﻪ‬ ‫از‬ ‫ﯾﺐ‬ ‫آﻟﻔﺎ‬ ‫ي‬ ‫اﺳﺘﻔﺎ‬ ‫ﮐﺮوﻧﺒﺎخ‬ ‫ده‬ ‫ﺑﺎ‬ ‫ﺑﺮاﺑﺮ‬ ‫ﻣﻄﺎﻟﻌﻪ‬ ‫آن‬ ‫در‬ ‫ﮐﻪ‬ ‫ﺷﺪ‬ 78 / 0 ] ‫ﺷﺪ‬ ‫ﮔﺰارش‬ 8 ‫ﻣﻄﺎﻟﻌﻪ‬ ‫در‬ .[ ‫ﮔﺮد‬ ‫ﻣﺤﺎﺳﺒﻪ‬ ‫ﯾﺪ‬ . ‫ﭘﺮﺳﺶ‬ ‫ﻧﺎﻣﻪ‬ ‫ﺑﻪ‬ ‫ﻣﺤﻘﻖ‬ ‫ﺗﻮﺳﻂ‬ ‫ﻫﺎ‬ ‫اﻟﮑﺘﺮوﻧ‬ ‫ﺻﻮرت‬ ‫ﯿﮏ‬ ‫ﺑﻪ‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾﺎن‬ ‫ﻃﺮ‬ ‫از‬ ‫ﯾﻖ‬ ‫اﺟﺘﻤﺎﻋ‬ ‫ﺷﺒﮑﻪ‬ ‫ﯽ‬ WhatsApp ‫ﮔﺮوه‬ ‫در‬ ‫ﻫﺎ‬ ‫ي‬ ‫ﮐﻼﺳ‬ ‫ﯽ‬ ‫ا‬ ‫و‬ ‫ارﺳﺎل‬ ‫آن‬ ‫ز‬ ‫ﭘﺎﺳﺦ‬ ‫آن‬ ‫ﺑﻪ‬ ‫ﻣﻘﺮر‬ ‫ﻣﻮﻋﺪ‬ ‫در‬ ‫ﺷﺪ‬ ‫ﺧﻮاﺳﺘﻪ‬ ‫ﻫﺎ‬ ‫ﭘ‬ ‫دﻫﻨﺪ.‬ ‫ﯿﺶ‬ ‫ﺳﺆاﻻت‬ ‫ﺑﻪ‬ ‫ﭘﺎﺳﺦ‬ ‫ﺷﺮوع‬ ‫از‬ ‫ﭘﺮﺳﺶ‬ ‫ﻧﺎﻣﻪ‬ ‫از‬ ‫ﻣﺤﻘﻖ‬ ‫ﻫﺎ،‬ ‫رﺿﺎ‬ ‫ﯾﺖ‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾﺎن‬ ‫ﺗﻮﺿ‬ ‫ﻧﻮﺷﺘﻦ‬ ‫ﺑﺎ‬ ‫ﯿﺤﺎت‬ ‫اﻃﻤ‬ ‫ﯿﻨﺎن‬ ‫ﻧﻤ‬ ‫ﺣﺎﺻﻞ‬ ‫ﻮد‬ ‫ا‬ ‫اﻧﺠﺎم‬ ‫از‬ ‫ﻫﺪف‬ ‫و‬ ‫ﯾﻦ‬ ‫ﺑﻪ‬ ‫ﻣﻄﺎﻟﻌﻪ‬ ‫اﻓﺰا‬ ‫ﻣﻨﻈﻮر‬ ‫ﯾﺶ‬ ‫ﻫﻤﮑﺎر‬ ‫ي‬ ‫ﺗﻮﺿ‬ ‫ﯿﺢ‬ ‫ﺷﺪ.‬ ‫داده‬ ‫داده‬ ‫ﺟﻤﻊ‬ ‫از‬ ‫ﭘﺲ‬ ‫ﻫﺎ‬ ‫آور‬ ‫ي‬ ‫ﻧﺮم‬ ‫در‬ ‫آﻣﺎر‬ ‫اﻓﺰار‬ ‫ي‬ SPSS ‫ﻧﺴﺨﻪ‬ 20 ‫و‬ ‫ﺑﺎ‬ ‫اﺳﺘﻔﺎده‬ ‫از‬ ‫آزﻣﻮن‬ ‫ﻫﺎ‬ ‫ي‬ ‫آﻣﺎر‬ ‫ي‬ t ‫ﺗﺤﻠ‬ ‫ﻣﺴﺘﻘﻞ،‬ ‫ﯿﻞ‬ ‫وار‬ ‫ﯾﺎﻧﺲ‬ ‫ﯾﮏ‬ ‫ﻫﻤﺒﺴﺘﮕ‬ ‫و‬ ‫ﻃﺮﻓﻪ‬ ‫ﯽ‬ Pearson ‫ﺗﺠﺰ‬ ‫ﻣﻮرد‬ ‫ﯾﻪ‬ ‫ﺗﺤﻠ‬ ‫و‬ ‫ﯿﻞ‬ ‫ﻗﺮار‬ ‫ﻧﺮﻣﺎﻟ‬ ‫ﻓﺮض‬ ‫ﮔﺮﻓﺘﻨﺪ.‬ ‫ﯿﺘﯽ‬ ‫ﻣﺘﻐ‬ ‫ﯿﺮﻫﺎي‬ ‫ﮐﻤ‬ ‫ﯽ‬ ‫از‬ ‫اﺳﺘﻔﺎده‬ ‫ﺑﺎ‬ ‫ﺷﺎﺧﺺ‬ ‫ﻫﺎ‬ ‫ي‬ ‫ﭼﻮﻟﮕ‬ ‫ﯽ‬ ‫ﮐﺸ‬ ‫و‬ ‫ﯿﺪﮔﯽ‬ ‫ﺑﺮرﺳ‬ ‫ﻣﻮرد‬ ‫ﯽ‬ ‫ﺑﺎ‬ ‫ﮔﺮﻓﺖ،‬ ‫ﻗﺮار‬ ‫ا‬ ‫ﺑﻪ‬ ‫ﺗﻮﺟﻪ‬ ‫ﯾﻦ‬ ‫ﺑﺮا‬ ‫ﮐﻪ‬ ‫ي‬ ‫ﻣﺘﻐ‬ ‫ﺗﻤﺎم‬ ‫ﯿﺮﻫﺎ‬ ‫ا‬ ‫ﯾﻦ‬ ‫ﺷﺎﺧﺺ‬ ‫دو‬ ‫ﺑ‬ ‫ﯿﻦ‬ 1 -‫ﺗﺎ‬ 1 ‫داﺷﺘﻨﺪ‬ ‫ﻗﺮار‬ ، ‫ﻣ‬ ‫ﯽ‬ ‫ﻧﺘ‬ ‫ﺗﻮان‬ ‫ﯿﺠﻪ‬ ‫ا‬ ‫ﺗﻤﺎم‬ ‫ﮔﺮﻓﺖ‬ ‫ﯾﻦ‬ ‫ﻣﺘﻐ‬ ‫ﯿﺮﻫﺎ‬ ‫د‬ ‫ارا‬ ‫ي‬ ‫ﺗﻮز‬ ‫ﯾﻊ‬ ‫ﻣ‬ ‫ﻧﺮﻣﺎل‬ ‫ﯽ‬ ‫ﮐﻤ‬ ‫اﻃﻼﻋﺎت‬ ‫ﺑﺎﺷﻨﺪ.‬ ‫ﯽ‬ ‫ﻣ‬ ‫ﺻﻮرت‬ ‫ﺑﻪ‬ ‫ﯿﺎﻧﮕﯿﻦ‬ ‫و‬ ‫ﭘﺰﺷ‬ ‫ﻋﻠﻮم‬ ‫داﻧﺸﮕﺎه‬ ‫ﻣﺠﻠﻪ‬ ‫ﮑﯽ‬ ‫رﻓﺴﻨﺠﺎن‬ ‫دوره‬ 21 ‫ﺷﻤﺎره‬ ، 8 ‫ﺳﺎل‬ ، 1401 ‫ﻣﻌ‬ ‫اﻧﺤﺮاف‬ ‫ﯿﺎر‬ ‫ﮐ‬ ‫اﻃﻼﻋﺎت‬ ‫و‬ ‫ﯿﻔﯽ‬ ‫ﮔﺰارش‬ ‫درﺻﺪ‬ ‫و‬ ‫ﺗﻌﺪاد‬ ‫ﺻﻮرت‬ ‫ﺑﻪ‬ ‫ﻣﻌﻨ‬ ‫ﺳﻄﺢ‬ ‫ﺷﺪﻧﺪ.‬ ‫ﯽ‬ ‫داري‬ ‫آزﻣﻮن‬ ‫ﺗﻤﺎم‬ ‫در‬ ‫ﺑﺎ‬ ‫ﺑﺮاﺑﺮ‬ ‫ﻫﺎ‬ 05 / 0 ‫ﻧﻈﺮ‬ ‫در‬ ‫ﮔﺮﻓﺘﻪ‬ ‫ﺷﺪ‬ . ‫ﻧﺘﺎﯾﺞ‬ ‫ا‬ ‫در‬ ‫ﯾﻦ‬ ‫ﻣﻄﺎﻟﻌﻪ،‬ 301 ‫داﻧﺸﺠﻮ‬ ‫ي‬ ‫ﭘﺰﺷﮑ‬ ‫ﯽ‬ ‫ﻣﺨﺘﻠﻒ‬ ‫ﻣﻘﺎﻃﻊ‬ ‫از‬ ‫ﺗﺤﺼ‬ ‫ﯿﻠﯽ‬ ‫ﻣ‬ ‫ﺑﺎ‬ ‫ﯿﺎﻧﮕﯿﻦ‬ ‫ﻣﻌ‬ ‫اﻧﺤﺮاف‬ ‫و‬ ‫ﯿﺎر‬ ‫ﺳﻨ‬ ‫ﯽ‬ 99 / 1 ± 68 / 23 ‫ﺳﺎل‬ ‫ﮔﺮﻓﺘﻨﺪ.‬ ‫ﻗﺮار‬ ‫ﻣﻄﺎﻟﻌﻪ‬ ‫ﻣﻮرد‬ ‫ﺷﺎﺧﺺ‬ ‫ﻫﺎ‬ ‫ي‬ ‫ﺗﻮﺻ‬ ‫ﯿﻔﯽ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫اﺑﻌﺎد‬ ‫درﺳ‬ ‫ﯽ‬ ‫ﺟﺪول‬ ‫در‬ 1 ‫ﺟﺪول‬ ‫در‬ ‫اﺳﺖ.‬ ‫ﺷﺪه‬ ‫آورده‬ 2 ‫ﻣ‬ ، ‫ﯿﺎﻧﮕﯿﻦ‬ ‫ﻧﺘﺎ‬ ‫اﺳﺖ.‬ ‫ﮔﺮﻓﺘﻪ‬ ‫ﯾﺞ‬ ‫ﻣ‬ ‫ﻧﺸﺎن‬ ‫ﯽ‬ ‫ﻣ‬ ‫اﺑﻌﺎد‬ ‫ﺗﻤﺎم‬ ‫در‬ ‫ﮐﻪ‬ ‫دﻫﺪ‬ ‫ﯿﺎﻧﮕﯿ‬ ‫ﻦ‬ ‫ﻣﺮدان‬ ‫ﻧﻤﺮه‬ ‫ﺑﯿﺸﺘﺮ‬ ‫اﺳﺖ‬ ‫زﻧﺎن‬ ‫از‬ ، ‫ارز‬ ‫ﺑﻌﺪ‬ ‫در‬ ‫ﻓﻘﻂ‬ ‫اﻣﺎ‬ ‫ﯾﺎﺑﯽ‬ ‫ﺑ‬ ‫ﺗﻮﺟﻪ‬ ‫ﺎ‬ ‫آزﻣﻮن‬ ‫ﺑﻪ‬ t ‫ﻣﻌﻨ‬ ‫ﻣﺴﺘﻘﻞ‬ ‫ﯽ‬ ) ‫اﺳﺖ‬ ‫ﺑﻮده‬ ‫دار‬ 037 / 0 = p ‫ﺿﺮا‬ .( ‫ﯾﺐ‬ ‫ﻫﻤﺒﺴﺘﮕ‬ ‫ﯽ‬ ‫ﺣﺎﮐ‬ ‫ﯽ‬ ‫ﻣﻌﻨ‬ ‫ارﺗﺒﺎط‬ ‫از‬ ‫ﯽ‬ ‫ﻫﻤﻪ‬ ‫ﺑﺎ‬ ‫ﺳﻦ‬ ‫ﻣﻌﮑﻮس‬ ‫و‬ ‫دار‬ ‫اﺑ‬ ‫درﺳ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫ﻌﺎد‬ ‫ﯽ‬ ) ‫ﺑﻮد‬ ‫ﻣﺤﺘﻮا‬ ‫ﺟﺰ‬ ‫ﺑﻪ‬ 05 / 0 < p ‫)ﺟﺪول‬ ( 3 ‫در‬ .( ‫ﺟﺪول‬ 4 ‫ﻣ‬ ، ‫ﯿﺎﻧﮕﯿﻦ‬ ‫درﺳ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫اﺑﻌﺎد‬ ‫ﻧﻤﺮات‬ ‫ﯽ‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾﺎن‬ ‫ﺑ‬ ‫ﺮ‬ ‫ﺗﺤﺼ‬ ‫ﻣﻘﻄﻊ‬ ‫ﺣﺴﺐ‬ ‫ﯿﻠﯽ‬ ‫ﻣﻘﺎ‬ ‫ﻣﻮرد‬ ‫ﯾﺴﻪ‬ ‫ﻧﺘﺎ‬ ‫اﺳﺖ.‬ ‫ﮔﺮﻓﺘﻪ‬ ‫ﻗﺮار‬ ‫ﯾ‬ ‫ﺞ‬ ‫ﺗﺤﻠ‬ ‫آزﻣﻮن‬ ‫ﯿﻞ‬ ‫وار‬ ‫ﯾﺎﻧﺲ‬ ‫و‬ ‫ﻣﺤﺘﻮا‬ ‫ﺑﻌﺪ‬ ‫ﺟﺰ‬ ‫ﺑﻪ‬ ‫اﺑﻌﺎد‬ ‫ﺗﻤﺎم‬ ‫داد‬ ‫ﻧﺸﺎن‬ ) ‫ﮐﻞ‬ ‫ﻧﻤﺮه‬ 001 / 0 < p ‫درﺳ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ( ‫ﯽ‬ ‫ﺗﺤﺼ‬ ‫ﻣﻘﻄﻊ‬ ‫ﺳﻪ‬ ‫ﯿﻠﯽ‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾﺎن‬ ‫ﭘﺰﺷﮑ‬ ‫ﯽ‬ ‫ﻣﻌﻨ‬ ‫ﺗﻔﺎوت‬ ‫ﻫﻢ‬ ‫ﺑﺎ‬ ‫ﯽ‬ ‫داري‬ ‫ﻣ‬ ‫داﺷﺖ.‬ ‫ﯿﺎﻧﮕﯿ‬ ‫ﻦ‬ ‫ﮐﻠ‬ ‫ﻧﻤﺮه‬ ‫ﯽ‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾﺎن‬ ‫درﺳ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫ﺑﻪ‬ ‫ﯽ‬ ‫ﺣﺪود‬ 60 ‫)از‬ 100 ‫ﻧﻤﺮه(‬ ‫ﺟﺪول‬ ‫در‬ ‫ﺑﻮد.‬ 5 ‫ﻣ‬ ، ‫ﯿﺎﻧﮕﯿﻦ‬ ‫درﺳ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫اﺑﻌﺎد‬ ‫ﻧﻤﺮات‬ ‫ﯽ‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾﺎن‬ ‫ﺗﺤﺼ‬ ‫ﻣﻌﺪل‬ ‫ﺣﺴﺐ‬ ‫ﺑﺮ‬ ‫ﯿﻠﯽ‬ ‫ﻣﻘﺎ‬ ‫ﻣﻮرد‬ ‫ﯾﺴﻪ‬ ‫ﮔﺮﻓ‬ ‫ﻗﺮار‬ ‫ﺘﻪ‬ ‫ﮐﻠ‬ ‫ﻃﻮر‬ ‫ﺑﻪ‬ ‫اﺳﺖ.‬ ‫ﯽ‬ ‫اﻓﺰا‬ ‫ﺑﺎ‬ ‫ﯾﺶ‬ ‫زﺑﺎن‬ ‫درس‬ ‫ﻧﻤﺮه‬ ‫ﻣﻌﺪل‬ ‫ﺗﺨﺼﺼ‬ ‫ﯽ‬ 1 ‫و‬ 2 ‫داﻧﺸﺠﻮ‬ ‫ﯾﺎن،‬ ‫درﺳ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫ﻣﺨﺘﻠﻒ‬ ‫اﺑﻌﺎد‬ ‫ﻧﻤﺮه‬ ‫ﯽ‬ ‫ﻧ‬ ‫ﯿﺰ‬ ‫اﻓﺰا‬ ‫ﯾﺶ‬ ‫ﯾﺎﻓﺘﻪ‬ ‫ﻧﺘﺎ‬ ‫اﻣﺎ‬ ‫اﺳﺖ.‬ ‫ﯾﺞ‬ ‫ﺗﺤﻠ‬ ‫آزﻣﻮن‬ ‫ﯿﻞ‬ ‫وار‬ ‫ﯾﺎﻧﺲ‬ ‫ﺑﻌﺪ‬ ‫داد‬ ‫ﻧﺸﺎن‬ ‫و‬ ‫اﻫﺪاف‬ ‫ﯾﮋه‬ ‫درﺳ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫ﮐﻞ‬ ‫ﻧﻤﺮه‬ ‫و‬ ‫ﯽ‬ ‫ﺗﺤﺼ‬ ‫ﻣﻘﻄﻊ‬ ‫ﺳﻪ‬ ‫ﯿﻠﯽ‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾﺎن‬ ‫ﭘﺰﺷﮑ‬ ‫ﯽ‬ ‫ﻣﻌﻨ‬ ‫ﺗﻔﺎوت‬ ‫ﻫﻢ‬ ‫ﺑﺎ‬ ‫ﯽ‬ ‫داري‬ ‫دارد‬ ) 001 / 0 < p ( ‫ﺑ‬ ‫ﻪ‬ ‫ا‬ ‫ﯾﻦ‬ ‫ﻣ‬ ‫ﮐﻪ‬ ‫ﻣﻀﻤﻮن‬ ‫ﯿﺎﻧﮕﯿﻦ‬ ‫و‬ ‫اﻫﺪاف‬ ‫ﻧﻤﺮه‬ ‫ﯾﮋه‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾﺎن‬ ‫ﺑ‬ ‫ﺎ‬ ‫ﺗﺤﺼ‬ ‫ﻣﻌﺪل‬ ‫ﯿﻠﯽ‬ 20 -1 / 15 ، ‫ﺑ‬ ‫ﯿﺸ‬ ‫ﺘ‬ ‫ﺮ‬ ‫ﺳﺎ‬ ‫از‬ ‫ﯾﺮ‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾﺎن‬ ‫ﻣﯽ‬ ‫ﺑﺎﺷﺪ‬ . ‫ﺟﺪول‬ ‫در‬ 6 ‫ﺗﻮز‬ ، ‫ﯾﻊ‬ ‫ﻓﺮاواﻧ‬ ‫ﯽ‬ ‫ﭘﺎﺳﺦ‬ ‫ﻫﺎ‬ ‫ي‬ ‫ﮔﻮ‬ ‫ﺑﻪ‬ ‫ﺷﺪه‬ ‫داده‬ ‫ﯾﻪ‬ ‫ﻫﺎ‬ ‫ي‬ ‫ﭘﺮﺳﺶ‬ ‫ﻧﺎﻣﻪ‬ ‫ﺣ‬ ‫در‬ ‫اﺳﺖ.‬ ‫ﺷﺪه‬ ‫آورده‬ ‫ﯿﻄﻪ‬ ‫ﻣﺤﺘﻮا،‬ ‫ﺑ‬ ‫ﯿﺸ‬ ‫ﺘ‬ ‫ﺮ‬ ‫ﯾﻦ‬ ‫ﻓﺮ‬ ‫اواﻧ‬ ‫ﯽ‬ ‫ﺑﻪ‬ ‫ﻣﻮاﻓﻖ‬ ‫ﻣﻮارد‬ ‫آ‬ ‫ﯾﺘﻢ‬ " ‫واﺣﺪﻫﺎ‬ ‫ﺗﻌﺪاد‬ ‫ي‬ ‫درﺳ‬ ‫ﯽ‬ ‫دوره‬ ‫در‬ ‫ﻣﻮﺟﻮد‬ ‫ﺗﺨﺼﺼ‬ ‫ﯽ‬ ‫اﺳﺖ‬ ‫ﻣﻨﺎﺳﺐ‬ " ‫و‬ ‫ﺑ‬ ‫ﯿﺸ‬ ‫ﺘ‬ ‫ﺮ‬ ‫ﯾﻦ‬ ‫ﻓﺮاواﻧ‬ ‫ﯽ‬ ‫ﻣﺮﺑﻮط‬ ‫ﻣﺨﺎﻟﻔﺖ‬ ‫ﺑﻪ‬ ‫آ‬ ‫ﯾﺘﻢ‬ " ‫ﺗﺪر‬ ‫ﻣﻄﺎﻟﺐ‬ ‫ارﺗﺒﺎط‬ ‫ﯾﺲ‬ ‫ﭘﺰﺷﮑ‬ ‫رﺷﺘﻪ‬ ‫ﺑﺎ‬ ‫ﺷﺪه‬ ‫ﯽ‬ ‫ﻗﺎﺑﻞ‬ ‫ﻗﺒﻮل‬ ‫اﺳﺖ‬ " ‫ﺣ‬ ‫در‬ ‫ﺑﻮد.‬ ‫ﯿﻄﻪ‬ ‫و‬ ‫اﻫﺪاف‬ ‫ﯾﮋه،‬ ‫ﺑﯿﺸﺘﺮﯾﻦ‬ ‫ﻓﺮاواﻧ‬ ‫ﯽ‬ ‫ﻣﻮارد‬ ‫ﺑﻪ‬ ‫ﻣﻮاﻓﻖ‬ ‫آ‬ ‫ﯾﺘﻢ‬ " ‫ﺑﺮﮔﺰار‬ ‫ي‬ ‫ﮐﻼس‬ ‫ﻣﻨﺎﺳﺐ‬ ‫ﺻﺒﺢ‬ ‫در‬ ‫ﻫﺎ‬ ‫ﻋﺼﺮ‬ ‫از‬ ‫ﺗﺮ‬ ‫اﺳﺖ‬ " ‫و‬ ‫ﺑﯿﺸﺘﺮﯾﻦ‬ ‫ﻓﺮاواﻧ‬ ‫ﯽ‬ ‫ﺑﻪ‬ ‫ﻣﺮﺑﻮط‬ ‫ﻣﺨﺎﻟﻔﺖ‬ ‫آ‬ ‫ﯾﺘﻢ‬ " ‫ﻓﺮﺻ‬ ‫ﺖ‬ ‫ﻫﺎ‬ ‫ي‬ ‫ﮐﺎﻓ‬ ‫ﯽ‬ ‫داﻧﺸﺠﻮ‬ ‫ﻣﺸﺎرﮐﺖ‬ ‫ﺟﻬﺖ‬ ‫ﯾﺎن‬ ‫ﮐﻼﺳ‬ ‫ﻣﺒﺎﺣﺚ‬ ‫در‬ ‫ﯽ،‬ ‫ﺗﻮﺳﻂ‬ ‫درﺳ‬ ‫ﮐﺘﺎب‬ ‫ﯽ‬ ‫اﺳﺖ‬ ‫ﺷﺪه‬ ‫ﻣﻄﺮح‬ " ‫ﺣ‬ ‫در‬ ‫ﺑﻮد.‬ ‫ﯿﻄﻪ‬ ‫ﻓﻨ‬ ‫ﺎ‬ ‫ور‬ ‫ي،‬ ‫ﺑﯿﺸﺘﺮﯾﻦ‬ ‫ﻓﺮاواﻧ‬ ‫ﯽ‬ ‫ﺑﻪ‬ ‫ﻣﺨﺎﻟﻒ‬ ‫و‬ ‫ﻣﻮاﻓﻖ‬ ‫ﻣﻮارد‬ ‫آ‬ ‫ﯾﺘﻢ‬ " ‫ﻣ‬ ‫ﯿﺰان‬ ‫ﻗ‬ ‫ﺎﺑﻞ‬ ‫ﻗﺒﻮﻟ‬ ‫ﯽ‬ ‫ﺗﻤﺎر‬ ‫از‬ ‫ﯾﻦ‬ ‫ارﺗﻘﺎ‬ ‫ﺟﻬﺖ‬ ‫در‬ ‫ء‬ ‫ﮐ‬ ‫ﯿﻔﯿﺖ‬ ‫ﯾﺎدﮔﯿﺮي‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾﺎن‬ ‫اﻧﺘﻬﺎ‬ ‫در‬ ‫ي‬ ‫ﭘ‬ ‫درس‬ ‫ﻫﺮ‬ ‫ﯿﺶ‬ ‫ﺑ‬ ‫ﯿﻨﯽ‬ ‫اﺳﺖ‬ ‫ﺷﺪه‬ " ‫ﺣ‬ ‫در‬ ‫ﺑﻮد.‬ ‫ﯿﻄﻪ‬ ‫ارز‬ ‫ﯾﺎﺑﯽ،‬ ‫ﺑﯿﺸﺘﺮﯾﻦ‬ ‫ﻓﺮاواﻧ‬ ‫ﯽ‬ ‫ﺑﻪ‬ ‫ﻣﻮاﻓﻖ‬ ‫ﻣﻮارد‬ ‫آ‬ ‫ﯾﺘﻢ‬ " ‫ﻃﺮح‬ ‫ﺳ‬ ‫ﺆاﻻ‬ ‫ت‬ ‫آ‬ ‫زﻣﻮن‬ ‫ﮔﺰ‬ ‫ﭼﻨﺪ‬ ‫ﺑﺼﻮرت‬ ‫ﻫﺎ‬ ‫ﯾﻨﻪ‬ ‫ا‬ ‫ي‬ ‫ارز‬ ‫ﺟﻬﺖ‬ ‫ﯾﺎﺑﯽ‬ ‫آﻣﻮزﺷ‬ ‫ﯽ‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾﺎن‬ ‫اﺳﺖ‬ ‫ﻣﻨﺎﺳﺐ‬ " ‫و‬ ‫ﺑﯿﺸﺘﺮﯾﻦ‬ ‫ﻓﺮاواﻧ‬ ‫ﯽ‬ ‫ﻣﺮﺑﻮ‬ ‫ﻣﺨﺎﻟﻔﺖ‬ ‫ط‬ ‫ﺑﻪ‬ ‫آ‬ ‫ﯾﺘﻢ‬ " ‫ﭘﺎ‬ ‫اﻣﺘﺤﺎن‬ ‫ﻓﻘﻂ‬ ‫ﯾﺎن‬ ‫ﺗﺮم‬ ‫ﺑﺮا‬ ‫ي‬ ‫ﺑﺮرﺳ‬ ‫ﯽ‬ ‫ﻣ‬ ‫ﯿﺰان‬ ‫ﯾﺎدﮔ‬ ‫ﯿﺮي‬ ‫داﻧﺸﺠﻮ‬ ‫ﯾﺎن‬ ‫ﮐﺎﻓ‬ ‫ﯽ‬ ‫اﺳﺖ‬ " ‫ﺑﻮد.‬ ‫داﻧﺸﺠﻮﯾﺎن‬ ‫دﯾﺪﮔﺎه‬ ‫از‬ ‫رﻓﺴﻨﺠﺎن‬ ‫ﭘﺰﺷﮑﯽ‬ ‫داﻧﺸﮑﺪه‬ ‫ﺗﺨﺼﺼﯽ‬ ‫زﺑﺎن‬ ‫درﺳﯽ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫ﺑﺮرﺳﯽ‬ ... ‫ﭘﺰﺷ‬ ‫ﻋﻠﻮم‬ ‫داﻧﺸﮕﺎه‬ ‫ﻣﺠﻠﻪ‬ ‫ﮑﯽ‬ ‫رﻓﺴﻨﺠﺎن‬ ‫دوره‬ 21 ‫ﺷﻤﺎره‬ ، 8 ‫ﺳﺎل‬ ، 1401 ‫ﺟﺪول‬ 1 -‫ﻣﻌ‬ ‫اﻧﺤﺮاف‬ ‫ﯿ‬ ‫ﺎر‬ ± ‫ﻣ‬ ‫ﯿ‬ ‫ﺎﻧﮕ‬ ‫ﯿ‬ ‫ﻦ‬ ‫ﺳﻦ‬ ‫و‬ ‫اﺑﻌﺎد‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫درﺳﯽ‬ ‫زﺑﺎن‬ ‫ﺗﺨﺼﺼﯽ‬ ‫داﻧﺸﮑﺪه‬ ‫ﭘﺰﺷﮑﯽ‬ ‫رﻓﺴﻨﺠﺎن‬ ‫از‬ ‫دﯾﺪﮔﺎه‬ ‫داﻧﺸﺠﻮﯾﺎن‬ ‫د‬ ‫ر‬ ‫ﺳﺎل‬ 1400 ‫ﻣﺘﻐ‬ ‫ﯿﺮ‬ ‫ﮐﻤ‬ ‫ﯽ‬ ‫ﮐﻢ‬ ‫ﺗﺮ‬ ‫ﯾﻦ‬ ‫ﻣﻘﺪار‬ ‫ﺑ‬ ‫ﯿﺸﺘﺮﯾﻦ‬ ‫ﻣﻘﺪار‬ ‫ﻣﻌ‬ ‫اﻧﺤﺮاف‬ ‫ﯿﺎر‬ ± ‫ﻣ‬ ‫ﯿﺎﻧﮕﯿﻦ‬ ‫ﭼﻮﻟﮕ‬ ‫ﯽ‬ ‫ﮐﺸ‬ ‫ﯿﺪﮔﯽ‬ ‫آﻟﻔﺎ‬ ‫ي‬ ‫ﮐﺮوﻧﺒﺎخ‬ ‫ﻣﺤﺘﻮا‬ 0 100 33 / 23 ± 62 / 60 284 / 0 -144 / 0 819 / 0 ‫و‬ ‫اﻫﺪاف‬ ‫ﯾﮋه‬ 17 / 29 67 / 91 87 / 11 ± 08 / 55 499 / 0 974 / 0 642 / 0 ‫ﻓﻨﺎور‬ ‫ي‬ 0 100 47 / 20 ± 0 / 51 046 / 0 -026 / 0 -455 / 0 ‫ارز‬ ‫ﯾﺎﺑﯽ‬ 71 / 35 29 / 89 42 / 12 ± 78 / 61 450 / -511 / 0 -594 / 0 ‫ﮐﻞ‬ 21 / 34 84 / 86 98 / 11 ± 29 / 58 162 / 0 079 / 0 -797 / 0 ‫ﺳﻦ‬ 20 27 99 / 1 ± 68 / 23 191 / 0 -984 / 0 -‫داﻧﺸﺠﻮﯾﺎن‬ ‫ﭘﺰﺷ‬ ‫ﻋﻠﻮم‬ ‫داﻧﺸﮕﺎه‬ ‫ﻣﺠﻠﻪ‬ ) ‫ﻣﺤﺘﻮا‬ content ‫ﭘ‬ ‫ﻫﻤﻪ‬ ‫ﺷﺎﻣﻞ‬ ( ‫ﯿﺎم‬ ‫ﻫﺎ،‬ ‫داﻧﺶ،‬ ‫اﻃﻼﻋﺎت،‬ ‫ﻧ‬ ‫ﺣﺎﺿﺮ‬ ‫ﯿﺰ‬ ‫ﻣ‬ ‫ﯿﺰان‬ ‫آﻟﻔﺎ‬ ‫ي‬ ‫ا‬ ‫ﮐﺮوﻧﺒﺎخ‬ ‫ﯾﻦ‬ ‫ﭘﺮﺳﺶ‬ ‫ﻧﺎﻣﻪ‬ ‫ﺑﺎ‬ ‫ﺑﺮاﺑﺮ‬ 80 / 0 ‫درﺳ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫اﺑﻌﺎد‬ ‫ﻧﻤﺮات‬ ‫ﯽ‬ ‫ﻣﻘﺎ‬ ‫ﻣﻮرد‬ ‫ﻣﺮدان‬ ‫و‬ ‫زﻧﺎن‬ ‫ﯾﺴﻪ‬ ‫ﻗﺮار‬ ‫ﭘﺎ‬ ‫ﻋﻠﻮم‬ ‫ﯾﻪ‬ ‫ﺟﻬﺖ‬ ‫ﯾﺎدﮔﯿﺮي‬ ‫ﻧ‬ ‫ﻣﻮرد‬ ‫ﻣﻄﺎﻟﺐ‬ ‫ﯿﺎز‬ ‫زﺑﺎن‬ ‫درس‬ ‫در‬ ‫ﺟﺪول‬ 2 -‫ﻣﻘﺎ‬ ‫ﯾﺴﻪ‬ ‫ﻣ‬ ‫ﯿﺎﻧﮕﯿﻦ‬ ‫ﺳﺎل‬ ‫در‬ ‫داﻧﺸﺠﻮﯾﺎن‬

EAP) ‫ﺷﻐﻠﯽ‬ ‫اﻫﺪاف‬ ‫ﺑﺮاي‬ ‫اﻧﮕﻠﯿﺴﯽ‬ ‫و‬ ( 
‫دﯾﺪﮔﺎه‬ ‫از‬ ‫رﻓﺴﻨﺠﺎن‬ ‫ﭘﺰﺷﮑﯽ‬ ‫داﻧﺸﮑﺪه‬ ‫ﺗﺨﺼﺼﯽ‬ ‫زﺑﺎن‬ ‫درﺳﯽ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫اﺑﻌﺎد‬ ‫ﻧﻤﺮات‬ 1400 ‫ﻣﺮد‬ ‫و‬ ‫زن‬ ‫ﮔﺮوه‬ ‫دو‬ ‫در‬ ‫ﻣﺘﻐ‬ ‫ﯿﺮ‬

  
				= n (	126	) ‫زن‬					(	175 = n	) ‫ﻣﺮد‬
	*P	‫ﻣﻘﺪار‬									
			‫ﯿﺎر‬	‫ﻣﻌ‬ ‫اﻧﺤﺮاف‬	‫ﻣ‬ ‫ﯿﺎﻧﮕﯿﻦ‬	‫ﯿﺎر‬	‫ﻣﻌ‬ ‫اﻧﺤﺮاف‬	‫ﯿﺎﻧﮕﯿﻦ‬	‫ﻣ‬
	0	208 /	19	98 /	58	63 /		25	44 /	62	07 /	‫ﻣﺤﺘﻮا‬
	0	103 /	14	19 /	53	77 /		9	79 /	56	03 /	‫و‬ ‫اﻫﺪاف‬ ‫ﯾﮋه‬
	0	472 /	21	56 /	50	0 /		19	68 /	51	72 /	‫ي‬	‫ﻓﻨﺎور‬
	0	037 /	13	02 /	60	03 /		11	83 /	63	05 /	‫ﯾﺎﺑﯽ‬	‫ارز‬
	0	051 /	12	35 /	56	70 /		11	61 /	59	44 /	‫ﮐﻞ‬ ‫ﻧﻤﺮه‬
												0 p<	/	05	‫ﯽ‬ ‫دار‬ ‫ي‬	‫ﻣﻌﻨ‬ ‫ﺳﻄﺢ‬	،	‫ﻣﺴﺘﻘﻞ‬	t	‫آزﻣﻮن‬	*
	‫ﺳﺎل‬												‫ﺑ‬ ‫ﯿﻦ‬	‫ﯽ‬	‫ﻫﻤﺒﺴﺘﮕ‬	-	3	‫ﺟﺪول‬

‫در‬ ‫داﻧﺸﺠﻮﯾﺎن‬ ‫دﯾﺪﮔﺎه‬ ‫از‬ ‫رﻓﺴﻨﺠﺎن‬ ‫ﭘﺰﺷﮑﯽ‬ ‫داﻧﺸﮑﺪه‬ ‫ﺗﺨﺼﺼﯽ‬ ‫زﺑﺎن‬ ‫درﺳﯽ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫اﺑﻌﺎد‬ ‫و‬ ‫ﺳﻦ‬ 1400

  
															‫داﻧﺸﺠﻮﯾﺎن‬
	‫ﻋﻨﺼﺮ‬ ‫ﮐﻪ‬ ‫اﺳﺖ‬ ‫آن‬ ‫ﺣﺎﺿﺮ،‬ ‫ﭘﮋوﻫﺶ‬	‫ﯾﺎﻓﺘﻪ‬ ‫ﻫﺎي‬	21 ‫د‬ ‫از‬ .[ ‫ﯾﮕﺮ‬	]
	‫ﻗﺮار‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﺣﺪ‬ ‫از‬	‫ﮐﻢ‬ ‫ﺗﺮ‬	‫ﺳﻄﺢ‬ ‫در‬ ‫ﻣﻮﺟﻮد،‬	‫ﯿﺖ‬	‫وﺿﻌ‬ ‫در‬	‫ﻓﻨﺎوري‬
	22 ،[	] ‫ﻫﻤﮑﺎرش‬ ‫و‬	Rezvani	‫ﯿﻘﺎت‬	‫ﺗﺤﻘ‬ ‫ﺑﺎ‬	‫اي‬	‫ﯾﺎﻓﺘﻪ‬	‫ﯿﻦ‬	‫ﭼﻨ‬ ‫دارد.‬
	23 ‫ﻫﻤﺴﻮ‬ [	] ‫ﻫﻤﮑﺎران‬ ‫و‬	Liu	‫و‬	[	18	] ‫ﻫﻤﮑﺎرش‬ ‫و‬	Mazdayasna
	‫ﯿﺮ‬	" ‫ﺗﺄﺛ‬		‫ﻋﻨﻮان‬ ‫ﺗﺤﺖ‬	‫ﭘﮋوﻫﺸ‬ ‫ﻫﻤﮑﺎرش‬ ‫و‬ ‫ﯽ‬	Abbasi	‫اﺳﺖ‬ .
	‫زﺑﺎن‬ ‫واژﮔﺎن‬	‫ﯾﺎدﮔﯿﺮي‬	‫در‬ ‫ﻫﻤﺮاه‬ ‫ﺗﻠﻔﻦ‬	‫ﻓﻨﺎوري‬	‫از‬ ‫اﺳﺘﻔﺎده‬
	‫ﺗﻠﻔﻦ‬ ‫از‬ ‫اﺳﺘﻔﺎده‬ ‫ﮐﻪ‬ ‫داد‬ ‫ﻧﺸﺎن‬	‫ﻧﺘﺎ‬ ‫دادﻧﺪ.‬ ‫اﻧﺠﺎم‬ ‫ﯾﺞ‬	"	‫ﯿﺴﯽ‬	‫اﻧﮕﻠ‬
	‫ﯿﺴﯽ‬	‫اﻧﮕﻠ‬ ‫زﺑﺎن‬ ‫درس‬ ‫در‬	‫ﯿﺮان‬	‫ﻓﺮاﮔ‬ ‫واژﮔﺎن‬	‫ﯾﺎدﮔﯿﺮي‬	‫در‬ ‫ﻫﻤﺮاه‬
	‫ﺑﺮﻧﺎﻣﻪ‬ ‫در‬			‫ﺗﺠﺪ‬ ‫ﯾﺪﻧﻈﺮ‬	24 ‫ﺑﻨﺎﺑﺮا‬ .[ ‫ﯾﻦ‬	]	‫دارد‬	‫داري‬	‫ﻣﻌﻨ‬ ‫ﯽ‬	‫ﯿﺮ‬	‫ﺗﺄﺛ‬
	‫و‬ ‫ﻻزم‬		‫ي‬	‫اﻣﺮ‬	‫ﭘﺰﺷﮑ‬ ‫رﺷﺘﻪ‬ ‫ﯽ‬	‫ﺗﺨﺼﺼ‬ ‫زﺑﺎن‬ ‫ﻣﻮﺟﻮد‬ ‫ﯽ‬	‫درﺳ‬ ‫ﯽ‬
	‫ﺟﻤﻠﻪ‬	‫از‬ ‫آﻣﻮزش‬ ‫در‬	‫ﺟﺪ‬ ‫ﯾﺪ‬	‫ي‬ ‫ﻫﺎي‬	‫ﻓﻨﺎور‬ ‫از‬ ‫اﺳﺘﻔﺎده‬ ‫اﺳﺖ.‬	‫ي‬	‫ﺿﺮور‬
	‫ﺻﺎﺣﺐ‬ ‫ﺗﻮﺟﻪ‬	‫ﻣﻮرد‬ ‫ﮔﺬﺷﺘﻪ‬ ‫دﻫﻪ‬ ‫دو‬ ‫در‬ ‫ﮐﻪ‬ ‫اﺳﺖ‬	‫ﯾﯽ‬	‫ﻣﻮﺿﻮع‬ ‫ﻫﺎ‬
	Alnahdi	25 .[	] ‫اﺳﺖ‬ ‫ﮔﺮﻓﺘﻪ‬ ‫ﻗﺮار‬ ‫ﭘﺮورش‬	‫و‬	‫آﻣﻮزش‬ ‫ﻧﻈﺮان‬
	‫ﮐﻤﮑ‬ ‫ﯽ‬	‫ﻫﺎي‬	‫ي‬	‫ﻓﻨﺎور‬ ‫و‬ ‫ارﺗﺒﺎﻃﺎت‬ ‫و‬ ‫اﻃﻼﻋﺎت‬	‫ﻓﻨﺎوري‬	‫دارد‬ ‫اﻋﺘﻘﺎد‬
	‫ﻒ‬	‫ﻣﺨﺘﻠ‬	‫ﯿﺎزﻫﺎي‬	‫ﻧ‬ ‫ﺳﺎﺧﺘﻦ‬ ‫ﺑﺮآورده‬ ‫در‬	‫ﺑﺎﻻ‬ ‫اﻧﻌﻄﺎف‬ ‫ﯾﯽ‬	‫ﯿﺖ‬	‫ﻗﺎﺑﻠ‬ ‫از‬
	‫ﯿﺰش‬	‫اﻧﮕ‬ ‫و‬		‫ﻧﻔﺲ‬	‫ﺑﻪ‬	‫آن‬ ‫ﺑﻪ‬ ‫و‬ ‫اﺳﺖ‬ ‫ﺑﺮﺧﻮردار‬ ‫اﻋﺘﻤﺎد‬ ‫ﻫﺎ‬	‫ﯿﺮان‬	‫ﻓﺮاﮔ‬
	‫ﯿﺮ‬	‫د‬ ‫رﮔ‬	‫ﯾﺎدﮔﯿﺮي‬	‫ﻓﺮآ‬ ‫ﯾﻨﺪ‬	*P ‫در‬ ‫را‬ ‫ﺧﻮد‬ ‫ﺑﺘﻮاﻧﻨﺪ‬ ‫ﺗﺎ‬	‫ﻣﻘﺪار‬ ‫ﯽ‬ ‫ﻣ‬ ‫دﻫﺪ‬	‫ﻫﻤﺒﺴﺘﮕ‬ ‫ﺑﯿﺸﺘﺮ‬ ‫ﯽ‬ ‫ي‬	‫ﯾﺐ‬	‫ﺿﺮ‬	‫درﺳﯽ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫اﺑﻌﺎد‬
	‫در‬		‫ﯾﺪ‬	‫ﺑﺎ‬ ‫دادﻧﺪ‬ ‫ﻧﺸﺎن‬	‫ﻧﯿﺰ‬	‫ﻫﻤﮑﺎراﻧﺶ‬ ‫و‬	052 / 001 / .[ 26 ] ‫ﺳﺎزﻧﺪ‬ Alipour 0 0 <	--	0 0	112 / 248 /	‫ﻣﺤﺘﻮا‬ ‫و‬ ‫اﻫﺪاف‬ ‫ﯾﮋه‬
	‫ﯿﯿﺮ‬	‫ﺗﻐ‬ ‫و‬ ‫ﻧﻈﺮ‬	‫ﺗﺠﺪ‬ ‫ﯾﺪ‬	‫ﯿﺴﯽ‬	‫اﻧﮕﻠ‬ ‫زﺑﺎن‬	< ‫آﻣﻮزﺷ‬ ‫ﯽ‬	001 / ‫ﺳﻨﺘ‬ ‫ﯽ‬ 0	‫ﯿﻮه‬ ‫ﻫﺎي‬	‫ﺷ‬	-	0	225 /	‫ي‬	‫ﻓﻨﺎور‬
	،	‫ارز‬ ‫ﺑﻌﺪ‬ ‫در‬ ‫داد‬ ‫ﻧﺸﺎن‬ ‫ﻣﻄﺎﻟﻌﻪ‬ ‫ﯾﺎﺑﯽ‬	‫ا‬ ‫ﯾﻦ‬	021 / 001 / ‫ﯿﺮد‬ ] 27 0 0 < ‫ﻧﺘﺎ‬ .[ ‫ﯾﺞ‬	‫ﮔ‬ ‫ﺻﻮرت‬	--	0 0	133 / 215 /	‫ارز‬ ‫ﮐﻞ‬ ‫ﯾﺎﺑﯽ‬
	‫زﻧﺎن‬ ‫ﻧﻤﺮه‬		‫ﯿﺎﻧﮕﯿﻦ‬	‫ﻣ‬ ‫از‬	‫داري‬	‫ﻣﻌﻨ‬ ‫ﻃﻮر‬ ‫ﯽ‬	/ ‫ﺑﻪ‬ ‫ﻣﺮدان‬ ‫ﻧﻤﺮه‬ 0 p<	‫ﯽ‬ ‫داري‬ ‫ﻣ‬ ‫ﯿﺎﻧﮕﯿﻦ‬ 05	‫ﻣﻌﻨ‬ ‫ﺳﻄﺢ‬	،	‫ﭘﯿﺮﺳﻦ‬	‫ﻫﻤﺒﺴﺘﮕﯽ‬	‫ﯾﺐ‬	‫ﺿﺮ‬	*
	‫ﻣﻮرد‬ ‫در‬ ‫داد‬ ‫ﻧﺸﺎن‬ ‫ﻫﻤﮑﺎرش‬ ‫و‬	Hemmati	‫اﺳﺖ‬ .	‫ﺑﯿﺸﺘﺮ‬
	‫آﻣﻮزان‬ ‫زﺑﺎن‬	‫ﯿﺎن‬	‫ﻣ‬	‫ي‬	‫ﻣﻌﻨﺎدار‬ ‫ﺗﻔﺎوت‬	‫ﯿﺴﯽ‬	‫اﻧﮕﻠ‬ ‫زﺑﺎن‬	‫ﯾﺎدﮔﯿﺮي‬
															28 .[	] ‫ﻧﺪارد‬ ‫وﺟﻮد‬ ‫ﭘﺴﺮ‬ ‫و‬ ‫دﺧﺘﺮ‬

‫دﯾﺪﮔﺎه‬ ‫از‬ ‫رﻓﺴﻨﺠﺎن‬ ‫ﭘﺰﺷﮑﯽ‬ ‫داﻧﺸﮑﺪه‬ ‫ﺗﺨﺼﺼﯽ‬ ‫زﺑﺎن‬ ‫درﺳﯽ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫ﺑﺮرﺳﯽ‬ ...

  
	1401 1401	‫ﺳﺎل‬ ، ‫ﺳﺎل‬ ،	8 8	‫ﺷﻤﺎره‬ ، ‫ﺷﻤﺎره‬ ،	21 21	‫دوره‬ ‫دوره‬	‫رﻓﺴﻨﺠﺎن‬ ‫رﻓﺴﻨﺠﺎن‬	‫ﭘﺰﺷ‬ ‫ﻋﻠﻮم‬ ‫داﻧﺸﮕﺎه‬ ‫ﻣﺠﻠﻪ‬ ‫ﮑﯽ‬ ‫ﭘﺰﺷ‬ ‫ﻋﻠﻮم‬ ‫داﻧﺸﮕﺎه‬ ‫ﻣﺠﻠﻪ‬ ‫ﮑﯽ‬

‫داﻧﺸﺠﻮﯾﺎن‬ ‫دﯾﺪﮔﺎه‬ ‫از‬ ‫رﻓﺴﻨﺠﺎن‬ ‫ﭘﺰﺷﮑﯽ‬ ‫داﻧﺸﮑﺪه‬ ‫ﺗﺨﺼﺼﯽ‬ ‫زﺑﺎن‬ ‫درﺳﯽ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫ﺑﺮرﺳﯽ‬ ...

  Empirical Literature. Biquarterly Journal of Cognitive Strategies in Learning 2018; 5(9): 61-81. 


	1401	‫ﺳﺎل‬ ،	8	‫ﺷﻤﺎره‬ ،	21	‫دوره‬	‫رﻓﺴﻨﺠﺎن‬	‫ﭘﺰﺷ‬ ‫ﻋﻠﻮم‬ ‫داﻧﺸﮕﺎه‬ ‫ﻣﺠﻠﻪ‬ ‫ﮑﯽ‬

the 
Background and Objectives: 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. 

Materials and Methods:

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's correlation test. 
Results: 175 students (58.0%) were male and 127 (42.0%) were female. The mean age of students was 23.68±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, stagership) had significant differences in technology (p<0.001), assessment (p=0.001), and total score (p<0.001). 

Conclusion:

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.
‫رﻓﺴﻨﺠﺎن،‬ ‫اﯾﺮان‬
‫ﺑﺮرﺳﯽ‬ ‫ﺑﺮﻧﺎﻣﻪ‬ ‫درﺳﯽ‬ ‫زﺑﺎن‬ ‫ﺗﺨﺼﺼﯽ‬ ‫داﻧﺸﮑﺪه‬ ‫ﭘﺰﺷﮑﯽ‬ ‫رﻓﺴﻨﺠﺎن‬ ‫از‬ ‫د‬ ‫ﯾﺪﮔﺎه‬ ‫داﻧﺸﺠﻮﯾﺎن‬ ‫در‬ ‫ﺳﺎل‬ 1400 : ‫ﯾﮏ‬ ‫ﻣﻄﺎﻟﻌﻪ‬ ‫ﺗﻮﺻﯿﻔﯽ‬ ‫ﻋﻠ‬ ‫ﯿﺮﺿﺎ‬ ‫ﻓﺎﺗﺤ‬ ‫ﯽ‬