fa بررسی تاثیرآموزش به روش سنتی و بر پایه حل مسئله بر میزان یادگیری و رضایتمندی دانشجویان در درس سیستمیک یک، تدابیر دندان پزشکی بیماریهای قلب و عروق در دانشکده دندان پزشکی دانشگاه علوم پزشکی آزاد اسلامی واحد تهران آموزش دندانپزشکی Dental EDu مطالعه اصیل original article <span style="font-size:12pt"><span style="line-height:normal"><span style="tab-stops:right 6.5in"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Aptos,sans-serif"><b><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">مقدمه و هدف</span></span></b><b><span dir="LTR" style="font-size:11.0pt"><span new="" roman="" style="font-family:" times="">:</span></span></b><br> <span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">یادگیری مبتنی بر حل مسئله</span></span><span dir="LTR" style="font-size:11.0pt"><span new="" roman="" style="font-family:" times=""> (PBL) </span></span><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">به عنوان یک رویکرد دانشجو‌محور، فرصتی برای تقویت تفکر انتقادی، همکاری گروهی و به‌کارگیری عملی دانش در شرایط واقعی فراهم می‌آورد. این مطالعه با هدف مقایسه تأثیر</span></span><span dir="LTR" style="font-size:11.0pt"><span new="" roman="" style="font-family:" times=""> PBL </span></span><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">و روش سنتی سخنرانی بر میزان یادگیری و رضایتمندی دانشجویان دندان‌پزشکی در درس سیستمیک طراحی شد</span></span><span dir="LTR" style="font-size:11.0pt"><span new="" roman="" style="font-family:" times="">.</span></span><span lang="AR-SA" style="font-size:11.0pt"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:normal"><span style="tab-stops:right 6.5in"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Aptos,sans-serif"><b><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">روش اجرا</span></span></b><b><span dir="LTR" style="font-size:11.0pt"><span new="" roman="" style="font-family:" times="">:</span></span></b><br> <span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">این مطالعه توصیفی</span></span><span lang="AR-SA" style="font-size:11.0pt"><span new="" roman="" style="font-family:" times="">&ndash;</span></span><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">مقطعی بر روی 87 دانشجوی ترم 5 دندان‌پزشکی دانشگاه آزاد تهران در نیمسال دوم ۱۴۰۳</span></span><span lang="AR-SA" style="font-size:11.0pt"><span new="" roman="" style="font-family:" times="">&ndash;</span></span><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">۱۴۰۴ انجام شد. دانشجویان به صورت تصادفی به دو گروه</span></span><span dir="LTR" style="font-size:11.0pt"><span new="" roman="" style="font-family:" times=""> PBL </span></span><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">و سخنرانی تقسیم شدند. گروه</span></span><span dir="LTR" style="font-size:11.0pt"><span new="" roman="" style="font-family:" times=""> PBL </span></span><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">در ۴ جلسه یک‌ساعته و گروه سخنرانی در ۳ جلسه یک‌ساعته آموزش دیدند. ارزیابی یادگیری از طریق پیش‌آزمون، پس‌آزمون و آزمون تجمیعی و رضایتمندی از طریق نظرسنجی انجام شد</span></span><span dir="LTR" style="font-size:11.0pt"><span new="" roman="" style="font-family:" times="">.</span></span><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">(پرسشنامه رضایت مندی روایی و پایایی داشت )</span></span><span dir="LTR" style="font-size:11.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:normal"><span style="tab-stops:right 6.5in"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Aptos,sans-serif"><b><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">یافته‌ها</span></span></b><b><span dir="LTR" style="font-size:11.0pt"><span new="" roman="" style="font-family:" times="">:</span></span></b><br> <br> <span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">بین گروه‌های سخنرانی و</span></span><span dir="LTR" style="font-size:11.0pt"> PBL </span><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">در پیش‌آزمون</span></span><span dir="LTR" style="font-size:11.0pt"> (p = 0.545)</span><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">، پس‌آزمون بلافاصله پس از آموزش</span></span><span dir="LTR" style="font-size:11.0pt"> (p = 0.363) </span><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">و آزمون ۱۵ روز پس از آموزش</span></span><span dir="LTR" style="font-size:11.0pt"> (p = 0.420) </span><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">تفاوت معنی‌داری در نمرات مشاهده نشد. تحلیل اندازه‌های تکراری نشان داد که نمرات در طول زمان به طور معنی‌داری افزایش یافته‌اند. رضایتمندی دانشجویان در گروه </span></span><span dir="LTR" style="font-size:11.0pt">&nbsp;PBL </span>&nbsp;&nbsp;<span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">(۶۴.۲ </span></span><span lang="AR-SA" style="font-size:11.0pt"><span new="" roman="" style="font-family:" times="">&plusmn;</span></span><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:"> ۱۱.۵) </span></span><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">&nbsp;به طور معنی‌داری بالاتر از گروه سخنرانی </span></span>&nbsp;<span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">(۵۷.۳ </span></span><span lang="AR-SA" style="font-size:11.0pt"><span new="" roman="" style="font-family:" times="">&plusmn;</span></span><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:"> ۱۱.۲) </span></span>&nbsp;<span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">بود. همچنین تفاوت معنی‌داری بین گروه‌ها از نظر سن</span></span><span dir="LTR" style="font-size:11.0pt"> (p = 0.702)</span><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">، معدل</span></span><span dir="LTR" style="font-size:11.0pt"> (p = 0.529) </span><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">و نسبت جنسیتی (</span></span><span dir="LTR" style="font-size:11.0pt"><span new="" roman="" style="font-family:" times=""> p=0.891</span></span><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:"> )</span></span> <span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">وجود نداشت</span></span><span dir="LTR" style="font-size:11.0pt">.</span><span dir="LTR" style="font-size:11.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:normal"><span style="tab-stops:right 6.5in"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Aptos,sans-serif"><b><span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">نتیجه‌گیری</span></span></b><b><span dir="LTR" style="font-size:11.0pt"><span new="" roman="" style="font-family:" times="">:</span></span></b><br> <span lang="AR-SA" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:">آموزش مبتنی بر حل مسئله، اگرچه تأثیر قابل‌توجهی در نمرات یادگیری نداشت، موجب افزایش رضایتمندی و مشارکت فعال دانشجویان شد و به‌عنوان روشی مؤثر برای ارتقای انگیزه و یادگیری مشارکتی در دندان‌پزشکی پیشنهاد می‌شود</span></span><span dir="LTR" style="font-size:11.0pt"><span new="" roman="" style="font-family:" times="">.</span></span></span></span></span></span></span></span><br> <br> &nbsp; <span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:14.0pt"><span segoe="" style="font-family:" symbol="" ui="">Abstract</span></span></b><br> <span style="font-size:14.0pt"><span segoe="" style="font-family:" symbol="" ui=""><b>Background and Objective:</b><br> Problem-Based Learning (PBL), as a student-centered approach, provides opportunities to enhance critical thinking, group collaboration, and the practical application of knowledge in real-world situations. This study aimed to compare the effects of PBL and traditional lecture-based methods on learning outcomes and student satisfaction among dental students in the &quot;Systemic&quot; course.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:14.0pt"><span segoe="" style="font-family:" symbol="" ui="">Methods:</span></span></b><br> <span style="font-size:14.0pt"><span segoe="" style="font-family:" symbol="" ui="">This descriptive cross-sectional study was conducted with 87 fifth-semester dental students at Islamic Azad University, Tehran, during the second semester of 1403&ndash;1404. Students were randomly assigned to either the PBL or lecture group. The PBL group attended four one-hour sessions, while the lecture group participated in three one-hour sessions. Learning outcomes were assessed using pre-tests, post-tests, and a cumulative test, and student satisfaction was measured through a validated and reliable questionnaire.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:14.0pt"><span segoe="" style="font-family:" symbol="" ui="">Results:</span></span></b><br> <span style="font-size:14.0pt"><span segoe="" style="font-family:" symbol="" ui="">No significant differences were found between the lecture and PBL groups in pre-test (p = 0.545), immediate post-test (p = 0.363), or 15-day post-test scores (p = 0.420). Repeated measures analysis revealed a significant increase in scores over time. Student satisfaction was significantly higher in the PBL group (64.2 &plusmn; </span></span><span dir="RTL" lang="FA" style="font-size:14.0pt"><span b="" nazanin="" style="font-family:">5.11</span></span><span style="font-size:14.0pt"><span segoe="" style="font-family:" symbol="" ui="">) compared to the lecture group (57.3 &plusmn;</span></span><span dir="RTL" lang="FA" style="font-size:14.0pt"><span b="" nazanin="" style="font-family:">2.11</span></span><span style="font-size:14.0pt"><span segoe="" style="font-family:" symbol="" ui="">). There were no significant differences between the groups in age (p = 0.702), GPA (p = 0.529), or gender distribution (p = 0.891).</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:14.0pt"><span segoe="" style="font-family:" symbol="" ui="">Conclusion:</span></span></b><br> <span style="font-size:14.0pt"><span segoe="" style="font-family:" symbol="" ui="">Although PBL did not have a significant impact on learning scores, it increased student satisfaction and active participation, suggesting that it is an effective method for enhancing motivation and collaborative learning in dental education.</span></span></span></span></span></span><br> &nbsp; یادگیری مبتنی بر حل مسئله (PBL), آموزش دندان‌پزشکی, روش سخنرانی, رضایتمندی دانشجویان. Lecture-Based Teaching - Problem-Based Learning Methods-dental education 350 360 http://jrds.ir/browse.php?a_code=A-10-1664-6&slc_lang=fa&sid=1 Asieh Rahimi Asieh Rahimi dr.rahimi.79@gmail.com 100319475328460022489 100319475328460022489 Yes samaneh tajik سمانه تاجیک samanehtajik@gmail.com 100319475328460022490 100319475328460022490 No katayoun salem کتایون سالم katayoun.salem@gmail.com 100319475328460022491 100319475328460022491 No aliasghar haeri علی اصغر حائری a.haeri@acecr.ac.ir 100319475328460022492 100319475328460022492 No taraneh farrokhnia ترانه فرخ نیا taranehfar53@yahoo.com 100319475328460022493 100319475328460022493 No