LinkedIn

 آمار

تعداد نشریات20
تعداد شماره‌ها1,224
تعداد مقالات11,157
تعداد مشاهده مقاله76,821,457
تعداد دریافت فایل اصل مقاله101,052,446
NOROUZI, AZAM, ZABIHI ZAZOLY, ATEFEH, SOHRABI, ZOHREH, RAMEZANI, GHOBAD, POURBAIRAMIAN, GHADIR, KESHAVARZI, MOHAMMAD HASAN, ALIZADEH, SOMAYEH. (1402). Comparison of the Effect of Teaching Methods of Flipped Class and TBL in Enhancing Psychological Empowerment. سامانه مدیریت نشریات علمی, 11(3), 172-178. doi: 10.30476/jamp.2023.95631.1652
AZAM NOROUZI; ATEFEH ZABIHI ZAZOLY; ZOHREH SOHRABI; GHOBAD RAMEZANI; GHADIR POURBAIRAMIAN; MOHAMMAD HASAN KESHAVARZI; SOMAYEH ALIZADEH. "Comparison of the Effect of Teaching Methods of Flipped Class and TBL in Enhancing Psychological Empowerment". سامانه مدیریت نشریات علمی, 11, 3, 1402, 172-178. doi: 10.30476/jamp.2023.95631.1652
NOROUZI, AZAM, ZABIHI ZAZOLY, ATEFEH, SOHRABI, ZOHREH, RAMEZANI, GHOBAD, POURBAIRAMIAN, GHADIR, KESHAVARZI, MOHAMMAD HASAN, ALIZADEH, SOMAYEH. (1402). 'Comparison of the Effect of Teaching Methods of Flipped Class and TBL in Enhancing Psychological Empowerment', سامانه مدیریت نشریات علمی, 11(3), pp. 172-178. doi: 10.30476/jamp.2023.95631.1652
NOROUZI, AZAM, ZABIHI ZAZOLY, ATEFEH, SOHRABI, ZOHREH, RAMEZANI, GHOBAD, POURBAIRAMIAN, GHADIR, KESHAVARZI, MOHAMMAD HASAN, ALIZADEH, SOMAYEH. Comparison of the Effect of Teaching Methods of Flipped Class and TBL in Enhancing Psychological Empowerment. سامانه مدیریت نشریات علمی, 1402; 11(3): 172-178. doi: 10.30476/jamp.2023.95631.1652

Comparison of the Effect of Teaching Methods of Flipped Class and TBL in Enhancing Psychological Empowerment

Journal of Advances in Medical Education & Professionalism
دوره 11، شماره 3، مهر 2023، صفحه 172-178    اصل مقاله (557.23 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30476/jamp.2023.95631.1652
نویسندگان
AZAM NOROUZI1؛ ATEFEH ZABIHI ZAZOLY2؛ ZOHREH SOHRABI* 3؛ GHOBAD RAMEZANI4؛ GHADIR POURBAIRAMIAN5؛ MOHAMMAD HASAN KESHAVARZI6؛ SOMAYEH ALIZADEH7
11Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran; 2Center for Educational Research in Medical Science (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
2Operating Room Department, School of Allied Medical Sciences, Mazandaran University of Medical Sciences, Sari, Iran
3Center for Educational Research in Medical Science (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
4Center for Educational Research in Medical Science (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran; 4Education Development Center, Kermanshah University of Medical Sciences, Kermanshah, Iran
5Education Development Center, Ardabil University of Medical Sciences, Ardabil, Iran
6Clinical Education Reseach Center, Shiraz University of Medical Sciences, Shiraz, Iran
7School of Medical Sciences, Esfarayen Faculty of Medical Sciences, Esfarayen, Iran
چکیده
Introduction: Today, it is felt as necessary to promote the psychological empowerment of individuals, especially at the postgraduate level using an appropriate educational approach. Therefore, the aim of the current study was to investigate the effect of flipped class (FC) and team-based learning (TBL) in enhancing psychological empowerment.
Methods: This semi-experimental study (pretest-posttest model) was conducted on postgraduate students in the Faculty of Medicine. Ninety students were included in the study using census method. After applying the inclusion and exclusion
criteria, forty students were divided into two groups of 20 in a non-random way according to their gender and educational level. The workshop teacher randomly selected one of the groups as a TBL and the other as an FC. A two-day workshop was held for each group (12 hours of training in total). The educational method was TBL in one group and FC in another. Spritzer’s Psychological Empowerment questionnaire was used for data collection in preand post-test (one month apart). This questionnaire includes 12 questions (based on a five-point Likert scale) to assess the 4 aspects of job meaningfulness, feeling to be qualified, feeling to be effective, and feeling to have the freedom of choice. The minimum and maximum scores are 12 and 60, respectively. The experts of the field have confirmed its reliability. Its Cronbach-Alpha values were reported in previous studies at 0.86 and 0.89, respectively. Data were analyzed using statistical tests in SPSS16 and Wilcoxon and Mann-Whitney non-parametric tests.
Results: The Mann-Whitney U-test indicated no significant difference between the total mean of the two groups (FC: 35.20±1.73, TBL: 34.30±1.26) in the pre-test (P=0.157). However, there was a significant difference between the psychological empowerment scores of the two groups in the post-test (P<0.001). The Wilcoxon test showed a significant difference between pre-test and post-test scores for each group (P<0.05) and the psychological empowerment scores increased in the post-test for the two groups. However, the mean of post-test score in the TBL group (M: 42.55±1.82, P<0.001) was higher than the FC group (M: 38.45±2.64, P>0.001).
Conclusion: Due to the influence of the TBL technique on psychological empowerment at the postgraduate level, it seems that TBL is more useful and practical for enhancing psychological empowerment.

تازه های تحقیق

AZAM NOROUZI (Google Scholar)

ZOHREH SOHRABI (Google Scholar)

کلیدواژه‌ها
Empowerment؛ Teaching؛ Education؛ Psychological
سایر فایل های مرتبط با مقاله
مراجع
  1. Abdolvahabi M, Romiani U, Zarif S. Examining Students’ Basic Skill Significant Difference in the Era of Globalization: Shahid Chamran University Case. Quarterly Journal of Research and Planning in Higher Education. 2014;19(4):51-74.
  2. Mahmoodi F, Feyzollah Zadeh Z, Samadi Shahrak Z. Comparing the Interpersonal Skills in Students of Tabriz University and Tabriz University of Medical Sciences. Iranian Journal of Medical Education. 2016;16:418-29.
  3. Khalafi Sh, Javadi Yeganeh MR, Navabakhsh M. Explanation of the theoritical and Behavorial Values of Scientific Ethics among Students. Journal of Socio-Cultural Research. 2018;6(3):109-41.
  4. Ghanbari S, Shemshadi S. Assessing the Relationship between Psychological Empowerment and Nurses’organizational Trust: Exploring the Mediating Role of Organizational Learning. Journal of Nursing Management. 2016;5(1):1-9.
  5. Aliabadi V, Movahedi R. Employability Componenst Effecting Psychological Empowerment Of Agricultural Students Bu Ali Sina University, Iran. Journal of Agricultural Education. 2016;37:21-31.
  6. Bonyad Karizme T, Rahimi Pordanjani T, Mohamadzadeh Ebrahimi A. The relationships between structural and psychological empowerment and job satisfaction among nurses. Hayat. 2016;22(3):201-15.
  7. Beigi Broujeni R, Khademi Z. The relationship between spiritual well-being and psychological empowerment in nursing students. Development Strategies in Medical Education. 2015;2(2):75-82.
  8. Fook CY, Brinten L, Sidhu GK, Fooi FS. Relationships between psychological empowerment with work motivation and withdrawal intention among secondary school principals in Malaysia. Procedia-Social and Behavioral Sciences. 2011;15:2907-11.
  9. Nguyen TPL, Doan HX. Psychological empowerment and employees' creativity in Vietnam telecommunications enterprises: the mediating role of creative process engagement and intrinsic motivation. International Journal of Emerging Markets. 2021. In Press.
  10. Nastiezaie N,  Hezare Mogadam M. A comparative survey on the effects of face-to-face and short-term distance training courses on employees' psychological empowerment. Nursing and Midwifery Journal. 2010;8(4):1.
  11. Cetin B. Academic Motivation and Self-Regulated Learning in Predicting Academic Achievement in College. Journal of International Education Research. 2015;11(2):95-106.
  12. Salehi S. Efective teaching. Shahrekord University of Medical Sciences Journal. 2001;3(2):1.
  13. Soufi H, Marziyeh A, Poorghaz A. The Role of Dimensions of Perceived Teaching style in Predicting Psychological Empowerment and Students' Connection with school. Journal of Educational Psychology Studies. 2022;19 (47):85-97.
  14. Raoufi S, Farhadi A, Sheikhian A. Impact of the team effectiveness design of teaching on critical thinking, self-confidence and learning of nursing students. Journal of Medical Education & Development. 2014;9(2):1.
  15. Galway LP, Corbett KK, Takaro TK, Tairyan K, Frank E. A novel integration of online and flipped classroom instructional models in public health higher education. BMC medical education. 2014;14(1):1-9.
  16. Parmelee D, Michaelsen LK, Cook S, Hudes PD. Team-based learning: a practical guide: AMEE guide no. 65. Med Teach. 2012;34(5):e275-87.
  17. Salimi G, Keshavarzi F, Haidari E. An empirical study of the role of psychological empowerment in maturity of knowledge sharing behaviors. Journal of New Approach in Educational Management.2014;5(3):1-22.
  18. Soleimanpour Omran M, Esmaeili Shad B, Mortazavi Kiasari F. The Relationship between Psychological empowerment and Organizational Entrepreneurship by Examining the Intermediate Role of Identifying Entrepreneurial Opportunities. Journal of Human Capital Empowerment. 2018;1(1):13-24
  19. Ameri MH, Mohammadi M, Sayyadi MA. A Survey of the Relationship between Psychological Empowerment Dimensions and Entrepreneurship in Employees of Sport and Youth General Office in Ilam Province. Sport Physiology & Management Investigations. 2016;8(2):95-108.
  20. Askaroghli N, Abedi R. Survey the impact of entrepreneurial personality on job performance by mediating the empowerment. Journal of Entrepreneurship Development. 2013;6(3):105-24.
  21. Karimivakil A, Shafiabadi A, Farahbakhsh K, Younesi J. Effectiveness of psychological empowerment training program based on individual psychology Adler's theory on female-headed household’s learned helplessness. Conselling Culture and Psychotherapy. 2017;8(31):23-51.
  22. Hosseinpour M, Moghadasi M. Gilavand A. The effect of psychological empowerment training on work adjustment and vitality of nurses in Apadana Hospital in Ahvaz. Journal of Academic and Applied Studies. 2015;5(7):2538.
  23. Valeh M, Shokri O, Asadzadeh H. Effectiveness of mental empowerment training program on increasing teachers’ psychological capital and job-related affective well-being. Journal of psychologicalscience. 2021;20(100):561-78.
  24. Hassanzadeh G, Abolhasani F, Mirzazadeh A, Alizadeh M. Team-based learning a new strategy in integrated medical curriculum: The experience of school of medicine, Tehran University of Medical Sciences. Iranian Journal of Medical Education. 2013;13(7):601-10.
  25. Loftsson H, Matthíasdóttir Á. Using flipped classroom and team-based learning in a first-semester programming course: An experience report. 2019 IEEE: International Conference on Engineering, Technology and Education (TALE); 2019.
  26. Hayama R, Okura K, Oshima M, Hosoki M, Suzuki Y, Miyagi M, et al. Comparison between flipped classroom and team-based learning in a prosthodontic class at Tokushima University. J Prosthodont Res. 2017;61(2):217-22.
آمار
تعداد مشاهده مقاله: 1,322
تعداد دریافت فایل اصل مقاله: 563


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب