درآمدی بر روش تدریس مشاهده یک دقیقه‌‌ای (OMP ) در آموزش کشاورزی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، مرکز تحقیقات و آموزش و منابع طبیعی استان خراسان رضوی، سازمان تحقیقات، آموزش و ترویج کشاورزی، مشهد، ایران

2 استادیار مؤسسه آموزش و ترویج کشاورزی، سازمان تحقیقات، آموزش و ترویج کشاورزی، تهران، ایران

چکیده

نظام آموزش کشاورزی از طریق ارتقای دانش، مهارت و بینش منابع انسانی نقش مهمی در توسعه پایدار کشاورزی ایفا می کند. یکی از مهمترین چالش های نظام آموزش کشاورزی عدم استفاده از روشهای فعال عملی و متناسب با کار کشاورزی است. برای مقابله با این چالش ها روش تدریس«مشاهده یک دقیقه‌ای» معرفی شده است.  مشاهده یک دقیقه‌ای یک روش تدریس فراگیر محور، موثر و کارآمد است و از پنج خرده مهارت متعهد سازی، کاوش شواهد حمایت کننده ، آموزش قواعد کلی، تقویت موارد صحیح و اصلاح اشتباه تشکیل شده است. دراین پژوهش از روش مرور نظامند استفاده شد. عبارت  مشاهده یک دقیقه‌ای در عنوان و چکیده  مقالات انگلیسی طی سال های 2000 تا 2017  در پایگاه های اطلاعاتی مانند Key Clinical، ,ProQuest PubMed Scopus و Web of Science جستجو شد.  نتیجه جستجو  131 مقاله بود که پس از حذف  مقالات غیر مرتبط ، مقالات فاقد متن کامل و تکراری 31 مقاله به عنوان مقالات نهایی در نظر گرفته شد. نتایج مطالعه نشان داد که روش تدریس مشاهده یک دقیقه ای موجب افزایش اعتماد به نفس، بهبود درک فراگیران، افزایش یادگیری و رضایت‌مندی و در نهایت اثر بخشی آموزش است و موجب پیشرفت تحصیلی فراگیران می‌شود.

کلیدواژه‌ها


  1. Aagaard E, Teherani A, Irby, DM. (2004) Effectiveness of the one-minute preceptor model for diagnosing the patient and the learner: proof of concept. Journal of Academic Medicine, 79:42– 49
  2. Abili K.H., Hadavandi M.R. (2004). Evaluation of the Quality of Training Programs Offered to IRAN-KHODRO. Journal of Psychology and Education, 34(1) 99-126 (In Farsi).
  3. Aggarwal R. (2013). Residents as teachers: Psychiatry and family medicine residents’ self-assessment of teaching knowledge, skills, and attitudes. Academic Psychiatry, 37(5): 313-316.
  4. Brooks, J.G.Brooks, M.G. (1993).The case for constructivist classrooms. Alexandria, Va: Association for Supervision and Curriculum Development.
  5. Amorosa J, Graham MJ, Ratan RB. (2012). Medical students as learners: Transforming the resident-level micro skills of teaching into a parallel curriculum for medical students to aid the transition from classroom to OB/GYN clerkship. Journal of Education for Health, 25 (3):135-140.
  6. Bannister SL, Hanson JL, Maloney CG, Raszka WV. (2011). Using the student case presentation to enhance diagnostic reasoning. Pediatrics. 128(2):211-3.
  7. Bott G, Mohide ED, Lawlor Y. (2011). A clinical teaching teachiqe for nurse preceptors: The five minute preceptor. Journal of Professional Nursing, 27(1): 35–42
  8. Bowen JL, Eckstrom E, Muller M, Haney E. (2010). Developments: enhancing the effectiveness of one-minute preceptor faculty development workshops, Teaching and Learning in Medicine: An International Journal, 18:1, 35-41.
  9. Brand MW, Ekambaram V, Tucker P, and
  10. Cayley WE. (2011). Effective clinical education: strategies for teaching medical students and residents in the office. Journal of WMJ, 110(4):177-181
  11. Chan LK, Sharma N. (2014). Effects of training experienced teachers in the use of the one-minute preceptor technique in the gross anatomy laboratory. Journal of Anatomical Sciences Education, 7:124-129.
  12. Chan LK, Wiseman J. (2011). Use of the One-Minute Preceptor as a Teaching Tool in the Gross Anatomy Laboratory. Journal of Anatomical Sciences Education, 4:235–238.
  13. Chan LK, Yang J, Irby DM. (2015). Application of the One-Minute Preceptor Technique by Novice Teachers in the Gross Anatomy Laboratory. Journal of Anatomical Sciences Education, 8:539–546.
  14. Chambers R. (2002). Human capital for entrepreneurship in higher education. London: Edgar.
  15.   Davodi H., Asadi A., Habibzadeh S. (2009). Exploring the Future of Agricultural education in the Third World Countries: Challenges, viewpoints, and roles, 3rd Congress of Agricultural Extension and Education Sciences, Mashhad. https://civilica.com/doc/131820.
  16. Derakhshan S A, Montazerolzohoor F, Moradi-Pardanjany H, Zaheri A. (2016). Factors affecting the quality of education theory and practice from the perspective of students and professors of shahrekird Medical Sciences in 2014. J Shahrekord Univ Med Sci, 18 (4) 38-45. (In Farsi).
  17. Eckstrom E, Homer L, Bowen JL. (2006). Measuring outcomes of a one- minute preceptor faculty development workshop. Journal of J Gen Intern Med , 21:410–41
  18. Elbas NO, Bulut H, Demir SG, Yuceer S. (2010). Nursing students' opinions regarding the clinical practice guide. Procedia-Social and Behavioral Sciences. 2(2): 2162-5.
  19. Farrell SE, Hopson LR, Wolff M, Hemphill R R Santen SA. (2016). What’s the evidence: A review of the one-minute preceptor model of clinical teaching and implications for teaching in the emergency department? Journal of Emergency Medicine, 51(3): 278–283.
  20. Farzanehfar M.,Monaji A.(2013).Assessing the effectiveness of training courses for experts in the protection of natural resources, Journal of Agricultural Extension and Education Research, 6 (4), 23-85 (In Farsi).
  21. Furney, S. L., Orsini, A. N., Orsetti, K. E., Stern, D. T., Gruppen, L.D., & Irby, D. M. (2001). Teaching the One Minute Preceptor. Journal of General Internal Medicine. 16, 620–624.
  22. Gallagher P, Tweed M,Hanna S, Winter H , Hoare K. (2012).Developing the one-minute preceptor. Journal of Clinical Teacher, 9: 358–362.
  23. Ghonji M., Khoshnodifar Z., Hosseini, M.(2013).Explain the managerial components affecting the teaching quality of agricultural faculty members And Natural Resources, University of Tehran, Iranian Journal of Agricultural Economics and Development, 44 (2), 309-315 (In Farsi).
  24. Ghorbani Piralidehi F., Valizadeh A. (2015). The Effect of Challeng of Agricultural Practical Courses in Performance of Crop Science Students at Payam E Noor University of Dehloran, Iran. Journal of agricultural education administration research, 34:28-39 (In Farsi).
  25. Haji.Hashemii Z, Movahedi R. (2016).Pathology of agricultural education in Payame Noor University of Shahreza. Iranian Journal of Agricultural Economics and Development, 47-2 (4), 929-941 (In Farsi).
  26. Hajimirrahimi, D. & Mokhber, A. (2010). Entrepreneurship and its development in applied science agricultural higher education system in Iran (Reasons and Necessities). Journal of Research of Agricultural Education Management, 9, 71- 84. (In Farsi)
  27. Hejazi Y., Shafiei F., Rezvanfar A., Movahed Mohamadi H., Bazrafshan J. (2014). The effect of adaptive teaching method on learning of agricultural students in weather and climatology. Iranian Journal of Agricultural Economics and Development, 45 (3), 511-519 (In Farsi).
  28. Hemmati maslakpak M, khalilzadeh H. (2012). Nursing Students’ Perspectives on Effective Clinical Education: A Qualitative Study. Iranian Journal of Medical Education 11 (7) 718-727(In Farsi).
  29. Hickie C, Kelly B, Nash N. (2016). Development and use of scripted filmed scenarios to teach the one-minute preceptor model. Online publication on Springer Link, Academic Psychiatry.DOI 10.1007/s40596-016-0524.
  30. Hosseini, M., Hosseini, J. & Soleimanpoor, M. (2010). An Identification and Analysis of Hindering Barriers of Entrepreneurship in Higher Agricultural Education as Perceived by Graduate Students. Iranian Journal of Agricultural Economics and Development, 41 (1), 105-116 (In Farsi).
  31. Hosseini safdar, Pakravan Mohammad Reza, Atqai Milad. (2013). The effect of agricultural support on food security in Iran, Agricultural Economics and Development, 44 (4), 533-544. (In Farsi).
  32. Irby, DM. Aagaard E, Teherani A. (2004). Teaching Points identified by preceptors observing one-minute preceptor and traditional preceptor encounters. Journal of Academic Medicine, 79:50 –55.
  33. Jones K, Reis S. (2010). Learning through vulnerability: A mentor mentee experience. Annals of family medicine.www.annfammed.org, 8(6):552-555
  34. Kertis M. (2007). The one-minute preceptor: A five-step tool to improve clinical teaching skills. Journal for Nurses in Professional Development. 23(5):238-42.
  35. Khoshnodifar Z., Abbasi, E., Farhadian, H., Salehi Arjomand H., Rezaei A.(2020) Applying the Team Member Teaching Design (TMTD) Model to Strengthen Teamwork Behavior and Academic Achievement of Arak University Students, Iranian Journal of Agricultural Economics and Development Research, 51-2(3), 605-616 (In Farsi).
  36. Khoshrang H, Salari A, Dadgaran I, Moaddab F, Rouh-Balasii L, Pourkazemi I.(2016). Quality of Education Provided at The Clinical Skills Lab from Medical Students’ viewpoints in Guilan University of Medical Sciences. RME. 2016; 8 (2) 77-83 (In Farsi).
  37. Kon, C. L. (2009). Mobile learning: Different technologies aspects, designing usable systems, computer and internet technologies. University of Strathclyde
  38. Lockspeiser TM and Kaul P. (2015). Applying the one-minute preceptor model to pediatric and adolescent gynecology education. Journal of Pediatr Adolesc Gynecol, 28: 74-77.
  39. Morton, R. H. (1987). The relationship between the quality of Supervised Occupational Experience Programs (SOEP) and achievement of students in vocational agriculture. Paper presented at the National Agricultural Education Research Meeting, Dallas, TX.
  40. Movahedi, R.; Akbari, R. and Yaghoubi-Farani, A. (2010). Solutions for improving agricultural graduates' employment status (case of Bu Ali Sina University). Journal of agricultural extension and education researches, 3 (4): 85-98 (In Farsi).
  41. Neher JO, Stevens NG. (2003). The one-minute preceptor: shaping the teaching conversation. Family Medicine-Kansas City. 35(6):391-3.
  42. Ong MM, Yow M, Tan J, Compton S. (2017). Perceived effectiveness of one-minute preceptor in micro skills by residents in dental residency training at National Dental Centre Singapore. Proceedings of Singapore Healthcare, 26(1) 35–41.
  43. Pascoe JM, Nixon J, Lang VJ. (2015). Maximizing teaching on the wards: Review and application of the one-minute preceptor and SNAPPS models. Journal of Hospital Medicine, 10:125–130.
  44. Paykhasteh Parisa, Joodi Damirchi Milad, Shahpasand Mohamad Reza, Esmaeili Najmeh. (2020). Predicting Self-Efficacy Dimensions of Teaching Agricultural Trainers, Based on Teaching Strategies, Iranian Journal of Agricultural Economics and Development Research 51-2(4), 833-849. (In Farsi).
  45. Rashid P, Churchill JA, Gendy R. (2017). Improving clinical teaching for busy clinicians: integration of the one‐minute preceptor into mini‐clinical examination. ANZ Journal of Surgery, 87(7-8):535-6.
  46. Rezaei, R., Mirikaram, F. (2018). The effect of entrepreneurial education components on the development of entrepreneurial skills in students
  47. Agricultural disciplines (Case study: University of Tehran). Iranian Journal of Agricultural Economics and Development, 49-2 (2), 225-238 (In Farsi).
  48. Rouhani, H., Foroughi, A., Nazari, S. (2015). Comparison of the method of research group and lecture on students' teaching (Applied Scientific School of Agriculture, Khorasan Razavi). Iranian Journal of Agricultural Economics and Development Research, 46-2(44): 697-706 (In Farsi).
  49. Safa, L. and Shaban Ali-Fami, H. (2008). Viewpoints of agricultural students about quality of agricultural practical trainings in Agricultural and Natural Resource Pardis of Tehran University. Agricultural journal of Abu-Reyhan Pardis, 10 (1) 87-100 (In Farsi).
  50. Saffari M., Sanaeinasab H., Pakpour H. (2013). How to do a systematic review regard to health: A narrative review. Iran J Health Educ Health Promot, 1 (1) 51-61 (In Farsi).
  51. Sakaguchi RL. (2010) Facilitating preceptor and student communication in a dental school teaching clinic. Journal of dental education. 74(1):36-42.
  52. Sarkin R. (2006). The One Minute Preceptor: 5 Micro skills for One on One Teaching. MAHEC Office of Regional Primary Care Education.
  53. Salerno MS, O’Malley CA, Pangaro NL, Wheeler AC, Moores KL, JacksonLF. (2002) .Faculty development seminars based on the one preceptor improve feedback in the ambulatory setting. Journal of Gen Intern Med, 2010 12:779–787
  54. Seels, B.B. (1997). Taxonomy issues and the development of theory in instructional technology. Educational technolog, 37(1).
  55. Seki M, Otaki J, Breugelmans R, Komoda T, Nagata-Kobayashi S, Akaishi Y, et al. (2016). How do case presentation teaching methods affect learning outcomes? SNAPPS and the One-Minute preceptor. BMC medical education. 16(1):12.
  56. Teheranti A, O’sullivan P, Aagaard EM, Morrison EM, Irby DM .(2007).Student perceptions of the one minute preceptor and traditional preceptor models. Journal of Medical Teacher, 29: 323–327
  57. Turgeon, A., Di Biase, D. & Miller, G. (2000). Introducing the Penn State World Campus through certificate programs in turf grass management and geographic information systems, Journal of Asynchronous Learning Networks, 4(3), 9.
  58. Vaughan EM, Moreno JP, Johnston CA. (2015). Utilizing the One Minute Preceptor for Patient Education. American Journal of Lifestyle Medicine. 9 (3):224-6.
  59. Weitzel KW, Walters EA, Taylor J. (2012). Teaching clinical problem solving: A preceptor’s guide. Journal of Am J Health-Syst Pharm, 69(15): 1587-1599
  60. Wolfe, C. R. (2000). Learning and teaching on the web. San Diego, CA: Academic Press