چاپ صفحه |  صفحه نخست سامانه |  نویسندگان |  اطلاعات تفضیلی |  دانلود مقاله | دانشگاه علوم پزشکی تبریز |
| نویسنده ثبت کننده مقاله | سیمین ستارپور |
| مرحله جاری مقاله | تایید نهایی |
| دانشکده/مرکز مربوطه | دانشکده پیراپزشکی |
| کد مقاله | 89571 |
| عنوان فارسی مقاله | درک تجربه های زیسته دانشجویان رشته هوشبری از یادگیری مبتنی بر تیم در دری انگلیسی برای اهداف ویژه: یک مطالعه پدیدار شناختی |
| عنوان لاتین مقاله | Understanding the Lived Experiences of Anesthesia Students with Team-based Learning in an English for Specific Purposes Course: A phenomenological Study |
| نوع ارائه | سخنرانی |
| عنوان کنگره / همایش | The 7th National Conference on PCK in English Language Teaching |
| نوع کنگره / همایش | ملی |
| کشور محل برگزاری کنگره/ همایش | |
| شهر محل برگزاری کنگره/ همایش | زنجان |
| سال انتشار/ ارائه شمسی | 1404 |
| سال انتشار/ارائه میلادی | 2025 |
| تاریخ شمسی شروع و خاتمه کنگره/همایش | 1404/09/20 الی 1404/09/20 |
| آدرس لینک مقاله/ همایش در شبکه اینترنت | https://eltconf7.cfu.ac.ir |
| آدرس علمی (Affiliation) نویسنده متقاضی | Associate Professor in ELT, Faculty of Allied Medical Sciences, Tabriz University of Medical Sciences |
| نویسنده | نفر چندم مقاله |
|---|---|
| سیمین ستارپور | دوم |
| آصف خلیلی | اول |
| عنوان | متن |
|---|---|
| خلاصه مقاله | Team-Based Learning (TBL) is increasingly recognized in medical education for promoting active learning, critical thinking, and collaboration. However, its application in English for Medical Purposes courses remains underexplored. This study investigates anesthesia students’ experiences with a TBL-based medical English course. A qualitative design was used, involving ten second-year anesthesia students at Tabriz University of Medical Sciences. Data were collected through semi-structured interviews, transcribed verbatim, and analyzed using conventional content analysis with MAXQDA software. Forty-one initial codes were refined into 34 subcategories and grouped into 14 categories. Seven themes emerged: (1) teaching methodology, highlighting student engagement during and after class; (2) instructional materials, noting both value and challenges; (3) student skill and knowledge development, including academic, cognitive, and interpersonal gains; (4) evaluation methods, emphasizing strengths and challenges; (5) the instructor’s role as facilitator and supporter; (6) environmental factors such as class scheduling; and (7) affective factors, including both positive and negative emotions. TBL enhanced students’ engagement, skill development, and emotional responses. The findings offer insights into instructional design, evaluation practices, and contextual considerations. While confirming TBL’s benefits, the study also identifies areas for improvement to optimize its effectiveness in similar educational settings. |
| کلمات کلیدی |
| نام فایل | تاریخ درج فایل | اندازه فایل | دانلود |
|---|---|---|---|
| pck_presentation_certificates140.pdf | 1404/11/07 | 1116444 | دانلود |
| sattarpour 1.docx | 1404/11/07 | 171610 | دانلود |
