Moradi Yeganeh, Fereidouni Zhila, Abdollahi Abbas, Jeihooni Ali Khani, Poornasiri Nazanin, Jokar Zahra, Dehghani Samaneh, Karimi Shahnaz, Keshavarzi Mohammad Hasan
Student Research Committee, Fasa University of Medical Sciences, Fasa, Fars, Iran.
Department of Medical-Surgical Nursing, School of Nursing, Fasa University of Medical Sciences, Fasa, Fars, Iran.
J Educ Health Promot. 2024 Dec 28;13:487. doi: 10.4103/jehp.jehp_1381_23. eCollection 2024.
Classroom behavior is one of the important variables for the curriculum in the learning path of learners. The aim of this study was to explain the classroom behavior process of medical sciences students.
In a qualitative study using the grounded theory approach, the classroom behavior of 21 students from different medical fields was assessed. Purposeful and theoretical sampling methods were used. Data collection tools were semi-structured interviews. Sampling was continued until saturation, and data analysis was performed according to the Corbin and Strauss 2015 approach. The study was done from 2020 until 2023.
The results of the data analysis were divided into three main categories (representation scene, behavioral representation, and representation effect) and nine subcategories. The representation scene consisted of the following subcategories: learner features, teacher and teaching features, classroom environment, and educational content. Behavioral representation was the second category and included groupism, the behavioral continuum, and students' expectations. The representation effect was the third category and included academic progress and positive and negative emotions.
Students' classroom behavior is affected by various factors. Professors and policymakers of educational programs can strengthen the positive classroom behaviors of medical students in the shadow of learning theories by recognizing, paying attention, and planning to get closer to educating students with professional behavior and performance.
课堂行为是学习者学习路径中课程的重要变量之一。本研究的目的是解释医学专业学生的课堂行为过程。
在一项采用扎根理论方法的定性研究中，对来自不同医学领域的21名学生的课堂行为进行了评估。采用了目的抽样和理论抽样方法。数据收集工具为半结构化访谈。抽样持续到饱和，并根据科尔宾和施特劳斯2015年的方法进行数据分析。该研究于2020年至2023年进行。
数据分析结果分为三个主要类别（表征场景、行为表征和表征效果）和九个子类别。表征场景包括以下子类别：学习者特征、教师和教学特征、课堂环境和教育内容。行为表征是第二类，包括集体主义、行为连续体和学生期望。表征效果是第三类，包括学业进步以及积极和消极情绪。
学生的课堂行为受多种因素影响。教育项目的教授和政策制定者可以通过认识、关注和规划，在学习理论的影响下加强医学生的积极课堂行为，以便更接近培养具有专业行为和表现的学生。
