دليل عملي للباحثين الصحيين Flipbook PDF

دليل عملي للباحثين الصحيين

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‫ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻹﻗﻠﻴﻤﻴﺔ ﳌﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﺳﻠﺴﻠﺔ ﺷﺮﻕ ﺍﳌﺘﻮﺳﻂ ‪30‬‬

‫ﺩﻟﻴﻞ ﻋﻤﻠﻲ ﻟﻠﺒﺎﺣﺜﲔ ﺍﻟﺼﺤﻴﲔ‬

‫‪1‬‬ ‫‪a‬‬ ‫‪2005‬‬

‫ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻹﻗﻠﻴﻤﻴﺔ ﳌﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﺳﻠﺴﻠﺔ ﺷﺮﻕ ﺍﳌﺘﻮﺳﻂ ‪30‬‬

‫ﺩﻟﻴﻞ ﻋﻤﻠﻲ ﻟﻠﺒﺎﺣﺜﲔ ﺍﻟﺼﺤﻴﲔ‬

‫ﳏﻤﻮﺩ ﻓﻬﻤﻲ ﻓﺘﺢ ﺍﷲ‬ ‫ﺃﺳﺘﺎﺫ ﺍﻟﺘﻮﻟﻴﺪ ﻭﺍﻷﻣﺮﺍﺽ ﺍﻟﻨﺴﺎﺋﻴﺔ‪،‬‬ ‫ﺟﺎﻣﻌﺔ ﺃﺳﻴﻮﻁ‪ ،‬ﲨﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬ ‫ﺭﺋﻴﺲ ﺍﻟﻠﺠﻨﺔ ﺍﻻﺳﺘﺸﺎﺭﻳﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﲟﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‪.‬‬ ‫ﺍﳌﺪﻳﺮ ﺍﻟﺴﺎﺑﻖ ﻟﻠﱪﻧﺎﻣﺞ ﺍﳋﺎﺹ ﺍﳌﻌﲏ ﺑﺎﻟﺒﺤﻮﺙ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﰲ ﳎﺎﻝ ﺍﻹﳒﺎﺏ ﺍﻟﺒﺸﺮﻱ‬ ‫ﺍﻟﺘﺎﺑﻊ ﻟﱪﻧﺎﻣﺞ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ ﻭﺻﻨﺪﻭﻕ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ ﻟﻸﻧﺸﻄﺔ ﺍﻟﺴﻜﺎﻧﻴﺔ ﻭﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‬ ‫ﻭﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﱄ‬ ‫ﳏﻤﺪ ﳏﻤﻮﺩ ﻓﻬﻤﻲ ﻓﺘﺢ ﺍﷲ‬ ‫ﻗﺴﻢ ﺍﻟﺘﻮﻟﻴﺪ ﻭﺍﻷﻣﺮﺍﺽ ﺍﻟﻨﺴﺎﺋﻴﺔ‪،‬‬ ‫ﺟﺎﻣﻌﺔ ﺃﺳﻴﻮﻁ‪ ،‬ﲨﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‬ ‫ﺍﳌﻜﺘﺒﺔ ﺍﻹﻗﻠﻴﻤﻲ ﻟﺸﺮﻕ ﺍﳌﺘﻮﺳﻂ‬ ‫ﺍﻟﻘﺎﻫﺮﺓ‬ ‫‪2005‬‬

‫ﺑﻴﺎﻧﺎﺕ ﺍﻟﻔﻬﺮﺳﺔ ﺃﺛﻨﺎﺀ ﺍﻟﻨﺸﺮ‬ ‫ﳏﻤﻮﺩ ﻓﻬﻤﻲ ﻓﺘﺢ ﺍﷲ‬ ‫ﺩﻟﻴﻞ ﻋﻤﻠﻲ ﻟﻠﺒﺎﺣﺜﲔ ﺍﻟﺼﺤﻴﲔ‪ ،‬ﺗﺄﻟﻴﻒ ﳏﻤﻮﺩ ﻓﻬﻤﻲ ﻓﺘﺢ ﺍﷲ ﻭﳏﻤﺪ ﳏﻤﻮﺩ ﻓﻬﻤﻲ ﻓﺘﺢ ﺍﷲ‪.‬‬ ‫)ﻣﻨﺸﻮﺭﺍﺕ ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﺳﻠﺴﻠﺔ ﺷﺮﻕ ﺍﳌﺘﻮﺳﻂ‪(30 ،‬‬ ‫ﺍﻟﺘﺮﻗﻴﻢ ﺍﻟﺪﻭﱄ )‪..................... (ISBN‬‬ ‫‪ .1‬ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬

‫‪ .2‬ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﻟﻠﻜﺘﺎﺑﺔ‬

‫‪ .3‬ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﻟﻠﻨﺸﺮ‬

‫‪ .4‬ﺍﳌﻜﺘﺐ ﺍﻹﻗﻠﻴﻤﻲ ﳌﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻟﺸﺮﻕ ﺍﳌﺘﻮﺳﻂ‬

‫ﺃ‪ .‬ﳏﻤﺪ ﳏﻤﻮﺩ ﻓﻬﻤﻲ ﻓﺘﺢ ﺍﷲ‬

‫ﺏ‪ .‬ﺍﻟﻌﻨﻮﺍﻥ‬

‫]ﺗﺼﻨﻴﻒ ﻣﻜﺘﺒﺔ ﺍﻟﻄﺐ ﺍﻟﻮﻃﻨﻴﺔ‪[....... :‬‬

‫© ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‪،‬‬

‫‪2005‬‬

‫ﲨﻴﻊ ﺍﳊﻘﻮﻕ ﳏﻔﻮﻇﺔ‪.‬‬ ‫ﺇﻥ ﺍﻟﺘﺴﻤﻴﺎﺕ ﺍﳌﺴﺘﺨﺪ‪‬ﻣﺔ ﰲ ﻫﺬﻩ ﺍﳌﻨﺸﻮﺭﺓ‪ ،‬ﻭﻃﺮﻳﻘﺔ ﻋﺮﺽ ﺍﳌﻮﺍﺩ ﺍ ﻟﻮﺍﺭﺩﺓ ﻓﻴﻬﺎ‪ ،‬ﻻ ﺗﻌﺒ‪‬ﺮ ﻋﻦ ﺭﺃﻱ ﺍﻷﻣﺎﻧﺔ ﺍﻟﻌﺎﻣﺔ ﳌﻨﻈﻤﺔ‬ ‫ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺑﺸﺄﻥ ﺍﻟﻮﺿﻊ ﺍﻟﻘﺎﻧﻮﱐ ﻷﻱ ﺑﻠﺪ ﺃﻭ ﺇﻗﻠﻴﻢ‪ ،‬ﺃﻭ ﻣﺪﻳﻨﺔ‪ ،‬ﺃﻭ ﻣﻨﻄﻘﺔ‪ ،‬ﺃﻭ ﻟﺴﻠﻄﺎﺕ ﺃﻱ ﻣﻨﻬﺎ‪ ،‬ﺃﻭ ﺑﺸﺄﻥ ﲢﺪﻳﺪ‬ ‫ﺣﺪﻭﺩﻫﺎ ﺃﻭ ﲣﻮﻣﻬﺎ‪ .‬ﻭﺗﺸﻜﱢﻞ ﺍﳋﻄﻮﻁ ﺍﳌﻨﻘﻮﻃﺔ ﻋﻠﻰ ﺍﳋﺮﺍﺋﻂ ﺧﻄﻮﻃﹰﺎ ﺣﺪﻭﺩﻳﺔ ﺗﻘﺮﻳﺒﻴﺔ ﻗﺪ ﻻ ﻳﻮﺟﺪ ﺑﻌﺪ ﺍﺗﻔﺎﻕ ﻛﺎﻣﻞ ﻋﻠﻴﻬﺎ‪.‬‬ ‫ﻛﻤﺎ ﺃﻥ ﺫﻛﺮ ﺷﺮﻛﺎﺕ ﺑﻌﻴﻨﻬﺎ ﺃﻭ ﻣﻨﺘﺠﺎﺕ ﺟﻬﺎﺕ ﺻﺎﻧﻌﺔ ﻣﻌﻴ‪‬ﻨﺔ ﻻ ﻳﻌﲏ ﺃﻥ ﻫﺬﻩ ﺍﻟﺸﺮﻛﺎﺕ ﻭﺍﳌﻨﺘﺠﺎﺕ ﻣﻌﺘﻤﺪﺓ‪ ،‬ﺃﻭ ﻣ‪‬ﻮﺻ‪‬ﻰ‬ ‫‪‬ﺎ ﻣﻦ ﻗِﺒ‪‬ﻞ ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﺗﻔﻀﻴﻼﹰ ﳍﺎ ﻋﻠﻰ ﺳﻮﺍﻫﺎ ﳑﺎ ﳝﺎﺛﻠﻬﺎ ﻭﱂ ﻳ‪‬ﺮِﺩ ﺫﻛﺮﻩ‪ .‬ﻭﻓﻴﻤﺎ ﻋﺪﺍ ﺍﳋﻄﺄ ﻭﺍﻟﺴﻬﻮ‪ ،‬ﲤﻴ‪‬ﺰ ﺃﲰﺎﺀ‬ ‫ﺍﳌﻨﺘﺠﺎﺕ ﺍﳌﺴﺠ‪‬ﻠﺔ ﺍﳌﻠﻜﻴﺔ ﺑﻮﺿﻊ ﺧﻂ ﲢﺘﻬﺎ‪.‬‬ ‫ﻟﻘﺪ ﺑﺬﻟﺖ ﻋﻨﺎﻳﺔ ﺑﺎﻟﻐﺔ ﻟﻀﻤﺎﻥ ﺩﻗﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ﻻ ﺗﻌﺘﱪ ﺍﳌﻨﻈﻤﺔ ﻣﺴﺆﻭﻟﺔ ﻋﻦ ﻣﺎ ﻗﺪ ﻳﻮﺟﺪ‬ ‫‪‬ﺎ ﻣﻦ ﻧﻘﺺ ﺃﻭ ﺃﺧﻄﺎﺀ‪ ،‬ﻭﻻ ﻋﻦ ﺍﻟﻌﻮﺍﻗﺐ ﺍﻟﻨﺎﲨﺔ ﻋﻦ ﺃﺳﺘﻌﻤﺎﻝ ﺗﻠﻚ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬ ‫ﻭﻳﺘﺤﻤﻞ ﺍﳌﺆﻟﻔﺎﻥ ﺍﳌﺬﻛﻮﺭﺍﻥ ﻭﺣﺪﳘﺎ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻋﻦ ﺍﻵﺭﺍﺀ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﻫﺬﻩ ﺍﳌﻨﺸﻮﺭﺓ‪.‬‬ ‫ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻨﺸﻮﺭﺍﺕ ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻣﻦ ﻭﺣﺪﺓ ﺍﻟﺘﺴﻮﻳﻖ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﺍﳌﻜﺘﺐ ﺍﻹﻗﻠﻴﻤﻲ ﳌﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‬ ‫ﻟﺸﺮﻕ ﺍﳌﺘﻮﺳﻂ‪ ،‬ﺹ‪ .‬ﺏ‪ ،(7608) .‬ﻣﺪﻳﻨﺔ ﻧﺼﺮ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ ‪ ،11371‬ﻣﺼﺮ )ﻫﺎﺗﻒ ﺭﻗﻢ‪+202 670 2535 :‬؛ ﻓﺎﻛﺲ ﺭﻗﻢ‪:‬‬ ‫‪+202 670 2492‬؛ ﻋﻨﻮﺍﻥ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ .([email protected] :‬ﻭﻳﻨﺒﻐﻲ ﺗﻮﺟﻴﻪ ﻃﻠﺒﺎﺕ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻹﺫﻥ‬ ‫ﺑﺎﺳﺘﻨﺴﺎﺥ ﺃﻭ ﺗﺮﲨﺔ ﻣﻨﺸﻮﺭﺍﺕ ﺍﳌﻜﺘﺐ ﺍﻹﻗﻠﻴﻤﻲ ﳌﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻟﺸﺮﻕ ﺍﳌﺘﻮﺳﻂ‪ ،‬ﺳﻮﺍﺀ ﻛﺎﻥ ﺫﻟﻚ ﻟﺒﻴﻌﻬﺎ ﺃﻭ ﻟﺘﻮﺯﻳﻌﻬﺎ‬ ‫ﺗﻮﺯﻳﻌﺎﹰ ﻏﲑ ﲡﺎﺭﻱ ﺇﱃ ﺍﳌﺴﺘﺸﺎﺭ ﺍﻹﻗﻠﻴﻤﻲ ﻟﻺﻋﻼﻡ ﺍﻟﺼﺤﻲ ﻭﺍﻟﻄﱯ‪ ،‬ﻋﻠﻰ ﺍﻟﻌﻨﻮﺍﻥ ﺍﳌﺬﻛﻮﺭ ﺃﻋﻼﻩ )ﻓﺎﻛﺲ ﺭﻗﻢ‪276 5400 :‬‬ ‫‪+202‬؛ ﻋﻨﻮﺍﻥ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.([email protected] :‬‬ ‫ﻗﺎﻡ ﺑﺘﺼﻤﻴﻢ ﺍﻟﻐﻼﻑ ﺃﲪﺪ ﺣﺴﻨﲔ‬ ‫ﻃﺒﻊ ﺑﺎﻟﻘﺎﻫﺮﺓ ﰲ ‪..............‬‬

‫ﺗﻘﺪﱘ‬ ‫ﺇﻥ ﺍﻟﺪﻭﺭ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﰲ ﳎﺎﻻﺕ ﲢﺴﲔ ﺍﻟﺼﺤﺔ ﻭﺗﻨﺸﻴﻂ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﻟﻮﻃﲏ‪ ،‬ﺃﺻﺒﺢ‬ ‫ﺍﻵﻥ ﻏﻨﻴﺎﹰ ﻋﻦ ﺍﻟﺒﻴﺎﻥ‪ .‬ﻓﺎﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺗﺪﻋﻢ ﺍﻟﻨﻈﻢ ﺍﻟﺼﺤﻴﺔ ﰲ ﺗﻘﺪﱘ ﺭﻋﺎﻳﺔ ﺻﺤﻴﺔ ﻟﻠﻨﺎﺱ ﺫﺍﺕ ﻣﺴﺘﻮﻯ‬ ‫ﺃﻓﻀﻞ ﻭﺃﻛﺜﺮ ﻋﺪﺍﻟﺔ ﻭﺇﻧﺼﺎﻓﹰﺎ‪ .‬ﻭﻭﺳﺎﺋﻠﻬﺎ ﺇﱃ ﲢﻘﻴﻖ ﺫﻟﻚ‪ ،‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺘﺤﺪﻳﺎﺕ‪ ،‬ﻭﺗﻘﺪﱘ ﺃﻓﻀﻞ ﺍﳊﻠﻮﻝ‪،‬‬ ‫ﻭﺭﺻﺪ ﻛﻴﻔﻴﺔ ﺃﺩﺍﺀ ﺍﻟﻨﻈﻢ ﺍﻟﺼﺤﻴﺔ ﳌﻬﺎﻣﻬﺎ‪ ،‬ﻭﺇﻧﺘﺎﺝ ﻣﻌﺎﺭﻑ ﺟﺪﻳﺪﺓ ﻣﻦ ﺃﺟﻞ ﺗﻄﻮﻳﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺃﻓﻀﻞ‬ ‫ﻭﺃﺳﺎﻟﻴﺐ ﺃﻛﺜﺮ ﺗﻘﺪﻣﺎﹰ ﳋﺪﻣﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﻤﻮﻣﻴﺔ‪ .‬ﻟﻘﺪ ﺃﻛﺪﺕ ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻣﺮﺓ ﺑﻌﺪ ﺃﺧﺮﻯ‪ ،‬ﺃﻥ ﺳﺎﺋﺮ‬ ‫ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﺼﺤﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﻟﺪﻭﻟﻴﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﺑﻴ‪‬ﻨﺎﺕ ﻋﻠﻤﻴﺔ ﺻﺤﻴﺤﺔ‪ ،‬ﻭﺃﻥ ﻛﺸﻒ ﻫﺬﻩ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ‬ ‫ﳛﺘﺎﺝ ﺇﱃ ﲝﻮﺙ‪ ،‬ﻭﺃﻥ ﺗﻄﺒﻴﻖ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﻟﻨﺎﺑﻌﺔ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺃﻣﺮ ﻳﻨﻄﻮﻱ‬ ‫ﻋﻠﻰ ﺇﻣﻜﺎﻧﻴﺎﺕ ﻫﺎﺋﻠﺔ ﰲ ﳎﺎﻝ ﺗﻌﺰﻳﺰ ﺍﻟﺼﺤﺔ‪.‬‬ ‫ﺇﻥ ﺍﻹﲡﺎﻫﺎﺕ ﺍﻟﻮﺑﺎﺋﻴﺔ ﺍﳌﺘﻐﲑﺓ ﻟﻸﳕﺎﻁ ﺍﳌﺮﺿﻴﺔ‪ ،‬ﻭﺍﻟﺰﻳﺎﺩﺍﺕ ﺍﻟﺴﻜﺎﻧﻴﺔ ﺍﻟﺴﺮﻳﻌﺔ‪ ،‬ﻭﺍﳌﺸﺎﻛﻞ ﺍﻟﺼﺤﻴﺔ ﺍﳉﺪﻳﺪﺓ‬ ‫ﻭﺍﳌﻨﺒﻌﺜﺔ ﻣﻦ ﺟﺪﻳﺪ‪ ،‬ﻭﺍﳌﺼﺎﱀ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺍﳌﺘﻨﺎﻣﻴﺔ ﻟﻠﻘﻄﺎﻉ ﺍﻟﺼﺤﻲ ﺍﳋﺎﺹ‪ ،‬ﻭﺍﳌﻮﺍﺭﺩ ﺍﳌﺎﻟﻴﺔ ﺍﻟﺪﺍﺋﻤﺔ ﺍﻹﻧﻜﻤﺎﺵ‪،‬‬ ‫ﻛﻞ ﺗﻠﻚ ﻋﻮﺍﻣﻞ ﺗﺆﺩﻱ ﺇﱃ ﺍﻟﻐ‪‬ﱭ ﰲ ﺗﻮﻓﲑ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪ ﺍﻟﻌﺎﳌﻲ‪ .‬ﻣﻦ ﺃﺟﻞ ﺫﻟﻚ‪ ،‬ﻣﻦ ﺍﻷﳘﻴﺔ‬ ‫ﲟﻜﺎﻥ ﺃﻥ ﺗﻮﺟ‪‬ﻪ ﺍﻟﺒﺤﻮﺙ ﳓﻮ ﺍﻷﻭﻟﻮﻳﺎﺕ‪ ،‬ﻭﺃﻥ ﺗﺮﻛﹼﺰ ﻋﻠﻰ ﺃﻫﻢ ﺍﻟﻘﻀﺎﻳﺎ ﻭﺍﳊﺎﻻﺕ ﻭﺍﶈﺪ‪‬ﺩﺍﺕ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻛﻤﺎ‬ ‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺩﻭﺭ ﻗﻴﺎﺩﻱ ﰲ ﳎﺎﻝ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﺣﱴ ﻳﺘﺤﻘﻖ ﺫﻟﻚ‪،‬‬ ‫ﻻ ﻳﻜﻔﻲ ﺇﺧﻀﺎﻉ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻟﻠﻤﺤﺎﺳﺒﺔ ﺍﻟﺸﺎﻣﻠﺔ ﺿﻤﺎﻧﺎﹰ ﻟﻠﺸﻔﺎﻓﻴﺔ‪ ،‬ﺑﻞ ﳚﺐ ﻛﺬﻟﻚ ﲤﻜﻴﻨﻬﺎ ﻣﻦ ﲢﻘﻴﻖ‬ ‫ﺍﳌﺮﺩﻭﺩ ﺍﳌﺮﺟﻮ‪ ،‬ﺣﱴ ﳝ ﻜﻦ ﺗﱪﻳﺮ ﲣﺼﻴﺺ ﺍﳌﻮﺍﺭﺩ ﺍﶈﺪﻭﺩﺓ ﻟﻠﺒﺤﻮﺙ ﻭﺍﻟﺘﻄﻮﻳﺮ‪.‬‬ ‫ﺇﻥ ﻗﺼﻮﺭ ﺍﻟﻘﺪﺭﺍﺕ ﺍﳌﺘﺎﺣﺔ ﻟﻠﺒﺤﻮﺙ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻻ ﻳﺰﺍﻝ ﻳﺸﻜﻞ ﻋﺎﺋﻘﹰﺎ ﺭﺋﻴﺴﻴﹰﺎ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‪ .‬ﻭﺑﺎﻟﺮﻏﻢ‬ ‫ﻣﻦ ﺍﳉﻬﻮﺩ ﺍﻟﱵ ﺑﺬﻟﺖ ﻋﻠﻰ ﻣﺪﻯ ﺃﻛﺜﺮ ﻣﻦ ﺛﻼﺛﺔ ﻋﻘﻮﺩ ﻣﻦ ﺍﻟﺰﻣﻦ ﻟﺘﻌﺰﻳﺰ ﺍﻟﻘﺪﺭﺍﺕ‪ ،‬ﺣﻴﺚ ﰎ ﺗﺪﺭﻳﺐ ﺍﻵﻻﻑ‬ ‫ﻣﻦ ﻋﻠﻤﺎﺀ ﺍﻟﺒﻠﺪﺍﻥ ﺍ ﻟﻨﺎﻣﻴﺔ‪ ،‬ﺇﻻ ﺃﻥ ﻣﻌﻈﻢ ﻣﺎ ﻛﺎﻥ ﻳ‪‬ﻨﺘﻈﺮ ﻣﻦ ﺍﺧﺘﺮﺍﻗﺎﺕ ﱂ ﻳﺘﺤﻘﻖ‪ .‬ﻓﻬﻨﺎﻙ ﺃﻋﺪﺍﺩ ﻛﺒﲑﺓ ﻣﻦ‬ ‫ﺍﻟﻌﻠﻤﺎﺀ ﺍﳌﺪﺭﺑﲔ ﻻ ﻳﻌﻤﻠﻮﻥ ﰲ ﺑﻠﺪﺍ‪‬ﻢ ﺍﻷﺻﻠﻴﺔ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﺫﻟﻚ ﻓﺈﻥ ﺗﻌﺰﻳﺰ ﺍﻟﻘﺪﺭﺍﺕ ﺍﶈﻠﻴﺔ ﻋﻠﻰ ﺇﺟﺮﺍﺀ‬ ‫ﺍﻟﺒﺤﻮﺙ ﳚﺐ ﺃﻥ ﻳﻨﺘﻘﻞ ﺇﱃ ﻣﺮﻛﺰ ﺍﻻﻫﺘﻤﺎﻡ‪ ،‬ﳌﺎ ﻟﺬﻟﻚ ﻣﻦ ﺃﳘﻴﺔ ﺣﻴﻮﻳﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﳌﺴﺘﺪﳝﺔ‪ .‬ﻭﻳ‪‬ﺪﺭﻙ ﺍﳌﻜﺘﺐ‬ ‫ﺍﻹﻗﻠﻴﻤﻲ ﳌﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻟﺸﺮﻕ ﺍﳌﺘﻮﺳﻂ ﻫﺬﻩ ﺍﳊﺎﺟﺔ ﺍﳌﻠﺤ‪‬ﺔ‪ ،‬ﻭﻳﻌﺘﱪ ﺃﻥ ﺗﺪﻋﻴﻢ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻣﻦ‬ ‫ﺃﺣﻞ ﲢﻘﻴﻖ ﺻﺤﺔ ﺃﻓﻀﻞ‪ ،‬ﻭﺗﻌﺰﻳﺰ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻹﻗﻠﻴﻤﻴﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﻨﻬﻮﺽ ﲜﻮﺩﺓ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﺃﻭﻟﻮﻳ ﹲﺔ ﻋﻠﻰ ﺟﺎﻧﺐ‬ ‫ﻛﺒﲑ ﻣﻦ ﺍﻷﳘﻴﺔ‪.‬‬ ‫‪1‬‬

‫ﻭﻳﺘﻮﺍﻓﺮ ﺍﻵﻥ ﺣﺠﻢ ﻫﺎﺋﻞ ﻣﻦ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ ﺣﻮﻝ ﻣﻨﻬﺠﻴﺎﺕ ﺍﻟﺒﺤﻮﺙ‪ .‬ﻭﺍﻟﻔﺮﺹ‪ ‬ﻣﺘﺎﺣﺔ ﺃﻣﺎﻡ‬ ‫ﺍﻟﺒﺎﺣﺜﲔ ﻭﺍﻟﻌﻠﻤﺎﺀ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪ ﺍﻟﻌﺎﳌﻲ ﻷﻥ ﻳﺘﻮﺻﻠﻮﺍ ﺇﱃ ﻣﻮﺍﺭﺩ ﺿﺨﻤﺔ ﻭﻣﺘﻨﺎﻣﻴﺔ ﻣﻦ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ‬ ‫ﺗﻘﺪﻡ ﳍﻢ ﻣﻌﺎﺭﻑ ﻣﺘﻌﻤﻘﺔ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻟﺪﻓﻊ ﻣﺴﲑﺓ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﻨﻬﻮﺽ ‪‬ﺎ‪ .‬ﺇﻻ ﺃﻥ ﻫﺬﺍ‬ ‫»ﺍﻟﺪﻟﻴﻞ ﺍﻟﻌﻤﻠﻲ ﻟﻠﺒﺎﺣﺜﲔ ﺍﻟﺼﺤﻴﲔ« ﻛﺘﺎﺏ‪ ‬ﻓﺮﻳﺪ ﻣﻦ ﻧﻮﻋﻪ‪ .‬ﻓﻬﻮ ﳜﺘﻠﻒ ﻋﻦ ﻏﲑﻩ ﰲ ﺃﻧﻪ ﻟﻴﺲ ﻣﺮﺟﻌﹰﺎ ﺗﻘﻠﻴﺪﻳﹰﺎ‬ ‫ﳌﻨﻬﺠﻴﺎﺕ ﺍﻟﺒﺤﻮﺙ‪ .‬ﻭﻟﻜﻨﻪ ﻳﺮﻛﹼﺰ ﻣﺒﺎﺷﺮﺓ ﻋﻠﻰ ﻣﻦ ﻳﻘﻮﻣﻮﻥ ﺍﻵﻥ ﺑﺈﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ ﺃﻭ ﻳﺘﻄﻠﻌﻮﻥ ﺇﱃ ﺇﺟﺮﺍﺀ‬ ‫ﲝﻮﺙ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪.‬‬ ‫ﻭﻫﻮ ﳚﺴ‪‬ﺪ ﺟﺪ‪‬ﻳﺔ ﻣﺆﻟﻔﻴﻪ‪ ‬ﻭﺇﺧﻼﺻﻬﻤﺎ ﻭﲢﻤﺴﻬﻤﺎ ﰲ ﳏﺎﻭﻟﺔ ﺇﺭﺷﺎﺩ ﺍﻟﻘﺎﺭﺉ ﻭﺗﻮﺟﻴﻬﻪ ﻟﺪﻯ ﳑﺎﺭﺳﺔ ﺍﻟﻌﻤﻞ‬ ‫ﺍﻟﺒﺤﺜﻲ ﻃﻠﺒﹰﺎ ﻻﻛﺘﺴﺎﺏ ﻣﻌﺎﺭﻑ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﺳﻌﻴﹰﺎ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﺸﺎﻛﻞ ﻭﺇﳚﺎﺩ ﺍﳊﻠﻮﻝ‪ .‬ﻭﻟﻘﺪ ﻗﺎﻡ ﺍﳌﺆﻟﻔﺎﻥ‪،‬‬ ‫ﲟﻬﺎﺭﺓ ﻓﺎﺋﻘﺔ‪ ،‬ﺑﺘﻮﺿﻴﺢ ﻣﻌﺎﱂ ﺍﻟﻄﺮﻳﻖ ﺍﻟﱵ ﻳﺘﻌﲔ ﺃﻥ ﻳﺴﻠﻜﻬﺎ ﻛﻞ ﻣﻦ ﻳﺮﻳﺪ ﺃﻥ ﻳﺘﻌﺮ‪‬ﻑ ﻋﻠﻰ ﻗﻴﻤﺔ ﺍﻟﺒﺤﻮﺙ‪،‬‬ ‫ﻭﻳﺮﻏﺐ ﰲ ﺇﺟﺮﺍﺀ ﲝﻮﺙ ﻋﺎﻟﻴﺔ ﺍﳉﻮﺩﺓ‪ ،‬ﻭﻳﺘﻄﻠﻊ ﺇﱃ ﺟﲏ ﲦﺎﺭﻫﺎ‪.‬‬ ‫ﻭﻳﺒﺪﺃ ﺍﻟﻜﺘﺎﺏ ﺑﺮﺳﺎﻟﺔ ﺷﺪﻳﺪﺓ ﺍﻟﻮﺿﻮﺡ‪ ،‬ﻫﻲ ﺃﻥ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻟﻴﺴﺖ ﺿﺮﺑﺎﹰ ﻣﻦ ﺍﻟﺮﻓﺎﻫﻴﺔ‪ .‬ﻭﻟﻜﻨﻬﺎ‬ ‫ﺣﺎﺟﺔﹲ ﺃﺳﺎﺳﻴﺔ ﻻ ﲤﻠﻚ ﺃﻱ‪ ‬ﺃﻣﺔ ﺃﻥ ﺗﺘﺠﺎﻫﻠﻬﺎ‪ .‬ﻭﻳﺸﺮﺡ ﺍﳌﺆﻟﻔﺎﻥ ﺃﻭﻻﹰ‪ ،‬ﳌﺎﺫﺍ ﻳﺘﺴﻢ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ ﺑﺄﳘﻴﺔ ﺑﺎﻟﻐﺔ‪،‬‬ ‫ﺧﺼﻮﺻﹰﺎ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‪ .‬ﻛﻤﺎ ﻳﻮﺿﺤﺎﻥ ﻋﻮﺍﻗﺐ ﲡﺎﻫﻞ ﺍﻟﺒﺤﻮﺙ ﻛﺄﺩﺍﺓ ﻟﺘﻮﻓﲑ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ﺍﻟﱵ ﻋﻠﻰ ﺃﺳﺎﺳﻬﺎ‬ ‫ﻳﺘﻢ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺗ‪‬ﺠﺮﻯ ﺍﳌﻤﺎﺭﺳﺎﺕ ﻭﺗﺘﻘﺮﺭ ﺍﳌﻬﺎﻡ‪ .‬ﻭﻳﺼﻒ ﺍﳌﺆﻟﻔﺎﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺒﺤﺚ‪ ،‬ﺑﺪﺀﹰﺍ ﺑﺎﺧﺘﻴﺎﺭ ﻣﻮﺿﻮﻉ‬ ‫ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺗﻀﻴﻴﻖ ﻧﻄﺎﻕ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺮﺟ‪‬ﻮﺓ‪ ،‬ﻭﺃﻓﻀﻞ ﺍﻟﻄﺮﻕ ﻟﺒﻠﻮﻍ ﺗﻠﻚ ﺍﻷﻫﺪﺍﻑ‪ .‬ﰒ ﻳﺼﻔﺎﻥ ﺧﺼﺎﺋﺺ‬ ‫ﺍﻻﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺜﻲ ﺍﳉﻴﺪ ـ ﻭﻫﻮ ﺍﻻﻗﺘﺮﺍﺡ ﺍﻟﺬﻱ ﻳﺮﺟﺢ ﺃﻥ ﳚﺘﺬﺏ ﺍﻟﺘﻤﻮﻳﻞ ﺍﻟﻼﺯﻡ‪ ،‬ﻭﺍﻟﺬﻱ ﳝﻜﻦ ﺗﻨﻔﻴﺬﻩ‪ ،‬ﻭﻳ‪‬ﺴﻔﺮ‬ ‫ﻋﻦ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻣﻌﺎﺭﻑ ﺻﺎﺋﺒﺔ ﻳﻜﻮﻥ ﳍﺎ ﰲ ﺁﺧﺮ ﺍﻷﻣﺮ ﺗﺄﺛﲑ ﻋﻠﻰ ﺍﻟﺼﺤﺔ‪ .‬ﻭﰲ ﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ ﻧﻮﻗﺸﺖ ﺍﳋﻴﺎﺭﺍﺕ‬ ‫ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ ﻣﻨﻬﺠﻴﺎﺕ ﺍﻟﺒﺤﻮﺙ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎ‪‬ﺎ‪ ،‬ﻭﻗﹸﺪﻣﺖ ﺇﺭﺷﺎﺩﺍﺕ ﻋﻈﻴﻤﺔ ﺍﻷﳘﻴﺔ ﺣﻮﻝ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻭﲢﻠﻴﻠﻬﺎ‪.‬‬ ‫ﻭﳍﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺟﻮﺍﻧﺐ ﺃﺧﺮﻯ ﻓﺮﻳﺪﺓ‪ .‬ﻓﻔﻲ ﻭﺻﻒ ﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻟﻄﺮﺍﺋﻖ ﺍﻟﺒﺤﺜﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻳ‪‬ﱪﺯ ﻣﺰﺍﻳﺎ‬ ‫)ﻭﻋﻴﻮﺏ( ﻃﺮﺍﺋﻖ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻤﻴﺔ ﻭﺍﻟﻜﻴﻔﻴﺔ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ‪ ،‬ﻭﻳﺬﻛﹸﺮ ﻟﻠﻘﺎﺭﺉ ﻛﻴﻒ‪ ،‬ﻭﰲ ﺃﻱ ﻇﺮﻭﻑ‪ ،‬ﳝﻜﻦ ﺃﻥ‬ ‫ﺗﻜﻮﻥ ﺇﺣﺪﻯ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﺘﲔ )ﺃﻭ ﻛﻠﺘﺎﳘﺎ( ﻣﻔﻴﺪﺓ ﰲ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻣﻦ ﺟﻮﺍﻧﺐ ﺍﻟﻘﻮﺓ ﺍﻷﺧﺮﻯ‬ ‫ﻟﻠﻜﺘﺎﺏ‪ ،‬ﺗﺄﻛﻴﺪ ﺍﳌﺆﻟﻔﲔ‪ ‬ﻋﻠﻰ ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻓﻬﻤﺎ ﻳﺬﻛﹼﺮﺍﻥ ﺍﻟﻘﺎﺭﺉ ﺧﻼﻝ ﺍﻟﻜﺘﺎﺏ ﻛﻠﻪ‪،‬‬ ‫ﺑﺎﳌﺒﺎﺩﺉ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﱵ ﲢﻜﻢ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﺑﻀﺮﻭﺭﺓ ﺗﺪﻋﻴﻢ ﺍﻟﻘﻴﻢ ﺍﳌﻌﻨﻮﻳﺔ ﻭﺍﻷﺧﻼﻗﻴﺔ ﰲ ﻫﺬﻩ ﺍﻷﻋﻤﺎﻝ‬ ‫ﻭﺍﻟﺪﻓﺎﻉ ﻋﻨﻬﺎ‪ .‬ﻭﻗﺪ ﺃﹸﳊﻘﺖ ﺑﺎﻟﻜﺘﺎﺏ‪ ،‬ﻟﻔﺎﺋﺪﺓ ﺍﻟﻘﺎﺭﺉ‪ ،‬ﺑﻌﺾ ﺍﻟﺪﻻﺋﻞ ﺍﻹﺭﺷﺎﺩﻳﺔ ﺍﻟﺪﻭﻟﻴﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ‪.‬‬ ‫‪2‬‬

‫ﻭﻳ‪‬ﻘﺪﻡ ﺍﻟﻜﺘﺎﺏ ﻟﻠﺒﺎﺣﺚ ﺍﻟﺼﺤﻲ ﺑﻌﺾ ﺍﻟﻠﹼﻤﺤﺎﺕ ﺍﳌﻔﻴﺪﺓ‪ ،‬ﺍﻟﱵ ﻻ ﺗﻮﺟﺪ ﻋﺎﺩﺓ ﰲ ﺍﳌﺮﺍﺟﻊ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﺣﻮﻝ‬ ‫ﻣﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻓﻬﻮ ﻳ‪‬ﺬﻛﹸﺮ ﻟﻠﺒﺎﺣﺜﲔ ﻛﻴﻒ ﳚﺪﻭﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺒﺤﻮﺛﻬﻢ ﻭﻛﻴﻒ‬ ‫ﻳﻠﺘﻤﺴﻮﻥ ﺍﻟﺘﻤﻮﻳﻞ ﺍﻟﻼﺯﻡ ﻟﻌﻤﻠﻬﻢ‪ .‬ﻛﻤﺎ ﻳﻨﺎﻗﺶ ﺍﻟﻄﺮﺍﺋﻖ ﺍﳌﺨﺘﻠﻔﺔ ﻹﺑﻼﻍ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﳌﺨﺘﻠﻒ ﺍﳌﻌﻨﻴﲔ‪،‬‬ ‫ﻼ ﻋﻦ ﻃﺮﻳﻘﺔ ﲢﻀﲑ ﺍﳌﺨﻄﻮﻃﺎﺕ ﻟﺘﻘﺪﳝﻬﺎ ﺇﱃ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ‪ ،‬ﺃﻭ ﺇﻟﻘﺎﺋﻬﺎ ﰲ ﺍﻟﻌﺮﻭﺽ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻣﻊ ﺍﻟﺘﺬﻛﲑ‬ ‫ﻓﻀ ﹰ‬ ‫ﺩﺍﺋﻤﹰﺎ ﺑﺄﻥ ﺫﺭﻭﺓ ﺍﳉﻬﺪ ﺍﻟﺒﺤﺜﻲ ﳚﺐ ﺃﻥ ﺗﺘﺮﻛﺰ ﰲ ﺗﻄﺒﻴﻖ ﺍﻟﻨﺘﺎﺋﺞ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺍﻟﺘﻐﻴﲑﺍﺕ ﺍﳌﻄﻠﻮﺑﺔ ﰲ‬ ‫ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﻷﻓﻌﺎﻝ ﻭﺍﳌﻤﺎﺭﺳﺎﺕ‪.‬‬ ‫ﺃﻣﺎ ﺃﻋﻈﻢ ﺟﻮﺍﻧﺐ ﻗﻮﺓ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ‪ ،‬ﻓﻬﻮ ﺃﻧﻪ ﻳﻌﻜﺲ ﺍﳋﱪﺓ ﺍﻟﺸﺨﺼﻴﺔ ﺍﳌﺒﺎﺷﺮﺓ ﻟﻠﻤﺆﻟﻔﲔ‪ ،‬ﻭﺧﺼﻮﺻﹰﺎ‬ ‫ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﳏﻤﻮﺩ ﻓﺘﺢ ﺍﷲ‪ .‬ﻭﺇﻧﻨﺎ ﻟﻨﺮﺣ‪‬ﺐ ﻛﻞ ﺍﻟﺘﺮﺣﻴﺐ ﺑﺄﻧﻪ ﺍﺧﺘﺎﺭ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻘﺮﺍﺀ ﰲ ﺧﱪﺗﻪ ﻭﺛﺮﺍﺀ‬ ‫ﲡﺮﺑﺘﻪ ﰲ ﳎﺎﻝ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ‪‬ﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‪ .‬ﺇﻥ ﺍﻟﻜﺘﺎﺏ ﻣﺒﺴ‪‬ﻂ ﻭﻣﻦ ﺍﻟﺴﻬﻞ ﻣﺘﺎﺑﻌﺔ ﳏﺘﻮﺍﻩ‪ ،‬ﻓﻬﻮ ﻳﺒﺪ‪‬ﺩ‬ ‫ﻏﻮﺍﻣﺾ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺇﱃ ﺣﺪ ﻛﺒﲑ‪.‬‬ ‫ﺏ ﺳﻮﻑ ﳛﺮﺹ ﻛﻞ ﺑﺎﺣﺚ ﺻﺤﻲ ﻋﻠﻰ ﺍﻗﺘﻨﺎﺋﻪ‪ ،‬ﻭﻣﺮﺟ ‪‬ﻊ ﻣﻴﺴ‪‬ﺮ ﺳﻮﻑ ﻳ‪‬ﺤﺐ ﺃﻥ ﻳﺒﻘﻴﻪ ﰲ ﻣﺘﻨﺎﻭﻝ‬ ‫ﺇﻧﻪ ﻛﺘﺎ ‪‬‬ ‫ﻳﺪﻩ‪.‬‬ ‫ﻭﺍﷲ ﻭﱄ ﺍﻟﺘﻮﻓﻴﻖ‬ ‫ﺍﻟﺪﻛﺘﻮﺭ ﺣﺴﲔ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﺍﳉﺰﺍﺋﺮﻱ‬ ‫ﺍﳌﺪﻳﺮ ﺍﻹﻗﻠﻴﻤﻲ ﳌﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻟﺸﺮﻕ ﺍﳌﺘﻮﺳﻂ‬

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‫ﲤﻬﻴﺪ‬ ‫ﻳ ﺴﺘﻬﺪﻑ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ‪ ،‬ﻛﻤﺎ ﺟﺎﺀ ﰲ ﻋﻨﻮﺍﻧﻪ‪ ،‬ﳎﺘﻤﻊ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﺼﺤﻴﲔ‪ .‬ﻭﺍﻟﺒﺎﺣﺜﻮﻥ ﺍﻟﺼﺤﻴﻮﻥ ﻻ‬ ‫ﻳﻘﺘﺼﺮﻭﻥ ﻓﻘﻂ ﻋﻠﻰ ﺍﻟﻌﻠﻤﺎﺀ ﺍﻟﺬﻳﻦ ﳝﺎﺭﺳﻮﻥ ﺃﻋﻤﺎ ﹰﻻ ﲝﺜﻴﺔ‪ .‬ﻓﺎﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﳝﻜﻦ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﳍﺎ‪ ،‬ﺃﻥ ﺗ‪‬ﺠﺮﻯ‬ ‫ﺑﺄﻳﺪﻱ ﻃﺎﺋﻔﺔ ﻋﺮﻳﻀﺔ ﻣﻦ ﺍﻟﻨﺎﺱ‪ .‬ﻭﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻟﺒﺤﺚ ﺍﻟﺼﺤﻲ‪ ،‬ﺑﺒﺴﺎﻃﺔ‪ ،‬ﺑﺄﻧﻪ ﺍﳉﻤ ‪‬ﻊ ﺍﳌﻨﻬﺠ ‪‬ﻲ ﻟﻠﺒﻴﺎﻧﺎﺕ‪،‬‬ ‫ﻭﻭﺻﻔﹸﻬﺎ ﻭﲢﻠﻴﻠﹸﻬﺎ ﻭﺗﻔﺴﲑ‪‬ﻫﺎ‪ ،‬ﲝﻴﺚ ﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﳍﺎ ﰲ ﲢﺴﲔ ﺻﺤﺔ ﺍﻷﻓﺮﺍﺩ ﺃﻭ ﺍﳉﻤﺎﻋﺎﺕ‪ .‬ﻭﳝﻜﻦ ﻷﺭﺑﺎﺏ‬ ‫ﺍﳌﻬﻦ ﺍﻟﺼﺤﻴﺔ ﻭﳌﺪﻳﺮﻱ ﺍﻟﺸﺆﻭﻥ ﺍﻟﺼﺤﻴﺔ ﻭﻟﺼﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﺼﺤﻴﺔ ﻭﻟﻠﻌﺎﻣﻠﲔ ﺑﺎﳌﻨﻈﻤﺎﺕ ﺍﻟﻼﺣﻜﻮﻣﻴﺔ‪،‬‬ ‫ﻭﻟﻐﲑﻫﻢ ﻣﻦ ﺍﳌﻌﻨﻴﲔ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﳍﻢ‪ ،‬ﺃﻥ ﻳﺴﺘﻌﻤﻠﻮﺍ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺗﻮﺟﻴﻪ ﺟﻬﻮﺩﻫﻢ ﻣﻦ ﺃﺟﻞ ﺍﻟﻨﻬﻮﺽ ﺑﺼﺤﺔ‬ ‫ﺍﻷﻓﺮﺍﺩ ﻭﺍ‪‬ﺘﻤﻌﺎﺕ‪ .‬ﻭﺣﱴ ﻟﻮ ﱂ ﻳﻘﻮﻣﻮﺍ ﺑﺄﻧﻔﺴﻬﻢ ﺑﺈﺟﺮﺍﺀ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﻓﺈ‪‬ﻢ ﳛﺘﺎﺟﻮﻥ ﻷﻥ ﻳﺴﺘﻮﻋﺒﻮﺍ‬ ‫ﻣﺒﺎﺩﺉ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻭﺃﻥ ﻳﺘﻔﻬﻤﻮﺍ ﻗﻴﻤﺔ ﺍﻟﻌﻠﻢ ﻭﺣﺪﻭﺩﻩ‪ ،‬ﻭﺃﻥ ﻳﺴﺘﻄﻴﻌﻮﺍ ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ‬ ‫ﻭﺗﻘﻴﻴﻤﻬﺎ ﻗﺒﻞ ﺗﻄﺒﻴﻘﻬﺎ‪.‬‬ ‫ﺇﻥ ﻣﻌ ﻈﻢ ﺍﳌﺮﺍﺟﻊ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻣﻜﺘﻮﺑ ﹲﺔ ﺑﻠﻐﺔ ﺷﺪﻳﺪﺓ ﺍﻟﺘﻘﻨﻴﺔ‪ ،‬ﻭﻣﻮﺟﻬ ﹲﺔ ﺇﱃ ﲨﻬﻮﺭ ﻣﻦ ﺍﻟﻌﻠﻤﺎﺀ‬ ‫ﺍﳌﺪﺭ‪‬ﺑﲔ‪ .‬ﻭﺗﺪﻋﻮ ﺍﳊﺎﺟﺔ ﺇﱃ ﺗﺒﺪﻳﺪ ﻏﻮﺍﻣﺾ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺒﺤﺜﻴﺔ ﺃﻣﺎﻡ ﳎﺘﻤﻊ ﺃﻭﺳﻊ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﺼﺤﻴﲔ‪ .‬ﻓﺎﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ ﺗﻘﻮﻡ ﺇﱃ ﺣﺪ ﻛﺒﲑ ﻋﻠﻰ ﺍﳊﺲ ﺍﻟﺴﻠﻴﻢ ﻭﺍﳌﻨﻄﻖ‪ .‬ﻭﻫﻜﺬﺍ ﺣﺎﻭﻟﻨﺎ ﺃﻥ ﳒﻌﻞ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻣﻴﺴ‪‬ﺮﺍﹰ ﻟﻘﺮﺍﺋﻪ‬ ‫ﻗﺪﺭ ﺍﻹﻣﻜﺎﻥ‪ ،‬ﻭﻟﻜﻦ ﻟﻴﺲ ﻋﻠﻰ ﺣﺴﺎﺏ ﺍﻟﺪﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬ ‫ﻟﻘﺪ ﻋﻤِﻠﻨﺎ ﰲ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﻋﻠﻰ ﺃﻥ ﻧﻐﻄﹼﻲ ﺫﻟﻚ ﺍﻟﻨﻄﺎﻕ ﺍﻟﻮﺍﺳﻊ ﻟﻠﻌﻤﻠﻴﺔ ﺍﻟﺒﺤﺜﻴﺔ‪ .‬ﻓﺎﻟﻌﻤﻠﻴﺔ ﺍﻟﺒﺤﺜﻴﺔ ﻻ‬ ‫ﺗﻘﺘﺼﺮ ﻋﻠﻰ ﳎﺮﺩ ﻣﻨﻬﺠﻴ ٍﺔ ﻟﺘﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻟﻜﻦ ﳛﺘﺎﺝ ﺍﻟﺒﺎﺣﺜﻮﻥ‪ ،‬ﻗﺒﻞ ﺃﻥ ﻳﻔﻜﺮﻭﺍ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‪ ،‬ﺇﱃ‬ ‫ﻣﻌﺮﻓﺔ ﻛﻴﻔﻴﺔ ﲢﺪﻳﺪ ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ ﻭﺗﻨﻘﻴﺤﻪ‪ .‬ﻭﺑﻌﺪ ﺃﻥ ﻳﺴﺘﻘﺮ ﺭﺃﻳﻬﻢ ﻋﻠﻰ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‪ ،‬ﳛﺘﺎﺝ ﺍﻟﺒﺎﺣﺜﻮﻥ‬ ‫ﺇﱃ ﺍﳌﻘﺪﺭﺓ ﻋﻠﻰ ﻛﺘﺎﺑﺔ ﺑﺮﻭﺗﻮﻛﻮﻝ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺗﻘﺪﱘ ﺍﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺚ ﻃﻠﺒﹰﺎ ﻟﻠﺘﻤﻮﻳﻞ‪ ،‬ﰒ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ ﺑﻄﺮﻳﻘﺔ‬ ‫ﻋﻠﻤﻴﺔ ﺻﺤﻴﺤﺔ‪ ،‬ﻭﻭﺻﻒ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻭﲢﻠﻴﻠﻬﺎ ﻭﺗﻔﺴﲑﻫﺎ ﺑﺪﻗﺔ‪ ،‬ﻭﺃﺧﲑﹰﺍ ﺇﺑﻼﻍ ﺍﻟﻨﺘﺎﺋﺞ ﺇﱃ ﻛﻞ ﻣﻦ ﻗﺪ‬ ‫ﻳﻨﺘﻔﻌﻮﻥ ‪‬ﺎ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﻛﺘﺎﺑﺔ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﻧﺸﺮﻫﺎ‪ ،‬ﻭﺗﻘﺪﱘ ﺍﻟﻌﺮﻭﺽ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻭﳛﺘﺎﺝ ﺍﻟﺒﺎﺣﺜﻮﻥ‬ ‫ﻛﺬﻟﻚ ﺇﱃ ﺃﻛﺘﺴﺎﺏ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻘﺪﻳﺮ ﺃﳘﻴﺔ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﳚﺮﻳﻬﺎ ﺍﻵﺧﺮﻭﻥ ﻭﺗﻘﻴﻴﻤﻬﺎ‪ .‬ﺇ ﹼﻥ ﻋﻠﻰ ﺍﳌﺒﺘﺪﺋﲔ ﰲ‬ ‫ﳎﺎﻝ ﺍﻟﺒﺤﺚ ﺍﻟﺼﺤﻲ ﺃﻥ ﻳﻄﹼﻠﻌﻮﺍ ﻋﻠﻰ ﻣﺼﺎﺩﺭ ﳐﺘﻠﻔﺔ ﺇﺫﺍ ﺃﺭﺍﺩﻭﺍ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻋﻠﻰ ﺩﺭﺍﻳﺔ ﺗﺎﻣﺔ ﲟﺨﺘﻠﻒ ﺟﻮﺍﻧﺐ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺒﺤﺜﻴﺔ‪ .‬ﻟﺬﻟﻚ ﻛﺎﻥ ﻫﺪﻓﻨﺎ ﻫﻮ ﺗﻮﻓﲑ ﺩﻟﻴﻞ ﻋﻤﻠﻲ ﻣﻘﺘﻀﺐ ﻳﻐﻄﹼﻲ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ‪ ،‬ﻭﻟﻴﺲ ﺇﻋﺪﺍﺩ ﻛﺘﺎﺏ‬ ‫ﻣﺮﺟﻌﻲ ﺷﺎﻣﻞ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﺍﻹﻃﻼﻉ ﻋﻠﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺎﺻﻴﻞ ﺍﻟﺘﻘﻨﻴﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﳌﺴﺎﺋﻞ ﺍﻟﱵ‬ ‫‪4‬‬

‫ﻧﺎﻗﺸﻨﺎﻫﺎ‪ ،‬ﺃﺿﻔﻨﺎ ﻗﺎﺋﻤﺔ ﺑﺎﳌﺼﺎﺩﺭ ﺍﳌﻔﻴﺪﺓ ﰲ ﻛﻞ ﻓﺼﻞ ﻣﻦ ﻓﺼﻮﻝ ﺍﻟﻜﺘﺎﺏ‪ ،‬ﻭﻛﺬﻟﻚ ﻋﺪﺩﹰﺍ ﻣﻦ ﺍﳌﻼﺣﻖ ﺫﺍﺕ‬ ‫ﺍﻟﺼﻠﺔ‪.‬‬ ‫ﻭﺇﻧﻨﺎ ﻟﻨﺄﻣﻞ ﺃﻥ ﻳﺴﺎﻋﺪ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﻋﻠﻰ ﺗﻮﺳﻴﻊ ﻧﻄﺎﻕ ﳎﺘﻤﻊ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﺼﺤﻴﲔ‪ ،‬ﺣﱴ ﻳﺘﺠﺎﻭﺯ ﺍﳉﻤﺎﻋﺎﺕ‬ ‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻣﻦ ﺍﻟﻌﻠﻤﺎﺀ ﺍﳌﺪﺭﺑﲔ‪ .‬ﻛﻤﺎ ﻧﺮﺟﻮ ﺃﻥ ﻳﺴﺎﻋﺪ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﺼﺤﻴﲔ ﰲ ﺍﻟﺘﺨﻄﻴﻂ ﻟﺒﺤﻮﺙ ﺟﻴﺪﺓ‪ ،‬ﻭﰲ‬ ‫ﺇﺟﺮﺍﺋﻬﺎ ﻭﻧﺸﺮ ﻧﺘﺎﺋﺠﻬﺎ ﻋﻠﻰ ﻧﻄﺎﻕ ﻭﺍﺳﻊ‪.‬‬ ‫ﳏﻤﻮﺩ ﻓﻬﻤﻲ ﻓﺘﺢ ﺍﷲ‬ ‫ﳏﻤﺪ ﳏﻤﻮﺩ ﻓﻬﻤﻲ ﻓﺘﺢ ﺍﷲ‬

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‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬ ‫ﻧﻘﺪﻡ ﺍﻟﺸﻜﺮ ﺍﳉﺰﻳﻞ ﻟﻠﺴﻴﺪ ﺍﻟﺪﻛﺘﻮﺭ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﺮﺏ‪ ،‬ﺍﳌﺴﺘﺸﺎﺭ ﺍﻹﻗﻠﻴﻤﻲ ﻟﺘﻨﺴﻴﻖ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ‬ ‫ﺑﺎﳌﻜﺘﺐ ﺍﻹﻗﻠﻴﻤﻲ ﳌﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻟﺸﺮﻕ ﺍﳌﺘﻮﺳﻂ‪ ،‬ﻟﺘﺸﺠﻴﻌﻪ ﻟﻨﺎ ﻋﻠﻰ ﺇﲤﺎﻡ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ‪ ،‬ﻭﳌﺎ ﺯﻭ‪‬ﺩﻧﺎ‬ ‫ﺑﻪ ﻣﻦ ﻣﻼﺣﻈﺎﺕ ﻭﻣﻘﺘﺮﺣﺎﺕ ﻣﻔﻴﺪﺓ‪ ،‬ﻭﻟﺘﻘﺪﳝﻪ ﻣﺸﺮﻭﻉ ﺍﻟﻜﺘﺎﺏ ﺇﱃ ﳉﻨﺔ ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻹﻗﻠﻴﻤﻴﺔ‪ .‬ﻭﻟﻘﺪ ﻛﺎﻧﺖ‬ ‫ﺍﻟﺴﻴﺪﺓ ﺟﲔ ﻧﻴﻜﻠﺴﻮﻥ‪ ،‬ﺍﶈﺮﺭﺓ ﺑﺎﳌﻜﺘﺐ ﺍﻹﻗﻠﻴﻤﻲ ﻟﺸﺮﻕ ﺍﳌﺘﻮﺳﻂ‪ ،‬ﺧﲑ ﻋﻮﻥ ﻟﻨﺎ ﻃﻮﺍﻝ ﻋﻤﻠﻴﺔ ﺇﻋﺪﺍﺩ ﻫﺬﺍ‬ ‫ﺍﻟﻜﺘﺎﺏ ﻟﻠﻨﺸﺮ‪.‬‬ ‫ﻭﻟﻘﺪ ﺣﺜﹼﻨﺎ ﻋﺪﻳﺪ ﻣﻦ ﺍﻟ ﺰﻣﻼﺀ‪ ،‬ﻣﺸﻜﻮﺭﻳﻦ‪ ،‬ﻋﻠﻰ ﺗﻠﺒﻴﺔ ﺍﳊﺎﺟﺔ ﺇﱃ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﻭﻗﺪﻣﻮﺍ ﻟﻨﺎ ﻣﻼﺣﻈﺎﺕ‬ ‫ﺑﻨ‪‬ﺎﺀﺓ‪ .‬ﻭﻣﻦ ﺍﻟﺼﻌﺐ ﺃﻥ ﳓﺎﻭﻝ ﺫﻛﺮ ﺃﲰﺎﺋﻬﻢ ﲨﻴﻌﺎﹰ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﳌﺼﺎﺩﺭ ﺍﻟﱵ ﻛﺘﺒﻬﺎ ﻣﺆﻟﻔﻮﻥ ﺳﺎﺑﻘﻮﻥ ﻭﺟﺎﺀ‬ ‫ﺫﻛﺮﻫﺎ ﰲ ﻗﻮﺍﺋﻢ ﺍﳌﺮﺍﺟﻊ ﻭﺍﳌﺼﺎﺩﺭ ﺍﻹﺿﺎﻓﻴﺔ‪ ،‬ﻗﺪ ﺃﻋﺎﻧﺘﻨﺎ ﻛﺜﲑﹰﺍ ﰲ ﲡﻤﻴﻊ ﻣﻮﺍﺩ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ‪.‬‬ ‫ﻭﺃﺧﲑﺍﹰ ‪ ،‬ﻧﻘﺪﻡ ﺍﻟﺸﻜﺮ ﺇﱃ ﻃﻼﹼﺑﻨﺎ‪ ،‬ﺍﻟﺬﻳﻦ ﻋﻠﹼﻤﻮﻧﺎ ﻛﻴﻒ ﻧﺪﺭ‪‬ﺱ‪ ،‬ﻭﺇﱃ ﺃﻫﻠﻴﻨﺎ ﺍﻟﺬﻳﻦ ﺃﺗﺎﺣﻮﺍ ﻟﻨﺎ ﺃﻥ ﻧﺆﻟﻒ ﻫﺬﺍ‬ ‫ﺍﻟﻜﺘﺎﺏ ﻋﻠﻰ ﺣﺴﺎﺏ ﺃﻭﻗﺎ‪‬ﻢ‪.‬‬

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‫ﺍﶈﺘﻮﻯ‬ ‫ﺗﻘﺪﱘ‬ ‫ﲤﻬﻴﺪ‬ ‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬ ‫ﺍﻟﻔﺼﻞ ‪ .1‬ﻣﻘﺪﻣﺔ ﻭﻧﻈﺮﺓ ﻋﺎﻣﺔ‬ ‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﻔﺼﻞ ‪ .2‬ﺍﻷﺧﻼﻗﻴﺎﺕ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‬ ‫‪ 1.2‬ﻣﻘﺪﻣﺔ‬ ‫‪ 2.2‬ﺍﳌﺒﺎﺩﺉ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﻌﺎﻣﺔ‬ ‫‪ 3.2‬ﺍﳌﺴﺆﻭﻟﻴﺔ ﻋﻦ ﺍﻷﺧﻼﻗﻴﺎﺕ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‬ ‫‪ 4.2‬ﳉﺎﻥ ﺍﻷﺧﻼﻗﻴﺎﺕ‬ ‫‪ 5.2‬ﺍﻹﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ ﻃﻮﺍﻝ ﻋﻤﻠﻴﺔ ﺍﻟﺒﺤﺚ‬ ‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﻔﺼﻞ ‪ . 3‬ﻣﺎﺫﺍ ﺗ‪‬ﺠﺮﻱ ﻣﻦ ﺍﻟﺒﺤﻮﺙ؟‬ ‫‪ 1.3‬ﻣﻘﺪﻣﺔ‬ ‫‪ 2.3‬ﺃﺧﺘﻴﺎﺭ ﳎﺎﻝ ﻟﻠﺒﺤﺚ‬ ‫‪ 3.3‬ﺩﻭﺍﻓﻊ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‬ ‫‪ 4.3‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ‬ ‫‪ 5.3‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﲝﻮﺙ ﺷﺮﻛﺎﺕ ﺍﳌﺴﺘﺤﻀﺮﺍﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ‬ ‫‪ 6.3‬ﻣﻦ ﺃﻳﻦ ﺗﺄﰐ ﺃﻓﻜﺎﺭ ﺍﻟﺒﺤﻮﺙ؟‬ ‫‪ 7.3‬ﻣﻌﺎﻳﲑ ﺍﳌﻮﺿﻮﻉ ﺍﻟﺒﺤﺜﻲ ﺍﳉﻴﺪ‬ ‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬

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‫ﺍﻟﻔﺼﻞ ‪ . 4‬ﲣﻄﻴﻂ ﺍﻟﺒﺤﺚ‬ ‫‪ 1.4‬ﻣﻘﺪﻣﺔ‬ ‫‪ 2.4‬ﺃﳕﺎﻁ ﺗﺼﻤﻴﻤﺎﺕ ﺍﻟﺒﺤﻮﺙ‬ ‫‪ 3.4‬ﺃﺧﺘﻴﺎﺭ ﺗﺼﻤﻴﻢ ﻟﻠﺒﺤﺚ‬ ‫‪ 4.4‬ﲢﺪﻳﺪ ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ ﻭﺗﻨﻘﻴﺤﻪ‬ ‫‪ 5.4‬ﻭﺿﻊ ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ‬ ‫‪ 6.4‬ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫‪ 7.4‬ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‬ ‫‪ 8.4‬ﺍﻟﻘﻴﺎﺱ‬ ‫‪ 9.4‬ﲣﻄﻴﻂ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ‬ ‫‪ 10.4‬ﻧﺒﺬﺓ ﺣﻮﻝ ﺗﺼﻤﻴﻢ ﺍﻻﺳﺘﺒﻴﺎﻥ‬ ‫‪ 11.4‬ﻧﺒﺬﺓ ﺣﻮﻝ ﲝﻮﺙ ﺇﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺼﺤﺔ‬ ‫‪ 12.4‬ﺍﻷﺧﻼﻗﻴﺎﺕ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‬ ‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﻔﺼﻞ ‪ . 5‬ﻛﺘﺎﺑﺔ ﺑﺮﻭﺗﻮﻛﻮﻝ ﺍﻟﺒﺤﺚ‬ ‫‪ 1.5‬ﻣﻘﺪﻣﺔ‬ ‫‪ 2.5‬ﺍﻟﺼﻴﻐﺔ ﺍﻟﻨﻤﻄﻴﺔ ﻟﻠﱪﻭﺗﻮﻛﻮﻝ‬ ‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﻔﺼﻞ ‪ . 6‬ﺗﻘﺪﱘ ﺇﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺚ‬ ‫‪ 1.6‬ﻣﻘﺪﻣﺔ‬ ‫‪ 2.6‬ﻛﻴﻒ ﲢﺼﻞ ﻋﻠﻰ ﲤﻮﻳﻞ ﳌﺸﺮﻭﻋﻚ ﺍﻟﺒﺤﺜﻲ‬ ‫‪ 3.6‬ﻣﻜﻮ‪‬ﻧﺎﺕ ﺍﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺚ‬ ‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ ‫‪2‬‬

‫ﺍﻟﻔﺼﻞ ‪ . 7‬ﺗﻨﻔﻴﺬ ﻣﺸﺮﻭﻉ ﺍﻟﺒﺤﺚ‬ ‫‪ 1.7‬ﻣﻘﺪﻣﺔ‬ ‫‪ 2.7‬ﺍﻟﺼﺮﺍﻣﺔ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫‪ 3.7‬ﺍﻹﺧﺘﺒﺎﺭ ﺍﻟﻘﺒ‪‬ﻠﻲ ﻟﻠﱪﻭﺗﻮﻛﻮﻝ‬ ‫‪ 4.7‬ﺭﺻﺪ ﻣﺴﺎﺭ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫‪ 5.7‬ﺍﳉﺪﻭﻟﺔ ﻭﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﺪﻭﺭﻳﺔ‬ ‫‪ 6.7‬ﺗﺄﻛﻴﺪ ﺻﻼﺣﻴﺔ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ‬ ‫‪ 7.7‬ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳉﻴﺪﺓ‬ ‫‪ 8.7‬ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﳌﺴﺘﺤﻀﺮﺍﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ ﺍﳉﺪﻳﺪﺓ‬ ‫‪ 9.7‬ﺇ‪‬ﺎﺀ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫‪ 10.7‬ﺇﺩﺧﺎﻝ ﺗﻌﺪﻳﻼﺕ ﰲ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ‬ ‫‪ 11.7‬ﺍﻟﻘﻀﺎﻳﺎ ﺍﻷﺧﻼﻗﻴﺔ ﰲ ﺗﻨﻔﻴﺬ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﻔﺼﻞ ‪ . 8‬ﻭﺻﻒ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻭﲢﻠﻴﻠﻬﺎ‬ ‫‪ 1.8‬ﻣﻘﺪﻣﺔ‬ ‫‪ 2.8‬ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ‬ ‫‪ 3.8‬ﺍﳉﺪﻭﻟﺔ‬ ‫‪ 4.8‬ﺍﳊﺴﺎﺑﺎﺕ‬ ‫‪ 5.8‬ﺍﳌﺨﻄﻄﺎﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ‪ /‬ﺍﻷﺷﻜﺎﻝ‬ ‫‪ 6.8‬ﺍﻟﺘﺮﺍﺑﻂ‬ ‫‪ 7.8‬ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻹﺳﺘﻨﺒﺎﻃﻴﺔ‬ ‫‪ 8.8‬ﻣﺎﺫﺍ ﺗﻌﲏ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ؟‬ ‫‪ 9.8‬ﺇﻧﺘﻘﺎﺀ ﺍﺧﺘﺒﺎﺭ ﺇﺣﺼﺎﺋﻲ‬ ‫‪3‬‬

‫‪ 10.8‬ﺃﻣﺜﻠﺔ ﻟﺒﻌﺾ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ‬ ‫‪ 11.8‬ﻭﺻﻒ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ﻭﲢﻠﻴﻠﻬﺎ‬ ‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﻔﺼﻞ ‪ . 9‬ﺗﻔﺴﲑ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ‬ ‫‪ 1.9‬ﻣﻘﺪﻣﺔ‬ ‫‪ 2.9‬ﺗﻔﺴﲑ ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ‬ ‫‪ 3.9‬ﺗﻔﺴﲑ »ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ«‬ ‫‪ 4.9‬ﺍﻟﺘﺤﻴ‪‬ﺰ‬ ‫‪ 5.9‬ﺍﻟﺘﺸﻮﻳﺶ‬ ‫‪ 6.9‬ﺇﺛﺒﺎﺕ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺴﺒﺒﻴﺔ‬ ‫‪ 7.9‬ﺗﻔﺴﲑ ﻧﻘﺎﻁ ﺍﻹﻧﺘﻬﺎﺀ ﻟﻘﻴﺎﺱ ﺍﻟﻨﺘﻴﺠﺔ‬ ‫‪ 8.9‬ﺗﻔﺴﲑ ﺩﺭﺍﺳﺎﺕ ﻋﻮﺍﻣﻞ ﺍﻹﺧﺘﻄﺎﺭ‬ ‫‪ 9.9‬ﺗﻔﺴﲑ ﺩﺭﺍﺳﺎﺕ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ‬ ‫‪ 10.9‬ﺗﻔﺴﲑ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺗﺴﺠﻞ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺪﺧﻼﺕ‬ ‫‪ 11.9‬ﺗﻔﺴﲑ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻜﻴﻔﻴﺔ‬ ‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﻔﺼﻞ ‪ . 10‬ﺇﺑﻼﻍ ﺍﻟﺒﺤﻮﺙ‬ ‫‪ 1.10‬ﻣﻘﺪﻣﺔ‬ ‫‪ 2.10‬ﺇﺑﻼﻍ ﺍﻟﻌﻠﻤﺎﺀ‬ ‫‪ 3.10‬ﺇﺑﻼﻍ ﻭﻛﺎﻻﺕ ﺍﻟﺘﻤﻮﻳﻞ‬ ‫‪ 4.10‬ﺇﺑﻼﻍ ﺍﳌﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ‬ ‫‪ 5.10‬ﺇﺑﻼﻍ ﺻﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ‬ ‫‪ 6.10‬ﺇﺑﻼﻍ ﺍﳌﺮﺿﻰ‬ ‫‪4‬‬

‫‪ 7.10‬ﺇﺑﻼﻍ ﺍ‪‬ﺘﻤﻊ ﺍﶈﻠﻲ‬ ‫‪ 8.10‬ﺇﺑﻼﻍ ﺍﳉﻤﻬﻮﺭ ﻋﺎﻣﺔ‬ ‫‪ 9.10‬ﺇﺑﻼﻍ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ‬ ‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﻔﺼﻞ ‪ . 11‬ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ‬ ‫‪ 1.11‬ﻣﻘﺪﻣﺔ‬ ‫‪ 2.11‬ﺍﺧﺘﻴﺎﺭ ﻋﻨﻮﺍﻥ ﻟﻠﻮﺭﻗﺔ‬ ‫‪ 3.11‬ﻛﺘﺎﺑﺔ ﺍﳋﻼﺻﺔ ﻭﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻔﺘﺎﺣﻴﺔ‬ ‫‪ 4.11‬ﺑﻨﻴﺔ ﺍﳌﻘﺎﻟﺔ‬ ‫‪ 5.11‬ﻛﺘﺎﺑﺔ ﺍﳌﻘﺪﻣﺔ‬ ‫‪ 6.11‬ﻛﺘﺎﺑﺔ ﻗﺴﻢ ﻃﺮﻕ ﺍﻟﺒﺤﺚ‬ ‫‪ 7.11‬ﻛﺘﺎﺑﺔ ﺍﻟﻨﺘﺎﺋﺞ‬ ‫‪ 8.11‬ﻛﺘﺎﺑﺔ ﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ‬ ‫‪ 9.11‬ﻋﺒﺎﺭﺍﺕ ﺍﻟﺸﻜﺮ ﻭﺍﻟﺘﻘﺪﻳﺮ‬ ‫‪ 10.11‬ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺎﳌﺮﺍﺟﻊ‬ ‫‪ 11.11‬ﺧﻄﻮﺍﺕ ﻋﻤﻠﻴﺔ ﻛﺘﺎﺑﺔ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫‪ 12.11‬ﻣﺮﺍﺟﻌﺔ ﺍﶈﺘﻮﻯ ﺍﻟﻌﻠﻤﻲ ﻟﻠﻤﺨﻄﻮﻃﺔ‬ ‫‪ 13.11‬ﻣﺮﺍﺟﻌﺔ ﺃﺳﻠﻮﺏ ﺍﳌﺨﻄﻮﻃﺔ‬ ‫‪ 14.11‬ﻛﺘﺎﺑﺔ ﺗﻘﺮﻳﺮ ﻋﻦ ﺣﺎﻟﺔ‬ ‫‪ 15.11‬ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ ﺛﺎﻧﻮﻳﺔ‬ ‫‪ 16.11‬ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﺣﻮﻝ ﲝﺚ ﻛﻴﻔﻲ‬ ‫‪ 17.11‬ﺍﻟﺮﺳﺎﻟﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺃﻭ ﺍﻷﻃﺮﻭﺣﺔ‬ ‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ ‫‪5‬‬

‫ﺍﻟﻔﺼﻞ ‪ . 12‬ﻧﺸﺮ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ‬ ‫‪ 1.12‬ﻣﻘﺪﻣﺔ‬ ‫‪ 2.12‬ﻛﻴﻒ ﺗﻨﺸﺮ ﻭﺭﻗﺘﻚ؟‬ ‫‪ 3.12‬ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻮﺣﺪﺓ ﻟﻠﻤﺨﻄﻮﻃﺎﺕ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻤﺠﻼﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‬ ‫‪ 4.12‬ﺧﻼﺻﺔ ﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﺘﻘﺪﱘ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫‪ 5.12‬ﺇﺭﺳﺎﻝ ﺍﳌﺨﻄﻮﻃﺔ ﺇﱃ ﺍ‪‬ﻠﺔ‬ ‫‪ 6.12‬ﻣﺎ ﺑﻌﺪ ﺗﻘﺪﱘ ﺍﳌﺨﻄﻮﻃﺔ‬ ‫‪ 7.12‬ﺻﻔﺔ ﺍﳌﺆﻟﻒ ﰲ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫‪ 8.12‬ﺍﻟﱪﺍﺀﺍﺕ ﻭﺍﻟﻨﺸﺮ‬ ‫‪ 9.12‬ﺍﻷﺧﻼﻗﻴﺎﺕ ﰲ ﺍﻟﻨﺸﺮ ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﻔﺼﻞ ‪ . 13‬ﺗﻘﺪﱘ ﻋﺮﺽ ﻋﻠﻤﻲ‬ ‫‪ 1.13‬ﻣﻘﺪﻣﺔ‬ ‫‪ 2.13‬ﲣﻄﻴﻂ ﺍﻟﻌﺮﺽ‬ ‫‪ 3.13‬ﺍﻟﺘﺤﻀﲑ‬ ‫‪ 4.13‬ﺍﻟﺘﻘﺪﱘ‬ ‫‪ 5.13‬ﺩﻟﻴﻠﻚ ﺇﱃ ﺗﻘﺪﱘ ﻋﺮﺽ ﺭﺩﻱﺀ‬ ‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﻔﺼﻞ ‪ . 14‬ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻟﺒﺤﺚ ﻭﺗﻘﻴﻴﻤﻪ‬ ‫‪ 1.14‬ﻣﻘﺪﻣﺔ‬ ‫‪ 2.14‬ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻟﺒﺤﺚ ﻭﺗﻘﻴﻴﻤﻪ ﲟﻌﺮﻓﺔ ﺍﻟﺒﺎﺣﺜﲔ‬ ‫‪ 3.14‬ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻟﺒﺤﺚ ﻭﺗﻘﻴﻴﻤﻪ ﲟﻌﺮﻓﺔ ﺍﳌﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ‬ ‫‪ 4.14‬ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻟﺒﺤﺚ ﻭﺗﻘﻴﻴﻤﻪ ﲟﻌﺮﻓﺔ ﺻﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ‬ ‫‪6‬‬

‫‪ 5.14‬ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻟﺒﺤﺚ ﻭﺗﻘﻴﻴﻤﻪ ﲟﻌﺮﻓﺔ ﺍﳌﺴﺘﺜﻤﺮﻳﻦ ﰲ ﺍﻟﺒﺤﻮﺙ‬ ‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﳌﻠﺤﻖ ‪ . 1‬ﺍﳉﻤﻌﻴﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ .‬ﺇﻋﻼﻥ ﻫﻠﺴﻨﻜﻲ‪ .‬ﺍﳌﺒﺎﺩﻱﺀ ﺍﻷﺧﻼﻗﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ‬ ‫ﺍﻹﻧﺴﺎﻥ‪.‬‬ ‫ﺍﳌﻠﺤﻖ ‪ . 2‬ﺍﻟﺪﻻﺋﻞ ﺍﻹﺭﺷﺎﺩﻳﺔ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪.‬‬ ‫ﺍﳌﻠﺤﻖ ‪ . 3‬ﺍﻟﺒﺤﺚ ﰲ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ‪.‬‬ ‫ﺍﳌﻠﺤﻖ ‪ . 4‬ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﻛﺘﺎﺑﺔ ﺍﳌﺮﺍﺟﻊ ﰲ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬ ‫ﺍﳌﻠﺤﻖ ‪ . 5‬ﺇﻋﻼﻥ ﺑﺎﻧﻜﻮﻙ ﺣﻮﻝ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻨﻤﻴﺔ‪.‬‬ ‫ﻣﻌﺠﻢ ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‬

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‫ﺍﻟﻔﺼﻞ ‪1‬‬

‫ﻣﻘﺪﻣﺔ ﻭﻧﻈﺮﺓ ﻋﺎﻣﺔ‬ ‫ﺐ ﺻﺤﻴ ﹲﺔ ﱂ ﻳﺴﺒﻖ ﳍﺎ ﻣﺜﻴﻞ‪ .‬ﻭﻛﺎﻧﺖ ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﻟﱵ ﺣﺪﺛﺖ ﰲ ﳎﺎﻝ‬ ‫ﲢﻘﻘﺖ ﰲ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ ﻣﻜﺎﺳ ‪‬‬ ‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺳﺒﺒﺎﹰ ﰲ ﲢﻘﻴﻖ ﺟﺎﻧﺐ ﻛﺒﲑ ﻣﻦ ﻫﺬﻩ ﺍﳌﻜﺎﺳﺐ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﳉﺒﻬﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳉﺪﻳﺪﺓ ﺍﻟﱵ‬ ‫ﺃﺧﺬﺕ ﺗﺘﻔﺘﺢ ﺍﻵﻥ‪ ،‬ﺗﺒﺸﺮ ﺑﺘﺤﻮ‪‬ﻝ ﰲ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﻄﺒﻴﺔ ﻋﻠﻰ ﳓﻮ ﱂ ﳜﻄﺮ ﻋﻠﻰ ﺑﺎﻝ ﺃﺣﺪ‪ ،‬ﻭﺑﺘﺤﻘﻴﻖ ﺍﳌﺰﻳﺪ ﻣﻦ‬ ‫ﺍﻟﻨﻬﻮﺽ ﺑﺎﳌﺴﺘﻮﻯ ﺍﻟﺼﺤﻲ‪ .‬ﻏﲑ ﺃﻥ ﺍﻟﺒﺤﺚ ﺍﻟﺼﺤﻲ ﻻ ﻳﻘﺘﺼﺮ ﻓﻘﻂ ﻋﻠﻰ ﺍﺑﺘﻜﺎﺭ ﺃﺩﻭﺍﺕ ﺟﺪﻳﺪﺓ ﻭﲢﺴﲔ‬ ‫ﻣﻔﻬﻮﻣﻨﺎ ﺣﻮﻝ ﺍﻟﺼﺤﺔ ﻭﺍﳌﺮﺽ‪ .‬ﻓﺎﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻣﻬﻤﺔ ﻟﺘﻨﻮﻳﺮ ﻋﻤﻠﻴﺎﺕ ﺻ‪‬ﻨﻊ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﰲ‬ ‫ﺍﻟﻨﻈﻢ ﺍﻟﺼﺤﻴﺔ‪.‬‬ ‫ﺇﻥ ﺍﻟﺒﺤﺚ ﺍﻟﺼﺤﻲ ﻟﻴﺲ ﺗﺮ ﻓﹰﺎ ﺗﻘﻮﻡ ﺑﻪ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﱵ ﲤﻠﻚ ﻭﻓﺮﺓ ﰲ ﺍﳌﻮﺍﺭﺩ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺣﺼﻠﺖ ﺍﳍﻨﺪ ﻋﻠﻰ‬ ‫ﺍﺳﺘﻘﻼﳍﺎ ﻭﺍﺟﻬﺖ ﻣﺸﻜﻠﺔ ﻛﻴﻔﻴﺔ ﲣﺼﻴﺺ ﻣﻮﺍﺭﺩﻫﺎ ﺍﶈﺪﻭﺩﺓ ﻟﻠﻤﺠﺎﻻﺕ ﺍﻷﻛﺜﺮ ﺍﺣﺘﻴﺎﺟﹰﺎ‪ .‬ﻭﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ‪،‬‬ ‫ﺭ‪‬ﻭﻱ ﻋﻦ ﺍﻟﺰﻋﻴﻢ ﺟﻮﺍﻫﺮ ﻻﻝ ‪‬ﺮﻭ ﻗﻮﻟﹸﻪ »ﻷﻧﻨﺎ ﺑﻠﺪ ﻓﻘﲑ‪ ،‬ﻓﻠﺴﻨﺎ ﳓﺘﻤﻞ ﺍﻟﺘﻐﺎﺿﻲ ﻋﻦ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ«‪ .‬ﻛﻤﺎ‬ ‫ﻋﺒ‪‬ﺮ ﺍﻟﻌﺎﱂ ﺍﻟﺒﺎﻛﺴﺘﺎﱐ ﻋﺒﺪ ﺍﻟﺴﻼﻡ‪ ،‬ﺍﳊﺎﺋﺰ ﻋﻠﻰ ﺟﺎﺋﺰﺓ ﻧﻮﺑﻞ ﺧﲑ ﺗﻌﺒﲑ ﻋﻦ ﻣﺸﺎﺭﻛﺔ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﻭﺇﺳﻬﺎﻣﻬﺎ‬ ‫ﺙ ﻣﺸﺘﺮﻙ ﻟﻺﻧﺴﺎﻧﻴﺔ ﲨﻌﺎﺀ‪ .‬ﻓﺎﻟﺸﺮﻕ ﻭﺍﻟﻐﺮﺏ‬ ‫ﰲ ﺣﺮﻛﺔ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺑﻘﻮﻟﻪ »ﺇﻥ ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺗﺮﺍ ﹲ‬ ‫ﻭﺍﻟﺸﻤﺎﻝ ﻭﺍﳉﻨﻮﺏ ﺃﺳﻬﻤﻮﺍ ﺑﺎﻟﺘﺴﺎﻭﻱ ﰲ ﺗﻄﻮﻳﺮﳘﺎ ﰲ ﺍﳌﺎﺿﻲ‪ ،‬ﻛﻤﺎ ﺳﻴﻔﻌﻠﻮﻥ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻋﻠﻰ ﻣﺎ ﻧﺮﺟﻮ‪،‬‬ ‫ﻭﻫﻜﺬﺍ ﻓﺈﻥ ﺍﻟﻌﻤﻞ ﺍﳌﺸﺘﺮﻙ ﰲ ﳎﺎﻝ ﺍﻟﻌﻠﻢ ﺃﺧﺬ ﳝﺜﻞ ﻭﺍﺣﺪﺓ ﻣﻦ ﻗﻮﻯ ﺍﻟﺘﻮﺣﻴﺪ ﺑﲔ ﺍﻟﺸﻌﻮﺏ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺍﻟﻌﺎﱂ‬ ‫)ﻋﺒﺪ ﺍﻟﺴﻼﻡ‪.(1989 ،‬‬ ‫ﻭﺑﺎﻹﻣﻜﺎﻥ ﳑﺎﺭﺳﺔ ﺍﻟﺒﺤﺚ ﺍﻟﺼﺤﻲ ﻛﻤﻬﻨﺔ ﰲ ﻫﻴﺌﺔ ﻋﺎﻣﺔ ﺃﻭ ﺧﺎﺻﺔ ﻟﻠﺒﺤﻮﺙ‪ .‬ﻛﻤﺎ ﳝﻜﻦ ﺇﺟﺮﺍﺅﻩ ﺳﻌﻴﹰﺎ‬ ‫ﺇﱃ ﻣﻜﺎﻧﺔ ﻋﻠﻤﻴﺔ‪ ،‬ﺃﻭ ﲢﺖ ﺿﻐﻂ ﺍﻟﺘﻬﺪﻳﺪ »ﺑﺎﻟﻨﺸﺮ ﺃﻭ ﺍﻟﻔﻨﺎﺀ« ﻟﺼﻌﻮﺩ ﺳﻠﹼﻢ ﺍﻟﺘﺮﻗﻲ ﰲ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻷﻛﺎﺩﳝﻴﺔ‪.‬‬ ‫ﻭﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﳝﻜﻦ ﺍﻟﻘﻮﻝ‪ ،‬ﺑﻜﻞ ﺛﻘﺔ‪ ،‬ﺇﻥ ﻋﻠﻰ ﲨﻴﻊ ﺍﳌﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ ﺃﻥ ﻳﻘﻮﻣﻮﺍ ﺑﺒﻌﺾ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﺃﻭ‬ ‫ﻋﻠﻰ ﺍﻷﻗﻞ‪ ،‬ﺃﻥ ﻳﻜﺘﺴﺒﻮﺍ ﻗﺪﺭﹰﺍ ﻛﺎﻓﻴﹰﺎ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﺣﻮﻝ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺒﺤﺜﻴﺔ‪ ،‬ﺣﱴ ﻟﻮ ﺃﺭﺍﺩﻭﺍ ﺃﻥ ﻳ‪‬ﻤﻀﻮﺍ ﺑﻘﻴﺔ ﺣﻴﺎ‪‬ﻢ‬ ‫ﰲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﺮﺿﻰ ﺃﻭ ﺇﺩﺍﺭﺓ ﺍﻟﺸﺆﻭﻥ ﺍﻟﺼﺤﻴﺔ‪ .‬ﺇﻥ ﺍﻷﺳﻠﻮﺏ ﺍﻟﻌﻠﻤﻲ ‪‬ﺞ ﺃﺳﺎﺳﻲ ﻟﻠﻤﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ‪ .‬ﻓﻤﻊ‬ ‫ﺍﻟﺘﻘﺪﻡ ﺍﻟﺴﺮﻳﻊ ﰲ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﻄﺒﻴﺔ‪ ،‬ﺃﺻﺒﺤﺖ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﻘﻴﻴﻢ ﺍﳊﺎﺳﻢ ﻟﻠﺘﻄﻮﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ ﺃﻛﺜﺮ ﺇﳊﺎﺣﹰﺎ‪.‬‬ ‫ﻭﻳﺰﺧﺮ ﺗﺎﺭﻳﺦ ﺍﻟﻄﺐ ﺑﺄﻣﺜﻠﺔ ﻟﺘﻄﻮﺭﺍﺕ ﻛﺒﲑﺓ ﻛﺎﻧﺖ ﻭﺍﻋﺪﺓ‪ ،‬ﻭ ﻟﻜﻦ ﺛﺒﺖ ﰲ ﺁﺧﺮ ﺍﻷﻣﺮ ﺃ‪‬ﺎ ﻋﺪﳝﺔ ﺍﻟﻘﻴﻤﺔ‪ ،‬ﺑﻞ‬ ‫‪1‬‬

‫ﺣﱴ ﻣﻀﺮﺓ‪ .‬ﻭﺍﻟﺒﺤﺚ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻜﻮﻳﻦ ﻣﻮﻗﻒ ﻋﻠﻤﻲ ﺣﺎﺳﻢ‪ .‬ﻭﺳﻮﻑ ﳚﺪ ﺍﻟﻄﺒﻴﺐ ﺍﻟﺴﺮﻳﺮﻱ ﺃﻥ ﺍﳌﹶﻠﻜﹶﺎﺕ‬ ‫ﺍﻟﱵ ﻳﻄﻮﺭ‪‬ﻫﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﻫﻲ ﺗﻠﻚ ﺍﻟﱵ ﻳﻜﻮﻥ ﺃﺷﺪ ﺍﺣﺘﻴﺎﺟﹰﺎ ﳍﺎ ﰲ ﺍﻟﺘﺸﺨﻴﺺ ﺍﻟﺴﺮﻳﺮﻱ‪.‬‬ ‫ﺇﻥ ﺻﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﻻﺳﻴﻤﺎ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﻗﺪ ﻻ ﻳﻘﺪ‪‬ﺭﻭﻥ ﺍﻹﺳﻬﺎﻡ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ‬ ‫ﲢﻘﻘﻪ ﺍﻟﺒﺤﻮﺙ ﺣﻖ ﻗﺪﺭﻩ‪ .‬ﻓﻼ ﻳﺰﺍﻝ ﻫﻨﺎﻙ ﻓﺎﺻﻞ ﺑﲔ ﻋﺎﱂ ﺍﻟﺒﺤﻮﺙ ﻭﺑﲔ ﻋﺎﱂ ﺻﻨﻊ ﺍﻟﺴﻴﺎﺳﺎﺕ‪ .‬ﻭﻻ ﻳﺰﺍﻝ‬ ‫ﺍﻟﺸﻜﻞ ﺍﻟﻨﻤﻄﻲ ﻟﻠﺒﺎﺣﺚ ﺍﻟﻘﺎﺑﻊ ﺃﻭ ﺍﻟﺒﺎﺣﺜﺔ ﺍﻟﻘﺎﺑﻌﺔ ﰲ ﺑﺮﺝ ﻋﺎﺟﻲ ﻫﻮ ﺍﻟﻨﻤﻂ ﺍﻟﺴﺎﺋﺪ‪ .‬ﻭﺭﲟﺎ ﻛﺎﻥ ﻣﺪﻳﺮﻭ ﺍﻟﺼﺤﺔ‬ ‫ﻭﺻﺎﻧﻌﻮ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻳ‪‬ﺠﺮﻭﻥ ﺑﺎﻟﻔﻌﻞ ﺃﻋﻤﺎ ﹰﻻ ﲝﺜﻴﺔ ﺩﻭﻥ ﺃﻥ ﻳﺸﻌﺮﻭﺍ‪ .‬ﻓﺒﺎﻹﻣﻜﺎﻥ ﺗﻌﺮﻳﻒ ﺍﻟﺒﺤﺚ ﺑﺄﻧﻪ ﺍﻟﺘﺠﻤﻴﻊ‬ ‫ﺍﳌﻨﻬﺠﻲ ﻟﻠﺒﻴﺎﻧﺎﺕ ﻭﻭﺻﻔﻬﺎ ﻭﲢﻠﻴﻠﻬﺎ ﻭﺗﻔﺴﲑﻫﺎ ﻣﻦ ﺃﺟﻞ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺳﺆﺍﻝ ﻣﻌﻴ‪‬ﻦ ﺃﻭ ﺣﻞ ﻣﺸﻜﻠﺔ ﻣﺎ‪.‬‬ ‫ﻭﺍﻟﺒﺤﺚ ﺍﻟﺼﺤﻲ ﻛﺬﻟﻚ ﳝﻜﻦ ﺗﻌﺮﻳﻔﻪ ﺑﺄﻧﻪ ﻋﻤﻠﻴﺔ ﲨﻊ ﻣﻨﻬﺠﻲ ﻟﻠﺒﻴﺎﻧﺎﺕ ﻭﻭﺻﻔﻬﺎ ﻭﲢﻠﻴﻠﻬﺎ ﻭﺗﻔﺴﲑﻫﺎ ﻋﻠﻰ‬ ‫ﳓﻮ ﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﻟﻪ ﻟﺘﺤﺴﲔ ﺻﺤﺔ ﺍﻷﻓﺮﺍﺩ ﺃﻭ ﺍﳉﻤﺎﻋﺎﺕ‪ .‬ﺇﻥ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺒﺤﺜﻴﺔ ﲢﻮ‪‬ﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﻣﻌﺎﺭﻑ ﻣﻦ‬ ‫ﺧﻼﻝ ﺍﻟﺘﻘﺪﻳﺮ ﺍﳊﺎﺳﻢ ﳍﺎ ﻭﺍﻟﺮﺑﻂ ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﻏﲑﻫﺎ ﻣﻦ ﺍﳌﻌﺎﺭﻑ ﺍﻹﻧﺴﺎﻧﻴﺔ‪ .‬ﻭﳛﺘﺎﺝ ﻣﺪﻳﺮﻭ ﺍﻟﺼﺤﺔ ﻭﺻﺎﻧﻌﻮ‬ ‫ﺍﻟﺴﻴﺎﺳﺎﺕ‪ ،‬ﻭﻫﻢ ﻳﺘﻘﺪﻣﻮﻥ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﺍﻟﺒﺤﺜﻲ‪ ،‬ﺇﱃ ﺃﻥ ﻳﺰﺩﺍﺩﻭﺍ ﺗﻔﻬﻤﹰﺎ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺒﺤﺚ‪.‬‬ ‫ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﺗﺒﺪﻳﺪ ﻏﻮﺍﻣﺾ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻓﺎﻻﺳﺘﻘﺼﺎﺀ ﺍﻟﻌﻠﻤﻲ ﺃﺳﺎﺳﺎﹰ ﻫﻮ ﺗﻔﻌﻴﻞ ﺍﳊﺲ ﺍﻟﺴﻠﻴﻢ‬ ‫‪ ، common sense‬ﺍﻟﺬﻱ ﺭﲟﺎ ﻳﻜﻮﻥ ﺇﺣﺪﻱ ﺍﳌﻮﺍﻫﺐ ﺍﳌﻮﺯﻋﺔ ﺑﲔ ﺍﻟﻨﺎﺱ ﺑﺪﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺘﺴﺎﻭﻱ‪ .‬ﻭﻗﺪ‬ ‫ﺭ‪‬ﻭﻱ ﻋﻦ ﺃﻳﻨﺸﺘﲔ ﻗﻮﻟﻪ » ﺇﻥ ﺍﻟﻌﻠﻢ ﰲ ﻣ‪‬ﺠﻤﻠﻪ ﻻ ﻳﺰﻳﺪ ﻋﻦ ﻛﻮﻧﻪ ﺑﻠﻮﺭﺓ ﻟﻠﺘﻔﻜﲑ ﺍﻟﻴﻮﻣﻲ«‪ .‬ﻭﻟﺮﲟﺎ ﻛﺎﻥ ﻣﻌﻈﻤﻨﺎ‬ ‫ﻋﻠﻰ ﳓ ٍﻮ ﻣﺎ‪ ،‬ﻳ‪‬ﺠﺮﻱ ﺷﻴﺌﹰﺎ ﻣﻦ ﺍﻟﺒﺤﺚ ﰲ ﺣﻴﺎﺗﻪ ﺍﻟﻴﻮﻣﻴﺔ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻧﻨﺎ ﻋﻨﺪﻣﺎ ﻧﺮﻳﺪ ﺷﺮﺍﺀ ﺳﻴﺎﺭﺓ ﺑﻄﺮﻳﻘﺔ‬ ‫ﺳﻠﻴﻤﺔ‪ ،‬ﻓﺈﻧﻨﺎ ﳒﻤﻊ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺃﻧﻮﺍﻉ ﺍﻟﺴﻴﺎﺭﺍﺕ ﻭﻭﻛﻼﺀ ﺍﻟﺒﻴﻊ‪ .‬ﰒ ﳓﻠﻞ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﳓﺎﻭﻝ ﺃﻥ ﻧﺘﻮﺻﻞ‬ ‫ﺇﱃ ﺍﺳﺘﻨﺘﺎﺝ »ﻋﻠﻤﻲ« ﻋﻦ ﺍﻟﺴﻴﺎﺭﺓ ﺍﻟﱵ ﻧﺸﺘﺮﻳﻬﺎ‪ .‬ﺇﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻷﺩﻭﺍﺕ ﺍﳌﻌﻘﹼﺪﺓ ﻟﻴﺲ ﺑﺎﳌﻄﻠﺐ ﺍﻟﻀﺮﻭﺭﻱ‬ ‫ﻹﺟﺮﺍﺀ ﲝﺚ ﺟﻴﺪ‪ .‬ﻭﻟﻜﻦ ﺍﳋﺼﺎﺋﺺ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺒﺤﺚ ﺍﳉﻴﺪ ﻫﻲ‪ ،‬ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﺴﻠﻴﻢ‪ ،‬ﻭﺗﻮﺧﻲ ﺍﻟﺪﻗﺔ ﰲ ﲨﻊ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺍﻟﺘﻔﺴﲑ ﺍﻟﺼﺎﺋﺐ ﻏﲑ ﺍﳌﻨﺤﺎﺯ‪.‬‬ ‫ﻟﻴﺲ ﻫﻨﺎﻙ ﺇﻻ ﻧﻮﻉ ﻭﺍﺣﺪ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﻫﻮ ﺍﻟﺒﺤﺚ ﺍﳉﻴﺪ‪ .‬ﺃﻣﺎ ﺍﻟﺒﺤﺚ ﺍﻟﺮﺩﻯﺀ ﻓﻼ ﻳﺴﺘﺤﻖ ﺃﻥ ﻳﺴﻤﻲ‬ ‫ﲝﺜﺎﹰ‪ .‬ﻓﺎﻟﺒﺤﺚ ﺍﻟﺬﻱ ﻳ‪‬ﺠﺮﻯ ﺑﻄﺮﻳﻘﺔ ﺳﻴﺌﺔ‪ ،‬ﻟﻴﺲ ﻓﻘﻂ ﻣﻀﻴﻌﺔ ﻟﻠﻤﺎﻝ ﻭﺍﻟﻮﻗﺖ ﻭﺍﳉﻬﺪ‪ ،‬ﻭﻟﻜﻦ ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭﻩ‬ ‫ﻼ ﻏﲑ ﺃﺧﻼﻗﻲ ﺇﻥ ﻫﻮ ﻋﺮ‪‬ﺽ ﺃﻓﺮﺍﺩ ﺍﻟﺒﺤﺚ ﺇﱃ ﺍﳌﺨﺎﻃﺮ ﺍﻟﱵ ﻳﻨﻄﻮﻱ ﻋﻠﻴﻬﺎ ﺍﻟﺘﺠﺮﻳﺐ‪ ،‬ﻣﻦ ﺩﻭﻥ ﺃﻥ ﻳﻌﻮﺩ‬ ‫ﻋﻤ ﹰ‬ ‫ﺫﻟﻚ ﺑﺎﻟﻔﺎﺋﺪﺓ ﻋﻠﻴﻬﻢ ﺃﻭ ﻋﻠﻰ ﻏﲑﻫﻢ ﺃﻭ ﻋﻠﻰ ﳎﺘﻤﻌﺎ‪‬ﻢ‪ .‬ﺇﻥ ﻣﻮﺿﻮﻉ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻫﻮ ﻛﻴﻔﻴﺔ ﺇﺟﺮﺍﺀ ﲝﺚ‬ ‫ﺻﺤﻲ‪ ،‬ﻭﻛﻴﻒ ﳝﻜﻦ ﺇﺟﺮﺍﺅﻩ ﺟﻴﺪﹰﺍ‪.‬‬

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‫ﺇﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺒﺤﺚ ‪ research process‬ﺗﺒﺪﺃ ﺑﺎﺧﺘﻴﺎﺭ ﳎﺎﻝٍ ‪ field‬ﻭﻣﻮﺿﻮﻉٍ ‪ topic‬ﻟﻠﺒﺤﺚ‪ .‬ﰒ ﲣﻄﻴﻂ‬ ‫ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻛﺘﺎﺑﺔ ﺍﳋﻄﺔ ﰲ ﺻﻴﻐﺔ ﺑﺮﻭﺗﻮﻛﻮﻝٍ ﻟﻠﺒﺤﺚ‪ .‬ﰒ ﺗﻘﺪﳝﻪ ﻛﺎﻗﺘﺮﺍﺡٍ ﲝﺜﻲ ‪ research proposal‬ﻃﻠﺒﹰﺎ‬ ‫ﻟﻠﺘﻤﻮﻳﻞ‪ ،‬ﻋﻨﺪ ﺍﻟﻠﺰﻭﻡ‪ .‬ﻭﺑﻌﺪ ﺗﻨﻔﻴﺬ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺒﺤﺜﻲ ‪ ،research project‬ﻳﺄﰐ ﺩﻭﺭ ﻭﺻﻒ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‬ ‫ﻭﲢﻠﻴﻠﻬﺎ‪ .‬ﻭﲢﺘﺎﺝ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﺑﻌﺪﺋﺬ ﺇﱃ ﺗﻔﺴﲑﻫﺎ ﺑﺪﻗﺔ ﻭﻣﻮﺿﻮﻋﻴﺔ‪ .‬ﻭﻻ ﻳﻜﻮﻥ ﺍﻟﺒﺤﺚ ﻣﻜﺘﻤﻼﹰ‪ ،‬ﻗﺒﻞ ﺃﻥ‬ ‫ﻳﺒﻠﹼﻎ ﺇﱃ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻗﺪ ﻳﺴﺘﻔﻴﺪﻭﻥ ﻣﻨﻪ‪ .‬ﻭﻋﺎﺩﺓ ﻣﺎ ﻳﺸﻤﻞ ﺫﻟﻚ ـ ﻭﻟﻴﺲ ﻗﺼﺮﺍﹰ ـ ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ‬ ‫ﻭﻧﺸﺮﻫﺎ‪ ،‬ﺃﻭ ﺗﻘﺪﱘ ﻋﺮﺽ ﻋﻠﻤﻲ‪ ،‬ﺃﻭ ﳘﺎ ﻣﻌﹰﺎ‪ .‬ﻭﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺒﺤﺜﻴﺔ ﻻ ﺗﺸﻤﻞ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ ﻭﺣﺴﺐ‪ ،‬ﻭﺇﳕﺎ‬ ‫ﻛﺬﻟﻚ ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﳚﺮﻳﻬﺎ ﺍﻵﺧﺮﻭﻥ ﻭﺗﻘﻴﻴﻤﻬﺎ‪ .‬ﻭﻃﻮﺍﻝ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺒﺤﺜﻴﺔ‪ ،‬ﻭﻻ ﺳﻴﻤﺎ ﺣﲔ ﻳ‪‬ﺠﺮﻯ‬ ‫ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﳚﺐ ﺃﻥ ﺗ‪‬ﺮﺍﻋﻰ ﺑﻜﻞ ﺩﻗﺔ ﻗﻮﺍﻋﺪ ﺍﻟﺴﻠﻮﻙ ﺍﻷﺧﻼﻗﻲ‪ .‬ﻭﺗﺘﻨﺎﻭﻝ ﻓﺼﻮﻝ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ‬ ‫ﺑﺎﻟﺘﻔﺼﻴﻞ‪ ،‬ﺳﺎﺋﺮ ﺧﻄﻮﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺒﺤﺜﻴﺔ‪.‬‬ ‫ﻭﻧﻈﺮﹰﺍ ﻷﳘﻴﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﻔﺼﻞ ﺍﻟﺘﺎﱄ ﻣﻦ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺳﻮﻑ ﻳﺘﻨﺎﻭﻝ ﻗﻀﺎﻳﺎ‬ ‫ﺍﻷﺧﻼﻗﻴﺎﺕ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﺍﳌﺒﺎﺩﺉ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻭﻣﺴﺆﻭﻟﻴﺔ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺍﳌﻌﺎﻳﲑ ﺍﻷﺧﻼﻗﻴﺔ‬ ‫ﻭﻭﺍﺟﺒﺎﺕ ﳉﺎﻥ ﺍﻷﺧﻼﻗﻴﺎﺕ ﺍﻟﱵ ﺗﺮﺍﺟﻊ ﺍﻟﺒﺤﻮﺙ ﻭﺗﻌﺘﻤﺪﻫﺎ‪ .‬ﻭﺑﻌﺪ ﻫﺬﺍ ﺍﻟﺘﻘﺪﱘ ﳌﻮﺿﻮﻉ ﺍﻷﺧﻼﻗﻴﺎﺕ‪ ،‬ﺳﻮﻑ‬ ‫ﺗ‪‬ﻨﺎﻗﹶﺶ ﺍﻹﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ ﲟﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ ﰲ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﺍﻟﱵ ﺗﺘﻨﺎﻭﻝ ﺍﳌﺮﺍﺣﻞ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻌﻤﻠﻴﺔ‬ ‫ﲔ ﺍﻷﻭﻝ ﻭﺍﻟﺜﺎﱐ ﻳﺸﻤﻼﻥ ﻭﺛﻴﻘﺘﲔ ﺣﻮﻝ ﺍﳌﻮﺿﻮﻉ‪ :‬ﺇﻋﻼﻥ ﻫﻠﺴﻨﻜﻲ‬ ‫ﺍﻟﺒﺤﺚ‪ .‬ﻭﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﻓﺈﻥ ﺍﳌﻠﺤﻘ ‪‬‬ ‫ﺍﻟﺼﺎﺩﺭ ﻋﻦ ﺍﳉﻤﻌﻴﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﰲ ﺻﻴﻐﺘﻪ ﺍﻷﺧﲑﺓ‪ ،‬ﻭﺍﻟﺪﻻﺋﻞ ﺍﻹﺭﺷﺎﺩﻳﺔ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ‬ ‫ﺍﳊﻴﻮﻳﺔ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﺍﻟﱵ ﺃﻋﺪﻫﺎ ﳎﻠﺲ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﺔ ‪ CIOMS‬ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ‬ ‫ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‪.‬‬ ‫ﺇﻥ ﺃﻭﻝ ﻗﺮﺍﺭ ﻳﺘﻌﲔ ﻋﻠ ﻰ ﺍﻟﺒﺎﺣﺚ ﺍﲣﺎﺫﻩ‪ ،‬ﻫﻮ ﻋﻦ ﻣﺎﻫﻴﺔ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﻳﺮﻳﺪ ﺃﻥ ﳚﺮﻳﻪ‪ .‬ﻭﻳﺘﻨﺎﻭﻝ ﺍﻟﻔﺼﻞ‬

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‫ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ‪ .‬ﻓﻬﻨﺎﻙ ﳎﺎﻻﺕ ﻣﺘﻌﺪﺩﺓ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﻛﻠﻬﺎ ﳝﻜﻦ ﺃﻥ ﺗﺴﻬﻢ ﰲ ﺍﻟﻨﻬﻮﺽ ﺑﺎﻟﺼﺤﺔ‪ ،‬ﻭﲦﺔ‬ ‫ﺣﺎﺟﺔ ﺇﻟﻴﻬﺎ ﲨﻴﻌﺎﹰ‪ .‬ﻭﰲ ﺃﻳﺎﻣﻨﺎ ﻫﺬﻩ‪ ،‬ﺣﻴﺚ ﺗﻮﺟﺪ ﲣﺼﺼﺎﺕ ﻋﺮﻳﻀﺔ ﻭﺃﺧﺮﻯ ﺩﻗﻴﻘﺔ‪ ،‬ﻻﺑﺪ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺒﺎﺣﺚ‬ ‫ﻗﺪ ﺍﺳﺘﻘﺮ ﺭﺃﻳﻪ ﺑﺎﻟﻔﻌﻞ ﻋﻠﻰ ﺃﺣﺪ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ‪ .‬ﻭﻟﻜﻦ ﻣﻦ ﺍﻷﳘﻴﺔ ﲟﻜﺎﻥ‪ ،‬ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺒﺎﺣﺚ )ﺃﻭ ﺍﻟﺒﺎﺣﺜﺔ( ﻋﻠﻰ‬ ‫ﻭﻋﻲ ﺑﺎ‪‬ﺎﻻﺕ ﺍﻷﺧﺮﻯ ﻭﻣﺎ ﳝﻜﻦ ﺃﻥ ﺗﺴﻬﻢ ﺑﻪ‪ .‬ﻭﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﻟﺒﺎﺣﺜﲔ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﳌﺨﺘﻠﻔﺔ ﳝﺜﻞ ﺇﺣﺪﻯ‬ ‫ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺸﺪﻳﺪﺓ ﺍﻟﻔﺎﻋﻠﻴﺔ ﰲ ﺗﻘﺪﻡ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﺭﲟﺎ ﻛﺎﻥ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻟﺒﺤﻮﺙ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻟﺒﺤﻮﺙ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺃﻣﺮﹰﺍ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻮﻗﺖ ﺃﻛﺜﺮ ﻣﻦ ﺃﻱ ﻋﺎﻣﻞ ﺁﺧﺮ‪ .‬ﻓﺎﻟﺒﺤﺚ ﺍﻷﺳﺎﺳﻲ ﻳﺘﻴﺢ ﳎﻤﻮﻋﺔ ﺍﳌﻌﺎﺭﻑ ﺍﻟﱵ ﳝﻜﻦ ﻣﻦ‬

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‫ﺑﻴﻨﻬﺎ ﺍﻧﺘﻘﺎﺀ ﻣﺪﺍﺧﻞ ﺍﻟﺒﺤﺚ ﺍﻟﺘﻄﺒﻴﻘﻲ‪ .‬ﻭﻛﺬﻟﻚ ﻓﺈﻥ ﺍﻹﻫﺘﻤﺎﻡ ﺍﻟﻘﻮﻱ ﺑﺎﻟﺒﺤﺚ ﺍﻟﻜﻤﻲ ﻻ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺪﻓﻌﻨﺎ ﺇﱃ‬ ‫ﲡﺎﻫﻞ ﺍﻹﺳﻬﺎﻡ ﺍﶈﺘﻤﻞ ﻟﻠﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ‪ .qualitative research‬ﻓﺎﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ﳝﻜﻦ ﺃﻥ ﻳﺘﻴﺢ ﻧﻈﺮﺍﺕ‬ ‫ﻣﺘﻌﻤﻘﺔ ﻻ ﺗﺴﺘﻄﻴﻊ ﺍﳌﻨﻬﺠﻴﺎﺕ ﺍﻟﻜﻤﻴﺔ ﺗﻮﺿﻴﺤﻬﺎ‪.‬‬ ‫ﻉ ﻟﻠﺒﺤﺚ ﺃﻣﺮ ﻳﺘﺄﺛﺮ ﺑﺪﻭﺍﻓﻊ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ‪ .‬ﻭﺗﺘﻤﺜﻞ ﺩﻭﺍﻓﻊ ‪ drives‬ﺍﻟﺒﺤﻮﺙ ﰲ‬ ‫ﺇﻥ ﺍﺧﺘﻴﺎﺭ ﻣﻮﺿﻮ ٍ‬ ‫ﺍﻟﻔﻀﻮﻝ ‪ ،curiosity‬ﻭﺍﻹﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﺍﳌﻨﻔﻌﺔ ﺃﻭ ﺍﻟﻔﺮﺻﺔ ﺍﳌﺘﺎﺣﺔ ﺃﻭ ﻛﻠﻴﻬﻤﺎ‪ .‬ﻓﻤﻦ ﺟﻬﺔ‪ ،‬ﻳﻜﻮﻥ‬ ‫ﺍﻟﻌﻠﻤﺎﺀ ﺳﻌﺪﺍﺀ ﲟﻮﺍﺻﻠﺔ ﺍﻟﻌﻤﻞ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻟﱵ ﺗﻌﻨﻴﻬﻢ‪ ،‬ﻭﺍﻻﺳﺘﻤﺘﺎﻉ ﺑﺎﳊﺮﻳﺔ ﺍﻷﻛﺎﺩﳝﻴﺔ‪ ،‬ﻭﻣﺘﺎﺑﻌﺔ ﺍﻟﻔﻀﻮﻝ‬ ‫ﺍﻟﻌﻠﻤﻲ‪ .‬ﻭﺑﺎﺳﺘﻄﺎﻋﺘﻬﻢ ﺃﻥ ﻳﻘﻮﻟﻮﺍ‪ ،‬ﻭﻫﻢ ﻋﻠﻰ ﺣﻖ‪ ،‬ﺇﻥ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻹﻛﺘﺸﺎﻓﺎﺕ ﺍﳌﻬﻤﺔ ﰲ ﺍ‪‬ﺎﻝ ﺍﻟﺼﺤﻲ ﻗﺪ ﰎ‬ ‫ﺍﻛﺘﺸﺎﻓﻬﺎ ﺑﺎﳌﺼﺎﺩﻓﺔ ﻏﲑ ﺍﳌﻘﺼﻮﺩﺓ )ﺍﻟﺴﺮﻧﺪﻳﺒﻴﺔ ‪ (serendipity‬ﻭﻟﻴﺲ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺒﺤﺚ ﺍﳍﺎﺩﻑ‪ .‬ﻭﻣﻦ ﺟﻬﺔ‬ ‫ﺃﺧﺮﻯ ﻳﻔﻀﻞ ﺻﺎﻧﻌﻮ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﳑﻮﻟﻮ ﺍﻟﺒﺤﻮﺙ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺒﺤﻮﺙ ﻣﻮﺟﻬﺔ ﳓﻮ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻟﻺﺣﺘﻴﺎﺟﺎﺕ‬ ‫ﺍﻟﺼﺤﻴﺔ ﺫﺍﺕ ﺍﻷﻭﻟﻮﻳﺔ‪ .‬ﺃﻣﺎ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﳋﺎﺻﺔ‪ ،‬ﺍﻟﱵ ﺍﺻﺒﺤﺖ ﺍﻵﻥ ﻓﺎﻋﻼﹰ ﺭﺋﻴﺴﻴﺎﹰ ﰲ ﳎﺎﻝ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪،‬‬ ‫ﻓﻬﻲ ﺗﺴﻌﻰ ﺇﱃ ﺍﻟﺮﺑﺢ ﻭﺗﺴﺎﻧﺪ ﺍﻟﺒﺤ ﻮﺙ ﺍﻟﱵ ﻳﺮﺟ‪‬ﺢ ﺃﻥ ﺗﻔﻀﻲ ﺇﱃ ﺗﻄﻮﻳﺮ ﻣﻨﺘﺠﺎﺕ ﳝﻜﻦ ﺑﻴﻌﻬﺎ ﰲ ﺍﻷﺳﻮﺍﻕ ﺍﻟﱵ‬ ‫ﲢﻘﻖ ﺃﺭﺑﺎﺣﺎﹰ ﻛﺒﲑﺓ‪ .‬ﻭﻛﺜﲑﹰﺍ ﻣﺎ ﺗﺸﺠﻊ ﺣﻜﻮﻣﺎﺕ ﺍﻟﺒﻠﺪﺍﻥ ﺍﳌﺘﻘﺪﻣﺔ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ ﻣﻦ ﺃﺟﻞ ﺯﻳﺎﺩﺓ ﺍﻟﺜﺮﻭﺓ ﻭﻟﻴﺲ‬ ‫‪‬ﺮﺩ ﲢﺴﲔ ﺍﻟﺼﺤﺔ‪ .‬ﻭﻗﺪ ﻳﻜﻮﻥ ﺍﺧﺘﻴﺎﺭ ﻣﻮﺿﻮﻋﺎﺕ ﺍﻟﺒﺤﻮﺙ ﻣﺪﻓﻮﻋﺎﹰ ﺑﻮﺟﻮﺩ ﻓﺮﺹ ﺍﻟﺘﻤﻮﻳﻞ‪ .‬ﻭﻣﻦ ﺩﻭﺍﻋﻲ‬ ‫ﺍﻟﻘﻠﻖ ﺍﻟﺮﺋﻴﺴﻴﺔ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺍﻟﻴﻮﻡ ﻣﺎ ﻳﺴﻤﻰ ﺑﻔﺠﻮﺓ ‪ .90/10‬ﻓﻤﻦ ﺑﲔ ﺇﲨﺎﱄ ﺍﻷﻣﻮﺍﻝ ﺍﻟﱵ ﺗ‪‬ﻨﻔﻖ ﺳﻨﻮﻳﺎﹰ‬ ‫ﻋﻠﻰ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻣﻦ ِﻗﺒ‪‬ﻞ ﺍﻟﻘﻄﺎﻋﺎﺕ ﺍﳋﺎﺻﺔ ﻭﺍﻟﻌﺎﻣﺔ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ‪ ،‬ﻳﻘﺪ‪‬ﺭ ﺃﻥ ﺣﻮﺍﱄ ‪ %10‬ﻓﻘﻂ ﻣﻨﻬﺎ‬ ‫ﳐﺼﺺ ﳌﻌﺎﳉﺔ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺼﺤﻴﺔ ﻟﺘﺴﻌﲔ ﺑﺎﳌﺌﺔ ﻣﻦ ﺳﻜﺎﻥ ﺍﻟﻌﺎﱂ‪ .‬ﻭﳝﻜﻦ ﻟﻔﺮﺹ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ ﺃﻥ ﺗﺰﺩﺍﺩ‬ ‫ﻋﻦ ﻃﺮﻳﻖ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺘﻴﺢ ﻓﺮﺻﹰﺎ ﺟﻴﺪﺓ ﻟﺒﺤ‪‬ﺎﺙ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﻭﺇﻥ‬ ‫ﻛﺎﻧﺖ ﺗﺜﲑ ﺑﻌﺾ ﺍﻟﻘﻀﺎﻳﺎ‪ .‬ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﻘﻀﺎﻳﺎ ﲢﺮﻳﻒ ﺃﻭﻟﻮﻳﺎﺕ ﺍﻟﺒﺤﻮﺙ ﰲ ﺍﻟﺒﻠﺪ ﺍﳌﻌﲏ‪ ،‬ﻭﻫﺠﺮﺓ ﺍﻟﻌﻘﻮﻝ‬ ‫ﺩﺍﺧﻠﻴﹰﺎ ﺣﻴﺚ ﺗﺘﺠﻪ ﻋﻘﻮﻝ ﺍﻟﺒﺎﺣﺜﲔ ﰲ ﺑﻠﺪ ﻣﺎ ﻟﻠﻌﻤﻞ ﻣﻦ ﺃﺟﻞ ﺣﻞ ﻣﺸﻜﻼﺕ ﺑﻠﺪﺍﻥ ﺃﺧﺮﻯ‪ ،‬ﻭﺍﻹﻋﺘﺒﺎﺭﺍﺕ‬ ‫ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﱵ ﻳﺘﻌﲔ ﺍﻹﻟﺘﺰﺍﻡ ‪‬ﺎ‪ .‬ﻭﻫﻨﺎﻙ ﻓﺮﺻﺔ ﺃﺧﺮﻯ ﺗﺘﻤﺜﻞ ﰲ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﲝﻮﺙ ﺷﺮﻛﺎﺕ ﺇﻧﺘﺎﺝ‬ ‫ﺍﳌﺴﺘﺤﻀﺮﺍﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ‪ .‬ﺇﻥ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍ‪‬ﺘﻤﻊ ﺍﻷﻛﺎﺩﳝﻲ ﻭﺑﲔ ﳎﺘﻤﻊ ﺍﻟﺼﻨﺎﻋﺎﺕ ﻳﻨﺒﻐﻲ ﺗﺸﺠﻴﻌﻪ‪ ،‬ﻭﺇﻥ‬ ‫ﻛﺎﻧﺖ ﺗﺼﺎﺣﺒﻪ ﻛﺬﻟﻚ ﻗﻀﺎﻳﺎ ﳚﺐ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‪ ،‬ﺳﻮﺍﺀ ﻛﺎﻥ ﺍﻟﺒﺤﺚ ﺍﻟﺘﻌﺎﻭﱐ ﰲ ﻣﺮﺣﻠﺔ ﺍﻹﻛﺘﺸﺎﻑ ﺃﻭ ﰲ‬ ‫ﻣﺮﺣﻠﺔ ﺍﻹﺧﺘﺒﺎﺭ ﺍﻟﺴﺮﻳﺮﻱ ﺃﻭ ﻓﻴﻤﺎ ﺑﻌﺪ ﺗﺴﻮﻳﻖ ﺍﳌﻨﺘﺠﺎﺕ‪.‬‬ ‫ﻭﺗﺄﰐ ﺍﻷﻓﻜﺎﺭ ﺍﳋﺎﺻﺔ ﲟﻮﺿﻮﻋﺎﺕ ﺍﻟﺒﺤﻮﺙ ﻣﻦ ﻣﺼﺎﺩﺭ ﳐﺘﻠﻔﺔ ﻳﺘﻌﲔ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﻣﺘﺎﺑﻌﺘﻬﺎ‪ .‬ﻓﻤﻦ ﺍﳌﻬﻢ ﺃﻥ‬ ‫ﻳﻜﻮﻥ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻋﻠﻰ ﺩﺭﺍﻳﺔ ﲟﺎ ﻳ‪‬ﻨﺸﺮ ﻋﻦ ﺍﻟﺒﺤﻮﺙ‪ .‬ﻟﻴﺲ ﻓﻘﻂ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺎ ﻳﻮﺟﺪ ﻣﻦ ﺛﻐﺮﺍﺕ ﲢﺘﺎﺝ ﻟﻠﺒﺤﺚ‬ ‫‪4‬‬

‫ﻭﻟﻜﻦ ﺃﻳﻀﺎﹰ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺗﻠﻚ ﺍﳌﻨﺸﻮﺭﺍﺕ ﺃﺛﻨﺎﺀ ﲣﻄﻴﻂ ﺍﻟﺒﺤﺚ ﻭﺗﻨﻔﻴﺬﻩ ﻭﻛﺘﺎﺑﺘﻪ‪ .‬ﻭﻳﺘﻀﻤﻦ ﺍﳌﻠﺤﻖ ‪ 3‬ﻣﻌﻠﻮﻣﺎﺕ‬ ‫ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺍﻟﺒﺤﺚ ﰲ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ‪ ،‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﳐﺘﻠﻒ ﺍﳌﺼﺎﺩﺭ ﺍﻟﱵ ﻳﺘﻴﺤﻬﺎ ﻫﺬﺍ ﺍﻟﻌﺼﺮ ﺍﳉﺪﻳﺪ‪ ،‬ﻋﺼﺮ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﻛﻤﺎ ﺳﻴﺄﰐ ﰲ ﺍﻟﻔﺼﻞ ‪ ، 3‬ﻣﻬﻤﺎ ﻛﺎﻥ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﺍﳌﺨﺘﺎﺭ‪ ،‬ﻻﺑﺪ ﺃﻥ ﻳﺴﺘﻮﰲ ﺑﻌﺾ ﺍﳌﻌﺎﻳﲑ ﺍﻟﱵ‬ ‫ﺗﺘﻠﺨﺺ ﰲ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺑﻼﹰ ﻟﻠﺘﻨﻔﻴﺬ‪ ،‬ﺟﺪﻳﺮﺍﹰ ﺑﺎﻻﻫﺘﻤﺎﻡ‪ ،‬ﺟﺪﻳﺪﺍﹰ‪ ،‬ﺃﺧﻼﻗﻴﺎﹰ‪ ،‬ﻭﻣﻼﺋﻤﺎﹰ ‪.relevant‬‬ ‫ﻭﺑﻌﺪ ﺍﻻﺳﺘﻘﺮﺍﺭ ﻋﻠﻰ ﻣﺎﻫﻴﺔ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﺳﻴ‪‬ﺠﺮﻯ‪ ،‬ﻳﺘﻨﺎﻭﻝ ﺍﻟﻔﺼﻞ ‪ 4‬ﲣﻄﻴﻂ ﺍﻟﺒﺤﺚ‪ .‬ﻭﺃﻱ ﻗﺪﺭ ﻣﻦ‬ ‫ﺍﻟﻮﻗﺖ ﻳﻨﻔﻘﻪ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺍﻟﺘﺨﻄﻴﻂ ﺍﳉﻴﺪ ﻻ ﻳﻌﺘﱪ ﻣﻔﻘﻮﺩﹰﺍ‪ .‬ﻭﻫﻨﺎﻙ ﻋﺪﺓ ﺃﳕﺎﻁ ﻣﻦ ﺗﺼﻤﻴﻤﺎﺕ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﺳﻮﺍﺀ‬ ‫ﻛﺎﻧﺖ ﻹﺟﺮﺍﺀ ﺩﺭﺍﺳﺎﺕ ﺑﺎﳌﻼﺣﻈﺔ ‪ observational‬ﺃﻭ ﺩﺭﺍﺳﺎﺕ ﺗﺪﺧﻠﻴﺔ ﲡﺮﻳﺒﻴﺔ ‪ .experimental‬ﻭﻟﻜﻞ‬ ‫ﻣﻦ ﺃﳕﺎﻁ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ ﻣﻜﺎﻧﻪ ﺍﳌﻨﺎﺳﺐ‪ .‬ﻭﻳﺘﻌﲔ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻨﺘﻘﻲ ﳕﻂ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺒﺤﺜﻲ ﺍﻟﺬﻱ‬ ‫ﻳﻌﻄﻲ ﺍﳊﻞ ﺍﻟﻨﻬﺎﺋﻲ ﺍﻷﻓﻀﻞ ﻟﺴﺆﺍﻝ ﺍﻟﺒﺤﺚ ‪ ،research question‬ﻭﺍﻟﺬﻱ ﻳﻜﻮﻥ ﻗﺎﺑﻼﹰ ﻟﻠﺘﻨﻔﻴﺬ ﰲ ﻧﻔﺲ‬ ‫ﺍﻟﻮﻗﺖ‪ .‬ﻭﰲ ﻣﻌﻈﻢ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﻳﻮﺟﺪ ﺃﻛﺜﺮ ﻣﻦ ﺗﺼﻤﻴﻢ ﻭﺍﺣﺪ ﻳﺼﻠﺢ ﻟﻠﺘﻄﺒﻴﻖ‪ ،‬ﻭﻟﻜﻦ ﻳﺘﻌﲔ ﺍﻹﺧﺘﻴﺎﺭ ﺑﲔ ﻣﺎ ﻫﻮ‬ ‫ﻣﺜﺎﱄ ﻭﻣﺎ ﻫﻮ ﳑﻜﻦ‪ .‬ﻭﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ‪ .‬ﻛﻤﺎ ﰲ ﻏﲑﻩ ﻣﻦ ﺍ‪‬ﺎﻻﺕ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻋﺪﺍﺀ ﺑﲔ ﺍﻷﻓﻀﻞ‬ ‫ﻭﺑﲔ ﺍﳉﻴﺪ‪ .‬ﻭﰲ ﲣﻄﻴﻂ ﺍﻟﺒﺤﺚ ﻳﺘﻌﻴ‪‬ﻦ ﺗﺮﻛﻴﺰ ﻧﻄﺎﻕ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ‪ research topic‬ﺣﱴ ﳝﻜﻦ ﺻﻴﺎﻏﺘﻪ‬ ‫ﰲ ﺳﺆﺍﻝ ﲝﺜﻲ ﺟﻴﺪ ﺍﻟﺘﺤﺪﻳﺪ‪ .‬ﻓﻜﻠﻤﺎ ﻛﺎﻥ ﺍﻟﺴﺆﺍﻝ ﺃﻛﺜﺮ ﺗ‪‬ﻨﻘﻴﺤﹰﺎ ﻛﺎﻧﺖ ﺍﳋﻄﺔ ﺃﻓﻀﻞ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻟﻠﺒﺎﺣﺜﲔ ﺃﻥ‬ ‫ﻳﻘﺎﻭﻣﻮﺍ ﺇﻏﺮﺍﺀ ﺗﻮﺳﻴﻊ ﻧﻄﺎﻕ ﺍﻻﺳﺘﻘﺼﺎﺀ ﺣﱴ ﻳﺘﺠﺎﻭﺯ ﺍﳊﺪ ﺍﻟﺬﻱ ﳝﻜﻦ ﻭﺍﻗﻌﻴﹰﺎ ﺃﻥ ﻳﺘﻌﺎﻣﻞ ﺍﻟﺒﺤﺚ ﻣﻌﻪ‪.‬‬ ‫ﻭﻣﻊ ﻭﺟﻮﺩ ﺳﺆﺍﻝ ﲝﺜﻲ ﺟﻴﺪ ﺍﻟﺘﺤﺪﻳﺪ ﻭﺍﻟﺘﻨﻘﻴﺢ‪ ،‬ﳝﻜﻦ ﻭﺿﻊ ﻓﺮﺿﻴﺔ ﲝﺜﻴﺔ ‪.research hypothesis‬‬ ‫ﻭﰲ ﺍﳌﻨﻬﺠﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺴﻠﻴﻤﺔ‪ ،‬ﳓﻦ ﻻ ﻧﻀﻊ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺤﺜﻴﺔ ﻣﻦ ﺃﺟﻞ ﺇﺛﺒﺎ‪‬ﺎ‪ ،‬ﻭﺇﳕﺎ ﻷﺟﻞ ﺍﺧﺘﺒﺎﺭﻫﺎ‪ .‬ﻭﻳﺘﺒﲎ‬ ‫ﺍﻟﻌﻠﻤﺎﺀ ﺍﻟﺬﻳﻦ ﻳ‪‬ﺠﺮﻭﻥ ﺍﻟﺒﺤﻮﺙ ﻣﻮﺍﻗﻒ ﻣﺘﺸﻜﻜﺔ‪ .‬ﻓﻴﺒﺪﺃﻭﻥ ﺑﺎﻓﺘﺮﺍﺽ ﺃﻥ ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ ﻟﻴﺴﺖ ﺻﺤﻴﺤﺔ‪،‬‬ ‫ﻭﻳﺴﻤﻮﻥ ﺫﻟﻚ »ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ ‪ .«null hypothesis‬ﻓﺈﺫﺍ ﺟﺎﺀﺕ ﺍﻟﻨﺘﺎﺋﺞ ﻣﻨﺎﻗﻀﺔ ﻟﻔﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ‪ ،‬ﺣﻴﻨﺌﺬ‬ ‫ﺗﻜﻮﻥ ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ ﺻﺤﻴﺤﺔ ﻋﻠﻰ ﺍﻷﺭﺟﺢ‪ .‬ﻭﺍﻻﺣﺘﻤﺎﻝ ‪ probability‬ﻣﻠﻤﺢ ﺁﺧﺮ ﻣﻦ ﻣﻼﻣﺢ ﺍﳌﻨﻬﺠﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻓﻼ ﻳﻮﺟﺪ ﻳﻘﲔ ‪ certainty‬ﻋﺎﺩ ﹰﺓ ﺣﻮﻝ ﺻﺤﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻭﻣﺎ ﻳﻠﺘﻤﺴﻪ ﺍﻟﺒﺎﺣﺚ ﻓﻘﻂ ﻫﻮ ﻣﺴﺘﻮﻯ‬ ‫ﻼ ﻋﻦ ﺣﺠﻢ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﺗﺴﺎﻋﺪ ﺍﻟﻄﺮﻕ‬ ‫ﻣﺮﺗﻔﻊ ﻣﻦ ﺍﻻﺣﺘﻤﺎﻝ‪ .‬ﻭﻳﺘﻮﻗﻒ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻋﻠﻰ ﻣﻘﺪﺍﺭ ﺍﻟﻨﺘﻴﺠﺔ ﻓﻀ ﹰ‬ ‫ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﰲ ﺗﻘﺪﻳﺮ ﻣﺴﺘﻮﻯ ﺍﻻﺣﺘﻤﺎﻝ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﺳﺆﺍﻝ ﺭﺋﻴﺴﻲ ﻳﱪﺯ ﰲ ﲣﻄﻴﻂ ﺍﻟﺒﺤﺚ ﻫﻮ ﻧﻮﻉ ﻭﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﻟﱵ ﺳﺘﺨﻀﻊ ﻟﻠﺪﺭﺍﺳﺔ‪ .‬ﻓﻨﺤﻦ ﻻ‬ ‫ﻼ ﻋﻦ‬ ‫ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﺪﺭﺱ ﺍ‪‬ﺘﻤﻊ ﺑﺄﻛﻤﻠﻪ‪ .‬ﻭﳓﺘﺎﺝ ﺇﱃ ﲢﺪﻳﺪ ﳎﺘﻤﻊ ﻣﺴﺘﻬﺪﻑ ‪ target population‬ﻓﻀ ﹰ‬ ‫ﳎﺘﻤﻊ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ ‪ .accessible population‬ﻭﰲ ﺍﳌﻨﻬﺠﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻻ ﻳ‪‬ﻘﺼﺪ ﺑﺈﺻﻄﻼﺡ »ﺍ‪‬ﺘﻤﻊ«‬ ‫‪5‬‬

‫ﺃﻓﺮﺍ ‪‬ﺩ ﻣﻦ ﺍﻟﺒﺸﺮ ﺑﺎﻟﻀﺮﻭﺭﺓ‪ ،‬ﻭﺇﳕﺎ ﻳﺸﲑ ﺍﻹﺻﻄﻼﺡ ﺇﱃ ﺍﳌﺎﺩﺓ ﺍﻟﱵ ﻳ‪‬ﺠﺮﻯ ﻋﻠﻴﻬﺎ ﺍﻟﺒﺤﺚ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﺑﺸﺮﹰﺍ ﺃﻭ‬ ‫ﺣﻴﻮﺍﻧﺎﺕ ﺃﻭ ﲨﺎﺩﺍﺕ‪ .‬ﻭﻫﻨﺎﻟﻚ ﻃﺮﻕ ﳐﺘﻠﻔﺔ ﻟﻺﻋﺘﻴﺎﻥ )ﺃﺧﺬ ﺍﻟﻌﻴﻨﺎﺕ(‪ .‬ﻭﳚﺐ ﲢﺪﻳﺪ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﳌﻼﺋﻢ‬ ‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ‪ .‬ﻓﻠﻮ ﻛﺎﻥ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺃﻛﱪ ﳑﺎ ﳛﺘﺎﺝ ﺍﻟﺒﺤﺚ ﺇﻟﻴﻪ‪ ،‬ﻓﺴﻮﻑ ﻳ‪‬ﻌﺘﱪ ﺫﻟﻚ ﺳﻮﺀ‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﳌﻮﺍﺭﺩ ﺍﻟﺒﺤﺚ‪ .‬ﻛﻤﺎ ﺃﻥ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺣﲔ ﻳﻜﻮﻥ ﺃﻗﻞ ﳑﺎ ﻳﻠﺰﻡ ﻟﻠﺒﺤﺚ‪ ،‬ﻓﺈﻥ ﺫﻟﻚ ﻳﻌﺘﱪ ﺇﻫﺪﺍﺭﹰﺍ‬ ‫ﻟﻠﺠﻬﺪ ﻭﺍﳌﺎﻝ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﻟﻦ ﺗﻔﻀﻲ ﺇﱃ ﺣﻠﻮﻝ ‪‬ﺎﺋﻴﺔ‪ .‬ﻭﻳﺘﻌﲔ ﲢﺪﻳﺪ ﺃﻧﻮﺍﻉ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻟﱵ ﺳﻮﻑ ﺗ‪‬ﺴﺘﻌﻤﻞ‪،‬‬ ‫ﺑﻜﻞ ﺩﻗﺔ‪ ،‬ﻭﺫﻟﻚ ﰲ ﻣﺮﺣﻠﺔ ﲣﻄﻴﻂ ﺍﻟﺒﺤﺚ‪ ،‬ﻣﻦ ﺃﺟﻞ ﺿﻤﺎﻥ ﺻﺤﺔ ﺍﻟﻨﺘﺎﺋﺞ ‪ validity‬ﻭﻣﻌﻮ‪‬ﻟﻴﺘﻬﺎ )ﻣﻮﺛﻮﻗﻴﺘﻬﺎ(‬ ‫‪ .reliability‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻔﻬﻢ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻣﻨﻬﺠﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ﻭﺃﻥ ﻳﻄﺒﻘﻮﻫﺎ ﻋﻨﺪ ﺍﻟﻠﺰﻭﻡ‪ .‬ﻭﺭﲟﺎ ﻛﺎﻥ‬ ‫ﻣﻦ ﺍﻷﻓﻀﻞ ﺗﻨﺎﻭﻝ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺒﺤﺚ ﻛﻤﻲ ﺃﻭ ﺑﺒﺤﺚ ﻛﻴﻔﻲ ﺃﻭ ﺑﺎﻹﺛﻨﲔ ﻣﻌﹰﺎ‪.‬‬ ‫ﻭﻣﺮﺣﻠﺔ ﺍﻟﺘﺨﻄﻴﻂ ﻫﻲ‪ ،‬ﻛﺬﻟﻚ‪ ،‬ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺘﻢ ﻓﻴﻪ ﺍﻟﺘﻔﻜﲑ ﺑﻌﻨﺎﻳﺔ ﰲ ﺍﻹﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ‪ .‬ﻓﺎﻟﻔﺌﺎﺕ‬ ‫ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﳍﺎ ﻣﻀﺎﻣﻴﻨﻬﺎ ﺍﻷﺧﻼﻗﻴﺔ‪ .‬ﻭﻫﻨﺎﻙ ﺍﻋﺘﺒﺎﺭﺍﺕ ﻣﻬﻤﺔ ﰲ ﺗﺼﻤﻴﻤﺎﺕ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﺗ‪‬ﺠﺮﻯ‬ ‫ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻭﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻮﺑﺎﺋﻴﺔ ﻭﺍﳌﻴﺪﺍﻧﻴﺔ ﻭﺍﻟﻜﻴﻔﻴﺔ‪ ،‬ﻭﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﺗﺸﻤﻞ ﺍﻟﺘﺠﺮﻳﺐ ﻋﻠﻰ ﺍﳊﻴﻮﺍﻧﺎﺕ‪.‬‬ ‫ﻭﻳﺘﻨﺎﻭﻝ ﺍﻟﻔﺼﻞ ‪ 5‬ﻛﺘﺎﺑﺔ ﺑﺮﻭﺗﻮﻛﻮﻝ ﺍﻟﺒﺤﺚ‪ .‬ﻓﺒﻌﺪ ﻭﺿﻊ ﺧﻄﺔ ﺍﻟﺒﺤﺚ ﻳﺘﻌﲔ ﺃﻥ ﺗ‪‬ﻜﺘﺐ ﰲ ﺻﻴﻐﺔ‬ ‫ﺑﺮﻭﺗﻮﻛﻮﻝ‪ .‬ﻭﻫﺬﻩ ﺧﻄﻮﺓ ﳍﺎ ﺃﳘﻴﺔ ﺧﺎﺻﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺳﺘ‪‬ﺠﺮﻯ ﺑﻮﺍﺳﻄﺔ ﻓﺮﻳﻖ ﻣﻦ ﺍﻟﺒﺤ‪‬ﺎﺙ‪ ،‬ﻭﺇﻥ‬ ‫ﻛﺎﻧﺖ ﻣﻬﻤﺔ ﻛﺬﻟﻚ ﰲ ﺣﺎﻟﺔ ﺍﻟﺒﺎﺣﺚ ﺍﳌﻨﻔﺮﺩ‪ .‬ﻭﻫﻲ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻮﺿﻴﺢ ﺍﻷﻓﻜﺎﺭ ﺣﻮﻝ ﺍﳋﻄﺔ‪ ،‬ﻛﻤﺎ ﺃ‪‬ﺎ‬ ‫ﺿﺮﻭﺭﻳﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﳉﺎﻥ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ‪ .‬ﻭﺗﻮﺟﺪ ﺻﻴﻐﺔ ﳕﻄﻴﺔ ‪ format‬ﻟﻜﺘﺎﺑﺔ ﺑﺮﻭﺗﻮﻛﻼﺕ‬ ‫ﺍﻟﺒﺤﻮﺙ‪ .‬ﻓﺎﻟﱪﻭﺗﻮﻛﻮﻝ ﻳﺒﺪﺃ ﺑﺎﻟﻌﻨﻮﺍﻥ ﻭﺍﳋﻼﺻﺔ‪ .‬ﻭﺑﻌﺪ ﺫﻟﻚ ﻳﺄﰐ ﻭﺻﻒ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﻭﻳﺸﻤﻞ ﺍﳌﱪﺭ ﺍﳌﻨﻄﻘﻲ‬ ‫ﻹﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺍﳍﺪﻑ ﻣﻦ ﺇﺟﺮﺍﺋﻬﺎ‪ ،‬ﻭﻣﻨﻬﺠﻴﺘﻬﺎ ﲟﺎ ﻓﻴﻬﺎ ﺍﻟﻄﺮﻕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﱵ ﺗﺴﺘﻌﻤﻞ ﳊﺴﺎﺏ ﺣﺠﻢ‬ ‫ﺍﻟﻌﻴﻨﺔ ﻭﻹﺩﺍﺭﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﲢﻠﻴﻠﻬﺎ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺫﻛﺮ ﺍﻹﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ ﺣﻴﺜﻤﺎ ﻳﻜﻮﻥ ﻣﻨﺎﺳﺒﺎﹰ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﺎﺋﻤﺔ‬ ‫ﻣﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ ‪ .ethics checklist‬ﻭﻳﻨﺒﻐﻲ ﻛﺬﻟﻚ ﺗﻨﺎﻭﻝ ﻗﻀﺎﻳﺎ ﺍﻟﺬﻛﻮﺭﺓ ﻭﺍﻷﻧﻮﺛﺔ‬

‫‪gender issues‬‬

‫ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺫﻟﻚ ﻣﻼﺋﻤﺎﹰ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳﺸﻤﻞ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﻋﺪﺩﹰﺍ ﳏﺪﻭﺩﹰﺍ ﻣﻦ ﺍﳌﺮﺍﺟﻊ ﺍﳊﺪﻳﺜﺔ ﻭﺫﺍﺕ ﺍﻟﺼﻠﺔ‪،‬‬ ‫ﺣﻮﻝ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺴﺎﺑﻘﺔ ﰲ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪.‬‬ ‫ﺃﻣﺎ ﺍﻟﻔﺼﻞ ‪ 6‬ﻓﻴﺘﻨﺎﻭﻝ ﻣﺴﺄﻟﺔ ﲤﻮﻳﻞ ﻣﺸﺮﻭﻉ ﺍﻟﺒﺤﺚ‪ .‬ﻓﻴﺠﺐ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻋﻠﻰ ﺩﺭﺍﻳﺔ ﲟﺼﺎﺩﺭ‬ ‫ﺍﻟﺘﻤﻮﻳﻞ ﺍﶈﺘﻤﻠﺔ‪ ،‬ﻭﺑﺘﻮﺟ‪‬ﻬﺎﺕ ﺍﻫﺘﻤﺎﻣﺎ‪‬ﺎ ﻭﺇﺟﺮﺍﺀﺍ‪‬ﺎ‪ .‬ﻭﻳﻘﺘﻀﻲ ﺍﻷﻣﺮ ﺇﻋـﺪﺍﺩ ﺍﻗﺘﺮﺍﺡ ﲝﺜﻲ ﻭﺗﻘﺪﳝﻪ ﳌﺼﺪﺭ‬ ‫ﺕ ﺗ‪‬ﻘﻨﻊ ﺍﳌﻤﻮ‪‬ﻝ ﺑﺄﳘﻴﺔ ﺍﳌﺸﺮﻭﻉ‪،‬‬ ‫ﺍﻟﺘﻤﻮﻳﻞ ﺍﶈﺘﻤﻞ‪ ،‬ﻋﻠﻰ ﺃﻥ ﻳﺸﻤﻞ ﺫﻟﻚ‪ ،‬ﺑﺎﻹ ﺿﺎﻓﺔ ﺇﱃ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ‪ ،‬ﻣﻌﻠﻮﻣﺎ ٍ‬ ‫ﻭﺑﺎﺗﻔﺎﻕ ﺍﳌﺸﺮﻭﻉ ﻣﻊ ﺃﻭﻟﻮﻳﺎﺗﻪ‪ ،‬ﻭﺑﻘﺪﺭﺓ ﺍﻟﺒﺎﺣﺜﲔ ﻋﻠﻰ ﺗﻨﻔﻴﺬ ﺍﻟﺒﺤﺚ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳﺘﻀﻤﻦ ﺍﻹﻗﺘﺮﺍﺡ ﺟﺪﻭﻻﹰ ﺯﻣﻨﻴﺎﹰ‬ ‫‪6‬‬

‫ﻟﻠﺘﻨﻔﻴﺬ ﻭﺃﻥ ﻳﺸﲑ ﺇﱃ ﺃﻱ ﻣﺸﻜﻼﺕ ﻣﺘﻮﻗﻌﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺗﻘﺪﱘ ﻣﻴﺰﺍﻧﻴﺔ ﻣﻘﺘﺮﺣﺔ ﻟﻠﻤﺸﺮﻭﻉ‪ ،‬ﻋﻠﻰ ﺃﻥ ﺗﻜﻮﻥ ﻣﺒﻮ‪‬ﺑﺔ‬ ‫ﰲ ﺑﻨﻮﺩ ﻣﻨﺎﺳﺒﺔ ﻭﻣﺼﺤﻮﺑﺔ ﲟﺎ ﻳﻠﺰﻡ ﻣﻦ ﺍﳌﱪﺭﺍﺕ‪ .‬ﻭﻳﻠﺰﻡ ﻛﺬﻟﻚ ﺗﻘﺪﱘ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﻳﻨﺘﻤﻲ‬ ‫ﺇﻟﻴﻬﺎ ﺍﻟﺒﺎﺣﺜﻮﻥ‪ ،‬ﻭﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺒﺎﺣﺜﲔ ﻭﺃﻱ ﺃﻋﻤﺎﻝ ﺳﺎﺑﻘﺔ ﳍﻢ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺫﻟﻚ ﻹﺛﺒﺎﺕ‬ ‫ﻣﻘﺪﺭ‪‬ﻢ ﻋﻠﻰ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ‪.‬‬ ‫ﻭﰲ ﺍﻟﻔﺼﻞ ‪ 7‬ﻧﻨﺘﻘﻞ ﺇﱃ ﻛﻴﻔﻴﺔ ﺗﻨﻔﻴﺬ ﺍﳌﺸﺮﻭﻉ ﻣﻊ ﺗﻮﺧﻲ ﻣﻨﺘﻬﻰ ﺍﻟﺼﺮﺍﻣﺔ ﺍﻟﻌﻠﻤﻴﺔ ‪.scientific rigour‬‬ ‫ﻭﻗﺪ ﻳﺘﻄﻠﺐ ﺍﻷﻣﺮ ﺇﺟﺮﺍﺀ ﺍﺧﺘﺒﺎﺭ ﻗﺒ‪‬ﻠﻲ ‪ pre-test‬ﻟﻠﱪﻭﺗﻮﻛﻮﻝ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻌﻨﺎﺻﺮ ﻛﻠﻬﺎ ﻣﺘﺎﺣﺔﹰ ﻟﺮﺻﺪ‬ ‫ﻣﺴﲑﺓ ﺍﻟﺪﺭﺍﺳﺔ ﺃﺛﻨﺎﺀ ﺍﻟﺘﻨﻔﻴﺬ‪ .‬ﻭﻳﺸﻤﻞ ﺫﻟﻚ ﺣﻔﻆ ﺍﻟﺴﺠﻼﺕ‪ ،‬ﻭﺗﺪﺍﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺿﻤﺎﻥ ﺍﳉﻮﺩﺓ‪ ،‬ﻭﲢﻘﻖ‬ ‫ﺍﳉﻮﺩﺓ‪ ،‬ﻭﺇﻋﺪﺍﺩ ﺍﳉﺪﺍﻭﻝ ﻭﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﺪﻭﺭﻳﺔ‪ ،‬ﻭﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺳﻼﻣﺔ ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺨﺘﱪ ﻭﻣﻦ ﺩﻗﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﰲ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ﳚﺐ ﻣﺮﺍﻋﺎﺓ ﻣﺒﺎﺩﺉ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳉﻴﺪﺓ ‪ ،Good Clinical Practice‬ﻛﻤﺎ ﳝﻜﻦ‬ ‫ﺇﺧﻀﺎﻉ ﺍﻟﺘﺠﺮﺑﺔ ﻟﻠﺘﺪﻗﻴﻖ ‪ .auditing‬ﺃﻣﺎ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﻳ‪‬ﺠﺮﻯ ﻋﻠﻰ ﻣﻨﺘﺠﺎﺕ ﺻﻴﺪﻻﻧﻴﺔ ﺟﺪﻳﺪﺓ ﻓﺈﻧﻪ ﳝﺮ‬ ‫ﲟﺮﺍﺣﻞ ﻣﺘﻮﺍ ﻟﻴﺔ ﻧﻈﺮﹰﺍ ﻷﻥ ﻣﺄﻣﻮﻧﻴﺔ ﺍﳌﻨﺘﺞ ﻭﳒﺎﻋﺘﻪ ﺗﺘﻮﻃﺪﺍﻥ ﻋﻠﻰ ﳓﻮ ﻣﻄﺮﺩ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﻈﻬﺮ ﺃﻥ ﺍﳌﻨﺘﺞ ﺍﻟﺬﻱ‬ ‫ﻳ‪‬ﺠﺮﻯ ﻋﻠﻴﻪ ﺍﻟﺒﺤﺚ ﻟﻴﺲ ﻣﺄﻣﻮﻧﹰﺎ ﺃﻭ ﻧﺎﺟﻌﹰﺎ ﻓﻴﻨﺒﻐﻲ ﺣﻴﻨﺌﺬ ﺇﻳﻘﺎﻑ ﺍﻟﺘﺠﺮﺑﺔ ﻭﻋﺪﻡ ﺍﻟﺴﻤﺎﺡ ﲟﻮﺍﺻﻠﺘﻬﺎ‪ .‬ﻭﰲ ﺗﻨﻔﻴﺬ‬ ‫ﺃﻱ ﺩﺭﺍﺳﺔ ﻻ ﻳ‪‬ﺴﻤﺢ ﺑﺈﺩﺧﺎﻝ ﺃﻱ ﺗﻐﻴﲑ ﰲ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﺑﻌﺪ ﺇﻗﺮﺍﺭﻩ‪ .‬ﻭﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺘﻌﺪﺩﺓ ﺍﳌﺮﺍﻛﺰ ﺑﺼﻔﺔ‬ ‫ﺧﺎﺻﺔ‪ ،‬ﻻ ﳝﻜﻦ ﻗﺒﻮﻝ ﺃﻱ ﺍﻧﺘﻬﺎﻛﺎﺕ ﻟﻠﱪﻭﺗﻮﻛﻮﻝ‪ ،‬ﻓﻤﻦ ﺷﺄﻥ ﺫﻟﻚ ﺃﻥ ﻳﺆﺛﺮ ﻋﻠﻰ ﺻﻼﺣﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺄﻛﻤﻠﻬﺎ‪.‬‬ ‫ﻭﻟﻺﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ ﺃﳘﻴﺘﻬﺎ ﰲ ﺗﻨﻔﻴﺬ ﺍﻟﺪﺭﺍﺳﺔ ﺳﻮﺍﺀ ﺃﹸﺟﺮﻳﺖ ﻋﻠﻰ ﺍﻟﺒﺸﺮ ﺃﻭ ﻋﻠﻰ ﺍﳊﻴﻮﺍﻧﺎﺕ‪ .‬ﻭﻳﻨﺒﻐﻲ‬ ‫ﺭﺻﺪ ﻣﺴﺎﺭ ﺍﻟﺪﺭﺍﺳﺔ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺍﻟﺘﺰﺍﻣﻬﺎ ﺑﺎﳌﺒﺎﺩﺉ ﺍﻷﺧﻼﻗﻴﺔ‪ .‬ﺃﺿﻒ ﺇﱃ ﺫﻟﻚ ﺃﻥ ﺍﻷﻣﺎﻧﺔ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺗﺴﺠﻴﻞ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ ﻭﺍﻷﻣﺎﻧﺔ ﺍﳌﺎﻟﻴﺔ ﰲ ﻣﺼﺮﻭﻓﺎﺕ ﺍﻟﺒﺤﺚ‪ ،‬ﳘﺎ ﻣﻦ ﺍﳌﺒﺎﺩﺉ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬ ‫ﻭﻳﺘﻨﺎﻭﻝ ﺍﻟﻔﺼﻞ ‪ 8‬ﻭﺻﻒ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻭﲢﻠﻴﻠﻬﺎ‪ .‬ﻓﺎﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ‬

‫‪descriptive statistics‬‬

‫ﺗﻔﻴﺪ ﰲ ﺗﻠﺨﻴﺺ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻘﺪﳝﻬﺎ ﺑﻄﺮﻳﻘﺔ ﺗﻴﺴﺮ ﲢﻠﻴﻠﻬﺎ ﻓﻴﻤﺎ ﺑﻌﺪ‪ .‬ﻭﺗﺸﻤﻞ ﺃﺩﻭﺍﺕ ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ‪،‬‬ ‫ﺍﳉﺪﻭﻟﺔ ﻭﺍﳊﺴﺎﺑﺎﺕ ﻭﺍﳌﺨﻄﻄﺎﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪ graphs‬ﻭﺍﻟﺘﺮﺍﺑﻂ ﺍﻹﺣﺼﺎﺋﻲ ‪ .correlation‬ﻭﺗﺸﻤﻞ ﺍﳉﺪﻭﻝ‪،‬‬ ‫ﺟﺪﺍﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ ‪ frequency distribution tables‬ﻭﺍﻟﺘﺒﻮﻳﺒﺎﺕ ﺍﳌﺘﻘﺎﻃﻌﺔ ‪.cross tabulations‬‬ ‫ﻭﺑﺎﳊﺴﺎﺑﺎﺕ ﳝﻜﻦ ﺗﻘﺪﻳﺮ ﺍﻟﱰﻋﺔ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ )ﺍﻟﻮﺳﻂ ‪ mean‬ﻭﺍﻟﻨﺎﺻﻒ ‪ median‬ﻭﺍﳌﻨﻮﺍﻝ‬ ‫‪ ،(mode‬ﻭﻗﺎﺑﻠﻴﺔ ﺍﻟﺘﻐﻴ‪‬ﺮ ‪) variability‬ﺍﳌﺪﻯ ‪ range‬ﻭﺍﻹﳓﺮﺍﻑ )ﺍﻟﺘﺤﻮﻑ( ﺍﳌﻌﻴﺎﺭﻱ ﻭﺍﻟﺸﺮﺍﺋﺢ ﺍﳌﺌﻮﻳﺔ‬ ‫‪ (percentiles‬ﺇﱃ ﺟﺎﻧﺐ ﺍﻟﻨﺴﺐ ﻭﺍﳌﻌﺪﻻﺕ‪ .‬ﻭﲦﺔ ﻃﺮﻕ ﳐﺘﻠﻔﺔ ﻟﻌﺮﺽ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺼﺮﻳﺎﹰ ﰲ ﳐﻄﻄﺎﺕ ﺑﻴﺎﻧﻴﺔ‪.‬‬ ‫ﻭﻣ ﻨﺤﲎ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ ﻟﻪ ﺃﳘﻴﺔ ﺧﺎﺻﺔ ﰲ ﻋﺮﺽ ﻛﻴﻔﻴﺔ ﺗﻮﺯﻉ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻣﺎ ﻟﺬﻟﻚ ﻣﻦ ﻣﻀﺎﻣﲔ ﻟﻠﺘﺤﻠﻴﻞ‬ ‫‪7‬‬

‫ﺍﻹﺣﺼﺎﺋﻲ‪ .‬ﺃﻣﺎ ﳐﻄﻂ ﺍﻟﺘﺸﺘﺖ ‪ scatter diagram‬ﻓﻬﻮ ﻳﺒﲔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﺗﺮﺍﺑﻂ ﺑﲔ ﺍﳌﺘﻐﲑﺍﺕ‪ ،‬ﻭﻣﻦ‬ ‫ﺃﺟﻠﻪ ﳝﻜﻦ ﺣﺴﺎﺏ ﻣﻌﺎﻣﻞ ﺍﻟﺘﺮﺍﺑﻂ ﻭﻣﻌﺎﺩﻟﺔ ﺍﻹﳓﺪﺍﺭ )ﺍﻟﺘﺤﻮﻑ(‪.‬‬ ‫ﻭﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻻﺳﺘﻨﺒﺎﻃﻴﺔ ‪ inferential statistics‬ﲢﺎﻭﻝ ﺃﻥ ﲡﻴﺐ ﻋﻦ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺣﻮﻝ ﻣﺎ ﺇﺫﺍ ﻛﻨﺎ‬ ‫ﻧﺴﺘﻄﻴﻊ ﺍﻹﺳﺘﻨﺘﺎﺝ ﻣﻦ ﺣﺼﻴﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺪﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻻﺣﺘﻤﺎﻝ‪ ،‬ﻭﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻔﺮﻭﻕ ﺃﻭ ﺍﻹﺭﺗﺒﺎﻃﺎﺕ‬ ‫ﺍﻟﱵ ﻭﺟﺪﺕ ﳝﻜﻦ ﺃﻥ ﺗﻌﺰﻯ ﻟﻠﻤﺼﺎﺩﻓﺔ‪ .‬ﻭﺗﺮﺗﻜﺰ ﺍﻹﺣﺼﺎﺀﺍﺕ ﻋﻠﻰ ﻣﺒﺎﺩﺉ ﺍﳊﺲ ﺍﻟﺴﻠﻴﻢ ‪،common sense‬‬ ‫ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺗﻔﻬ‪‬ﻤﻬﺎ‪ ،‬ﺃﻛﺜﺮ ﳑﺎ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﺍﳊﺴﺎﺑﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ‪ .‬ﻭﻗﺪ ﻻ ﻳ‪‬ﺠﺮﻱ ﺍﻟﺒﺎﺣﺚ ﺣﺴﺎﺑﺎﺕ ﺭﻳﺎﺿﻴﺔ‬ ‫ﻣﻔﺼﻠﺔ‪ ،‬ﻭﻟﻜﻨﻪ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻋﻠﻰ ﻋﻠﻢ ﺗﺎﻡ ﺑﺎﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﺗﺴﺘﻨﺪ ﺇﻟﻴﻬﺎ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳﺘﺨﺬ‬ ‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﻼﺯﻣﺔ ﺑﺸﺄﻥ ﺍﻷﺳﺌﻠﺔ ﺍﻟﱵ ﻳﺘﻌﲔ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ ﺑﺎﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ‪ ،‬ﻭﺩﺭﺟﺔ ﻋﺪﻡ ﺍﻟﻴﻘﲔ ﺍﻟﱵ ﳝﻜﻨﻪ‬ ‫ﻗﺒﻮﳍﺎ‪ .‬ﻭﻳﺘﻀﻤﻦ ﺍﻟﻔﺼﻞ ﺷﺮﺣﹰﺎ ﳌﻔﻬﻮﻡ ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ‪ ،‬ﻭﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ ،‬ﻭﺍﺳﺘﻌﻤﺎﻝ ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ ﻭﻣﻔﻬﻮﻡ‬ ‫ﺍﻟﻘﻮﺓ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻗﺴﻢ ﺣﻮﻝ ﺑﻌﺾ ﺍﻟﻄﺮﻕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ‪.‬‬ ‫ﺇﻥ ﻭﺻﻒ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻭﲢﻠﻴﻠﻬﺎ ﺃﻛﺜﺮ ﺳﻬﻮﻟﺔ ﻭﺃﻗﻞ ﺗﻌﻘﻴﺪﹰﺍ ﻣﻦ ﺗﻔﺴﲑﻫﺎ‪ .‬ﻭﻳﺘﻨﺎﻭﻝ ﺍﻟﻔﺼﻞ ‪ 9‬ﻋﺪﻳﺪﹰﺍ ﻣﻦ‬ ‫ﺍﳌﺰﺍﻟﻖ ﻭﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﻭﺍﳌﻔﺎﻫﻴﻢ ﺍﳋﺎﻃﺌﺔ ﺍﻟﱵ ﺗﺸﻮﺏ ﺗﻔﺴﲑ ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﻓﻬﻮ ﻳﺼﻒ ﺍﳌﺰﺍﻟﻖ ﺍﻟﱵ ﺗﺘﺨﻠﻞ ﺗﻔﺴﲑ‬ ‫ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ‪ ،‬ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﺗﺘﻨﺎﻭﻝ ﺍﻟﻮﺳﻂ ﺃﻭ ﺍﳌﺨﻄﻄﺎﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ﺃﻭ ﺍﻟﺘﺮﺍﺑﻂ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻓﻬﻢ ﺍﺻﻄﻼﺡ‬ ‫»ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ« ﰲ ﺍﻹﻃﺎﺭ ﺍﻟﺬﻱ ﻳﻌﻨﻴﻪ ﻓﻘﻂ‪ .‬ﻓﻬﻮ ﻳﻌﲏ‪ ،‬ﺑﺒﺴﺎﻃﺔ‪ ،‬ﺃﻥ ﺍﻟﻨﺘﻴﺠﺔ ﺃﻭ ﺍﻟﻔﺮﻕ ﻻ ﻳ‪‬ﺤﺘﻤﻞ ﺃﻥ‬ ‫ﻳﻜﻮﻥ ﻧﺘﻴﺠﺔ ﻟﻠﻤﺼﺎﺩﻓﺔ‪ .‬ﻭﻫﻮ ﻻ ﻳﻌﲏ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻥ ﺍﻟﻨﺘﻴﺠﺔ ﻣﻬﻤﺔ‪ .‬ﻭﳚﺐ ﺍﺳﺘﺒﻌﺎﺩ ﺃﻱ ﲢﻴﺰ ‪ bias‬ﺳﻮﺍﺀ ﰲ‬ ‫ﺍﻹﺧﺘﻴﺎﺭ ﺃﻭ ﺍﻟﻘﻴﺎﺱ‪ .‬ﻭﻛﺬﻟﻚ ﻳﻨﺒﻐﻲ ﲡﻨﺐ ﻋﻮﺍﻣﻞ ﺍﻟﺘﺸﻮﻳﺶ‪ ،‬ﻗﺒﻞ ﺍﻹﻧﺘﻬﺎﺀ ﺇﱃ ﺃﻱ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ‪ .‬ﻭﺍﺭﺗﺒﺎﻁ ﺍﺛﻨﲔ‬ ‫ﻣﻦ ﺍﳌﺘﻐﲑ ﺍﺕ ﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﻳﻌﺘﱪ ﻋﻼﻗﺔ ﺳﺒﺒﻴﺔ‪ ،‬ﺇﺫ ﳚﺐ ﺗﻮﺍﻓﺮ ﺍﳌﻌﺎﻳﲑ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻹﺛﺒﺎﺕ ﺍﻟﺘﺴﺒ‪‬ﺐ‬ ‫‪ .causation‬ﻭﻳﻨﺒﻐﻲ ﺗﻮﺧﻲ ﺍﳊﺬﺭ ﻋﻨﺪ ﳏﺎﻭﻟﺔ ﺍﻻﺳﺘﻘﺮﺍﺀ ‪ extrapolation‬ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻧﻘﺎﻁ ‪‬ﺎﺋﻴﺔ‬ ‫ﺃﺧﺮﻯ ﻛﺒﺪﻳﻞ ﻟﻠﻨﺘﻴﺠﺔ ﳏﻞ ﺍﻟﺒﺤﺚ‪.‬‬ ‫ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳋﺎﺻﺔ ﲢﺘﺎﺝ ﺇﱃ ﺗﻔﺴﲑ ﺩﻗﻴﻖ ﻟﺘﺠﻨﺐ ﺃﻱ ﺳﻮﺀ ﻓﻬﻢ ﺣﻮﻝ ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﻭﻋﻨﺪ ﺗﻔﺴﲑ ﺩﺭﺍﺳﺎﺕ‬ ‫ﻋﻮﺍﻣﻞ ﺍﻻﺧﺘﻄﺎﺭ ‪ risk factors‬ﻓﺈﻧﻨﺎ ﳓﺘﺎﺝ ﳌﻌﺮﻓﺔ ﻣﻔﺎﻫﻴﻢ ﺍﳋﻄﺮ ﺍﻷﺳﺎﺳﻲ ﻭﺍﳋﻄﺮ ﺍﻟﻨﺴﱯ ﻭﺍﳋﻄﺮ ﺍﳌﻨﺴﻮﺏ‪،‬‬ ‫ﻼ ﻋﻦ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﳌﻮﺍﺯﻧﺔ ﺑﲔ ﺍﳌﺨﺎﻃﺮ ﻭﺍﻟﻔﻮﺍﺋﺪ‪ .‬ﻭﰲ ﺇﺑﻼﻍ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺗ‪‬ﺠﺮﻯ ﻋﻠﻰ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ‬ ‫ﻓﻀ ﹰ‬ ‫ﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﳚﺐ ﺃﻥ ﻳﺴﺠﻞ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻣﺎ ﺗﻮﺻﻠﻮﺍ ﺇﻟﻴﻪ ﺣﻮﻝ ﺍﳊﺴﺎﺳﻴﺔ ‪ sensitivity‬ﻭﺍﻟﻨﻮﻋﻴﺔ‬

‫‪specificity‬‬

‫ﻭﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻨﺒﺆﻳﺔ ‪ predictive value‬ﻭﺍﻟﻜﻔﺎﻳﺔ ‪ .efficiency‬ﻭﺭﲟﺎ ﺗﻄﻠﺐ ﺍﻷﻣﺮ ﺍﻻﺧﺘﻴﺎﺭ ﺑﲔ ﺍﳊﺴﺎﺳﻴﺔ‬

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‫ﻭﺍﻟﻨﻮﻋﻴﺔ‪ .‬ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺗ‪‬ﺴﺠﻞ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺪﺧﻼﺕ ﺗﺘﻄﻠﺐ ﺗﻔﺴﲑﹰﺍ ﺩﻗﻴﻘﺎﹰ‪ ،‬ﲟﺎ ﰲ ﺫﻟﻚ ﺍﻋﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﻜﻠﻔﺔ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﺃﺩﺍﺓ ﻣﻔﻴﺪﺓ ﻻ ﺗﺆﺧﺬ ﺩﺍﺋﻤﹰﺎ ﰲ ﺍﻹﻋﺘﺒﺎﺭ ﻫﻲ ﻣﻔﻬﻮﻡ »ﺍﻟﻌﺪﺩ ﺍﳌﻄﻠﻮﺏ ﻣﻌﺎﳉﺘﻪ«‪.‬‬ ‫ﻭﻻ ﻳﻜﺘﻤﻞ ﺍﻟﺒﺤﺚ ﻗﺒﻞ ﺇﺑﻼﻍ ﻧﺘﺎﺋﺠﻪ‪ .‬ﻭﻳﺘﻨﺎﻭﻝ ﺍﻟﻔﺼﻞ ‪ 10‬ﻫﺬﻩ ﺍﳌﺴﺄﻟﺔ‪ .‬ﻓﻤﻌﻈﻢ ﻣﺎ ﳛﺪﺙ ﻣﻦ ﺍﺗﺼﺎﻻﺕ‬ ‫ﳍﺬﺍ ﺍﻟﻐﺮﺽ ﺇﳕﺎ ﳛﺪﺙ ﻣﻊ ﺍﻟﺰﻣﻼﺀ ﻣﻦ ﺍﻟﻌﻠﻤﺎﺀ‪ .‬ﻭﻟﻜﻦ ﺍﳌﻨﺘﻔﻌﲔ ﺑﺎﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺃﻭﺳﻊ ﻧﻄﺎﻗﺎﹰ ﻣﻦ ﺍ‪‬ﺘﻤﻊ‬ ‫ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﻣﻦ ﺣﻘﻬﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﺇﺑﻼﻍ ﺍﻟﻌﻠﻤﺎﺀ ﻳﺘﻢ ﻋﺎﺩﺓ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻨﺸﺮ ﰲ ﺍ‪‬ﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﶈﻜﹼﻤﺔ ‪ .peer reviewed‬ﻭﻻ ﺗﺘﺎﺡ ﺍ‪‬ﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺒﺎﻫﻈﺔ ﺍﻟﺜﻤﻦ ﺇﻻ ﰲ ﻧﻄﺎﻕ ﳏﺪﻭﺩ‪ ،‬ﺧﺼﻮﺻﺎﹰ ﰲ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺍﻟﻨﺎﻣﻴﺔ‪ .‬ﻭﺑﻔﻀﻞ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺗﻮﺟﺪ ﻣﺒﺎﺩﺭﺍﺕ ﺟﺪﻳﺪﺓ ﺗﻴﺴ‪‬ﺮ ﻟﻠﺒﺎﺣﺜﲔ ﺇﺑﻼﻍ ﻧﺘﺎﺋﺞ ﲝﻮﺛﻬﻢ ﺇﱃ ﲨﻬﻮﺭ ﺃﻛﺜﺮ‬ ‫ﺍﺗﺴﺎﻋﺎﹰ‪ .‬ﻭﺍﻷﻣﻞ ﻋﻈﻴﻢ ﰲ ﺃﻥ ﺗﺘﺎﺡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻣﺴﺘﻘﺒﻼﹰ ﺑﺎ‪‬ﺎﻥ ﻟﻜﻞ ﻣﻦ ﻳﺮﻳﺪﻫﺎ‪ .‬ﰒ ﺇﻥ ﻋﺼﺮ ﺍﻟﻮﺭﻗﺎﺕ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻼﻭﺭﻗﻴﺔ ‪ paperless papers‬ﺃﺧﺬ ﺍﻵﻥ ﻳ‪‬ﺴﺎﺭﻉ ﻋﻤﻠﻴﺎﺕ ﺗﻘﺪﱘ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﻣﺮﺍﺟﻌﺘﻬﺎ ﻭﻧﺸﺮﻫﺎ‪،‬‬ ‫ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﳚﻌﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺃﻛﺜﺮ ﺣﺪﺍﺛﺔ )ﻓﻀﻼﹰ ﻋﻦ ﺗﻮﻓﲑ ﻗﺪﺭ ﻛﺒﲑ ﻣﻦ ﺍﻟﺘﻜﺎﻟﻴﻒ(‪ .‬ﻭﻋﺮﺽ ﻧﺘﺎﺋﺞ‬ ‫ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﰲ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺃﺳﻠﻮﺏ ﺁﺧﺮ ﻟﺘﺒﺎﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻭﻟﻪ ﻣﺰﺍﻳﺎ ﻭﻋﻠﻴﻪ ﻣﺂﺧﺬ ﺑﺎﳌﻘﺎﺭﻧﺔ‬ ‫ﺑﺄﺳﻠﻮﺏ ﺍﻟﻨﺸﺮ‪ .‬ﻛﺬﻟﻚ ﻳﻨﺒﻐﻲ ﺇﺑﻼﻍ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﺩﻭﺭﻳﺎﹰ ﺇﱃ ﻭﻛﺎﻟﺔ ﺍﻟﺘﻤﻮﻳﻞ‪ .‬ﻓﺈﺗﺎﺣﺔ ﺍﻟﺘﻤﻮﻳﻞ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‬ ‫ﺗﻜﻮﻥ ﻣﺸﺮﻭﻃﺔ ﺑﺘﻠﻘﻲ ﺗﻘﺎﺭﻳﺮ ﻣﺮﺣﻠﻴﺔ ﻭﻣﺎﻟﻴﺔ ﺟﻴ‪‬ﺪﺓ‪.‬‬ ‫ﻭﺣﱴ ﺗﺆﺛﺮ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻋﻠﻰ ﻃﺮﺍﺋﻖ ﻋﻤﻞ ﺍﳌﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ‪ ،‬ﳚﺐ ﺗﺒﻠﻴﻎ ﻧﺘﺎﺋﺠﻬﺎ ﺑﻄﺮﻳﻘﺔ ﻣﻴﺴ‪‬ﺮﺓ ﳌﻦ‬ ‫ﻳﺴﺘﻌﻤﻠﻮ‪‬ﺎ ﻣﻊ ﺗﻮﺧﻲ ﺍﻟﺪﻗﺔ‪ .‬ﻭﻗﺪ ﻳﻘﺘﻀﻲ ﺍﻷﻣﺮ ﲡﻤﻴﻊ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﻣﻌﺎﹰ ﰲ ﻣﺮﺍﺟﻌﺎﺕ ﻣﻨﺘﻈﻤﺔ‬ ‫‪ systematic reviews‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺪﻻﺋﻞ ﺍﻹﺭﺷﺎﺩﻳﺔ ﻟﻠﻤﻤﺎﺭﺳﺔ ‪ practice guidelines‬ﺍﻟﱵ ﻳﺘﻢ ﺇﻋﺪﺍﺩﻫﺎ‬ ‫ﺑﻌﺪ ﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻌﺪﺩ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ‪ ،‬ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻋﻈﻴﻤﺔ ﺍﻟﻔﺎﺋﺪﺓ‪ .‬ﻭﺑﺎﻟﻨﺴﺒﺔ ﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ‪،‬‬ ‫ﻳﻜﻮﻥ ﺇﺑﻼﻍ ﺍﻟﻨﺘﺎﺋﺞ ﺇﱃ ﺻﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺃﻛﺜﺮ ﺃﳘﻴﺔ‪ .‬ﻓﻠﻴﺲ ﻳﻜﻔﻲ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﺗﻘﺪﱘ ﺗﻘﺮﻳﺮ ﳍﻢ ﻭﺣﺴﺐ‪.‬‬ ‫ﻟﺬﻟﻚ ﺃﻭﺭﺩﻧﺎ ﺇﺭﺷﺎﺩﺍﺕ ﻟﻄﺮﻳﻘﺔ ﺗﻘﺪﱘ ﻋﺮﺽ ﻋﻠﻤﻲ ‪ presentation‬ﻟﺼﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺒﺤﺚ‬ ‫ﻗﺪ ﺍﺭﺗﻜﺰ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﳎﺘﻤﻌﻴﺔ‪ ،‬ﻓﻤﻦ ﺣﻖ ﺍ‪‬ﺘﻤﻊ ﺍﳌﻌﲏ ﻟﻴﺲ ﻓﻘﻂ ﺃﻥ ﻳﻌﺮﻑ ﺍﻟﻨﺘﺎﺋﺞ ﺑﻞ ﺃﻥ ﻳﻨﺎﻗﺸﻬﺎ ﻛﺬﻟﻚ‪.‬‬ ‫ﺇﻥ ﺃﻟﻔﻴﺔ ﺍﻟﺘﻄﺒﻴﺐ ﻋﻦ ﺑ‪‬ﻌﺪ ‪ cybermedicine‬ﺗﺒﺸﺮ ﺑﺜﻮﺭﺓ ﰲ ﺇﺗﺎﺣﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻟﻴﺲ ﻓﻘﻂ‬ ‫ﻟﻠﻤﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ‪ ،‬ﻭﻟﻜﻦ ﺃﻳﻀﹰﺎ ﻟﻠﻤﺮﺿﻰ ﻭﺍﳉﻤﻬﻮﺭ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻟﻠﻌﻠﻤﺎﺀ ﺃﻥ ﻳﺘﻌﻠﻤﻮﺍ ﻛﻴﻒ ﻳﺘﻮﺍﺻﻠﻮﻥ‬ ‫ﻣﻊ ﺍﳉﻤﺎﻫﲑ ﺍﻟﱵ ﻏﺎﻟﺒﺎﹰ ﻣﺎ ﺗﺘﺤﻤﻞ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺒﺤﻮﺙ‪ .‬ﻭﺗﺘﺰﺍﻳﺪ ﺍﻵﻥ ﺃﳘﻴﺔ ﺇﻗﺎﻣﺔ ﺣﻮﺍﺭ ﺑﲔ ﺍﻟﻌﻠﻤﺎﺀ ﻭﺍﳉﻤﺎﻫﲑ‪.‬‬ ‫ﻓﻮﺟﻮﺩ ﻣﻨﺎﺥ ﻋﺎﻡ ﻋﻠﻤﻲ ﻣﺸﺠ‪‬ﻊ ﺃﻣﺮ ﺃﺳﺎﺳﻲ ﻻﺯﺩﻫﺎﺭ ﺍﻟﻌﻠﻮﻡ‪ .‬ﻭﻟﻘﺪ ﻟﻮﺣﻈﺖ ﻣﺆﺧﺮﹰﺍ ﻋﻼﻣﺎﺕ ﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ‬

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‫ﻓﻘﺪﺍﻥ ﺛﻘﺔ ﺍﳉﻤﺎﻫﲑ ﺑﺎﻟﻌﻤﻞ ﺍﻟﻌﻠﻤﻲ‪ .‬ﻭﳚﺐ ﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ ﻋﻦ ﻃﺮﻳﻖ ﺗﻌﺰﻳﺰ ﺍﻟﺘﻮﺍﺻﻞ ﺑﲔ ﺍﻟﻌﻠﻤﺎﺀ‬ ‫ﻭﺍﳉﻤﺎﻫﲑ‪ ،‬ﻓﻬﻲ ﲝﺎﺟﺔ ﺇﱃ ﺃﻥ ﺗﻜﻮﻥ ﻋﻠﻰ ﺩﺭﺍﻳﺔ ﻛﺎﻓﻴﺔ ﺣﱴ ﳝﻜﻨﻬﺎ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻼﺋﻤﺔ‪.‬‬ ‫ﻭﻧﻈﺮﺍﹰ ﻷﳘﻴﺔ ﺍﻟ ﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻛﻮﺳﻴﻠﺔ ﻟﻠﺘﻮﺍﺻﻞ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻳﺘﻀﻤﻦ ﺍﻟﻔﺼﻞ ‪ 11‬ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﺗﻔﺼﻴﻠﻴﺔ ﺣﻮﻝ‬ ‫ﻛﻴﻔﻴﺔ ﻛﺘﺎﺑﺘﻬﺎ‪ .‬ﻭﺗﺘﻨﺎﻭﻝ ﺗﻠﻚ ﺍﻟﺪﻻﺋﻞ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻨﻮﺍﻥ ﻭﻛﺘﺎﺑﺔ ﺍﳋﻼﺻﺔ‪ ،‬ﻭﻣﻦ ﺑﻌﺪﳘﺎ ﻓﻘﺮﺍﺕ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‬ ‫ﻟﻠﻤﻘﺎﻟﺔ ﻭﻫﻲ ﺍﳌﻘﺪﻣﺔ‪ ،‬ﰒ ﻃﺮﻕ ﺍﻟﺒﺤﺚ ﰒ ﺍﻟﻨﺘﺎﺋﺞ )ﻣﺘﻀﻤﻨﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳉﺪﺍﻭﻝ ﻭﺍﻟﺼﻮﺭ ﺍﻹﻳﻀﺎﺣﻴﺔ‬ ‫‪ (illustrations‬ﻭﺃﺧﲑﺍﹰ ﺍﳌﻨﺎﻗﺸﺔ‪ .‬ﻭﰲ ﺍﳌﻠﺤﻖ ‪ 4‬ﺗﻮﺟﻴﻬﺎﺕ ﻣﻔﺼﻠﺔ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺍﻻﺳﺘﺸﻬﺎﺩ ﰲ ﺍﻟﻮﺭﻗﺔ‬ ‫ﺑﺎﳌﺮﺍﺟﻊ ﺍﳌﺴﺘﻘﺎﺩﺓ ﻣﻦ ﳐﺘﻠﻒ ﺍﳌﺼﺎﺩﺭ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺒﺪﺃ ﻛﺘﺎﺑﺔ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻗﺒﻞ ﺃﻥ ﻳﺒﺪﺃ ﺗﻨﻔﻴﺬ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻣﻦ‬ ‫ﺛﹶﻢ ﳚﺐ ﺃﻥ ﺗﺴﺘﻤﺮ ﺍﻟﻜﺘﺎﺑﺔ ﺧﻼﻝ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ ﻭﺃﻥ ﺗ‪‬ﺴﺘﻜﻤﻞ ﺑﻌﺪ ﺇﻧﺘﻬﺎﺋﻪ‪ .‬ﻭﺑﻌﺪ ﺇﲤﺎﻡ ﺍﻟﻜﺘﺎﺑﺔ ﻳﻨﺒﻐﻲ ﻣﺮﺍﺟﻌﺔ‬ ‫ﺍﳌﺨﻄﻮﻃﺔ ﻟﻠﺘﺤﻘﹼﻖ ﻣﻦ ﳏﺘﻮﺍﻫﺎ ﺍﻟﻌﻠﻤﻲ ﻣﻊ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﺋﻤﺔ ﻣﺮﺍﺟﻌﺔ ‪ checklist‬ﳍﺬﺍ ﺍﻟﻐﺮﺽ‪ .‬ﻭﺑﻌﺪ ﻣﺮﺍﺟﻌﺔ‬ ‫ﺍﶈﺘﻮﻯ ﺍﻟﻌﻠﻤﻲ ﺗﺮﺍﺟﻊ ﺍﻟﻮﺭﻗﺔ ﺑﺪﻗﺔ ﻟﻠﺘﺤﻘﹼﻖ ﻣﻦ ﺟﻮﺩﺓ ﺍﻷﺳﻠﻮﺏ ‪ style‬ﺣﻴﺚ ﺗ‪‬ﺮﺍﺟﻊ ﺍﻟﻔﻘﺮﺍﺕ ﻭﺍﳉﻤﻞ‬ ‫ﻭﺍﻟﻜﻠﻤﺎﺕ‪ .‬ﻭﻣﺮﺍﺟﻌﺔ ﺍﻷﺳﻠﻮﺏ ﳍﺎ ﺃﳘﻴﺔ ﺧﺎﺻﺔ ﳌﻦ ﻳﻜﺘﺒﻮﻥ ﺑﻠﻐﺔ ﺃﺟﻨﺒﻴﺔ‪ ،‬ﻭﺇﻥ ﻛﺎﻧﺖ ﻣﻬﻤﺔ ﻛﺬﻟﻚ ﳌﻦ‬ ‫ﻳﻜﺘﺒﻮﻥ ﺑﻠﻐﺘﻬﻢ ﺍﻷﻭﱃ‪ .‬ﺃﻣﺎ ﻛﺘﺎﺑﺔ ﺗﻘﺮﻳﺮ ﻋﻦ ﺣﺎﻟﺔ ‪ case report‬ﻭﻛﺘﺎﺑﺔ ﻭﺭﻗﺎﺕ ﻋﻠﻤﻴﺔ ﺛﺎﻧﻮﻳﺔ )ﺍﳌﺮﺍﺟﻌﺔ‬ ‫ﺍﻟﺴﺮﺩﻳﺔ ‪ narrative review‬ﺃﻭ ﺍﳌﺮﺍﺟﻌﺔ ﺍﳌﻨﺘﻈﻤﺔ ‪ systematic review‬ﺃﻭ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﺠﻤﻴﻌﻲ‬

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‫‪ (analysis‬ﻓﺘﺤﺘﺎﺝ ﺇﱃ ﺻﻴﻎ ﳕﻄﻴﺔ ‪ formats‬ﳐﺘﻠﻔﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﻫﻨﺎﻙ ﺍﻋﺘﺒﺎﺭﺍﺕ ﺧﺎﺻﺔ ﺗﺮﺍﻋﻰ ﻋﻨﺪ ﻛﺘﺎﺑﺔ‬ ‫ﻭﺭﻗﺔ ﻋﻦ ﲝﺚ ﻛﻴﻔﻲ‪ ،‬ﻭﻋﻨﺪ ﻛﺘﺎﺑﺔ ﺭﺳﺎﻟﺔ ﻋﻠﻤﻴﺔ ‪ dissertation‬ﺃﻭ ﺃﻃﺮﻭﺣﺔ ‪.thesis‬‬ ‫ﻭﺑﻌﺪ ﻛﺘﺎﺑﺔ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺗﺄﰐ ﻣﻬﻤﺔ ﻧﺸﺮﻫﺎ‪ .‬ﻭﰲ ﺍﻟﻔﺼﻞ ‪ 12‬ﻧﺼﺎﺋﺢ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﻧﺸﺮ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ‪،‬‬ ‫ﻋﻠﻰ ﺃﺳﺎﺱ ﲢﺪﻳﺪ ﺭﺳﺎﻟﺘﻬﺎ‪ ،‬ﻭﺍﳌﻘﺎﺑﻠﺔ ‪ matching‬ﺑﲔ ﺍﳌﻮﺿﻮﻉ ﻭﺑﲔ ﺍﻫﺘﻤﺎﻣﺎﺕ ﺍ‪‬ﻠﺔ‪ ،‬ﻭﺍﻟﺘﺤﻘﻖ ﻣﻦ‬ ‫ﺍﻟﺼﻼﺣﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﻨﺘﺎﺋﺞ‪ ،‬ﻭﺿﻤﺎﻥ ﺟﻮﺩﺓ ﺍﳌﺨﻄﻮﻃﺔ‪ .‬ﻟﻘﺪ ﺍﺗﻔﻘﺖ ﺍﻟﻠﺠﻨﺔ ﺍﻟﺪﻭﻟﻴﺔ ﶈﺮﺭﻱ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ ﻋﻠﻰ‬ ‫ﻣﺘﻄﻠﺒﺎﺕ ﻣﻮﺣﺪﺓ ﳚﺐ ﺗﻮﺍﻓﺮﻫﺎ ﰲ ﺍﳌﺨﻄﻮﻃﺎﺕ ﺍﻟﱵ ﺗﻘﺪﻡ ﻟﻠﻨﺸﺮ‪ .‬ﻭﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺃﻭﺭﺩﻧﺎ ﺧﻼﺻﺔ ﻟﻠﻤﺘﻄﻠﺒﺎﺕ‬ ‫ﺍﻟﺘﻘﻨﻴﺔ ﻣﻊ ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﺣﻮﻝ ﻃﺮﻳﻘﺔ ﺇﺭﺳﺎﻝ ﺍﳌﺨﻄﻮﻃﺔ ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻣﻼﺣﻈﺎﺕ ﺍﶈﻜﹼﻤﲔ‪ .‬ﻭﻗﺪ‬ ‫ﺃﻭﺻﺖ ﺍﻟﻠﺠﻨﺔ ﺍﻟﺪﻭﻟﻴﺔ ﶈﺮﺭﻱ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ ﻛﺬﻟﻚ ﺑﺪﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﺣﻮﻝ ﺻﻔﺔ ﺍﳌﺆﻟﻒ ‪،authorship‬‬ ‫ﺣﻴﺚ ﺃﺑﺮﺯﺕ ﺃﳘﻴﺔ ﺍﻹﺳﻬﺎﻡ ﺍﻟﻔﻜﺮﻱ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻋﺘﺒﺎﺭﻩ ﺷﺮﻃﺎﹰ ﺃﺳﺎﺳﻴﺎﹰ ﻻﻛﺘﺴﺎﺏ ﺻﻔﺔ ﺍﳌﺆﻟﻒ‪ .‬ﰒ ﺇﻥ ﻣﻦ‬ ‫ﺍﻟﻀﺮﻭﺭﻱ ﻣﻌﺎﳉﺔ ﺍﳌﺴﺎﺋﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﳛﻖ ﳍﺎ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺑﺮﺍﺀﺍﺕ ﺍﺧﺘﺎﺭﻉ‪ ،‬ﺣﻴﺜﻤﺎ ﻛﺎﻧﺖ ﻫﻨﺎﻙ‬ ‫ﺣﺎﺟﺔ ﺇﱃ ﺫﻟﻚ‪ .‬ﻭﺍﻷﻓﻀﻞ ﺃﻥ ﺗﺘﻮﱃ ﻫﺬﻩ ﺍﳌﻬﻤﺔ ﺩﺍﺋﺮﺓ ﺧﺎﺻﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﳌﻌﻨﻴﺔ ﻗﺒﻞ ﺗﻘﺪﱘ ﺍﻟﻨﺘﺎﺋﺞ ﻟﻠﻨﺸﺮ ﺣﱴ‬ ‫ﺗﻜﻮﻥ ﻣﺘﺎﺣﺔ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪ ﺍﻟﻌﺎﻡ‪ .‬ﻭﺍﻹﻋﺘﺒﺎﺭﺍ ﺕ ﺍﻷﺧﻼﻗﻴﺔ ﺗﻨﻄﺒﻖ ﻛﺬﻟﻚ ﻋﻠﻰ ﺗﺒﻠﻴﻎ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﻭﺗﺸﻤﻞ ﺍﻟﻘﻀﺎﻳﺎ‬ ‫‪10‬‬

‫ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻻﺳﺘﺤﻘﺎﻕ ‪ credit‬ﻭﺗﻀﺎﺭﺏ ﺍﳌﺼﺎﱀ ‪ conflict of interest‬ﻭﺍﻟﻨﺸﺮ ﺍﻟﻔﺎﺋﺾ ‪ redundant‬ﺃﻭ‬ ‫ﺍﳌﻜﺮﺭ ‪ ، duplicate‬ﻭﲪﺎﻳﺔ ﺣﻖ ﺍﳌﺮﻳﺾ ﰲ ﺍﳋﺼﻮﺻﻴﺔ‪ ،‬ﻭﺗﺴﺮﻳﺐ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﻗﺒﻞ ﻧﺸﺮﻫﺎ‪،‬‬ ‫ﻭﺍﻹ‪‬ﺎﻡ ﺍﳌﺸﲔ ﺑﺎﻟﻐﺶ ﺍﻟﻌﻠﻤﻲ‪.‬‬ ‫ﻭﻳﻘﺪﻡ ﺍﻟﻔﺼﻞ ‪ 13‬ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﺗﻔﺼﻴﻠﻴﺔ ﺣﻮﻝ ﻃﺮﻳﻘﺔ ﺗﻘﺪﱘ ﻋﺮﺽ ﰲ ﺍﺟﺘﻤﺎﻉ ﻋﻠﻤﻲ‪ ،‬ﻣﻦ ﺧﻼﻝ‬ ‫ﺍﻟﺘﺨﻄﻴﻂ ﺍﳉﻴﺪ‪ ،‬ﻭﺍﻹﻋﺪﺍﺩ ﺍﳌﺘﻘﻦ ) ﲟﺎ ﰲ ﺫﻟﻚ ﺇﻋﺪﺍﺩ ﺍﻟﻨﺺ ﻭﺍﳌﹸﻌﻴﻨﺎﺕ ﺍﻟﺒﺼﺮﻳﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺒﻖ‬ ‫ﻋﻠﻰ ﺗﻘﺪﱘ ﺍﻟﻌﺮﺽ ‪ (rehearsal‬ﻭﺃﺧﲑﹰﺍ ﺣ‪‬ﺴﻦ ﺃﺩﺍﺀ ﺍﻟﻌﺮﺽ )ﺑﺎﻛﺘﻤﺎﻝ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻭﻟﺒﺎﻗﺔ ﺍﳊﺪﻳﺚ ﻭﺗﺪﺑﲑ‬ ‫ﺍﳌﹸﻌﻴﻨﺎﺕ ﺍﻟﺒﺼﺮﻳﺔ‪ ،‬ﻣﻊ ﺍﻹﻟﺘﺰﺍﻡ ﺑﺎﻟﻮﻗﺖ ﺍﶈﺪﺩ ﻭﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ(‪.‬‬ ‫ﻭﻳﺘﻌﲔ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻳﻜﺘﺴﺒﻮﺍ ﺍﳌﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﳌﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺗﻘﻴﻴﻤﻬﺎ‪ ،‬ﻭﺗﺒﻨ‪‬ﻲ ﻣﻮﺍﻗﻒ ﺍﻧﺘﻘﺎﺩﻳﺔ‬ ‫ﺣﺎﺯﻣﺔ‪ .‬ﻓﻠﻴﺲ ﺍﳍﺪﻑ ﻫﻮ ﺍﻹﺷﺎﺩﺓ ﺑﺎﻟﻌﻤﻞ ﺍﻟﻌﻠﻤﻲ ﻭﺇﳕﺎ ﻣﻨﺎﻗﺸﺘﻪ‪ .‬ﻭﰲ ﺍﻟﻔﺼﻞ ‪ 14‬ﺇﺭﺷﺎﺩﺍﺕ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﻗﺮﺍﺀﺓ‬ ‫ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ ﻭﻣﺮﺍﺟﻌﺘﻬﺎ ﻟﻠﺤﻜﻢ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﳌﺮﺍﺟﻌﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫‪ reviews‬ﻭﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﻟﺘﺠﻤﻴﻌﻴﺔ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻖ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ﰲ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺗﻘﺪﻳﺮ ﻣﺪﻯ ﻣﻼﺀﺓ‬ ‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﰲ ﺗﻘﻴﻴﻢ ﺍﺳﺘﺜﻤﺎﺭﺍﺕ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﺃﻥ ﻧﺄﺧﺬ ﰲ ﺍﻹﻋﺘﺒﺎﺭ‪ ،‬ﻟﻴﺲ ﻓﻘﻂ ﺗﺄﺛﲑﻫﺎ ﰲ‬ ‫ﺗﻘﺪﻡ ﺍﻟﻌﻠﻢ ﻭﰲ ﺯﻳﺎﺩﺓ ﺍﻟﺜﺮﻭﺓ‪ ،‬ﻭﻟﻜﻦ ﺃﻳﻀﺎﹰ‪ ،‬ﻭﻣﻦ ﺍﻷﳘﻴﺔ ﲟﻜﺎﻥ‪ ،‬ﺗﺄﺛﲑﻫﺎ ﻋﻠﻰ ﺍﻟﻨﻬﻮﺽ ﺑﺎﻟﺼﺤﺔ‪ .‬ﺇﻥ ﺍﳉﻮﺩﺓ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﺒﺤﺚ ﻛﻤﺎ ﻳﻘﺪ‪‬ﺭﻫﺎ ﺍﻟﻌﻠﻤﺎﺀ‪ ،‬ﻻ ﺗﺘﻮﺍﺯﻯ ﺑﺎﻟﻀﺮﻭﺭﺓ ﻣﻊ ﺗﺄﺛﲑ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺍﻟﻨﻬﻮﺽ ﺑﺎﻟﺼﺤﺔ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﻛﺬﻟﻚ ﺇﺩﺭﺍﻙ ﺃﻥ ﺍﻟﺼﺤﺔ ﺛﺮﻭﺓ‪ ،‬ﻭﺃﻥ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺿﺮﻭﺭﻳﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ‪ .‬ﻭﻳﻘﺪﻡ ﺍﳌﻠﺤﻖ‬

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‫ﺇﻋﻼﻥ ﺑﺎﻧﻜﻮﻙ ﺣﻮﻝ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻨﻤﻴﺔ‪.‬‬ ‫ﻟﻴﺲ ﺑﺎﻹﻣﻜﺎﻥ ﺗﻨﺎﻭﻝ ﻛﻞ ﺍﻟﻘﻀﺎﻳﺎ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﰲ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﺍﻟﻮﺟﻴﺰ‪ .‬ﻭﻟﺬﻟﻚ ﺗﻮﺟﺪ ﰲ‬ ‫‪‬ﺎﻳﺔ ﻛﻞ ﻓﺼﻞ ﻣﻦ ﻓﺼﻮﻝ ﺍﻟﻜﺘﺎﺏ ﻗﺎﺋﻤﺔ ﺑﺎﳌﺮﺍﺟﻊ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﲟﻮﺿﻮﻋﻪ‪ .‬ﻭﺫﻟﻚ ﺗﻴﺴﲑﹰﺍ ﻋﻠﻰ ﻣﻦ ﻳﺮﻳﺪﻭﻥ‬ ‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻣﻮﺿﻮﻉ ﺑﻌﻴﻨﻪ‪.‬‬

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:‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ Commission on Health Research for Development. Health research: essential link to equity in development. Oxford, Oxford University Press, 1990. Einstein A. http://www.memorablequotations.com/einstein.htm (accessed 30/3/2004). Global Forum for Health Research. The 10/90 report on health research 2000. Geneva, Global Forum for Health research, 2000. Medawar PB. Advice to a young scientist. New York, Basic Books, 1979. Investing in health research and development: Report of the Ad Hoc Committee on Health Research Relating to Future Intervention Options. Geneva, World Health Organization, 1996. Sustaining the strength of the UK in healthcare and life sciences R&D: competition, cooperation and cultural change. A report on the third SmithKline Beecham R&D Policy Symposium. Oxted, ScienceBridge, 1996: 17. Salam A. Notes on science, technology and science education in the development of the south. Prepared for the fifth meeting of the South Commission, May 27–30, 1989, Maputo, Mozambique. Trieste, The Third World Academy of Sciences.

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‫ﺍﻟﻔﺼﻞ ‪2‬‬

‫ﺍﻷﺧﻼﻗﻴﺎﺕ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‬ ‫‪ 1.2‬ﻣﻘﺪﻣﺔ‬ ‫ﻻ ﳚﻮﺯ ﺗﻌﺮﻳﺾ ﺃﺣﺪ ﻟﻠﺘﻌﺬﻳﺐ‪ ،‬ﺃﻭ ﻟﻠﻤﻌﺎﻣﻠﺔ ﺃﻭ ﺍﳌﻌﺎﻗﺒﺔ ﺍﻟﻘﺎﺳﻴﺔ ﺃﻭ‬ ‫ﺍﻟﻼ ﺇﻧﺴﺎﻧﻴﺔ ﺃﻭ ﺍﳌﻬﻴﻨﺔ‪ .‬ﻭﻻ ﳚﻮﺯ ﺑﺼﻔﺔ ﺧﺎﺻﺔ ﺇﺧﻀﺎﻉ ﺃﺣﺪ‬ ‫ﻟﻠﺘﺠﺎﺭﺏ ﺍﻟﻄﺒﻴﺔ ﺃﻭ ﺍﻟﻌﻠﻤﻴﺔ ﻣﻦ ﺩﻭﻥ ﻣﻮﺍﻓﻘﺘﻪ ﺍﳊﺮﺓ‪.‬‬ ‫ﺍﳌﻴﺜﺎﻕ ﺍﻟﺪﻭﱄ ﻟﻠﺤﻘﻮﻕ ﺍﳌﺪﻧﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ‪ ،‬ﺍﳌﺎﺩﺓ ‪.1966 ،7‬‬

‫ﺣﺪﺙ ﻋﺪﺩ ﻣﻦ ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﻟﱵ ﺩﻓﻌﺖ ﲟﻮﺿﻮﻉ ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺇﱃ ﻣﻘﺪﻣﺔ ﺍﻫﺘﻤﺎﻣﺎﺕ ﺍﳌﻬﻦ‬ ‫ﺍﻟﺼﺤﻴﺔ ﻭﺍ‪‬ﺘﻤﻊ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪ .‬ﻭﺗﺸﻤﻞ ﻫﺬﻩ ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﻟﺘﻮﺳﻊ ﺍﻟﻜﺒﲑ ﰲ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﺍﻻﺳﺘﺜﻤﺎﺭ‬ ‫ﺍﻟﻀﺨﻢ ﰲ ﺍﻟﺒﺤﻮﺙ ﻣﻦ ﺍﳌﺎﻝ ﺍﻟﻌﺎﻡ‪ ،‬ﻭﺍﻻﺣﺘﻴﺎﺝ ﺍﳌﺘﺰﺍﻳﺪ ﺇﱃ ﺍﻟﺘﺠﺮﻳﺐ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻭﺣﺎﻻﺕ ﺇﻧﺘﻬﺎﻙ‬ ‫ﺍﻷﺧﻼﻗﻴﺎﺕ ﺍﻟﱵ ﺷﺎﻉ ﺫﻛﺮﻫﺎ ﻋﻠﻰ ﻧﻄﺎﻕ ﻭﺍﺳﻊ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﺗﺪﻭﻳﻞ ﺍﻟﺒﺤﻮﺙ ﻭﺗﻮﺳﻴﻊ ﺩﻭﺭ ﺍﻟﻘﻄﺎﻉ ﺍﻟﺼﻨﺎﻋﻲ‬ ‫ﺍﳋﺎﺹ‪ .‬ﻟﻘﺪ ﺷﻬﺪ ﺍﻟﻘﺮﻥ ﺍﻷﺧﲑ ﺗﻮﺳﻌﹰﺎ ﺿﺨﻤﹰﺎ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﻓﺘﺢ ﺍﻟﺒﺤﺚ ﺍﻟﻄﱯ ﳎﺎﻻﺕ ﺟﺪﻳﺪﺓ‬ ‫ﻟﻼﺳﺘﻘﺼﺎﺀ ﱂ ﻳﻜﻦ ﺍ‪‬ﺘﻤﻊ ﻣﻬﻴﹰﺄ ﳍﺎ ﲤﺎﻣﹰﺎ ﻣﻦ ﺍﻟﻨﻮﺍﺣﻲ ﺍﻷﺧﻼﻗﻴﺔ ﻭﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﻭﺍﻹﺟﺘﻤﺎﻋﻴﺔ‪ .‬ﻭﻣﻦ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ‬ ‫ﻣﺜﻼﹰ‪ ،‬ﻏﺮﺱ ﺍﻷﻋﻀﺎﺀ‪ ،‬ﻭﻣﺴﺎﻋﺪﺓ ﺍﻹﺧﺼﺎﺏ‪ ،‬ﻭﺗﻄﻮﺭﺍﺕ ﺗﻨﻈﻴﻢ ﺍﳋﺼﻮﺑﺔ‪ ،‬ﻭﺍﻟﻌﺼﺮ ﺍﳉﺪﻳﺪ ﻟﻌﻠﻮﻡ ﺍﻟﻮﺭﺍﺛﻴﺎﺕ‬ ‫‪ .genomics‬ﻭﺗ‪‬ﻨﻔﻖ ﺍ‪‬ﺘﻤﻌﺎﺕ ﻋﻠﻰ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺍﺳﺘﺜﻤﺎﺭﺍﺕ ﺿﺨﻤﺔ‪ ،‬ﻭﻫﻜﺬﺍ ﺻﺎﺭﺕ ﺍ‪‬ﺘﻤﻌﺎﺕ‬ ‫ﺷﺮﻳﻜﺔ ﳛﻖ ﳍﺎ ﺃﻥ ﺗﺒﺪﻱ ﺭﺃﻳﻬﺎ ﰲ ﻛﻴﻔﻴﺔ ﺍﻟﺘﺼﺮﻑ ﰲ ﺍﺳﺘﺜﻤﺎﺭﺍ‪‬ﺎ‪.‬‬ ‫ﺇﻥ ﺗﻘﺪ‪‬ﻡ ﺍﳌﻌﺎﺭﻑ ﺍﻟﻄﺒﻴﺔ ﻳﻌﺘﻤﺪ ﺇﱃ ﺣﺪ ﻛﺒﲑ ﻋﻠﻰ ﺍﻟﺘﻮﺳﻊ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﺗﺸﻤﻞ ﺍﻟﺘﺠﺮﻳﺐ ﻋﻠﻰ‬ ‫ﺍﻹﻧﺴﺎﻥ‪ .‬ﻭﻣﻊ ﺗﺰﺍﻳﺪ ﻗﺒﻮﻝ ﻭﺍﺣﺘﺮﺍﻡ ﺍﳊﻘﻮﻕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻟﻠﻔﺮﺩ‪ ،‬ﻭﻣﻊ ﺗﺰﺍﻳﺪ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻻﻟﺘﺰﺍﻡ ‪‬ﺎ ﻭﲪﺎﻳﺘﻬﺎ‪ ،‬ﱂ‬ ‫ﻳﻌﺪ ﻣﻘﺒﻮ ﹰﻻ ﺃﻥ ﺗﺘﻬﺪﺩ ﻣﺼﻠﺤﺔ ﺍﻷﻓﺮﺍﺩ ﻭﻛﺮﺍﻣﺘﻬﻢ ﻣﻦ ﺃﺟﻞ ﻣﻨﺎﻓﻊ ﻗﺪ ﺗﺘﺤﻘﻖ ﻟﺼﺎﱀ ﺍﻟﻌﻠﻢ ﻭﺍ‪‬ﺘﻤﻊ‪ .‬ﻭﻟﻘﺪ‬ ‫ﺣﺪﺛﺖ ﺑﺎﻟﻔﻌﻞ ﺣﺎﻻﺕ ﻣﻦ ﺇﻧﺘﻬﺎﻙ ﺍﳌﺒﺎﺩﺉ ﺍﻷﺧﻼﻗﻴﺔ ﰲ ﺳﺒﻴﻞ ﺍﻟﺘﻘﺪﻡ ﺍﻟﻌﻠﻤﻲ‪.‬‬ ‫ﻭﻗﺪ ﻛﹸﺸﻒ ﺍﻟﺴﺘﺎﺭ ﻋﻦ ﺃﺑﺸﻊ ﻫﺬﻩ ﺍﳊﺎﻻﺕ ﰲ ﳏﺎﻛﻤﺎﺕ ﻧﻮﺭﻣﱪﻍ ﺍﻟﱵ ﺟﺮﺕ ﺑﻌﺪ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬ ‫ﻭﺃﺩﻯ ﺫﻟﻚ ﺇﱃ ﻭﺿﻊ ﻣﺪﻭﻧﺔ ﻗﻮﺍﻧﲔ ﻧﻮﺭﻣﱪﻍ ﰲ ﺳﻨﺔ ‪ ،1947‬ﺍﻟﱵ ﺗﻨﻈﻢ ﺇﺟﺮﺍﺀ ﺍﻟﺘﺠﺎﺭﺏ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪.‬‬ ‫‪1‬‬

‫ﻭﺑﻌﺪﺋﺬ ﺗﻮﱃ ﺃﺭﺑﺎﺏ ﺍﳌﻬﻦ ﺍﻟﻄﺒﻴﺔ ﺍﳌﺴﺆﻭﻟﻴﺔ‪ .‬ﻭﺍﺑﺘﺪﺍﺀ ﻣﻦ ﺳﻨﺔ ‪ 1964‬ﻗﺎﻣﺖ ﺍﳉﻤﻌﻴﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺑﻮﺿﻊ‬ ‫ﻭﺍﻋﺘﻤﺎﺩ ﻭﲢﺪﻳﺚ ﺇﻋﻼﻧﺎﺕ ﻫﻠﺴﻨﻜﻲ ‪ Helsinki Declarations‬ﺍﻟﱵ ﺑﺴﺘﺮﺷﺪ ‪‬ﺎ ﳎﺘﻤﻊ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﰲ‬ ‫ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ )ﺍﳌﻠﺤﻖ ‪.(1‬‬ ‫ﻭﻟﻘﺪ ﺃﺻﺒﺢ ﺍﻟﺘﺪﻭﻳﻞ ‪ internationalization‬ﻇﺎﻫﺮﺓ ﺟﺪﻳﺪﺓ ﰲ ﳎﺎﻝ ﺍﻟﺒﺤﺚ ﺍﻟﻄﱯ‪ .‬ﻓﺎﻟﺒﺤﺚ ﱂ ﻳﻌﺪ‬ ‫ﻳ‪‬ﻌﺮﻑ ﺣﺪﻭﺩﹰﺍ ﻭﻃﻨﻴﺔ‪ .‬ﻭﲦﺔ ﺣﺎﺟﺔ ﺇﱃ ﺍﻹﺗﻔﺎﻕ ﻋﻠﻰ ﺍﻟﻘﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﲢﻜﻢ ﺍﻟﺒﺤﺚ ﺍﻟﻄﱯ‪ ،‬ﺣﱴ ﳝﻜﻦ‬ ‫ﺗﻄﺒﻴﻖ ﻧﻔﺲ ﺍﳌﻌﺎﻳﲑ ﻋﻠﻰ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﳜﻀﻌﻮﻥ ﻟﻨﻔﺲ ﺍﻟﺒﺤﺚ ﰲ ﺑﻠﺪﺍﻥ ﳐﺘﻠﻔﺔ‪ .‬ﻭﺇﻧﻪ ﻟﻴ‪‬ﺨﺸﻰ‪ ،‬ﻷﺳﺒﺎﺏ ﻗﻮﻳﺔ‬ ‫ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﺃﻥ ﺗ‪‬ﺴﺘﻐﻞ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﱵ ﻟﻴﺴﺖ ﻟﺪﻳﻬﺎ ﻣﻌﺎﻳﲑ ﺃﺧﻼﻗﻴﺔ ﻗﻮﻳﺔ‪ ،‬ﺃﻭﻻ ﺗ‪‬ﻔﺮﺽ ﺗﻄﺒﻴﻖ ﻣﺜﻞ ﻫﺬﻩ‬ ‫ﺍﳌﻌﺎﻳﲑ‪ ،‬ﻟﺘﺤﻘﻴﻖ ﺗﻘﺪﻡ ﰲ ﺍﳌﻌﺎﺭﻑ ﺍﻟﻄﺒﻴﺔ‪ ،‬ﺧﺼﻮﺻﹰﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻔﻮﺍﺋﺪ ﺍﳌﺮﺟﻮﺓ ﺳﻮﻑ ﺗﻌﻮﺩ ﺃﺳﺎﺳﹰﺎ ﺇﱃ‬ ‫ﳎﺘﻤﻌﺎﺕ ﺃﺧﺮﻯ‪.‬‬ ‫ﻭﺍﻟﺒﺤﺚ ﺍﻟﻄﱯ ﳝﺜﻞ ﺍﻵﻥ ﺍﺳﺘﺜﻤﺎﺭﹰﺍ ﺿﺨﻤﹰﺎ ﻟﻠﻘﻄﺎﻉ ﺍﻟﺼﻨﺎﻋﻲ ﺍﳋﺎﺹ‪ .‬ﻓﻤﻦ ﺍﳌﺘﻮﻗﻊ ﺃﻥ ﺗﺘﺤﻘﻖ ﻣﻦ ﻭﺭﺍﺋﻪ‬ ‫ﻣﻜﺎﺳﺐ ﺍﻗﺘﺼﺎﺩﻳﺔ‪ .‬ﻭﺍﻟﺘﻮﺟ‪‬ﻪ ﺍﻟﻘﻮﻱ ﳓﻮ ﺟﻌﻞ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺃﺩﺍﺓ ﳏﺮﻛﺔ ﻟﻠﺘﻄﻮﺭ ﺍﻹﻗﺘﺼﺎﺩﻱ‪ ،‬ﻳﻨﻄﻮﻱ ﻋﻠﻰ‬ ‫ﺍﳌﺨﺎﻃﺮﺓ ﺑﺪﻓﻊ ﺍﻟﺒﺤﻮﺙ ﺇﱃ ﺧﺎﺭﺝ ﻧﻄﺎﻕ ﺍﳌﻌﺎﻳﲑ ﺍﻷﺧﻼﻗﻴﺔ ﺍﳌﻘﺒﻮﻟﺔ‪.‬‬ ‫ﻭﻳﻘﺪﻡ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﳎﺮﺩ ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ ﻣﻮﺟﺰﺓ ﳌﻮﺿﻮﻉ ﺍﻷﺧﻼﻗﻴﺎﺕ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﺳﻮﻑ ﺗﻨﺎﻗﺶ‬ ‫ﺍﻹﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ ﲟﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ ﰲ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺘﺎﻟﻴﺔ ﺍﻟﱵ ﺗﺘﻨﺎﻭﻝ ﻣﻮﺿﻮﻋﺎﺕ »ﻣﺎﺫﺍ ﺗ‪‬ﺠﺮﻱ ﻣﻦ‬ ‫ﺍﻟﺒﺤﻮﺙ؟« ‪ ،‬ﻭﲣﻄﻴﻂ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻛﺘﺎﺑﺔ ﺑﺮﻭﺗﻮﻛﻮﻝ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺗﻘﺪﱘ ﺍﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺗﻨﻔﻴﺬ ﺍﻟﺒﺤﺚ‪ ،‬ﺇﱃ‬ ‫ﺟﺎﻧﺐ ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﻨﺸﺮ‪.‬‬

‫‪ 2.2‬ﺍﳌﺒﺎﺩﺉ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﻌﺎﻣﺔ‬ ‫ﺍﻷﺧﻼﻗﻴﺎﺕ ﻫﻲ ﻣﺒﺎﺩﺉ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻘﻮﱘ‪ .‬ﻭﻻ ﺗﻮﺟﺪ ﺧﻼﻓﺎﺕ‪ ،‬ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ‪ ،‬ﺣﻮﻝ ﺍﳌﺒﺎﺩﺉ ﺍﻷﺧﻼﻗﻴﺔ ﰲ‬ ‫ﺣﺪ ﺫﺍ‪‬ﺎ‪ ،‬ﻧﻈﺮﹰﺍ ﻷ‪‬ﺎ ﲤﺜﻞ ﺍﻟﻘﻴﻢ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ‪ .‬ﻏﲑ ﺃﻧﻪ ﳝﻜﻦ ﺃﻥ ﺗﻨﺸﺄ ﺍﺧﺘﻼﻓﺎﺕ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺗﻔﺴﲑﻫﺎ‬ ‫ﻭﺗﻄﺒﻴﻘﻬﺎ ﰲ ﺣﺎﻻﺕ ﻣﻌﻴ‪‬ﻨﺔ‪ .‬ﻭﺗﺸﻤﻞ ﺍﳌﺒﺎﺩﺉ ﺍﻷﺳﺎﺳﻴﺔ‪ :‬ﺍﻹﻓﺎﺩﺓ ‪ ،beneficence‬ﻭﻋﺪﻡ ﺍﻹﺿﺮﺍﺭ‬

‫‪non-‬‬

‫‪ ،malificence‬ﻭﺍﻻﺣﺘﺮﺍﻡ‪ ،‬ﻭﺍﻟﻌﺪﺍﻟﺔ‪.‬‬ ‫ﺣﲔ ﻳﺸﻤﻞ ﺍﻟﺒﺤﺚ ﺇﺟﺮﺍﺀ ﲡﺎﺭﺏ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﳚﺐ ﺑﺬﻝ ﻛﻞ ﺍﳉﻬﻮﺩ ﻣﻦ ﺃﺟﻞ ﺗﻌﻈﻴﻢ ﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﱵ‬ ‫ﺗﻌﻮﺩ ﻋﻠﻰ ﺍﳋﺎﺿﻌﲔ ﻟﻠﺒﺤﺚ )ﺍﻹﻓﺎﺩﺓ(‪ .‬ﻭﳚﺐ ﺃﻥ ﻻ ﻳﺘﻌﺮﺿﻮﺍ ﻷﻱ ﺃﺫﻯ )ﻋﺪﻡ ﺍﻹﺿﺮﺍﺭ(‪ .‬ﺃﻣﺎ ﻣﺒﺪﺃ ﺍﻻﺣﺘﺮﺍﻡ‬ ‫ﻓﻬﻮ ﻳﻌﲏ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﺚ ﻃﻮﻋﻴﺔ ﲤﺎﻣﹰﺎ ﻭﻣﺒﻨﻴﺔ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﻣﺴﺘﻨﲑﺓ ‪.informed consent‬‬ ‫‪2‬‬

‫ﻭﺣﻴﺜﻤﺎ ﻳﺸﻤﻞ ﺍﻟﺒﺤﺚ ﲨﻊ ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻳﻨﺒﻐﻲ ﲪﺎﻳﺔ ﺧﺼﻮﺻﻴﺎ‪‬ﻢ‪ ،‬ﻭﺫﻟﻚ ﺑﻀﻤﺎﻥ ﺳﺮ‪‬ﻳﺔ ﻫﺬﻩ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﰒ ﺇﻥ ﺍﺣﺘﺮﺍﻡ ﺍ‪‬ﺘﻤﻊ ﻳﻌﲏ ﺍﺣﺘﺮﺍﻡ ﺍﻟﻘﻴﻢ ﺍﻟﺴﺎﺋﺪﺓ ﻓﻴﻪ‪ ،‬ﻭﺿﻤﺎﻥ ﻣﻮﺍﻓﻘﺘﻪ ﻋﻠﻰ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ‪ .‬ﺃﻣﺎ ﻣﺒﺪﺃ‬ ‫ﺍﻟﻌﺪﺍﻟﺔ )ﺍﻟﻌﺪﺍﻟﺔ ﺍﳌﻮﺯ‪‬ﻋﺔ ‪ (distributive justice‬ﻓﻤﻀﻤﻮﻧﺔ ﺃﻥ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﺚ ﳚﺐ ﺃﻥ ﺗﺮﺗﺒﻂ ﺑﺎﻟﻔﻮﺍﺋﺪ‬ ‫ﺍﳌﺘﻮﻗﻌﺔ‪ .‬ﻓﻼ ﻳﻨﺒﻐﻲ ﻷﻱ ﲨﺎﻋﺔ ﰲ ﺍ‪‬ﺘﻤﻊ ﺃﻥ ﺗﺘﺤﻤﻞ ﺃﻋﺒﺎﺀ ﲝﺚ ﺛﻘﻴﻠﺔ ﻟﺼﺎﱀ ﲨﺎﻋﺔ ﺃﺧﺮﻯ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﺑﻌﺾ ﺍﳌﺒﺎﺩﺉ ﺍﻷﺧﺮﻯ ﺍﻟﺼﺎﳊﺔ ﻟﻠﺘﻄﺒﻴﻖ ﺇﱃ ﺟﺎﻧﺐ ﻫﺬﻩ ﺍﳌﺒﺎﺩﺉ ﺍﻷﺳﺎﺳﻴﺔ‪ .‬ﻓﻌﻨﺪﻣﺎ ﻳﺸﻤﻞ ﺍﻟﺒﺤﺚ‬ ‫ﲡﺎﺭﺏ ﻋﻠﻰ ﺍﳊﻴﻮﺍﻧﺎﺕ‪ ،‬ﺗﱪﺯ ﺍﻟﺮﲪﺔ ﻛﻀﺮﻭﺭﺓ ﺃﺧﻼﻗﻴﺔ‪ .‬ﻭﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺒﺤﻮﺙ ﻋﻤﻮﻣﺎﹰ‪ .‬ﻃﺒﻴﺔﹰ ﻛﺎﻧﺖ ﺃﻭ ﻏﲑ‬ ‫ﻃﺒﻴﺔ‪ ،‬ﺗﻌﺘﱪ ﺍﻷﻣﺎﻧﺔ ﻗﻴﻤﺔ ﻻ ﻏﲎ ﻋﻨﻬﺎ‪ .‬ﻭﰲ ﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ ﻭ‪‬ﺿﻌﺖ ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﺃﺧﻼﻗﻴﺔ ﺩﻭﻟﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ‬ ‫ﺍﻟﱵ ﺗ‪‬ﺠﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ِﻗﺒ‪‬ﻞ ﳎﻠﺲ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﺔ ‪ CIOMS‬ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ‬ ‫ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻭﻟﻘﺪ ﺻﺪﺭﺕ ﻃﺒﻌﺘﻬﺎ ﺍﻷﺧﲑﺓ ﰲ ﺳﻨﺔ ‪) 2000‬ﺍﳌﻠﺤﻖ ‪.(2‬‬

‫‪ 3.2‬ﺍﳌﺴﺆﻭﻟﻴﺔ ﻋﻦ ﺍﻷﺧﻼﻗﻴﺎﺕ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‬ ‫ﺇﻥ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻋﻦ ﺿﻤﺎﻥ ﺍﻹﻟﺘﺰﺍﻡ ﺑﺎﳌﻌﺎﻳﲑ ﺍﻷﺧﻼﻗﻴﺔ ﰲ ﺍﻟﺒﺤﺚ ﻫﻲ ﻣﺴﺆﻭﻟﻴﺔ ﲨﺎﻋﻴﺔ ﺗﻘﻊ ﻋﻠﻰ ﻋﺎﺗﻖ‬ ‫ﺍﻟﺒﺎﺣﺜﲔ ﻭﻣﺆﺳﺴﺎﺕ ﺍﻟﺒﺤﻮﺙ ﻭﺍﳍﻴﺌﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻠﺘﻨﻈﻴﻢ ﺍﻟﺪﻭﺍﺋﻲ ﻭﳏﺮﺭﻱ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ ﻭﺍﻟﻮﻛﺎﻻﺕ ﻭﺍﳌﻨﻈﻤﺎﺕ‬ ‫ﺍﳌﻤﻮ‪‬ﻟﺔ‪ .‬ﻭﺻﺪﻭﺭ ﻣﻮﺍﻓﻘﺔ ﺃﺧﻼﻗﻴﺔ ﻣﻦ ﺇﺣﺪﻯ ﻫﺬﻩ ﺍﳉﻬﺎﺕ ﻻ ﻳ‪‬ﻌﻔﻲ ﺍﳉﻬﺎﺕ ﺍﻷﺧﺮﻯ ﻣﻦ ﺍﳌﺴﺆﻭﻟﻴﺔ‪.‬‬ ‫‪ ‬ﺍﻟﺒﺎﺣﺜﻮﻥ‪ :‬ﺗﻘﻊ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺃﻭ ﹰﻻ ﻭﺃﺧﲑﹰﺍ ﻋﻠﻰ ﻋﺎﺗﻖ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﺬﻳﻦ ﻳﻨﺒﻐﻲ ﺗﻌﺮﻳﻔﻬﻢ‪ ،‬ﻛﺠﺰﺀ ﻣﻦ‬ ‫ﺩﺭﺍﺳﺘﻬﻢ ﻭﺗﺪﺭﻳﺒﻬﻢ‪ ،‬ﺑﺎﳊﺘﻤﻴﺎﺕ ﺍﻷﺧﻼﻗﻴﺔ ﰲ ﺃﻋﻤﺎﻝ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﻭﺣﺜﹼﻬﻢ ﻋﻠﻰ ﺍﻹﻟﺘﺰﺍﻡ ‪‬ﺎ‪ ،‬ﻭﻻ ﻳ‪‬ﻌﺘﱪ‬ ‫ﻼ ﺃﻭ ﻣﻘﺒﻮ ﹰﻻ ﺇﺫﺍ ﱂ ﻳﻨﺎﻗﺶ ﺍﳉﻮﺍﻧﺐ ﺍﻷﺧﻼﻗﻴﺔ ﻷﻱ ﺩﺭﺍﺳﺔ ﺗ‪‬ﺠﺮﻯ ﻋﻠﻰ‬ ‫ﺃﻱ ﺑﺮﻭﺗﻮﻛﻮﻝ ﲝﺜﻲ ﻣﻜﺘﻤ ﹰ‬ ‫ﺍﻹﻧﺴﺎﻥ ﺃﻭ ﻋﻠﻰ ﺣﻴﻮﺍﻧﺎﺕ ﺍﻟﺘﺠﺎﺭﺏ‪.‬‬ ‫‪ ‬ﻣﺆﺳﺴﺔ ﺍﻟﺒﺤﻮﺙ‪ :‬ﺗﺘﺤﻤﻞ ﺍﳌﺆﺳﺴﺔ ﻣﺴﺆﻭﻟﻴﺔ ﺍﳌﺴﺘﻮﻯ ﺍﻷﺧﻼﻗﻲ ﻟﻠﺒﺤﺚ ﺍﻟﺬﻱ ﻳ‪‬ﺠﺮﻳﻪ ﻣﻮﻇﻔﻮﻫﺎ ﺃﻭ‬ ‫ﻳ‪‬ﺠﺮﻯ ﰲ ﻣﺮﺍﻓﻘﻬﺎ‪ .‬ﻭﻋﻠﻰ ﻛﻞ ﻣﺆﺳﺴﺔ ﺗﺸﺎﺭﻙ ﰲ ﲝﻮﺙ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ ﺃﻥ ﺗﺸﻜﻞ ﳉﻨﺔ ﳌﺮﺍﺟﻌﺔ‬ ‫ﺍﻷﺧﻼﻗﻴﺎﺕ‪ ،‬ﻣﻜﻮﻧﺔ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﻨﻈﺮﺍﺀ ‪ peers‬ﻭﻏﲑﻫﻢ‪ .‬ﻭﺗﻜﻮﻥ ﻣﻬﻤﺘﻬﺎ ﺗﻘﺪﱘ‬ ‫ﺍﳌﺸﻮﺭﺓ ﺣﻮﻝ ﺍﳉ ﻮﺍﻧﺐ ﺍﻷﺧﻼﻗﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﻭﺍﳌﻮﺍﻓﻘﺔ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻭ ﺭﻓﻀﻬﺎ ﺑﺎﻟﻨﻴﺎﺑﺔ ﻋﻦ ﺍﳌﺆﺳﺴﺔ‪.‬‬ ‫ﻭﻗﺪ ﻳ‪‬ﻀﻢ ﺇﱃ ﻋﻀﻮﻳﺔ ﻫﺬﻩ ﺍﻟﻠﺠﻨﺔ ﻣﻬﻨﻴﻮﻥ ﺻﺤﻴﻮﻥ ﻭﺧﺼﻮﺻﹰﺎ ﻣﻦ ﺑﲔ ﺍﳌﻤﺮﺿﺎﺕ‪ ،‬ﻭﺁﺧﺮﻭﻥ ﻣﻦ‬ ‫ﻏﲑ ﺍﳌﺘﺨﺼﺼﲔ ﺍﳌﺆﻫﻠﲔ ﻟﺘﻤﺜﻴﻞ ﻗﻴﻢ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻷﺧﻼﻗﻴﺔ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻠﺠﻨﺔ‬ ‫‪3‬‬

‫ﻣﺴﺘﻘﻠﺔ ﲤﺎﻣﺎﹰ ﻋﻦ ﺍﻟﺒﺎﺣﺜﲔ‪ .‬ﻭﻋﻠﻰ ﺃﻱ ﻋﻀﻮ ﺑﺎﻟﻠﺠﻨﺔ ﺗﻜﻮﻥ ﻟﻪ ﻣﺼﻠﺤﺔ ﻣﺒﺎﺷﺮﺓ ﰲ ﺍﻗﺘﺮﺍﺡ ﲝﺜﻲ‬ ‫ﻣﻌﻴ‪‬ﻦ‪ ،‬ﺃﻥ ﳝﺘﻨﻊ ﻋﻦ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺗﻘﻴﻴﻤﻪ‪.‬‬ ‫‪ ‬ﺍﳍﻴﺌﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻠﺘﻨﻈﻴﻢ ﺍﻟﺪﻭﺍﺋﻲ‪ :‬ﺍﻟﻌﻘﺎﻗﲑ ﺃﻭ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳉﺪﻳﺪﺓ ﺍﻟﱵ ﱂ ﺗ‪‬ﻌﺘﻤﺪ ﺑﻌﺪ ﰲ ﺍﻟﺒﻠﺪ ﺍﳌﻌﲏ‪ ،‬ﳚﺐ‬ ‫ﺃﻥ ﻻ ﺗﺴﺘﻌﻤﻞ ﻋﻠﻰ ﺍﻟﺒﺸﺮ ﻗﺒﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﻫﺬﻩ ﺍﳍﻴﺌﺔ ﻋﻠﻰ ﺃﺳﺘﻌﻤﺎﳍﺎ ﰲ ﺇﻃﺎﺭ ﻇﺮﻭﻑ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫‪ ‬ﳏﺮﺭﻭ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ‪ :‬ﳚﺐ ﺃﻥ ﻻ ﻳﻘﺒﻠﻮﺍ ﻟﻠﻨﺸﺮ ﺃﻱ ﺗﻘﺎﺭﻳﺮ ﻣﺘﻌﻠﻘﺔ ﺑﺒﺤﻮﺙ ﻻ ﺗﺘﻔﻖ ﻣﻊ ﺍﳌﻌﺎﻳﲑ‬ ‫ﺍﻷﺧﻼﻗﻴﺔ‪.‬‬ ‫‪ ‬ﻭﻛﺎﻻﺕ ﻭﻫﻴﺌﺎﺕ ﺍﻟﺘﻤﻮﻳﻞ‪ :‬ﳚﺐ ﺃﻥ ﻻ ﺗﻮﺍﻓﻖ ﻋﻠﻰ ﲤﻮﻳﻞ ﺃﻱ ﺇﻗﺘﺮﺍﺡ ﲝﺜﻲ ﻳﻘﺪﻡ ﳍﺎ ﻣﻦ ِﻗﺒ‪‬ﻞ ﺃﻱ‬ ‫ﻭﻛﺎﻟﺔ ﻭﻃﻨﻴﺔ ﺃﻭ ﺩﻭﻟﻴﺔ‪ ،‬ﻣﺎﱂ ﻳ ﺸﺮﺡ ﺑﻮﺿﻮﺡ ﺍﳉﻮﺍﻧﺐ ﺍﻷﺧﻼﻗﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﻭﻳﺆﻛﺪ ﻋﻠﻰ ﺍﻹﻟﺘﺰﺍﻡ‬ ‫ﺑﺎﳌﺒﺎﺩﺉ ﺍﻷﺧﻼﻗﻴﺔ‪ ،‬ﻭﻳﻘﺪﻡ ﻣﻮﺍﻓﻘﺔ ﳉﻨﺔ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ ﺍﳌﻌﻨﻴﺔ‪ ،‬ﺇﻥ ﻭﺟﺪﺕ‪.‬‬

‫‪ 4.2‬ﳉﺎﻥ ﺍﻷﺧﻼﻗﻴﺎﺕ‬ ‫ﳚﺐ ﺃﻥ ﺗﻨﺸﻲﺀ ﺍﻟﺒﻠﺪﺍﻥ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺃﺟﻬﺰﺓ ﻟﻠﻤﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ ﻟﻀﻤﺎﻥ ﲪﺎﻳﺔ ﺍﳌﺸﺎﺭﻛﲔ ﺍﶈﺘﻤﻠﲔ ﰲ‬ ‫ﺍﻟﺒﺤﻮﺙ ﻭﺍﻹ ﺳﻬﺎﻡ ﰲ ﲢﻘﻴﻖ ﺃﺭﻓﻊ ﻣﺴﺘﻮﻯ ﳑﻜﻦ ﻣﻦ ﺍﳉﻮﺩﺓ ﰲ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻷﺧﻼﻗﻴﺔ ﻟﻠﺒﺤﻮﺙ‬ ‫ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﺗ‪‬ﻨﺸﺄ ﳉﺎﻥ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ‪ ،‬ﺣﺴﺒﻤﺎ ﻳﻜﻮﻥ ﻣﻼﺋﻤﺎﹰ‪ ،‬ﰲ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﻹﻗﻠﻴﻤﻴﺔ ﻭﻣﺴﺘﻮﻯ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬ ‫ﻭﻟﻘﺪ ﺃﺻﺪﺭﺕ ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﺗﻨﻔﻴﺬﻳﺔ ﻟﻠﺠﺎﻥ ﺍﻷﺧﻼﻗﻴﺎﺕ ﺍﻟﱵ ﺗﺮﺍﺟﻊ ﺍﻟﺒﺤﻮﺙ‬ ‫ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‪ ،‬ﺗﺸﺮﺡ ﻓﻴﻬﺎ ﺩﻭﺭﻫﺎ‪ ،‬ﻭﻛﻴﻒ ﳝﻜﻦ ﺗﺸﻜﻴﻠﻬﺎ‪ ،‬ﻭﻃﺮﻳﻘﺔ ﺗﻘﺪﱘ ﺍﻟﻄﻠﺒﺎﺕ ﳍﺎ‪ ،‬ﻭﻋﻨﺎﺻﺮ ﺍﳌﺮﺍﺟﻌﺔ‬ ‫ﺍﻷﺧﻼﻗﻴﺔ‪ ،‬ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺍﳌﺘﺎﺑﻌﺔ‪ ،‬ﻭﺍﻟﺘﻮﺛﻴﻖ‪ ،‬ﻭﺍﳊﻔﻆ )ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ .(2000 ،‬ﻭﺗﺸﻤﻞ ﻋﻨﺎﺻﺮ‬ ‫ﺍﳌﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ‪ ،‬ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﻌﻠﻤﻲ ﻟﻠﺪﺭﺍﺳﺔ ﻭﺗﻨﻔ ﻴﺬﻫﺎ ﻭﺗﻌﺒﺌﺔ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺍﻟﻌﻨﺎﻳﺔ ‪‬ﻢ ﻭﲪﺎﻳﺘﻬﻢ‪،‬‬ ‫ﻭﺻﻴﺎﻧﺔ ﺳ‪‬ﺮﻳﺔ ﺑﻴﺎﻧﺎ‪‬ﻢ‪ .‬ﻛﻤﺎ ﺗﺸﻤﻞ ﻋﻤﻠﻴﺔ ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ ﻭﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎ‪‬ﺘﻤﻊ‪ .‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺑﻌﺾ‬ ‫ﺟﻮﺍﻧﺐ ﻋﻤﻞ ﳉﺎﻥ ﺍﻷﺧﻼﻗﻴﺎﺕ ﺍﻟﱵ ﲢﺘﺎﺝ ﻹﻟﻘﺎﺀ ﺍﻟﻀﻮﺀ ﻋﻠﻴﻬﺎ‪:‬‬ ‫‪ ‬ﻳﻨﺒﻐﻲ ﺗﺸﻜﻴﻞ ﳉﺎﻥ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ ﻟﻠﻤﺸﺎﺭﻳﻊ ﺍﻟﺒﺤﺜﻴﺔ ﺍﻟﱵ ﺗﺘﻠﻘﺎﻫﺎ‪ ،‬ﻭﺗﻘﻴﻴﻤﻬﺎ‪ ،‬ﻛﻤﺎ ﻳﻀﻤﻦ ﳍﺎ‬ ‫ﺍﻟﻘﻴﺎﻡ ﺑﺘﻨﻔﻴﺬ ﻣﻬﺎﻣﻬﺎ ﻣﻦ ﺩﻭﻥ ﺃﻱ ﲢﻴﺰ ﺃﻭ ﺗﺪﺧﻞ ﳝﻜﻨﻪ ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﺍﺳﺘﻘﻼﳍﺎ‪.‬‬ ‫‪4‬‬

‫‪ ‬ﻳﻨﺒﻐﻲ ﺗﺸﻜﻴﻞ ﳉﺎﻥ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ ﻋﻠﻰ ﳓﻮ ﻣﺘﻌﺪﺩ ﺍﻟﺘﺨﺼﺼﺎﺕ ﻭﻣﺘﻌﺪﺩ ﺍﻟﻘﻄﺎﻋﺎﺕ‪ ،‬ﲝﻴﺚ‬ ‫ﻼ ﻋﻦ ﺃﺷﺨﺎﺹ‬ ‫ﺗﻀﻢ ﺍﳋﱪﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺍﻟﺘﻮﺯﻳﻊ ﺍﳌﺘﻮﺍﺯﻥ ﻟﻠﻌﻤﺮ ﻭﺍﳉﻨﺲ‪ ،‬ﻓﻀ ﹰ‬ ‫ﻏﲑ ﻣﺘﺨﺼﺼﲔ ﳝﺜﻠﻮﻥ ﺇﻫﺘﻤﺎﻣﺎﺕ ﺍ‪‬ﺘﻤﻊ ﻭﻣﺼﺎﳊﻪ‪.‬‬ ‫‪ ‬ﻳﻨﺒﻐﻲ ﺗﺸﻜﻴﻞ ﳉﺎﻥ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ ﻃﺒﻘﹰﺎ ﻟﻠﻘﻮﺍﻧﲔ ﻭﺍﻟﻠﻮﺍﺋﺢ ﺍﻟﺴﺎﺭﻳﺔ ﰲ ﺍﻟﺒﻠﺪ ﺍﳌﻌﲏ‪ ،‬ﻭﻭﻓﻘﹰﺎ‬ ‫ﻟﻠﻘﻴﻢ ﻭﺍﳌﺒﺎﺩﺉ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﶈﻠﻴﺔ ﺍﻟﱵ ﲣﺪﻣﻬﺎ‪.‬‬ ‫‪ ‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻀﻊ ﳉﺎﻥ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ ﺇﺟﺮﺍﺀﺍﺕ ﺗﻨﻔﻴﺬﻳﺔ ﻣﻌﻴﺎﺭﻳﺔ ﺗﻜﻮﻥ ﰲ ﻣﺘﻨﺎﻭﻝ ﺍﳉﻤﻴﻊ‪،‬‬ ‫ﺗﻮﺿ‪‬ﺢ ﺳﻠﻄﺔ ﺍﻹﺷﺮﺍﻑ ﻋﻠﻰ ﺍﻟﻠﺠﻨﺔ‪ ،‬ﻭﻭﻇﺎﺋﻒ ﺍﻟﻠﺠﻨﺔ ﻭﻭﺍﺟﺒﺎ‪‬ﺎ ﻭﻣﺘﻄﻠﺒﺎﺕ ﻋﻀﻮﻳﺘﻬﺎ ﻭﻣﺪﺩ ﺍﻟﺘﻌﻴﲔ‬ ‫ﻓﻴﻬﺎ ﻭﺷﺮﻭﻁ ﺍﻟﺘﻌﻴﲔ‪ ،‬ﻭﻣﻨﺎﺻﺒﻬﺎ ﻭﻫﻴﻜﻞ ﺃﻣﺎﻧﺘﻬﺎ‪ ،‬ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﻟﻨﺼﺎﺏ‬ ‫ﺍﻟﻘﺎﻧﻮﱐ ﰲ ﺃﻋﻤﺎﳍﺎ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺆﺩﻱ ﺍﻟﻠﺠ ﺎﻥ ﻣﻬﺎﻣﻬﺎ ﻭﻓﻘﹰﺎ ﻹﺟﺮﺍﺀﺍ‪‬ﺎ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﺍﳌﻜﺘﻮﺑﺔ‪.‬‬ ‫ﻭﻗﺪ ﻳﻜﻮﻥ ﻣﻔﻴﺪﺍﹰ‪ ،‬ﺗﻠﺨﻴﺺ ﻣﺎ ﺗﻘﻮﻡ ﺑﻪ ﳉﺎﻥ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ ﻣﻦ ﺃﻧﺸﻄﺔ ﰲ ﺗﻘﺮﻳﺮ ﺩﻭﺭﻱ )ﺳﻨﻮﻱ(‪.‬‬

‫‪ 5.2‬ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ ﻃﻮﺍﻝ ﻋﻤﻠﻴﺔ ﺍﻟﺒﺤﺚ‬ ‫ﺗﺒﺪﺃ ﻋﻤﻠﻴﺔ ﺍﻟﺒﺤﺚ ﺑﺎﺧﺘﻴﺎﺭ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻳﻠﻲ ﺫﻟﻚ ﺍﺧﺘﻴﺎﺭ ﺗﺼﻤﻴﻢ ﻣﻼﺋﻢ ﻟﻠﺒﺤﺚ‪ ،‬ﻭﻭﺿﻊ‬ ‫ﺑﺮﻭﺗﻮﻛﻮﻝ ﺍﻟﺒﺤﺚ‪ ،‬ﰒ ﻛﺘﺎﺑﺔ ﺍﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺚ ﻭﺗﻘﺪﱘ ﻃﻠﺐ ﻟﻠﺘﻤﻮﻳﻞ‪ .‬ﻭﻳﺄﰐ ﺑﻌﺪ ﺫﻟﻚ ﺗﻨﻔﻴﺬ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻭﺻﻒ‬ ‫ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻭﲢﻠﻴﻠﻬﺎ‪ .‬ﰒ ﺗﻔﺴﲑ ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﻭﺃﺧﲑﹰﺍ ﺍﻹﺑﻼﻍ ﻋﻦ ﺍﻟﺒﺤﺚ‪ ،‬ﲟﺎ ﰲ ﺫﻟﻚ ﻧﺸﺮﻩ‪ .‬ﻭﺍﻻﻋﺘﺒﺎﺭﺍﺕ‬ ‫ﺍﻷﺧﻼﻗﻴﺔ ﻭﺍﺟﺒﺔ ﺍﻟﺘﻄﺒﻴﻖ ﻃﻮﺍﻝ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺒﺤﺜﻴﺔ‪ ،‬ﻭﺳﻮﻑ ﺗﺄﰐ ﻣﻨﺎﻗﺸﺘﻬﺎ ﰲ ﺍﻟﻔﺼﻮﻝ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‪ .‬ﻭﻫﺪﻓﻨﺎ ﻣﻦ‬ ‫ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﻫﻮ ﺗﺄﻛﻴﺪ ﺃﻥ ﺍﻹﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ ﺃﺟﺰﺍﺀ ﻻ ﺗﺘﺠﺰﺃ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺒﺤﺜﻴﺔ‪ ،‬ﻭﺃ‪‬ﺎ ﻟﻴﺴﺖ ﻣﻮﺿﻮﻋﹰﺎ‬ ‫ﻣﻨﻔﺼﻼﹰ ﳝﻜﻦ ﻣﻨﺎﻗﺸﺘﻪ ﻋﻠﻰ ﺍﻧﻔﺮﺍﺩ‪ .‬ﻭﺗﻘﺪﻳﺮ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﺒﺤﺚ ﺍﳌﺨﻄﻂ ﻟﻪ‪ ،‬ﻫﻮ ﰲ ﺍﻟﻮﺍﻗﻊ ﺟﺰﺀ ﻣﻬﻢ ﻣﻦ‬ ‫ﻋﻤﻠﻴﺔ ﺍﳌﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ‪ .‬ﻓﻠﻴﺲ ﻣﻦ ﺍﻷﺧﻼﻕ ﺗﻌﺮﻳﺾ ﺍﻟﻨﺎﺱ ﻟﺒﺤﺚ ﻻ ﻳﻜﻮﻥ ﺳﻠﻴﻤﹰﺎ ﻋﻠﻤﻴﺎﹰ‪ ،‬ﻭﻻ ﳚﺮﻳﻪ‬ ‫ﺑﺎﺣﺜﻮﻥ ﻣﺆﻫﻠﻮﻥ ﰲ ﻣﺮﺍﻓﻖ ﻣﺆﻫﻠﺔ ﻟﺬﻟﻚ‪ ،‬ﻭﻻ ﻳﻨﺘﻈﺮ ﻣﻨﻪ ﺃﻥ ﻳﺴﻔﺮ ﻋﻦ ﺣﻠﻮﻝ ﻋﻠﻤﻴﺔ ﺻﺤﻴﺤﺔ‪.‬‬

‫‪5‬‬

:‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ Angell M. The ethics of clinical research in the Third World. New England Journal of Medicine, (editorial). 1997, 337, 847–849. International ethical guidelines for biomedical research involving human subjects. Geneva, Council for International Organizations of Medical Sciences (CIOMS), 2002. International guiding principles for biomedical research involving animals. Geneva, Council for International Organizations of Medical Sciences (CIOMS), 1985. Research ethics training curriculum. [CD-ROM teaching aid appropriate for international biomedical and social science researchers]. Family Health International, 2001. (E-mail: [email protected]). Fluss S.S. International guidelines on bioethics: informal listing of selected international codes, declarations, guidelines, etc. on medical ethics/ bioethics/ health care ethics/ human rights aspects of health. Geneva, Council for International Organizations of Medical Sciences, 2000. Lansang MA, Crawley FP. The ethics of international biomedical research (editorial). British Medical Journal, 2000, 321: 777–778. Lurie P, Wolfe SM. Unethical trials of interventions to reduce perinatal transmission of the human immunodeficiency virus in developing countries. New England Journal of Medicine, 1997, 337: 853–855. Resnik DB. The ethics of science: an introduction. London and New York, Routledge, 1999. Singer PA, Benatar SR. Beyond Helsinki: a vision for global health ethics (editorial). British Medical Journal, 2001, 322: 747–748. Operational guidelines for ethics committees that review biomedical research. Geneva, World Health Organization, 2000 (TDR/PRD/Ethics/2000/1 available from http://www.who.int/tdr/publications/publications/pdf/ethics.pdf accessed 22/7/2004). World Medical Association Declaration of Helsinki. Ethical principles for medical research involving human subjects. World Medical

6

Association, 2000 (http://www.wma.net/e/policy/b3.htm accessed 22/7/2004).

7

‫ﺍﻟﻔﺼﻞ ‪3‬‬

‫ﻣﺎﺫﺍ ﺗ‪‬ﺠﺮﻱ ﻣﻦ ﺍﻟﺒﺤﻮﺙ؟‬ ‫‪ 1.3‬ﻣﻘﺪﻣﺔ‬ ‫ﺇﻥ ﺍﻟﺴﺆﺍﻝ ﻋﻤﺎ ﻳﻨﺒﻐﻲ ﺇﺟﺮﺍﺅﻩ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﻻ ﻳﻮﺍﺟﻬﻪ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻭﺣﺪﻫﻢ‪ .‬ﻓﺼﺎﻧﻌﻮ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﻣﻘﺪﻣﻮ‬ ‫ﺍﻟﺘﻤﻮﻳﻞ ﺃﻳﻀﹰﺎ ﻋﻠﻴﻬﻢ ﺃﻥ ﻳﻘﺮﺭﻭﺍ ﻣﺎﻫﻴﺔ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﳝﻜﻨﻬﻢ ﺃﻥ ﻳﺸﺠﻌﻮﻫﺎ ﻭﻳﺪﻋﻤﻮﻫﺎ‪.‬‬ ‫ﻭﳝﻜﻦ ﺇﺟﺮﺍﺀ ﲝﻮﺙ ﺻﺤﻴﺔ ﰲ ﳎﺎﻻﺕ ﻋﻠﻤﻴﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻣﻦ ﺑﻴﻨﻬﺎ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‪ ،‬ﻭﺍﻟﻌﻠﻮﻡ ﺍﻟﺴﻜﺎﻧﻴﺔ‪،‬‬ ‫ﻭﻋﻠﻮﻡ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﻳﺘﻌﲔ ﺗﺸﺠﻴﻊ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﻟﺒﺎﺣﺜﲔ ﰲ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ‪ ،‬ﻭﻛﻠﻬﺎ ﻣﺘﺼﻠﺔ ﺑﺘﺤﺴﲔ‬ ‫ﺍﻟﺼﺤﺔ‪ .‬ﻟﻘﺪ ﺃﺧﺬ ﺍﻟﺒﺤﺚ ﺍﳌﺘﻌﺪﺩ ﺍ‪‬ﺎﻻﺕ ﻳﺼﺒﺢ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻳﺎﺕ‪ .‬ﻭﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﺍﻟﺒﺤﺚ ﺍﻷﺳﺎﺳﻲ‬ ‫ﻭﺍﻟﺒﺤﺚ ﺍﻟﺘﻄﺒﻴﻘﻲ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ‪ .‬ﻭﻛﺬ ﻟﻚ ﲦﺔ ﺣﺎﺟﺔ ﺇﱃ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻤﻲ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ﻭﻻ ﻏﲎ ﻋﻦ ﺃﻱ‬ ‫ﻣﻨﻬﻤﺎ‪.‬‬ ‫ﻣﺎ ﺍﻟﺬﻱ ﻳﺪﻓﻌﻨﺎ ﻹﺟﺮﺍﺀ ﲝﺚ ﺻﺤﻲ؟ ﻗﺪ ﻳﻜﻮﻥ ﺍﻟﺒﺤﺚ ﺍﻟﺼﺤﻲ ﻣﺪﻓﻮﻋﹰﺎ ﺑﺎﻟﻔﻀﻮﻝ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﺃﻭ‬ ‫ﺑﺎﻹﺣﺘﻴﺎﺟﺎﺕ‪ ،‬ﺃﻭ ﺑﺎﻟﺮﻏﺒﺔ ﰲ ﺍﻟﺮﺑﺢ‪ ،‬ﺃﻭ ﺑﺎﻧﺘﻬﺎﺯ ﻓﺮﺻﺔ ﻣﺘﺎﺣﺔ‪ .‬ﻓﺎﻟﻌﻠﻤﺎﺀ ﳛﺒ‪‬ﻮﻥ ﺃﻥ ﳝﺎﺭﺳﻮﺍ ﺍﻟﺒﺤﺚ ﺇﺷﺒﺎﻋﺎﹰ‬ ‫ﻼ‬ ‫ﻟﻠﻔﻀﻮﻝ ﰲ ﳎﺎﻻﺕ ﺍﻫﺘﻤﺎﻣﻬﻢ ﻭﺫﻟﻚ ﻭﻓﻘﺎﹰ ﻟﺘﻘﺎﻟﻴﺪ ﺍﳊﺮﻳﺔ ﺍﻷﻛﺎﺩﳝﻴﺔ‪ .‬ﻭﻟﻜﻦ ﺍﻟﺒﺤﺚ ﺃﺧﺬ ﻳﺼﺒﺢ ﻋﻤ ﹰ‬ ‫ﻣﺘﺼﺎﻋﺪ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ .‬ﻭﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻳﺴﻴﻄﺮﻭﻥ ﻋﻠﻰ ﺍﻟﺘﻤﻮﻳﻞ ﳛﺒ‪‬ﻮﻥ ﺃﻥ ﻳﻔﺮﺿﻮﺍ ﻧﻮﻉ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﻳﺪﻋﻤﻮﻧﻪ‪.‬‬ ‫ﻓﺎﳊﻜﻮﻣﺎﺕ ﺗﺘﺠﺎﻭﺏ ﻣﻊ ﻣﺼﺎﱀ ﻧﺎﺧﺒﻴﻬﺎ‪ ،‬ﻭﻟﺬﻟﻚ ﲢﺐ ﺃﻥ ﺗﺪﻋﻢ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﻣﺎ ﺳﻮﻑ ﻳﻌﺰﺯ ﺻﺤﺔ‬ ‫ﳎﺘﻤﻌﺎ‪‬ﺎ ﺃﻭ ﻳﻮﻟﹼﺪ ﺍﻟﺜﺮﻭﺓ‪ .‬ﰒ ﺇﻥ ﺍﻟﻘﻄﺎﻉ ﺍﻟﺼﻨﺎﻋﻲ ﺍﳋﺎﺹ ﺃﺻﺒﺢ ﳑﻮ‪‬ﻻﹰ ﺭﺋﻴﺴﻴﺎﹰ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﺗﻘﺘﻀﻲ‬ ‫ﻣﺴﺆﻭﻟﻴﺘﻪ ﺃﻣﺎﻡ ﺍﳌﺴﺎﳘﲔ ﻓﻴﻪ ﺃﻥ ﲤﺎﺭﺱ ﺍﻟﺸﺮﻛﺎﺕ ﺍﻟﺒﺤﻮﺙ ﻣﻦ ﺃﺟﻞ ﺍﻟﺮﺑﺢ‪ .‬ﻭﻣﻦ ﺷﺄﻥ ﻫﺬﻩ ﺍﳊﻘﺎﺋﻖ ﺍﳊﻴﺎﺗﻴﺔ‬ ‫ﺃﻥ ﺗﺆﺩﻱ ﺇﱃ ﻓﺠﻮﺓ ﺑﲔ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﻭﺑﲔ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻤﻮﻳﻞ ﺍﳌﺘﺎﺡ ﻟﺘﻠﺒﻴﺔ ﻫﺬﻩ‬ ‫ﺍﻻﺣﺘﻴﺎﺟﺎﺕ‪.‬‬ ‫ﻭﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺒﺎﺣﺚ ﺍﻟﻔﺮﺩ‪ ،‬ﻗﺪ ﻳﻜﻮﻥ ﺍﻟﺒﺤﺚ ﻭﻟﻴﺪ ﺍﻟﻔﺮﺻﺔ‪ .‬ﻓﻘﺪ ﻳﻜﻮﻥ ﻣﺪﻓﻮﻋﹰﺎ ﺑﻮﺟﻮﺩ ﻓﺮﺻﺔ ﻟﺘﻤﻮﻳﻠﻪ‬ ‫ﻣﻦ ﻣﺼﺎﺩﺭ ﻭﻃﻨﻴﺔ ﺃﻭ ﺩﻭﻟﻴﺔ‪ ،‬ﺃﻭ ﺑﻮﺟﻮﺩ ﻓﺮﺻﺔ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﲝﺚ ﺩﻭﱄ ﻣﺘﻌﺪﺩ ﺍﳌﺮﺍﻛﺰ‪ ،‬ﺃﻭ ﺑﻔﺮﺹ ﺍﳌﺸﺎﺭﻛﺔ‬ ‫ﰲ ﲝﻮﺙ ﺗﺪﻋﻤﻬﺎ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻨﺎﻋﻴﺔ‪ .‬ﻭﻟﻜﻦ ﻫﺬﻩ ﺍﻟﻔﺮﺹ ﻣﻦ ﺷﺄ‪‬ﺎ ﺃﻥ ﺗﻄﺮﺡ ﺑﻌﺾ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﱵ ﻳﺘﻌﲔ‬ ‫ﺗﺄﻣﻠﻬﺎ ﻗﺒﻞ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ‪.‬‬ ‫‪1‬‬

‫ﺇﻥ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺒﺤﺜﻴﺔ ﺍﳉﻴﺪﺓ ﺗﺄﰐ ﺍﻧﻄﻼﻗﹰﺎ ﻣﻦ ﻣﻌﺎﺭﻑ ﺍﻟﺒﺎﺣﺜﲔ‪ ،‬ﻭﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻳﺆﺩ‪‬ﻭﻧﻪ ﻭﺍﳌﻮﺍﻗﻒ ﺍﻟﱵ‬ ‫ﻳﺘﺒﻨ‪‬ﻮ‪‬ﺎ‪ .‬ﻭﻫﻲ ﺗﺘﻄﻠﺐ ﻣﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺠﻮﺍﻝ ﰲ ﺗﻠﻚ ﺍﻟﻐﺎﺑﺔ ﺍﳌﺘﻨﺎﻣﻴﺔ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﺘﺎﺣﺔ‪ .‬ﻭﺃﻳﺎﹰ ﻣﺎ ﻛﺎﻥ‬ ‫ﻼ ﻟﻠﺘﻨﻔﻴﺬ‪ ،‬ﺟﺪﻳﺮﹰﺍ ﺑﺎﻻﻫﺘﻤﺎﻡ‪ ،‬ﻭﺟﺪﻳﺪﺍﹰ‪ ،‬ﻭﺃﺧﻼﻗﻴﺎﹰ‪ ،‬ﻭﻣﻼﺋﻤﺎﹰ‪،‬‬ ‫ﺍﳌﻮﺿﻮﻉ ﺍﻟﺒﺤﺜﻲ ﺍﳌﺨﺘﺎﺭ ﻓﺈﻧﻪ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺑ ﹰ‬ ‫ﻭﺳﻮﻑ ﻧﻨﺎﻗﺶ ﺫﻟﻚ ﻛﻠﻪ ﻻﺣﻘﺎﹰ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪.‬‬

‫ﺍﺧﺘﻴﺎﺭ ﳎﺎﻝ ﻟﻠﺒﺤﺚ‬

‫‪2.3‬‬

‫‪ 1.2.3‬ﻓﺌﺎﺕ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‬ ‫ﺃﹸﻃﻠﻖ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﺍﻟﺼﺤﻲ ﺗﻌﺮﻳﻒ ﻭﺍﺳﻊ ﺍﻟﻨﻄﺎﻕ ﻫﻮ ﺗﻮﻟﻴﺪ ﻣﻌﺎﺭﻑ ﺟﺪﻳﺪﺓ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻟﺘﺤﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ )ﳉﻨﺔ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻨﻤﻴﺔ‪ .(1991 ،‬ﻭﻫﻜﺬﺍ ﻓﺈﻥ‬ ‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻻ ﺗﻘﺘﺼﺮ ﻋﻠﻰ ﳎﺎﻝ ﺍﻟﻄﺐ ﺍﳊﻴﻮﻱ‪ .‬ﻓﺎ‪‬ﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻷﺧﺮﻯ ﳝﻜﻨﻬﺎ ﺃﻥ ﺗﻘﺪﻡ ﺍﻟﻜﺜﲑ‬ ‫ﻟﺘﺤﺴﲔ ﻣﻔﺎﻫﻴﻤﻨﺎ ﺣﻮﻝ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ‪ ،‬ﻓﺈﻥ ﻓﺌﺎﺕ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﺎﻟﻴﺔ ﳍﺎ ﻧﺼﻴﺐ ﻣﻦ ﺍﻟﺒﺤﻮﺙ‬ ‫ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﰲ ﻧﻄﺎﻕ ﻛﻞ ﻓﺌﺔ ﻳﻮﺟﺪ ﻋﺪﺩ ﻣﺘﺰﺍﻳﺪ ﻣﻦ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﻌﺮﻳﻀﺔ ﻭﺍﻟﺪﻗﻴﻘﺔ‪.‬‬ ‫ﻼ ﻋﻦ ﺗﻄﻮﻳﺮ‬ ‫‪ ‬ﺍﻟﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‪ :‬ﻭﻫﻲ ﺗﺸﻤﻞ ﺳﺎﺋﺮ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ ﻭﺍﻟﻄﺒﻴﺔ ﻭﺍﻟﺴﺮﻳﺮﻳﺔ‪ ،‬ﻓﻀ ﹰ‬ ‫ﺍﳌﻨﺘﺠﺎﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﻭﺗﻘﻴﻴﻤﻬﺎ‪.‬‬ ‫‪ ‬ﺍﻟﻌﻠﻮﻡ ﺍﻟﺴﻜﺎﻧﻴﺔ‪ :‬ﻭﻫﻲ ﺗﺸﻤﻞ ﺍﻟﻮﺑﺎﺋﻴﺎﺕ ﻭﺍﻟﺴﻜﺎﻧﻴﺎﺕ )ﺍﻟﺪﳝﻮﻏﺮﺍﻓﻴﺎ( ﻭﺍﻟﻌﻠﻮﻡ ﺍﻟﺴﻠﻮﻛﻴﺔ‬ ‫ﺍﻹﺟﺘﻤﺎﻋﻴﺔ‪.‬‬ ‫‪ ‬ﻋﻠﻮﻡ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﺼﺤﻴﺔ‪ :‬ﻭﻫﻲ ﺗﺸﻤﻞ ﲝﻮﺙ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﲝﻮﺙ ﺍﻟﻨﻈﻢ ﺍﻟﺼﺤﻴﺔ‪،‬‬ ‫ﻭﲝﻮﺙ ﺍﳋﺪﻣﺎﺕ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﺗ‪‬ﻌﺘﱪ ﺩﺭﺍﺳﺎﺕ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﻵﻥ ﻓﺌﺔ ﻣﻬﻤﺔ ﻣﻦ ﻓﺌﺎﺕ ﲝﻮﺙ‬ ‫ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﺼﺤﻴﺔ‪.‬‬ ‫ﻭﻳﺘﻌﲔ ﺗﺸﺠﻴﻊ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﻟﺒﺎﺣﺜﲔ ﰲ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻌﻠﻮﻡ‪ ،‬ﻭﲨﻴﻌﻬﺎ ﺫﺍﺕ ﺻﻠﺔ ﺑﺎﻟﻨﻬﻮﺽ‬ ‫ﺑﺎﻟﺼﺤﺔ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺍﻹﻋﺘﺮﺍﻑ ﻛﺬﻟﻚ ﺑﺄﻥ ﺗﻘﺪﻡ ﺍﻟﻌﻠﻢ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻷﺧﺮﻯ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻟﻪ ﺃﺛﺮ ﻛﺒﲑ ﰲ ﺻﺤﺔ‬ ‫ﺍﻟﻨﺎﺱ‪ .‬ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻌﻨﻴﺔ‪ ،‬ﺍﻟﻌﻠﻮﻡ ﺍﻟﺰﺭﺍﻋﻴﺔ ﻭﻋﻠﻮﻡ ﺍﻟﺒﻴﺌﺔ ﻭﻏﲑﻫﺎ‪.‬‬ ‫‪2‬‬

‫‪ 2.2.3‬ﺍﻟﺒﺤﺚ ﺍﳌﺘﻌﺪﺩ ﺍ‪‬ﺎﻻﺕ‬ ‫ﻣﻊ ﺍﺗﺴﺎﻉ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻇﻬﺮ ﺍﲡﺎﻩ ﺣﺘﻤﻲ ﳓﻮ ﺍﻟﺘﺨﺼﺺ ﺍﻟﻌﺮﻳﺾ ﻭﺍﻟﺘﺨﺼﺺ ﺍﻟﺪﻗﻴﻖ‬

‫‪sub-‬‬

‫‪ .sepecialization‬ﻭﳍﺬﺍ ﺍﻻﲡﺎﻩ ﳏﺎﺳﻨﻪ‪ ،‬ﻭﺇﻥ ﻛﺎﻧﺖ ﻟﻪ ﻣﺴﺎﻭﺋﻪ ﻛﺬﻟﻚ‪ ،‬ﻧﻈﺮﹰﺍ ﻷﻥ ﺗﺒﺎﺩﻝ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ‬ ‫ﺍ‪‬ﺎﻻﺕ ﺍﳌﺨﺘﻠﻔﺔ ﳝﻜﻦ ﺃﻥ ﻳﻌﺰﺯ ﺍﻟﺘﻘﺪﻡ ﺍﻟﻌﻠﻤﻲ‪ .‬ﻭﻫﻨﺎﻙ ﺍﲡﺎﻩ ﻣﺘﺰﺍﻳﺪ ﺍﻵﻥ ﻹﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ ﺍﳌﺘﻌﺪﺩﺓ ﺍ‪‬ﺎﻻﺕ‬ ‫‪.multi disciplinary‬‬ ‫ﻭﻟﻘﺪ ﺗﺒﲔ ﻣﻦ ﺩﺭﺍﺳﺔ ﺃﺟﺮﺍﻫﺎ ﺍﲢﺎﺩ ﻭﻳﻠﻜﹶﻢ ‪ Wellcome Trust‬ﺃﻥ ﻧﺴﺒﺔ ﻭﺭﻗﺎﺕ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ‬ ‫ﺍﳊﻴﻮﻳﺔ ﺫﺍﺕ ﺍﳌﺆﻟﻒ ﺍﻟﻮﺍﺣﺪ ﻗﺪ ﺍﳔﻔﻀﺖ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ ﻣﻦ ‪ %16.6‬ﺇﱃ ‪ %12.9‬ﻣﻦ ﺇﲨﺎﱄ ﺍﻟﻮﺭﻗﺎﺕ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻨﺸﻮﺭﺓ ﺑﲔ ﺳﻨﺔ ‪ 1988‬ﻭﺳﻨﺔ ‪ 1995‬ﻋﻠﻰ ﺍﻟﺘﻮﺍﱄ )ﺩﺍﻭﺳﻮﻥ ﻭﺁﺧﺮﻭﻥ‪ .(1998 ،‬ﺃﻣﺎ ﻣﺘﻮﺳﻂ ﻋﺪﺩ‬ ‫ﺍﳌﺆﻟﻔﲔ ﻟﻜﻞ ﻭﺭﻗﺔ ﻓﻘﺪ ﺍﺭﺗﻔﻊ ﻣﻦ ‪ 3.2‬ﺇﱃ ‪ ، 3.8‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳ‪‬ﻌﺘﱪ ﻣﺆﺷﺮﺍﹰ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻌﺎﻭﻥ ﰲ‬ ‫ﻼ ﻋﻠﻰ ﺃﻥ ﺍﻟﺒﺤﻮﺙ ﺻﺎﺭﺕ ﺃﻛﺜﺮ ﺗﻮﺟﻬﹰﺎ ﻟﺘﻌﺪﺩ ﺍ‪‬ﺎﻻﺕ‪ .‬ﻭﺍﺭﺗﻔﻊ ﻣﺘﻮﺳﻂ ﻋﺪﺩ‬ ‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‪ ،‬ﻭﺩﻟﻴ ﹰ‬ ‫ﺍﻟﻌﻨﺎﻭﻳﻦ ‪ addresses‬ﰲ ﻛﻞ ﻭﺭﻗﺔ ﻣﻦ ‪ 1.7‬ﺇﱃ ‪ .2.0‬ﻭﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺑﻴ‪‬ﻨﺎﺕ ﻋﻠﻰ ﺃﻥ ﻋﺪﺩ ﺍﳌﺆﻟﻔﲔ ﻭﻋﺪﺩ‬ ‫ﺍﳍﻴﺌﺎﺕ ﺍﳌﻤﻮﻟﺔ ﰲ ﺍﻟﻮﺭﻗﺔ‪ ،‬ﻛﺎﻥ ﻣﺮﺗﺒﻄﺎﹰ ﺑﺰﻳﺎﺩﺓ ﺗﺄﺛﲑﻫﺎ ‪ ،impact‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺘﻀﺢ ﻣﻦ ﻋﺪﺩ ﺍﻻﺳﺘﺸﻬﺎﺩﺍﺕ‬ ‫ﺍﻟﻼﺣﻘﺔ ﺑﺎﻟﻮﺭﻗﺔ ﰲ ﻣﻨﺸﻮﺭﺍﺕ ﺃﺧﺮﻯ‪.‬‬ ‫‪ 3.2.3‬ﺍﻟﺒﺤﺚ ﺍﻷﺳﺎﺳﻲ ﰲ ﻣﻘﺎﺑﻞ ﺍﻟﺒﺤﺚ ﺍﻟﺘﻄﺒﻴﻘﻲ‬ ‫ﰲ ﺍﻟﻘﺮﻥ ﺍﻟﺴﺎﺑﻊ ﻋﺸﺮ‪ ،‬ﻓﺮ‪‬ﻕ ﻓﺮﺍﻧﺴﻴﺲ ﺑﻴﻜﻮﻥ ﺑﲔ ﺇﺟﺮﺍﺀ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﻠﻤﻴﺔ ﻃﻠﺒﹰﺎ ﻟﻠﻮﺿﻮﺡ )ﺃﻱ ﺍﳌﻌﺮﻓﺔ(‬ ‫ﻭﺑﲔ ﺇﺟﺮﺍﺋﻬﺎ ﻃﻠﺒﺎﹰ ﻟﻠﺤﺼﻴﻠﺔ )ﺃﻱ ﺍﻟﻨﺘﺎﺋﺞ(‪) .‬ﻣﺪﻭ‪‬ﺭ‪ .(1979 ،‬ﻭﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﻀﻴﻒ ﺇﱃ ﻫﺬﻩ ﺍﳌﻘﻮﻟﺔ ﺃﻧﻨﺎ ﳓﺘﺎﺝ‬ ‫ﺇﱃ »ﺍﻟﻮﺿﻮﺡ« ﺣﱴ ﻧﺴﺘﻄﻴﻊ ﺍﻟﺒﺤﺚ ﻋﻦ »ﺍﳊﺼﻴﻠﺔ«‪ .‬ﻏﲑ ﺃﻧﻪ ﰲ ﳎﺎﻝ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﰲ ﺍﻟﻌﻠﻮﻡ ﺑﺼﻔﺔ‬ ‫ﻋﺎﻣﺔ‪ ،‬ﺗﻮﺍﺻ‪‬ﻞ ﺍﳉﺪﻝ ﻋﻘﻮﺩﹰﺍ ﻣﻦ ﺍﻟﺰﻣﻦ ﺣﻮﻝ ﺿﺮﻭﺭﺓ ﺍﻟﺒﺤﺚ ﺍﻟﺒﺤﺖ )ﺍﻷﺳﺎﺳﻲ( ﰲ ﻣﻘﺎﺑﻞ ﺍﻟﺒﺤﺚ ﺍﻟﺘﻄﺒﻴﻘﻲ‪.‬‬ ‫ﻭﻻ ﻳﺰﺍﻝ ﺍﳉﺪﺍﻝ ﳏﺘﺪﻣﹰﺎ ﻭﱂ ﺗﻈﻬﺮ ﺃﻳﺔ ﻋﻼﻣﺎﺕ ﻋﻠﻰ ﺍﳓﺴﺎﺭﻩ‪.‬‬ ‫ﻟﻘﺪ ﻛﺎﻥ ﻳﻨﻈﺮ ﺇﱃ ﺗﻮﻟﻴﺪ ﺍﳌﻌﺎﺭﻑ ﺑﺎﻋﺘﺒﺎﺭﻩ ﻫﺪﻓﹰﺎ ‪‬ﺎﺋﻴ ﹰﺎ ﰲ ﺣﺪ ﺫﺍﺗﻪ‪ ،‬ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﳛﺴ‪‬ﻦ ﻓﻬﻤﻨﺎ ﻟﻠﻌﺎﱂ‬ ‫ﺍﻟﻄﺒﻴﻌﻲ ﺍﶈﻴﻂ ﺑﻨﺎ‪ .‬ﻭﻣﻊ ﺗﺼﺎﻋﺪ ﺗﻜﻠﻔﺔ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﻭﺍﳌﻄﺎﻟﺐ ﺍﳌﺘﻨﺎﻓﺴﺔ ﻋﻠﻰ ﺍﻟﺘﻤﻮﻳﻞ‪ ،‬ﻇﻬﺮ ﺍﲡﺎﻩ ﻟﻼﻫﺘﻤﺎﻡ‬ ‫ﺑﺎﻟﺒﺤﺚ ﺍﻟﺬﻱ ﻳﻨﻄﻮﻱ ﻋﻠﻰ ﺇﻣﻜﺎﻧﻴﺔ ﲢﺴﲔ ﺍﻟﺼﺤﺔ ﺃﻭ ﻧﻮﻋﻴﺔ ﺍﳊﻴﺎﺓ‪ ،‬ﺃﻱ ﺍﻟﺒﺤﺚ ﺍﻟﺘﻄﺒﻴﻘﻲ‪ ،‬ﻭﺗﻌﺰﻳﺰ ﻫﺬﺍ ﺍﻟﻨﻮﻉ‬ ‫ﻣﻦ ﺍﻟﺒﺤﻮﺙ‪.‬‬

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‫ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ‪ ،‬ﻻﺑﺪ ﻣﻦ ﺍﻻﻋﺘﺮﺍﻑ ﺑﺄﻧﻨﺎ ﳓﺘﺎﺝ ﺇﱃ ﳎﻤ‪‬ﻊ ‪ pool‬ﻛﺒﲑ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻷﺳﺎﺳﻴﺔ‪ .‬ﻓﺒﺪﻭﻥ‬ ‫ﺗﻮﺍﻓﺮ ﻫﺬﺍ ﺍ‪‬ﻤ‪‬ﻊ ﻟﻦ ﺗﻜﻮﻥ ﰲ ﺃﻳﺪﻳﻨﺎ ﺧﻄﻮﻁ ﻣﺮﺷﺪﺓ ‪‬ﺘﺪﻱ ‪‬ﺎ ﰲ ﲝﺜﻨﺎ ﺍﻟﺘﻄﺒﻴﻘﻲ‪ .‬ﻭﻫﻜﺬﺍ ﻓﻤﻦ ﺍﳌﻤﻜﻦ ﺃﻥ‬ ‫ﻧﻘﻮﻝ ﺻﺎﺩﻗﲔ ﺇﻥ ﻫﻨﺎﻙ ﻧﻮﻋﲔ ﻓﻘﻂ ﻣﻦ ﺍﻟﻌﻠﻮﻡ‪ :‬ﻋﻠﻮﻡ »ﺗﻄﺒﻴﻘﻴﺔ« ﻭﺃﺧﺮﻯ »ﻟﻴﺴﺖ ﺗﻄﺒﻴﻘﻴﺔ ﺑﻌﺪ«‪.‬‬ ‫‪ 4.2.3‬ﺍﻟﺒﺤﺚ ﺍﻟﻜﻤﻲ ﰲ ﻣﻘﺎﺑﻞ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ‬ ‫ﻳﺘﻌﻠﻢ ﺍﻷﻃﺒﺎﺀ ﺍﻟﺴﺮﻳﺮﻳﻮﻥ ﻭﻳﺘﺪﺭﺑﻮﻥ ﻋﻠﻰ ﺍﻟﺘﻔﻜﲑ ﺑﻄﺮﻳﻘﺔ ﺁﻟﻴﺔ ‪ ،mechanistically‬ﻭﻟﺬﻟﻚ ﻳﻜﻮﻧﻮﻥ‬ ‫ﺃﻛﺜﺮ ﻣﻌﺮﻓﺔ ﺑﺎﻟﺒﺤﺚ ﺍﻟﻜﻤﻲ‪ .‬ﻭﻟﻜﻦ ﺍﻟﻄﺐ ﻟﻴﺲ ﻋﻠﻤﹰﺎ ﺁﻟﻴﹰﺎ ﻭﻛﻤﻴﹰﺎ ﻭﺣﺴﺐ‪ .‬ﻓﺎﳌﺮﺿﻰ ﻟﻴﺴﻮﺍ ﺁﻻﺕ ﻣﻌﻄﻠﺔ ﺃﻭ‬ ‫ﺃﺟﻬﺰﺓ ﺑﻴﻮﻟﻮﺟﻴﺔ ﳐﺘﻠﺔ‪ .‬ﻭﺍﻷﻃﺒﺎﺀ ﻻ ﻳﻌﺎﳉﻮﻥ ﺃﻣﺮﺍﺿﺎﹰ ﺑﻞ ﻳﻌﺎﳉﻮﻥ ﻣﺮﺿﻰ‪ .‬ﻭﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﻟﺼﺤﻴﺔ ﺗﻘﻊ ﻋﻠﻰ ﻋﺎﺗﻖ‬ ‫ﺍﻟﻨﺎﺱ ﺃﻛﺜﺮ ﳑﺎ ﺗﻘﻊ ﻋﻠﻰ ﻋﺎﺗﻖ ﺍﳌﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ‪ .‬ﻭﳓﻦ ﳓﺘﺎﺝ ﻟﻠﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ﻟﻴﺰﻭ‪‬ﺩﻧﺎ ﺑﻨﻈﺮﺍﺕ ﻣﺘﻌﻤﻘﺔ ﰲ‬ ‫ﻼ ﻋﻦ ﺁﺭﺍﺋﻬﻢ ﻭﻗﻴﻤﻬﻢ ﻭﺧﱪﺍ‪‬ﻢ‪.‬‬ ‫ﺳﻠﻮﻛﻴﺎﺕ ﺃﳕﺎﻁ ﻣﻌﻴﺸﺔ ﺍﻟﻨﺎﺱ‪ ،‬ﻭﻣﻌﺎﺭﻓﻬﻢ ﻭﻣﺸﺎﻋﺮﻫﻢ ﻭﻣﻮﺍﻗﻔﻬﻢ‪ ،‬ﻓﻀ ﹰ‬ ‫ﺇﻥ ﳎ ﺮﺩ ﻭﺟﻮﺩ ﻧﻈﺎﻡ ﺻﺤﻲ ﺟﻴﺪ ﺍﻟﺒﻨﻴﺎﻥ ﻻ ﻳﻜﻔﻲ ﻟﻀﻤﺎﻥ ﻣﺴﺘﻮﻯ ﺟﻴﺪ ﻣﻦ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻓﺎﻟﻔﺮﻕ ﺑﲔ‬ ‫ﺍﳉﻴﺪ ﻭﻏﲑﻩ ﺇﳕﺎ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﻳﻌﻤﻞ ‪‬ﺎ ﺍﻟﻨﻈﺎﻡ ﻭﺍﳌﻮﺍﻗﻒ ﺍﻟﱵ ﻳﺘﺒﻨﺎﻫﺎ ﻣﻘﺪﻣﻮ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‪.‬‬ ‫ﻭﺍﻟﺒﺤﺚ ﺍﻟﻜﻤﻲ ﻳﺘﻴﺢ ﻧﺘﺎﺋﺞ ﻛﺎﻓﻴﺔ ﺣﻮﻝ ﺍﳌﻜﻮﻧﺎﺕ ﺍﻟﺘﺸﺮﳛﻴﺔ ﻟﻠﻨﻈﺎﻡ‪ ،‬ﺃﻣﺎ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ﻓﻴﻘﺪﻡ ﻧﻈﺮﺍﺕ‬ ‫ﺩﺍﺧﻠﻴﺔ ﰲ ﻓﻴﺰﻳﻮﻟﻮﺟﻴﺎ ﺍﻟﻨﻈﺎﻡ‪ .‬ﻭﺍﻟﺘﺸﺮﻳﺢ ﺍﳉﻴﺪ ﻻ ﻳﻌﲏ ﺩﺍﺋﻤﹰﺎ ﻓﻴﺰﻳﻮﻟﻮﺟﻴﹰﺎ ﺟﻴﺪﺓ‪.‬‬ ‫ﻭﺍﻟﺒﺤﺚ ﺍﻟﻜﻤﻲ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ﻟﻴﺴﺎ ﺑﺪﻳﻠﲔ‪ .‬ﻓﺒﺪ ﹰﻻ ﻣﻦ ﺍﻟﺘﻔﻜﲑ ﰲ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﻜﻴﻔﻴﺔ ﻭﺍﻟﻜﻤﻴﺔ‬ ‫ﻋﻠﻰ ﺃ‪‬ﺎ ﺫﺍﺕ ﻃﺒﻴﻌﺔ ﻣﺘﻨﺎﻓﺮﺓ‪ ،‬ﻳﻨﺒﻐﻲ ﺍﻟﻨﻈﺮ ﺇﻟﻴﻬﺎ ﻋﻠﻰ ﺃ‪‬ﺎ ﻣﺘﻜﺎﻣﻠﺔ‪ .‬ﻓﻘﺪ ﻳﺴﺎﻋﺪ ﺍﻟﻨﻮﻋﺎﻥ ﻋﻠﻰ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﻧﻔﺲ‬ ‫ﺍﻟﺘﺴﺎﺅﻻﺕ‪ .‬ﻭﻗﺪ ﻳﺒﺪﺃ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺑﺎﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ‪ ،‬ﺍﻟﺬﻱ ﳝﻬﺪ ﺍﻟﻄﺮﻳﻖ ﺑﻌﺪﺋﺬ ﺇﱃ ﺗﺼﻤﻴﻢ ﺩﺭﺍﺳﺔ ﻛﻤﻴﺔ‪ .‬ﻭﳝﻜﻦ‬ ‫ﺍﺳﺘﻜﻤﺎﻝ ﺩﺭﺍﺳﺔ ﻛﻤﻴﺔ ﺑﺪﺭﺍﺳﺔ ﻛﻴﻔﻴﺔ ﻹﺗﺎﺣﺔ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺒﺼ‪‬ﺮ ﰲ ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻜﻤﻴﺔ ﻗﺪ‬ ‫ﺗﺴﻔﺮ ﻋﻦ ﻧﺘﺎﺋﺞ ﺣﻮﻝ ﺍﻧﺘﺸﺎﺭ ﺗﺪﺧﲔ ﺍﻟﺘﺒﻎ ﺑﲔ ﻗﻄﺎﻋﺎﺕ ﳐﺘﻠﻔﺔ ﰲ ﺍ‪‬ﺘﻤﻊ‪ .‬ﻭﳝﻜﻦ ﻟﺪﺭﺍﺳﺔ ﻛﻴﻔﻴﺔ ﺗﻜﻤﻴﻠﻴﺔ ﺃﻥ‬ ‫ﺗﺴﺘﻜﺸﻒ ﺑﺘﻌﻤﻖ ﻭﰲ ﲨﺎﻋﺎﺕ ﻣﻦ ﺍﻟﻨﺎﺱ ﺃﺻﻐﺮ ﺣﺠﻤﺎﹰ‪ ،‬ﳌﺎﺫﺍ ﻳﺪﺧﻨﻮﻥ‪ ،‬ﻭﻣﺎﺫﺍ ﻳﻌﺮﻓﻮﻥ ﻋﻦ ﳐﺎﻃﺮ ﺍﻟﺘﺪﺧﲔ‪،‬‬ ‫ﻭﻛﻴﻒ ﻛﺎﻧﺖ ﲡﺮﺑﺘﻬﻢ ﻣﻊ ﳏﺎﻭﻟﺔ ﺍﻹﻣﺘﻨﺎﻉ ﻋﻦ ﺍﻟﺘﺪﺧﲔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺩﺭﺍﺳ ﹰﺔ ﺣﻮﻝ ﺍﻟﻮﻗﺎﻳﺔ ﻣﻦ ﻋﺪﻭﻯ ﻓﲑﻭﺱ‬ ‫ﺍﻟﻌﻮﺯ ﺍﳌﻨﺎﻋﻲ ﺍﻟﺒﺸﺮﻱ ‪ HIV‬ﻗﺪ ﺗ‪‬ﻈﻬﺮ ﺃﻥ ﺍﻟﻨﺎﺱ ﻳﻌﺮﻓﻮﻥ ﻃﺮﻕ ﺍﺗﻘﺎﺀ ﺍﻟﻌﺪﻭﻯ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﻜﺜﲑﻳﻦ ﻻ ﳝﺎﺭﺳﻮ‪‬ﺎ‪.‬‬ ‫ﻭﺗﺴﺘﻄﻴﻊ ﺩﺭﺍﺳﺔ ﻛﻴﻔﻴﺔ ﻣﺘﻌﻤﻘﺔ ﺃﻥ ﺗﺴﺘﻜﺸﻒ ﺃﺳﺒﺎﺏ ﻫﺬﺍ ﺍﻟﺴﻠﻮﻙ‪ .‬ﻭﻗﺪ ﻳﺘﻘﺼ‪‬ﻰ ﻛﻞ ﻣﻦ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ‬ ‫ﻭﺍﻟﺒﺤﺚ ﺍﻟﻜﻤﻲ ﻧﻔﺲ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﺇﻻ ﺃﻥ ﻛﻼﹰ ﻣﻨﻬﻤﺎ ﺳﻮﻑ ﻳﺘﻌﺎﻣﻞ ﻣﻊ ﳕﻂ ﳐﺘﻠﻒ ﻣﻦ ﺍﻷﺳﺌﻠﺔ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻥ‬ ‫ﻣﺴﺘﻮﻯ ﺍﻹﻟﺘﺰﺍﻡ ﺑﺎﳌﻌﺎﳉﺔ ﺍﻟﺪﻭﺍﺋﻴﺔ ﳝﻜﻦ ﺃﻥ ﻳ‪‬ﺒﺤﺚ ﰲ ﺩﺭﺍﺳﺔ ﻛﻤﻴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﰲ ﺩﺭﺍﺳﺔ ﻛﻴﻔﻴﺔ‪.‬‬ ‫‪4‬‬

‫ﻭﳝﻜﻦ ﻟﻠﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ﺃﻥ ﻳﺴﺎﻋﺪ ﰲ ﺳﺪ‪ ‬ﺍﻟﻔﺠﻮﺓ ﺑﲔ ﻣﺮﺣﻠﺔ ﺍﻹﻛﺘﺸﺎﻑ ﻭﺑﲔ ﺗﻄﺒﻴﻖ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﻓﻜﺜﲑﺍﹰ ﻣﺎ‬ ‫ﳓﺘﺎﺝ ﻹﺟﺮﺍﺀ ﲝﺚ ﻛﻴﻔﻲ ﳌﻌﺮﻓﺔ ﺃﺳﺒﺎﺏ ﻋﺪﻡ ﺗﺮﲨﺔ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﺇﱃ ﳑﺎﺭﺳﺎﺕ ﻋﻤﻠﻴﺔ‪ .‬ﻭﻣﻦ ﺷﺄﻥ ﺇﺩﻣﺎﺝ‬ ‫ﻣﻨﻬﺠﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ﰲ ﺍﻟﻔﻜﺮ ﺍﻟﺒﺤﺜﻲ ﺃﻥ ﻳﻀﻤﻦ ﺗﻄﺒﻴﻖ ﺍﳌﻨﻬﺠﻴﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺼﺤﻴﺢ‪.‬‬ ‫‪ 5.2.3‬ﺍﻟﺒﺤﺚ ﻣﻊ ﺍﻟﻌﻤﻞ‬ ‫ﺍﻟﺒﺤﺚ ﻣﻊ ﺍﻟﻌﻤﻞ ‪ action research‬ﻫﻮ ﻧﻮﻉ ﻣﻦ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺒﺤﺚ ﻭﻟﻴﺲ ﻣﻨﻬﺠﻴﺔ ﻧﻮﻋﻴﺔ ﺧﺎﺻﺔ‪ .‬ﻭﰲ‬ ‫ﺍﻟﺒﺤﺚ ﻣﻊ ﺍﻟﻌﻤﻞ‪ ،‬ﻳﻌﻤﻞ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻣﻊ ﺍﻟﻨﺎﺱ‪ ،‬ﻟﺼﺎﱀ ﺍﻟﻨﺎﺱ ﺑﺪ ﹰﻻ ﻣﻦ ﺃﻥ ﻳ‪‬ﺠﺮﻭﺍ ﺍﻟﺒﺤﺚ ﻋﻠﻴﻬﻢ‪ .‬ﻭﻳﺮﻛﺰ‬ ‫ﺍﻟﺒﺤﺚ ﻣﻊ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺇﳚﺎﺩ ﺣﻠﻮﻝ ﻟﻠﻤﺸﺎﻛﻞ ﺍﻟﱵ ﳛﺪﺩﻫﺎ ﺍﻟﻨﺎﺱ ﺍﻟﺬﻳﻦ ﺳﻴﻨﺘﻔﻌﻮﻥ ﺑﻨﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‪ .‬ﻭﺍﻟﺒﺤﺚ‬ ‫ﻣﻊ ﺍﻟﻌﻤﻞ ﻟﻴﺲ ﻣﺮﺍﺩﻓﺎﹰ ﻟﻠﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ‪ ،‬ﻭﺇﳕﺎ ﻳﻄﺒ‪‬ﻖ‪ ،‬ﳕﻮﺫﺟﻴﺎﹰ‪ ،‬ﻃﺮﺍﺋﻖ ﻛﻴﻔﻴﺔ ﻣﺜﻞ ﺍﻹﺳﺘﺠﻮﺍﺑﺎﺕ‬

‫‪interviews‬‬

‫ﻭﺗﺴﺠﻴﻞ ﺍﳌﻼﺣﻈﺎﺕ ‪.observations‬‬ ‫‪ 6.2.3‬ﲝﻮﺙ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺼﺤﺔ‬ ‫ﱂ ﻳﺒﺪﺃ ﺭﺟﺎﻝ ﺍﻻﻗﺘﺼﺎﺩ ﺇﻻ ﻣﺆﺧﺮﹰﺍ ﰲ ﺍﻹﻫﺘﻤﺎﻡ ﺑﺘﻄﺒﻴﻖ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻹﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﰲ ﳎﺎﻝ ﺍﺳﺘﻌﻤﺎﻝ‬ ‫ﻣﻮﺍﺭﺩ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻓﻤﻬﻤﺎ ﻛﺎﻧﺖ ﺩﺭﺟﺔ ﺛﺮﺍﺀ ﺃﻣ‪‬ﺔ ﻣﺎ‪ ،‬ﻓﺈﻥ ﻣﻘﺪﺍﺭ ﺍﳌﻮﺍﺭﺩ ﺍﻟﱵ ﲣﺼﺼﻬﺎ ﻟﻠﺼﺤﺔ ﳏﺪﻭﺩ‪،‬‬ ‫ﻭﺳﻴﻈﻞ ﺩﺍﺋﻤﹰﺎ ﰲ ﻣﻨﺎﻓﺴﺔ ﻣﻊ ﺍﺳﺘﻌﻤﺎﻻﺗﻪ ﺍﳌﻤﻜﻨﺔ ﻷﻏﺮﺍﺽ ﺃﺧﺮﻯ‪ .‬ﻭﲟﺎ ﺃﻥ ﺍﳌﻮﺍﺭﺩ ﳏﺪﻭﺩﺓ‪ ،‬ﻓﺈﻥ ﻛﻞ ﻗﺮﺍﺭ‬ ‫ﻳ‪‬ﺘﺨﺬ ﺑﺎﺳﺘﻌﻤﺎﳍﺎ ﺑﻄﺮﻳﻘﺔ ﻣﺎ‪ ،‬ﺳﻮﻑ ﻳﻌﲏ ﺿﻤﻨﹰﺎ ﺍﻟﺘﻀﺤﻴﺔ ﺑﻔﺮﺻﺔ ﺃﺧﺮﻯ ﻻﺳﺘﻌﻤﺎﳍﺎ ﺑﻄﺮﻳﻘﺔ ﺑﺪﻳﻠﺔ‪ .‬ﻭﰲ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﺍﻹﻗﺘﺼﺎﺩﻱ ﻳ‪‬ﻌﺘﱪ ﺃﻥ ﺍﻟﺘﻜﻠﻔﺔ ﻫﻲ ﺗﻜﺎﻟﻴﻒ ﺍﻟﻔﺮﺹ ﺍﻟﺒﺪﻳﻠﺔ ‪ .opporturity costs‬ﻭﻫﻨﺎﻙ ﺳﻮﺀ ﻓﻬﻢ ﺷﺎﺋﻊ ﻫﻮ‬ ‫ﺃﻥ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺼﺤﺔ ﺗﻌﲏ ﺧﻔﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ .‬ﻭﻟﻜﻦ ﺍﻟﺼﺤﻴﺢ ﻫﻮ ﺃﻥ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺼﺤﺔ ﻫﻲ ﺇﻃﺎﺭ ﻣﻨﻄﻘﻲ‬ ‫ﻳﺘﻴﺢ ﻟﻨﺎ ﺃﻥ ﻧﺘﻮﺻﻞ ﺇﱃ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﺣﻮﻝ ﺃﻓﻀﻞ ﺍﻟﻄﺮﻕ ﺍﻟﱵ ﳝﻜﻦ ‪‬ﺎ ﲣﺼﻴﺺ ﺍﳌﻮﺍﺭﺩ‪.‬‬ ‫‪ 7.2.3‬ﺍﻟﻌﻠﻢ ﺍﳌﻮﺳﻊ‬ ‫ﺇﻥ ﻃﺒﻴﻌﺔ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺁﺧﺬﺓ ﰲ ﺍﻟﺘﻄﻮﺭ‪ .‬ﻭﻟﻘﺪ ﻇﻠﺖ ﺍﳌﺸﺎﺭﻳﻊ ﺍﻟﺼﻐﲑﺓ ﻧﺴﺒﻴﺎﹰ ﻭﺍﻟﱵ ﻳﺒﺎﺷﺮﻫﺎ ﺑﺎﺣﺚ‬ ‫ﻣﻨﻔﺮﺩ ﺃﻭ ﳎﻤﻮﻋﺎﺕ ﺻﻐﲑﺓ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ‪ ،‬ﺇﺣﺪﻯ ﺍﻟﺪﻋﺎﺋﻢ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻌﻠﻮﻡ ﺗﻘﻠﻴﺪﻳﺎﹰ‪ ،‬ﻭﻻ ﺗﺰﺍﻝ ﻛﺬﻟﻚ‪ .‬ﺇﻻ ﺃﻥ‬ ‫ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﳊﺪﻳﺜﺔ ﺃﺧﺬﺕ ﺗﻴﺴ‪‬ﺮ ﺍﻵﻥ ﺍﺳﺘﻜﺸﺎﻑ ﺗﺴﺎﺅﻻﺕ ﻛﺒﲑﺓ ﻻ ﳝﻜﻦ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ ﺑﺒﺤﺚ‬ ‫ﳏﺪﻭﺩ ﺍﻟﻨﻄﺎﻕ‪ .‬ﻭﻣﺸﺮﻭﻉ ﺍ‪‬ﲔ )ﺍﳉﻴﻨﻮﻡ( ﺍﻟﺒﺸﺮﻱ ﻫﻮ ﺃﻛﱪ ﻭﺃﺷﻬﺮ ﻣﺸﺮﻭﻉ ﲝﺜﻲ ﻧﻔﺬ ﺣﱴ ﺍﻵﻥ ﰲ ﳎﺎﻝ‬ ‫‪5‬‬

‫ﺍﻟﻄﺐ ﺍﳊﻴﻮﻱ‪ .‬ﻭﻟﻘﺪ ﰎ ﲝﺚ ﻣﻀﺎﻣﲔ ﺍﻟﻌﻠﻢ ﺍﳌﻮﺳﻊ ‪ big science‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻟﺼﺤﻴﺔ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﰲ‬ ‫ﺗﻘﺮﻳﺮ ﺃﻋﺪﻩ ﺍﳌﻌﻬﺪ ﺍﻟﻄﱯ ﻭﺍ‪‬ﻠﺲ ﺍﻟﻮﻃﲏ ﻟﻠﺒﺤﻮﺙ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﻭﻋﻨﻮﺍﻧﻪ »ﺍﻟﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﺍﻟﻮﺍﺳﻌﺔ‬ ‫ﺍﻟﻨﻄﺎﻕ ـ ﺍﺳﺘﻜﺸﺎﻑ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻟﺒﺤﻮﺙ ﺍﳌﺴﺘﻘﺒﻞ« )ﻧﺎﺱ ﻭﺳﺘﻴﻠﻤﺎﻥ‪.(2003 ،‬‬

‫‪3.3‬‬

‫ﺩﻭﺍﻓﻊ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‬

‫‪ 1.3.3‬ﲝﻮﺙ ﻳﺪﻓﻌﻬﺎ ﺍﻟﻔﻀﻮﻝ ﺍﻟﻌﻠﻤﻲ‬ ‫ﻳﺴﺘﻤﺘﻊ ﺍﻟﻌﻠﻤﺎﺀ ﺑﺈﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﻓﻤﺘﻌﺔ ﺍﳌﻼﺣﻘﺔ ﺗﺴﺘﻬﻮﻳﻬﻢ‪ .‬ﻭﰲ ﻛﺜﲑ ﻣﻦ ﺃﳕﺎﻁ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‬ ‫ﻳﻜﻮﻥ ﺍﻛﺘﺸﺎﻑ ﺷﻲﺀ ﺟﺪﻳﺪ ﻫﻮ ﲦﺮﺓ ﺍﻟﻌﻤﻞ ﺍﻟﺒﺤﺜﻲ‪ .‬ﻭﻟﻜﻦ ﺍﻟﺴﻌﻲ ﺇﱃ ﺍﻻﻛﺘﺸﺎﻑ ﻟﻴﺲ ﺑﺎﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻳﺆﺩﻯ‬ ‫ﻋﻠﻰ ﳓﻮ ﻣﺒﺎﺷﺮ ‪.straightforward‬‬ ‫ﺻﺤﻴﺢ ﺃﻥ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻻﻛﺘﺸﺎﻓﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻬﻤﺔ ﱂ ﺗﻜﺘﺸﻒ ﻷ‪‬ﺎ ﻛﺎﻧﺖ ﳏﻞ ﲝﺚ ﻧﺸﻴﻂ ﻋﻨﻬﺎ‪،‬‬ ‫ﻭﻟﻜﻨﻬﺎ ﻭ‪‬ﺟﺪﺕ ﻷﻧﻪ ﻛﺎﻥ ﺑﺎﻹﻣﻜﺎﻥ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻴﻬﺎ‪ .‬ﺇﻥ ﺍﻟﻌﻠﻢ ﻻ ﳜﻀﻊ ﻟﻠﺘﻜﻬﻨﺎﺕ‪ .‬ﻭﻻ ﻳﻮﺟﺪ ﺿﻤﺎﻥ ﺑﺄﻥ‬ ‫ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ ﺑﻨﺸﺎﻁ ﻭﻣﻨﻬﺠﻴﺔ ﺳﻮﻑ ﻳﺆﺩﻱ ﺇﱃ ﺍﻛﺘﺸﺎﻑ ﻣﺎ ﻳﺮﺍﺩ ﻣﻨﻪ ﺃﻥ ﻳﻜﺘﺸﻔﻪ‪ .‬ﻓﻬﻮ ﻗﺪ ﻳﺆﺩﻱ ﺇﱃ ﺫﻟﻚ‪.‬‬ ‫ﻭﺭﲟﺎ ﺑﺪﻻﹰ ﻣﻦ ﺫﻟﻚ‪ ،‬ﻳﺴﻔﺮ ﻋﻦ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺷﻲﺀ ﳐﺘﻠﻒ ﲤﺎﻣﺎﹰ‪ .‬ﻭﻛﺜﲑ ﻣﻦ ﺍﻟﻌﻘﺎﻗﲑ ﺍﻟﱵ ﻧﺴﺘﻌﻤﻠﻬﺎ ﺍﻵﻥ ﰎ‬ ‫ﺍﻛﺘﺸﺎﻓﻬﺎ ﰲ ﺑﺮﺍﻣﺞ ﲝﺜﻴﺔ ﺻ‪‬ﻤﻤﺖ ﻟﺘﺤﻘﻴﻖ ﺃﻏﺮﺍﺽ ﺃﺧﺮﻯ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻥ ﻣﻴﻨﻮﻛﺴﻴﺪﻳﻞ ‪) Minoxidil‬ﺍﻟﺬﻱ‬ ‫ﻼ ﻭﺍﺧﺘﺒﺎﺭﻩ ﳌﻌﺎﳉﺔ ﻓﺮﻁ ﺿﻐﻂ ﺍﻟﺪﻡ‪ .‬ﻛﺬﻟﻚ ﻓﺈﻥ ﺳﻴﻠﺪﻳﻨﺎﻓﻴﻞ‬ ‫ﻳﻌﺎﰿ ﺑﻪ ﺻﻠﻊ ﺍﻟﺬﻛﻮﺭ‪ ،‬ﰎ ﺗﻄﻮﻳﺮﻩ ﺃﺻ ﹰ‬ ‫‪) Sildenafil‬ﺍﻟﻔﻴﺎﺟﺮﺍ( ﺍﻟﺬﻱ ﻳﺴﺘﻌﻤﻞ ﳌﻌﺎﳉﺔ ﺧﻠﻞ ﻭﻇﻴﻔﺔ ﺍﻹﻧﺘﺼﺎﺏ‪ ،‬ﰎ ﺍﻛﺘﺸﺎﻓﻪ ﰲ ﺑﺮﻧﺎﻣﺞ ﲝﺜﻲ ﺣﻮﻝ‬ ‫ﺍﻷﻣﺮﺍﺽ ﺍﻟﻘﻠﺒﻴﺔ ﺍﻟﻮﻋﺎﺋﻴﺔ‪.‬‬ ‫ﺇﻥ ﻇﺎﻫﺮﺓ »ﺍﻟﺴﺮﻧﺪﻳﺒﻴﺔ ‪ «serendipity‬ﺗﻠﻌﺐ ﰲ ﺍﻟﻮﺍﻗﻊ ﺩﻭﺭﹰﺍ ﻣﻬﻤﹰﺎ ﰲ ﺍﻹﻛﺘﺸﺎﻓﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬ ‫ﻭﺍﻟﺴ‪‬ﺮﻧﺪﻳﺒﻴﺔ ﻫﻲ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻛﺘﺸﺎﻓﺎﺕ ﻣﻔﻴﺪﺓ ﺑﺎﳌﺼﺎﺩﻓﺔ‪ .‬ﻭﻗﺪ ﺟﺎﺀﺕ ﻫﺬﻩ ﺍﻟﺘﺴﻤﻴﺔ ﻣﻦ ﻋﻨﻮﺍﻥ ﻗﺼﺔ‬ ‫»ﺃﻣﺮﺍﺀ ﺳﺮﻧﺪﻳﺐ ﺍﻟﺜﻼﺛﺔ«‪ ،‬ﻭﺳﺮﻧﺪﻳﺐ ﻫﻮ ﺍﻻﺳﻢ ﺍﻟﻘﺪﱘ ﻟﺴﺮﻱ ﻻﻧﻜﺎ‪ .‬ﻭﻛﺎﻥ ﺃﺑﻄﺎﻝ ﻫﺬﻩ ﺍﻟﻘﺼﺔ ﻳﺘﻮﺻﻠﻮﻥ‬ ‫ﺩﺍﺋﻤﹰﺎ ﺇﱃ ﻣﺜﻞ ﻫﺬﻩ ﺍﻹﻛﺘﺸﺎﻓﺎﺕ‪ .‬ﻭﺗﻮﺟﺪ ﺃﻣﺜﻠﺔ ﻻ ﺣﺼﺮ ﳍﺎ‪ ،‬ﻟﻌﺒﺖ ﺍﳌﺼﺎﺩﻓﺔ ﻓﻴﻬﺎ ﺍﻟﺪﻭﺭ ﺍﻟﺮﺋﻴﺴﻲ ﰲ‬ ‫ﺍﻻﻛﺘﺸﺎﻑ‪ .‬ﻭﻟﻜﻦ ﻫﻨﺎﻙ ﺛﻼﺙ ﻧﻘﺎﻁ ﻣﻬﻤﺔ ﺟﺪﻳﺮﺓ ﺑﺎﻟﺬﻛﺮ ﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ‪ .‬ﺃﻭﻻﹰ‪ ،‬ﺃﻥ ﻫﺬﻩ ﺍﻟﻔﺮﺹ ﺗﺄﰐ ﺃﻛﺜﺮ‬ ‫ﻣﺎ ﺗﺄﰐ ﻟﻠﻌﺎﻣﻠﲔ ﺍﻟﻨﺸﻴﻄﲔ ﰲ ﻣﻌﺎﻣﻠﻬﻢ ﻭﻷﻭﻟﺌﻚ ﺍﻟﻀﺎﻟﻌﲔ ﰲ ﺍﻟﻌﻤﻞ ﺍﻟﺒﺤﺜﻲ‪ .‬ﺛﺎﻧﻴﺎﹰ‪ ،‬ﻻ ﺗﻘﺪ‪‬ﻡ ﺍﳌﺼﺎﺩﻓﺔ ﺇﻻ ﺩﻟﻴﻼﹰ‬

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‫ﺧﺎﻓﺘﺎﹰ ﻋﻠﻰ ﻭﺟﻮﺩ ﻓﺮﺻﺔ ﳏﺘﻤﻠﺔ‪ .‬ﻭﻟﻜﻦ ﻻ ﻳﺴﺘﻄﻴﻊ ﻣﻼﺣﻈﺔ ﺗﻠﻚ ﺍﻟﻔﺮﺻﺔ ﺇﻻ ﺷﺨﺺ ﳝﻠﻚ ﺍﻟﻔﻀﻮﻝ ﺍﻟﻌﻠﻤﻲ‬ ‫ﻭﺍﳌﻮﻫﺒﺔ ﺍﻟﱵ ﲤﻜﻨﻪ ﻣﻦ ﺇﺩﺭﺍﻙ ﺃﳘﻴﺘﻬﺎ‪ .‬ﻭﺛﺎﻟﺜﺎﹰ‪ ،‬ﺃﻥ ﺍﻻﻛﺘﺸﺎﻑ ﺍﻟﺬﻱ ﻳﺘﻮﺻﻞ ﺇﻟﻴﻪ ﺍﻟﺒﺎﺣﺚ ﻋﻦ ﻃﺮﻳﻖ‬ ‫»ﺍﻟﺴﺮﻧﺪﻳﺒﻴﺔ« ﺳﻮﻑ ﳛﺘﺎﺝ ﻟﻠﻤﺘﺎﺑﻌﺔ ﺍﳉﺎﺩﺓ ﺣﱴ ﻳﺼﻞ ﺇﱃ ‪‬ﺎﻳﺔ ﻣﻔﻴﺪﺓ‪.‬‬ ‫ﻟﻘﺪ ﺭ‪‬ﻭﻱ ﻋﻦ ﺃﺣﺪ ﺍﻟﻌﻠﻤﺎﺀ ﺍﻟﻜﺒﺎﺭ ﻗﻮﻟﻪ »ﻭﺍﺻﻞ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺳﻮﻑ ﺗﺄﺗﻴﻚ ﻓﺮﺹ ﺍﻹﺻﻄﺪﺍﻡ ﺑﺸﻲﺀ ﻣﺎ‪ ،‬ﺭﲟﺎ‬ ‫ﺣﲔ ﺗﻜﻮﻥ ﺃﻗﻞ ﻣﺎ ﺗﻜﻮﻥ ﺗﻮﻗﻌﺎﹰ ﻟﻪ‪ .‬ﻭﱂ ﺃﲰﻊ ﻣﻦ ﻗﺒﻞ ﺃﺑﺪﹰﺍ ﻋﻦ ﺃﺣﺪ ﺍﺻﻄﺪﻡ ﺑﺸﻲﺀ ﻭﻫﻮ ﺟﺎﻟﺲ« )ﻫﻴﺚ‪،‬‬ ‫‪.(1985‬‬ ‫ﻭﻗﺎﻝ ﺑﺎﺳﺘﲑ‪» :‬ﰲ ﳎﺎﻻﺕ ﺍﳌﻼﺣﻈﺔ‪ ،‬ﻻ ﺗﺼﻴﺐ ﺍﳌﺼﺎﺩﻓﺔ ﺇﻻ ﺍﻟﻌﻘﻞ ﺍﳌﺘﻔﹼﺘﺢ ﳍﺎ« )ﺭﻭﺑﺮﺗﺲ‪.(1989 ،‬‬ ‫ﻭﻛﺜﲑﹰﺍ ﻣﺎ ﻗﻴﻞ ﺇﻥ ﺑﺬﻭﺭ ﺍﻹﻛﺘﺸﺎﻓﺎﺕ ﺍﻟﻌﻈﻴﻤﺔ ﺗﺴﺒﺢ ﺩﺍﺋﻤﹰﺎ ﻣﻦ ﺣﻮﻟﻨﺎ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﻻ ﺗﺜﻤﺮ ﺇﻻ ﰲ ﺍﻟﻌﻘﻮﻝ ﺍﳌﺴﺘﻌﺪﺓ‬ ‫ﺟﻴﺪﺍﹰ ﻻﺳﺘﻘﺒﺎﳍﺎ‪ .‬ﻟﻘﺪ ﻛﺎﻥ ﺍﻟﻜﺴﻨﺪﺭ ﻓﻠﻤﻨﻎ ﻳﻌﻤﻞ ﰲ ﻣﺴﺘﺸﻔﻰ ﺳﺎﻧﺖ ﻣﺎﺭﻱ ﺑﻠﻨﺪﻥ ﰲ ﺻﻴﻒ ‪ ،1928‬ﻭﱂ‬ ‫ﻳﻜﻦ ﻳﺒﺤﺚ ﻋﻦ ﻣﻀﺎﺩ ﻟﻠﺠﺮﺍﺛﻴﻢ‪ ،‬ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻃﻔﺎ ﻓﻴﻪ ﺑﻮﻍ ‪ spore‬ﰲ ﻋﻠﺒﺔ ﺑﺘﺮﻱ ‪ Petri dish‬ﺍﻟﱵ‬ ‫ﻳﺴﺘﻌﻤﻠﻬﺎ‪ .‬ﻭﻟﻜﻨﻪ ﻛﺎﻥ ﻭﺍﺳﻊ ﺍﻻﻃﻼﻉ ﻭﺍﳌﺮﺍﻥ ﰲ ﳎﺎﻝ ﺍﻷﺣﻴﺎﺀ ﺍ‪‬ﻬﺮﻳﺔ‪ ،‬ﻭﻟﺬﻟﻚ ﺍﺳﺘﻄﺎﻉ ﺃﻥ ﻳﺘﻔﻬ‪‬ﻢ ﺑﺴﻬﻮﻟﺔ‬ ‫ﻣﺪﻟﻮﻝ ﺍﳌﻨﻄﻘﺔ ﺍﻟﺼﺎﻓﻴﺔ ﰲ ﺍﳌﺰﺭﻋﺔ ﺍﳉﺮﺛﻮﻣﻴﺔ ﺍﻟﱵ ﻧﺘﺠﺖ ﺑﻔﻌﻞ ﺍﻏﺘﺮﺍﺱ ﺍﻟﻔﻄﺮ ‪ mould‬ﻓﻴﻬﺎ ﺑﻄﺮﻳﻖ ﺍﻟﺼﺪﻓﺔ‪.‬‬ ‫ﻭﺭﲟﺎ ﻳﻜﻮﻥ ﻛﺜﲑﻭﻥ ﻣﻦ ﺃﺧ ﺼﺎﺋﻴﻲ ﺍﳉﺮﺛﻮﻣﻴﺎﺕ ﻗﺪ ﺻﺎﺩﻓﻮﺍ ﻇﻮﺍﻫﺮ ﳑﺎﺛﻠﺔ ﻭﺍﻛﺘﻔﻮﺍ ﲟﺠﺮﺩ ﺍﻟﺘﺨﻠﺺ ﻣﻦ ﺗﻠﻚ‬ ‫ﺍﳌﺰﺍﺭﻉ ﺍﳌﻠﻮﺛﺔ‪ .‬ﻭﰲ ﺍﻟﻮﺍﻗﻊ ﱂ ﻳﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻔﻄﺮﻳﺎﺕ ﺿﺪ ﺃﻧﻮﺍﻉ ﺍﻟﻌﺪﻭﻯ ﺑﺎﻟﻌﻤﻞ ﺍﳉﺪﻳﺪ ﲤﺎﻣﹰﺎ‪ .‬ﻓﻬﻨﺎﻙ‬ ‫ﺳﻮﺍﺑﻖ ﻣﺴﺠﻠﺔ ﻋﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺪﻣﺎﺀ ﺍﳌﺼﺮﻳﲔ ﻟﻔﻄﺮﻳﺎﺕ ﻣﻦ ﻋﻔﻦ ﺍﳋﺒﺰ‪ .‬ﻟﻘﺪ ﺗﻮﺻﻞ ﻓﻠﻤﻨﻎ ﺇﱃ ﺍﻛﺘﺸﺎﻓﻪ ﰲ‬ ‫ﺳﻨﺔ ‪ ، 1928‬ﻭﻟﻜﻦ ﱂ ﳝﻜﻦ ﺗﺮﻛﻴﺰ ﺍﻟﺒﻨﺴﻠﲔ ﻭﺗﻨﻘﻴﺘﻪ ﺇﻻ ﰲ ﺃﻭﺍﺧﺮ ﺍﻟﺜﻼﺛﻴﻨﺎﺕ ﻋﻠﻰ ﻳﺪ ﻫﻮﺍﺭﺩ ﻓﻠﻮﺭﻱ ﰲ‬ ‫ﺃﻛﺴﻔﻮﺭﺩ )ﺭﻭﺑﺮﺗﺲ‪.(1989 ،‬‬ ‫ﰲ ﺳﻨﺔ ‪ ، 1889‬ﻋﻨﺪﻣﺎ ﻛﺎﻥ ﺟﻮﺯﻳﻒ ﻓﻮﻥ ﻣﲑﻧﻎ ﻭﺃﻭﺳﻜﺎﺭ ﻣﻨﻜﻮﻓﺴﻜﻲ ﻳﺪﺭ‪‬ﺳﺎﻥ ﰲ ﺳﺘﺮﺍﺳﺒﻮﺭﻍ‬ ‫ﻭﻇﺎﺋﻒ ﺍﻟﺒﻨﻜﺮﻳﺎﺱ ﰲ ﻋﻤﻠﻴﺔ ﺍﳍﻀﻢ‪ ،‬ﻗﺎﻣﺎ ﺑﺎﺳﺘﺌﺼﺎﻝ ﺑﻨﻜﺮﻳﺎﺱ ﺃﺣﺪ ﺍﻟﻜﻼﺏ‪ .‬ﻭﰲ ﺍﻟﻴﻮﻡ ﺍﻟﺘﺎﱄ ﺍﺳﺘﺮﻋﻰ ﺃﺣﺪ‬ ‫ﻣﺴﺎﻋﺪﻱ ﺍﳌﺨﺘﱪ ﺍﻧﺘﺒﺎﻫﻬﻤﺎ ﺇﱃ ﺳﺮﺏ ﻣﻦ ﺍﻟﺬﺑﺎﺏ ﳛﻮﻡ ﺣﻮﻝ ﺑﻮﻝ ﻫﺬﺍ ﺍﻟﻜﻠﺐ‪ .‬ﻭﺑﺪﺍﻓﻊ ﺍﻟﻔﻀﻮﻝ ﳌﻌﺮﻓﺔ ﺳﺒﺐ‬ ‫ﺇﳒﺬﺍﺏ ﺍﻟﺬﺑﺎﺏ ﺇﱃ ﺍﻟﺒﻮﻝ‪ ،‬ﻗﺎﻣﺎ ﺑﺘﺤﻠﻴﻞ ﺍﻟﺒﻮﻝ ﻭﻭﺟﺪﺍﻩ ﻣﺸﺒ‪‬ﻌﹰﺎ ﺑﺎﻟﺴﻜﺮ‪ ،‬ﻭﻫﺬﻩ ﻇﺎﻫﺮﺓ ﺷﺎﺋﻌﺔ ﰲ ﺣﺎﻻﺕ ﺍﻟﺒﻮﻝ‬ ‫ﺍﻟﺴﻜﺮﻱ‪ .‬ﻭﻟﻜﻦ ﱂ ﳛﺪﺙ ﺇﻻ ﰲ ﺳﻨﺔ ‪ 1921‬ﺃﻥ ﲝ‪‬ﺎﺛﺎ ﻛﻨﺪﻳﲔ ﻫﻢ ﻓﺮﺩﺭﻳﻚ ﺑﺎﻧﺘﻨﻎ )ﻃﺒﻴﺐ ﺷﺎﺏ( ﻭﺷﺎﺭﻟﺰ‬ ‫ﺑﺴﺖ )ﻃﺎﻟﺐ ﻃﺐ( ﻭﺟﻮﻥ ﻛﺎﻛﻠﻮﻳﺪ )ﺃﺳﺘﺎﺫ( ﺍﺳﺘﻄﺎﻋﻮﺍ ﺍﺳﺘﺨﻼﺹ ﺍﻹﻓﺮﺍﺯ ﻣﻦ ﺑﻨﻜﺮﻳﺎﺱ ﺍﻟﻜﻼﺏ‪ ،‬ﻭﺣﻘﻨﻪ‬ ‫ﰲ ﻛﻼﺏ ﺃﺻﻴﺒﺖ ﺑﺎﻟﺴﻜﺮﻱ‪ ،‬ﻭﻫﻜﺬﺍ ﺃﺛﺒﺘﻮﺍ ﻓﻌ‪‬ﺎﻟﻴﺘﻪ )ﺭﻭﺑﺮﺗﺲ‪.(1989 ،‬‬

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‫‪ 2.3.3‬ﲝﻮﺙ ﺗﺪﻓﻌﻬﺎ ﺍﻹﺣﺘﻴﺎﺟﺎﺕ‬ ‫ﳛﺐ ﺻﺎﻧﻌﻮ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﺼﺤﻴﺔ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪﻳﻦ ﺍﻟﻮﻃﲏ ﻭﺍﻟﺪﻭﱄ ﺃﻥ ﲡﺮﻯ ﺍﻟﺒﺤﻮﺙ ﺍﺳﺘﺠﺎﺑﺔ ﻟﻼﺣﺘﻴﺎﺟﺎﺕ‬ ‫ﺍﻟﺼﺤﻴﺔ ﲝﻴﺚ ﻳﺘﺤﻘﻖ ﻣﺮﺩﻭﺩ ﻟﻼﺳﺘﺜﻤﺎﺭ ﳝﻜﻨﻪ ﲣﻔﻴﺾ ﻋﺐﺀ ﺍﳌﺮﺽ ﻋﻦ ﺷﻌﻮ‪‬ﻢ‪ .‬ﻭﻳﺘﺤﺪﺩ ﺍﳊﺠﻢ ﺍﻟﻨﺴﱯ‬ ‫ﳌﺸﻜﻠﺔ ﺻﺤﻴﺔ ﻣﺎ ﲝﺴﺐ ﺍﻧﺘﺸﺎﺭﻫﺎ ﻭﺧﻄﻮﺭ‪‬ﺎ‪ .‬ﻓﻘﺪ ﺗﻜﻮﻥ ﺍﳌﺸﻜﻠﺔ ﺍﻟﺼﺤﻴﺔ ﻣﻨﺘﺸﺮﺓ ﻭﻟﻜﻨﻬﺎ ﻟﻴﺴﺖ ﺧﻄﲑﺓ‪،‬‬ ‫ﻭﻗﺪ ﺗﻜﻮﻥ ﺧﻄﲑﺓ ﻭﻟﻜﻨﻬﺎ ﻟﻴﺴﺖ ﻭﺍﺳﻌﺔ ﺍﻻﻧﺘﺸﺎﺭ‪ .‬ﻭﰲ ﺍﳌﺎﺿﻲ ﻛﺎﻧﺖ ﺍﻟﻮﻓﻴﺎﺕ ﺗ‪‬ﻌﺘﱪ ﺗﻘﻠﻴﺪﻳﺎﹰ ﻣﻘﻴﺎﺳﺎﹰ ﳌﺪﻯ‬ ‫ﺧﻄﻮﺭﺓ ﺍﳌﺸﻜﻠﺔ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﳍﺬﺍ ﺍﳌﻨﻬﺞ ﻋﻴﺒﺎﻥ‪ .‬ﺃﻭﳍﻤﺎ ﺃﻥ ﺍﻟﻮﻓﺎﺓ ﰲ ﺳﻦ ﺻﻐﲑﺓ ﻻ ﳝﻜﻦ ﺃﻥ ﺗﺘﺴﺎﻭﻯ ﻣﻊ ﺍﻟﻮﻓﺎﺓ‬ ‫ﰲ ﺳﻦ ﻛﺒﲑﺓ‪ .‬ﻭﻟﻜﻦ ﺍﻟﺬﻱ ﻳﻬﻢ ﻫﻮ ﻋﺪﺩ ﺳﻨﻮﺍﺕ ﺍﻟﻌﻤﺮ ﺍﳌﻔﻘﻮﺩﺓ ﻭﻟﻴﺲ ﻣﻌﺪﻝ ﺍﻟﻮﻓﻴﺎﺕ‪ .‬ﻭﺛﺎﻧﻴﻬﻤﺎ ﺃﻧﻪ ﻻ ﳝﻜﻦ‬ ‫ﲡﺎﻫﻞ ﺍﳌﺮﺍﺿﺔ ‪ .morbidity‬ﻭﻳﻨﺒﻐﻲ ﺗﻘﺪﻳﺮ ﻭﺯﻥ ﺍﻹﻋﺎﻗﺔ ﺍﻟﻨﺎﲨﺔ ﻋﻦ ﺍﳌﺸﻜﻠﺔ ﺍﻟﺼﺤﻴﺔ ﻭﺃﺧﺬﻫﺎ ﰲ ﻛﺎﻣﻞ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ‪ .‬ﻭﺍﻟﻮﻓﻴﺎﺕ ﻻ ﺗﺘﻮﺍﺯﻯ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻡ ﻣﻊ ﺍﳌﺮﺍﺿﺔ‪ .‬ﻓﺒﻌﺾ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺿﻴﺔ ﺗﺘﺮﻙ ﺍﳌﺮﻳﺾ ﰲ ﺣﺎﻟﺔ ﺍﻋﺘﻼﻝ‬ ‫ﺧﻄﲑﺓ ﻣﻦ ﺩﻭﻥ ﺃﻥ ﺗﻘﺘﻠﻪ‪ .‬ﻭﻋﻠﻰ ﻋﻜﺲ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﺑﻌﺾ ﺍﻷﻣﺮﺍﺽ ﺇﻣﺎ ﺃﻥ ﺗﻘﺘﻞ ﺍﳌﺮﻳﺾ ﺃﻭ ﻻ ﺗﺘﺮﻙ ﺑﻪ ﺇﻋﺎﻗﺔ‬ ‫ﺻﺤﻴﺔ ﻃﻮﻳﻠﺔ ﺍﻷﻣﺪ‪ .‬ﻭﻋﻠﻰ ﺻﻌﻴﺪ ﺍﻟﺼﺤﺔ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﻳﻌﺒ‪‬ﺮ ﺍﻵﻥ ﻋﺎﺩﺓ ﻋﻦ ﻋﺐﺀ ﺍﳌﺮﺽ ﺑﺴﺒﺐ ﺃﻱ ﻣﺸﻜﻠﺔ ﺻﺤﻴﺔ‬ ‫ﰲ ﺻﻮﺭﺓ ﺳﻨﻮﺍﺕ ﺍﻟﻌﻤﺮ ﺍﳌﻔﻘﻮﺩﺓ ﻣﺼﺤﺤﺔ ﺑﺎﺣﺘﺴﺎﺏ ﻣﺪﺩ ﺍﻟﺘﻌﻮﻕ )‪ .(DALYs‬ﻭﻳﻌﱪ ﻫﺬﺍ ﺍﳌﻘﻴﺎﺱ ﻋﻦ ﻛﻞٍ‬ ‫ﻣﻦ ﺍﻟﻮﻗﺖ ﺍﻟﻀﺎﺋﻊ ﺑﺴﺒﺐ ﺍﻟﻮﻓﺎﺓ ﺍﳌﺒﻜﺮﺓ‪ ،‬ﻭﻣﺪﺓ ﺍﳊﻴﺎﺓ ﻣﻊ ﻭﺟﻮﺩ ﺇﻋﺎﻗﺔ‪.‬‬ ‫ﺇﻥ ﻛﻮﻥ ﻣﺸﻜﻠﺔ ﺻﺤﻴﺔ ﻣﺎ ﺫﺍﺕ ﺣﺠﻢ ﻛﺒﲑ‪ ،‬ﻻ ﻳﻌﲏ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃ‪‬ﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﲢﻈﻰ ﺑﺄﻭﻟﻮﻳﺔ ﺍﻟﺒﺤﺚ‪.‬‬ ‫ﻓﺎﳌﻌﺮﻓﺔ ﺑﻜﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﺸﻜﻠﺔ ﻗﺪ ﺗﻜﻮﻥ ﻣﺘﺎﺣﺔ ﺑﺎﻟﻔﻌﻞ ﻭﻟﻜﻨﻬﺎ ﻏﲑ ﻣﻄﺒﻘﺔ ﺃﻭ ﻏﲑ ﻣﻴﺴ‪‬ﺮﺓ ﻟﻠﻤﺤﺘﺎﺟﲔ‬ ‫ﺇﻟﻴﻬﺎ‪ .‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﺍﲣﺎﺫ ﺇﺟﺮﺍﺀ ﻣﺎ ﻭﻟﻴﺲ ﻹﺟﺮﺍﺀ ﲝﺚ ﻣﺎ‪ .‬ﻓﻴﺠﺐ ﺃﻥ ﻻ ﻳ‪‬ﺘﺨﺬ ﺍﻟﺒﺤﺚ ﺫﺭﻳﻌﺔ‬ ‫ﻟﻠﺘﺄﺧﺮ ﰲ ﺍﲣﺎﺫ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬ ‫ﻭﳝﻜﻦ ﻛﺬﻟﻚ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﺸﻜﻠﺔ ﺍﻟﺼﺤﻴﺔ ﻛﺒﲑﺓ ﺍﳊﺠﻢ‪ ،‬ﻭﺗﻜﻮﻥ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﺇﺟﺮﺍﺀ ﲝﺚ ﺣﱴ ﳝﻜﻦ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‪ .‬ﺇﻻ ﺃﻧﻪ ﻗﺒﻞ ﺇﻋﻄﺎﺋﻬﺎ ﺃﺳﺒﻘﻴﺔ ﰲ ﺍﻟﺒﺤﺚ‪ ،‬ﳚﺐ ﻃﺮﺡ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ‪ :‬ﻫﻞ ﻧﻌﺮﻑ ﺍﻵﻥ ﻣﺎ ﻳﻜﻔﻲ‬ ‫ﻋﻦ ﺍﳌﺸﻜﻠﺔ ﺍﻟﺼﺤﻴﺔ ﲝﻴﺚ ﳝﻜﻦ ﺍﻟﺘﻔﻜﲑ ﰲ ﺇﺟﺮﺍﺀ ﺍﻟﺘﺪﺧﻼﺕ ﺍﳌﻤﻜﻨﺔ؟ ﻫﻞ ﻣﺴﺘﻮﻯ ﺍﳌﻬﺎﺭﺓ‬

‫‪state of the‬‬

‫‪ art‬ﺍﻟﺬﻱ ﻭﺻﻠﺖ ﺇﻟﻴﻪ ﺍﳌﻌﺮﻓﺔ ﻳﺴﻤﺢ ﺑﺎﻟﺘﻘﺪﻡ ﳓﻮ ﺗﻄﻮﻳﺮ ﺗﺪﺧﻼﺕ ﺟﺪﻳﺪﺓ؟ ﻭﻛﻴﻒ ﺳﺘﻜﻮﻥ ﻓﻌ‪‬ﺎﻟﻴﺔ ﻫﺬﻩ‬ ‫ﺍﻟﺘﺪﺧﻼﺕ ﺑﺎﳌﻘﺎﺭﻧﺔ ﺑﺘﻜﺎﻟﻴﻔﻬﺎ؟ ﻭﻫﻞ ﳝﻜﻦ ﺗﻄﻮﻳﺮﻫﺎ ﺳﺮﻳﻌﹰﺎ ﺑﺘﻜﻠﻔﺔ ﻣﻌﻘﻮﻟﺔ؟ ﻭﻗﺪ ﻻ ﻳﻜﻮﻥ ﺍﻷﻣﺮ ﻫﻜﺬﺍ ﺩﺍﺋﻤﹰﺎ‪.‬‬ ‫ﻭﺃﺧﲑﺍﹰ‪ ،‬ﻫﻞ ﻫﺬﺍ ﺍﻻﺣﺘﻴﺎﺝ ﻟﻠﺒﺤﺚ ﺗﻠﺒ‪‬ﻴﻪ ﺑﺎﻟﻔﻌﻞ ﲝﻮﺙ ﺗ‪‬ﺠﺮﻯ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺮﺍﻫﻦ‪ ،‬ﻭﻻ ﳝﻜﻦ ﺃﻥ ﻳﻀﺎﻑ ﺇﻟﻴﻬﺎ‬ ‫ﺍﻟﻜﺜﲑ؟‬

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‫‪ 3.3.3‬ﲝﻮﺙ ﻳﺪﻓﻌﻬﺎ ﲢﻘﻴﻖ ﺍﻟﺮﺑﺢ‬ ‫ﻟﻘﺪ ﺻﺎﺭﺕ ﺍﻟﺼﻨﺎﻋﺎﺕ ﻓﺎﻋﻼﹰ ﺭﺋﻴﺴﻴﺎﹰ ﰲ ﳎﺎﻝ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻓﻨﺼﻴﺐ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻣﻦ ﺩﺧﻞ‬ ‫ﺍ ﳌﺒﻴﻌﺎﺕ ﻳﺘﻔﺎﻭﺕ ﺑﲔ ﺷﺮﻛﺎﺕ ﺇﻧﺘﺎﺝ ﺍﳌﺴﺘﺤﻀﺮﺍﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺗﻘﺪ‪‬ﺭ ﰲ ﺍﳌﺘﻮﺳﻂ ﺑﻨﺴﺒﺔ ‪ .%13‬ﻭﰲ‬ ‫ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﻗﺎﻣﺖ ﺳﺒﻊ ﺩﻭﻝ ﻫﻲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﺍﻟﻴﺎﺑﺎﻥ ﻭﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ ﻭﺃﳌﺎﻧﻴﺎ ﻭﺳﻮﻳﺴﺮﺍ‬ ‫ﻭﻓﺮﻧﺴﺎ ﻭﺇﻳﻄﺎﻟﻴﺎ )ﺑﺘﺮﺗﻴﺐ ﺗﻨﺎﺯﱄ( ﺑﺈﺟﺮﺍﺀ ‪ %97‬ﻣﻦ ﻛﻞ ﺃﻋﻤﺎﻝ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺼﻴﺪﻻﱐ ﰲ ﺍﻟﻌﺎﱂ‬ ‫)ﻣﻮﺭﺍﻱ ﻭﺁﺧﺮﻭﻥ‪ .(1994 ،‬ﻭﰲ ﺃﺭﺑﻌﺔ ﻣﻦ ﺗﻠﻚ ﺍﻟﺒﻠﺪﺍﻥ )ﻓﺮﻧﺴﺎ ﻭﺍﻟﻴﺎﺑﺎﻥ ﻭﺳﻮﻳﺴﺮﺍ ﻭﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ(‬ ‫ﲡﺎﻭﺯﺕ ﺍﺳﺘﺜﻤﺎﺭﺍﺕ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ ﰲ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﺘﻄﻮﻳﺮ ﲨﻠﺔ ﺍﻻﺳﺘﺜﻤﺎﺭﺍﺕ ﻣﻦ ﺍﳌﺎﻝ ﺍﻟﻌﺎﻡ‪.‬‬ ‫ﺇﻥ ﺍﲡﺎﻩ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﺘﻄﻮﻳﺮ ﰲ ﳎﺎﻝ ﺍﻟﺼﻨﺎﻋﺔ‪ ،‬ﺗﺪﻓﻌﻪ ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ ﰲ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﱵ ﺗﺘﻴﺢ‬ ‫ﻣﺒﺎﺩﺭﺍﺕ ﺟﺪﻳﺪﺓ ﻟﺘﻄﻮﻳﺮ ﺃﺩﻭﻳﺔ ﺟﺪﻳﺪﺓ ﻛﻤﺎ ﺃﻥ ﻗﻮﺓ ﺟﺬﺏ ﺍﻟﺴﻮﻕ ‪ market pull‬ﺗﺆﺛﺮ ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ‬ ‫ﻋﻠﻰ ﻗﻮﺓ ﺩﻓﻊ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ‪ ،technology push‬ﻭﺑﺎﻟﺘﺎﱄ ﻋﻠﻰ ﺍﻟﻔﺮﺹ ﺍﳌﺘﺎﺣﺔ ﻟﻠﺒﺤﺚ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻧﻪ ﰲ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺼﻨﺎﻋﻴﺔ‪ ،‬ﻳ‪‬ﻨﻔﻖ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﺗﺰﻳﺪ ﺃﻋﻤﺎﺭﻫﻢ ﻋﻦ ‪ 65‬ﺳﻨﺔ ﻣﻌﻈﻢ ﻣﺼﺮﻭﻓﺎ‪‬ﻢ ﻋﻠﻰ ﺍﻷﺩﻭﻳﺔ‪.‬‬ ‫ﻭﻫﻜﺬﺍ ﻓﺈﻥ ﻫﺬﺍ ﺍ‪‬ﺘﻤﻊ ﺍﳌﻌﻤ‪‬ﺮ ﻳﻔﺮﺽ ﻓﺘﺢ ﺃﺳﻮﺍﻕ ﺟﺪﻳﺪﺓ ﻭﺍﻟﺘﻮﺳﻊ ﻓﻴﻬﺎ‪ .‬ﻭﺗﺴﺘﻬﺪﻑ ﺍﻷﺩﻭﻳﺔ ﺍﳉﺪﻳﺪﺓ‬ ‫ﺍﻹﺿﻄﺮﺍﺑﺎﺕ ﺍﳌﺘﺼﻠﺔ ﺑﺘﻘﺪﻡ ﺍﻟﺴﻦ‪ ،‬ﻭﺍﻟﻨﻬﻮﺽ ﺑﻨﻮﻋﻴﺔ ﺣﻴﺎﺓ ﺍﳌﺴﻨﲔ )ﺑﻮﺭﻳﻞ‪ .(1998 ،‬ﻭﺗﻘﻊ ﺃﻛﺜﺮ ﺍﻷﺩﻭﻳﺔ ﻣﺒﻴﻌﺎﹰ‬ ‫ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺮﺍﻫﻦ‪ ،‬ﺿﻤﻦ ﻫﺬﻩ ﺍﻟﻔﺌﺔ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺇﻓﺴﺘﺎ ‪ Evista‬ﺍﻟﺬﻱ ﺗﻨﺘﺠﻪ ﻣﻌﺎﻣﻞ ﺇﻳﻠﻲ ﻟﻴﻠﻲ ﳌﻌﺎﳉﺔ ﲣﻠﺨﻞ‬ ‫ﺍﻟﻌﻈﺎﻡ‪ ،‬ﻭﺑﺮﻭﺑﻴﺸﻴﺎ ‪ Propecia‬ﺍﻟﺬﻱ ﺗﻨﺘﺠﻪ ﺷﺮﻛﺔ ﻣﲑﻙ ﳌﻌﺎﳉﺔ ﺻﻠﻊ ﺍﻟﺬﻛﻮﺭ ﻭﺣﺒﻮﺏ ﻓﻴﺎﺟﺮﺍ ‪ Viagra‬ﺍﻟﱵ‬ ‫ﺗﻨﺘﺠﻬﺎ ﺷﺮﻛﺔ ﻓﺎﻳﺰﺭ ﳌﻌﺎﳉﺔ ﺧﻠﻞ ﺍﻻﻧﺘﺼﺎﺏ )ﻭﺗﻘﺪﺭ ﻣﺒﻴﻌﺎ‪‬ﺎ ﺣﱴ ﺳﻨﺔ ‪ 2000‬ﲟﻠﻴﺎﺭﻳﻦ ﻣﻦ ﺍﻟﺪﻭﻻﺭﺍﺕ‬ ‫ﺍﻷﻣﺮﻳﻜﻴﺔ(‪ ،‬ﻭﻛﺬﻟﻚ ﺳﻴﻠﻴﱪﺍ ‪ Celebra‬ﺍﻟﺬﻱ ﺗﻨﺘﺠﻪ ﺷﺮﻛﺔ ﻣﻮﻧﺎﺳﺘﻮ ﳌﻌﺎﳉﺔ ﺁﻻﻡ ﺍﳌﻔﺎﺻﻞ‪.‬‬ ‫ﻭﻻ ﻳﻮﺟ‪‬ﻪ ﳊﻞ ﺍﳌﺸﺎﻛﻞ ﺍﻟﺼﺤﻴﺔ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﺇﻻ ﻧﺼﻴﺐ ﺟ ‪‬ﺪ ﻗﻠﻴﻞ ﻣﻦ ﺍﻻﺳﺘﺜﻤﺎﺭﺍﺕ ﺍﻟﻀﺨﻤﺔ ﺍﻟﱵ‬ ‫ﺗﻨﻔﻘﻬﺎ ﺍﻟﺼﻨﺎﻋﺎﺕ ﻋﻠﻰ ﺍﻟﺒﺤﻮﺙ‪.‬‬

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‫‪ 4.3.3‬ﲝﻮﺙ ﺗﺪﻓﻌﻬﺎ ﺍﻟﻔﺮﺻﺔ‬ ‫ﻗﺪ ﺗﺪﻓﻊ ﺍﻟﻔﺮﺻﺔ ﺍﻟﺴﺎﳓﺔ ﺍﺧﺘﻴﺎﺭ ﻣﻮﺿﻮﻉ ﻳ‪‬ﺠﺮﻯ ﻋﻠﻴﻪ ﺍﻟﺒﺤﺚ‪ .‬ﻭﺗﺄﰐ ﺍﻟﻔﺮﺻﺔ ﻣﻊ ﺗﻮﺍﻓﺮ ﺍﻟﺘﻤﻮﻳﻞ ﺃﻭ‬ ‫ﺇﻣﻜﺎﻧﻴﺔ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﲝﺚ ﺗﻌﺎﻭﱐ ﺩﻭﱄ‪ ،‬ﺃﻭ ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ‪ .‬ﻭﺗﺘﻴﺢ ﻫﺬﻩ ﺍﻟﻔﺮﺹ ﻣﺰﺍﻳﺎ‬ ‫ﻟﻠﺒﺎﺣﺚ ﻭﻟﻜﻨﻬﺎ ﺗﺜﲑ ﻛﺬﻟﻚ ﺑﻌﺾ ﺍﻟﻘﻀﺎﻳﺎ‪.‬‬

‫ﺗﻮﺍﻓﺮ ﺍﻟﺘﻤﻮﻳﻞ‬ ‫ﻛﺜﲑﺍﹰ ﻣﺎ ﻳﻜﻮﻥ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ ﻣﺪﻓﻮﻋﺎﹰ ﺑﺘﻮﺍﻓﺮ ﺍﻟﺘﻤﻮﻳﻞ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻗﺪ ﻳﻜﻮﻥ ﻣﺘﻔِﻘﺎﹰ ﺃﻭ ﻏﲑ ﻣﺘﻔِﻖ ﻣﻊ‬ ‫ﺍﻹﺣﺘﻴﺎﺟﺎﺕ ﺍﶈﻠﻴﺔ ﺫﺍﺕ ﺍﻷﻭﻟﻮﻳﺔ ﺃﻭ ﻣﻊ ﻓﻀﻮﻝ ﺍﻟﻌﻠﻤﺎﺀ‪ .‬ﻭﺗﺘﻄﻠﺐ ﺍﻟﺒﺤﻮﺙ ﺍﳊﺪﻳﺜﺔ ﺍﳌﺰﻳﺪ ﻭﺍﳌﺰﻳﺪ ﻣﻦ‬ ‫ﺍﻟﺘﻜﺎﻟﻴﻒ‪ ،‬ﻭﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺇﳚﺎﺩ ﲤﻮﻳﻞ ﺧﺎﺭﺟﻲ ﻹﺟﺮﺍﺋﻬﺎ‪ .‬ﻛﻤﺎ ﺃﺧﺬﺕ ﺍﲡﺎﻫﺎﺕ ﺍﻟﺒﺤﻮﺙ ﺗﺘﺒﺎﻋﺪ ﺑﺎﻟﺘﺪﺭﻳﺞ‬ ‫ﻋﻦ ﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﻭﺍﻟﺘﻌﺪﺩﻳﺔ ﺍﶈﻠﻴﺔ ﰲ ﺍﲡﺎﻩ ﻧﻮﻉ ﻣﻦ ﺍﳌﺮﻛﺰﻳﺔ ﻭﺍﻹﺩﺍﺭﺓ ﺍﳌﻮﺟﻬﺔ ‪.centralism and dirigism‬‬ ‫ﻭﻟﻘﺪ ﺗﺒﲔ ﰲ ﺩﺭﺍﺳﺔ ﺃﺟﺮﺍﻫﺎ ﺍﲢﺎﺩ ﻭﻳﻠﻜﹶﻢ ‪ Wellcome Trust‬ﺃﻧﻪ ﻣﻦ ﺳﻨﺔ ‪ 1988‬ﺇﱃ ﺳﻨﺔ ‪ 1995‬ﺣﺪﺙ ﰲ‬ ‫ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ ﺍﳔﻔﺎﺽ ﻣﻦ ‪ %40‬ﺇﱃ ‪ %33‬ﰲ ﻋﺪﺩ ﻭﺭﻗﺎﺕ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺍﳋﺎﻟﻴﺔ ﻣﻦ ﺍﻹﻋﺘﺮﺍﻑ‬ ‫ﲟﺼﺪﺭ ﻟﻠﺘﻤﻮﻳﻞ )ﺩﺍﻭﺳﻮﻥ ﻭﺁﺧﺮﻭﻥ‪.(1998 ،‬‬ ‫ﻭﻳﺄﰐ ﲤﻮﻳﻞ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺃﺳﺎﺳﺎﹰ ﺇﻣﺎ ﻣﻦ ﻣﺼﺎﺩﺭ ﻋﺎﻣﺔ‪ ،‬ﻭﻣﻨﻬﺎ ﺍﳊﻜﻮﻣﺎﺕ ﻭﻣﻨﻈﻤﺎﺕ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ‬ ‫ﺍﳊﻜﻮﻣﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﺃﻭ ﻣﻦ ﻣﺼﺎﺩﺭ ﺧﺎﺻﺔ‪ ،‬ﻭﻣﻨﻬﺎ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ ﺍﳍﺎﺩﻓﺔ ﻟﻠﺮﺑﺢ‪ ،‬ﻭﺍﻟﻮﻛﺎﻻﺕ ﻏﲑ ﺍﳍﺎﺩﻓﺔ ﻟﻠﺮﺑﺢ‬ ‫ﻣﺜﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳋﲑﻳﺔ ﻭﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﻼﺣﻜﻮﻣﻴﺔ‪ .‬ﻭﻟﻘﺪ ﺑﻠﻎ ﺣﺠﻢ ﺍﻻﺳﺘﺜﻤﺎﺭﺍﺕ ﺍﻟﻌﺎﳌﻴﺔ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﺘﻄﻮﻳﺮ‬ ‫ﰲ ﺳﻨﺔ ‪ 1998‬ﻣﺎ ﻳﻘﺪﺭ ﲟﺒﻠﻎ ‪ 73.5‬ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ ﺃﻣﺮﻳﻜﻲ‪ ،‬ﺃﻭ ﺣﻮﺍﱄ ‪ %3.4‬ﻣﻦ ﲨﻠﺔ ﺍﻹﻧﻔﺎﻕ ﻋﻠﻰ ﺍﻟﺼﺤﺔ ﰲ ﺍﻟﻌﺎﱂ‬ ‫)ﺍﳌﻨﺘﺪﻯ ﺍﻟﻌﺎﳌﻲ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ :(2001 ،‬ﻣﻨﻬﺎ ‪ 34.5‬ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ ﺃﻣﺮﻳﻜﻲ ﺃﻭ ‪ %47‬ﻣﻦ ﺣﻜﻮﻣﺎﺕ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺍﳌﺘﻘﺪﻣﺔ‪ ،‬ﻭ‪ 30.5‬ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ ﺃﻣﺮﻳﻜﻲ ﺃﻭ ‪ %42‬ﻣﻦ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ‪ ،‬ﻭ‪ 6‬ﻣﻠﻴﺎﺭﺍﺕ ﺩﻭﻻﺭ ﺃﻣﺮﻳﻜﻲ ﺃﻭ‬

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‫ﻣﻦ ﺍﻟﻘﻄﺎﻉ ﺍﳋﺎﺹ ﻏﲑ ﺍﳍﺎﺩﻑ ﻟﻠﺮﺑﺢ‪ ،‬ﻭ‪ 2.7‬ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ ﺃﻣﺮﻳﻜﻲ ﺃﻭ ‪ %3‬ﻣﻦ ﺣﻜﻮﻣﺎﺕ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‪.‬‬ ‫ﻭﱂ ﻳﺴﺒﻖ ﺃﻥ ﻛﺎﻥ ﺍﻟﺘﻤﻮﻳﻞ ﻣﺘﺎﺣﺎﹰ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺃﻛﺜﺮ ﳑﺎ ﻫﻮ ﻣﺘﺎﺡ ﺍﻟﻴﻮﻡ‪ .‬ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﺧﻠﻼﹰ ﻛﺒﲑﺍﹰ ﰲ‬ ‫ﻃﺮﻳﻘﺔ ﺗﻮﺟﻴﻪ ﻫﺬﺍ ﺍﻟﺘﻤﻮﻳﻞ‪ .‬ﻓﺎﻟﻘﻄﺎﻉ ﺍﻟﻌﺎﻡ ﻭﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ ﺃﻛﺜﺮ ﺍﺳﺘﺠﺎﺑﺔ ﰲ ﺍﻟﻐﺎﻟﺐ ﻟﻌﺐﺀ ﺍﳌﺮﺽ ﰲ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﺍﳌﺘﻘﺪﻣﺔ‪ .‬ﺫﻟﻚ ﻷﻥ ﺍﺳﺘﺜﻤﺎﺭﺍﺕ ﺍﻟﺒﺤﻮﺙ ﻣﻦ ﻗِﺒﻞ ﺣﻜﻮﻣﺎﺕ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻐﻨﻴﺔ ﳛﻜﻤﻬﺎ ﺻﻨﺪﻭﻕ‬ ‫ﺍﻹﻧﺘﺨﺎﺏ‪ ،‬ﻭﻫﻜﺬﺍ ﻓﻌﻠﻴﻬﺎ ﺃﻥ ﺗﺘﺠﺎﻭﺏ ﻣﻊ ﺍﺣﺘﻴﺎﺟﺎﺕ ﻧﺎﺧﺒﻴﻬﺎ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﺳﺘﺜﻤﺎﺭﺍﺕ ﺍﻟﺼﻨﺎﻋﺎﺕ ﰲ ﺍﻟﺒﺤﻮﺙ‬ ‫ﺗﻜﻮﻥ ﻣﺪﻓﻮﻋﺔ ﺑﻘﻮﻯ ﺍﻟﺴﻮﻕ‪.‬‬

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‫‪4.3‬‬

‫ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ‬

‫‪ 1.4.3‬ﳕﺎﺫﺝ ﻣﻦ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﺒﺤﺚ ﻧﺸﺎﻁ ﺩﻭﱄ‪ .‬ﻓﺎﳌﻌﺎﺭﻑ ﺗﺘﻮﻟﺪ ﻭﺗﺘﻨﺎﻣﻰ ﺟﺰﺀﹰﺍ ﺑﻌﺪ ﺍﻵﺧﺮ ﻣﻦ ﺧﻼﻝ ﺃﻋﻤﺎﻝ ﺍﻟﻌﻠﻤﺎﺀ ﰲ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﻻ ﻳﻮﺟﺪ ﻣﺎ ﻳﺴﻤﻰ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻔﺲ ﰲ ﳎﺎﻝ ﺍﻟﻌﻠﻢ‪ .‬ﻓﺎﻟﻌﻠﻢ ﻫﻮ ﺟﻬﺪ ﺗﻌﺎﻭﱐ ﻳﻀﻢ ﺇﳒﺎﺯﺍﺕ‬ ‫ﺍﻟﻌﻠﻤﺎﺀ ﰲ ﺍﳌﺎﺿﻲ ﻭﺍﳊﺎﺿﺮ ﻭﺍﳌﺴﺘﻘﺒﻞ‪ .‬ﻭﻟﻠﻌﻠﻢ ﻃﺒﻴﻌﺔ ﺩﻭﻟﻴﺔ‪ ،‬ﻓﻠﻴﺲ ﻫﻨﺎﻙ ﻋﻠﻢ ﻭﻃﲏ‪ ،‬ﺇﳕﺎ ﻫﻨﺎﻙ ﺇﺳﻬﺎﻡ ﻭﻃﲏ‬ ‫ﰲ ﳎﻤ‪‬ﻊ ‪ pool‬ﺍﻟﻌﻠﻮﻡ‪.‬‬ ‫ﻭﺗﻮﺟﺪ ﳕﺎﺫﺝ ﳐﺘﻠﻔﺔ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﻣﻨﻬﺎ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ‬ ‫ﺍﳌﺘﻌﺪﺩﺓ ﺍﳌﺮﺍﻛﺰ‪ ،‬ﻭﺃﺳﻠﻮﺏ ﺍﻟﺸﺒﻜﺎﺕ‪ ،‬ﻭﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﺃﻣﺔ ‪.twinning‬‬

‫ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳌﺘﻌﺪﺩﺓ ﺍﳌﺮﺍﻛﺰ‬ ‫ﺗﺘﻴﺢ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳌﺘﻌﺪﺩﺓ ﺍﳌﺮﺍﻛﺰ ﺗﻌﺒﺌﺔ ﺍﻟﻌﺪﺩ ﺍﻟﻜﺒﲑ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻼﺯﻣﲔ ﻹﺟﺮﺍﺀ ﲡﺮﺑﺔ ﻣﺎ ﰲ ﻭﻗﺖ‬ ‫ﻣﻌﻘﻮﻝ‪ .‬ﻛﻤﺎ ﺃ‪‬ﺎ ﺗﺄﺧﺬ ﰲ ﺍﳊﺴﺒﺎﻥ ﺍﻷﻭﺿﺎﻉ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﻋﺪﺩ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ‪ .‬ﻭﻟﻘﺪ ﺃﺻﺒﺢ ﻣﻦ ﺍﳌﻤﻜﻦ ﺍﻵﻥ‬ ‫ﺇﺭﺳﺎﻝ ﺍﺳﺘﻤﺎﺭﺍﺕ ﺍﻟﺒﺤﺚ ﲟﺰﻳﺪ ﻣﻦ ﺍﻟﺴﺮﻋﺔ ﻋﻦ ﻃﺮﻳﻖ ﻭﺳﺎﺋﻞ ﺍﻹﺗﺼﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪.‬‬ ‫ﻭﻣﻦ ﺍﳌﻬﻢ ﺃﻥ ﺗﻘﺪﻡ ﺍﳌﺮﺍﻛﺰ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻣ‪‬ﺪﺧﻼﺕ ﻓﻜﺮﻳﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺃﻥ ﻻ ﺗﻜﺘﻔﻲ‬ ‫ﲟﺠﺮﺩ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﺇﻥ ﻣﺸﺎﺭﻛﺔ ﺍﻟﺒﺎﺣﺜﲔ ﰲ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻻ ﺗﺆﻫﻠﻬﻢ ﻭﺣﺪﻫﺎ ﻟﻴﻜﻮﻧﻮﺍ ﺿﻤﻦ ﻣﺆﻟﻔﻲ ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﺍﳌﻨﺸﻮﺭﺓ‪.‬‬ ‫ﻭﻳﺘﻌﲔ ﺃﻥ ﺗ‪‬ﺠﺮﻯ ﺍﻟﺘﺠﺮﺑﺔ ﻭﻓﻘﹰﺎ ﻟﱪﻭﺗﻮﻛﻮﻝ ﻻ ﳚﻮﺯ ﺍﻧﺘﻬﺎﻛﻪ ﰲ ﺃﻱ ﻣﺮﻛﺰ ﻣﺸﺎﺭﻙ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ﻳ‪‬ﺴﻤﺢ ﰲ‬ ‫ﲡﺎﺭﺏ ﻋﺪﻳﺪﺓ ﺑﺒﻌﺾ ﺍﻹﺿﺎﻓﺎﺕ ﻣﻦ ﻗﺒﻞ ﺍﳌﺮﺍﻛﺰ ﺍﳌﺨﺘﻠﻔﺔ ﺷﺮﻳﻄﺔ ﺃﻥ ﺗﻜﻮﻥ ﻣﻼﺋﻤﺔ ﻟﻠﺴﻴﺎﻕ ﺍﶈﻠﻲ ﻭﺃﻥ ﻻ‬ ‫ﺗ‪‬ﺨﻞ ﲝﺼﻴﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺃﻥ ﺗﻜﻮﻥ ﻣﺘﻔﻘﹰﺎ ﻋﻠﻴﻬﺎ‪.‬‬ ‫ﻭﻋﺎﺩﺓ ﻣﺎ ﻳ‪‬ﺠﺮﻯ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﻣﺮﻛﺰ ﻣﻨﺴ‪‬ﻖ‪ .‬ﻭﻟﻜﻦ ﺑﻌﺪ ﺇﲤﺎﻡ ﺍﻟﺘﺠﺮﺑﺔ‪ ،‬ﻳﺴﺘﻄﻴﻊ ﺃﻱ ﻣﺮﻛﺰ ﺃﻥ ﳚﺮﻱ‬ ‫ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺤﻠﻴﻼﺕ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﻪ‪.‬‬

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‫ﺃﺳﻠﻮﺏ ﺍﻟﺸﺒﻜﺎﺕ‬ ‫ﰲ ﺗﻄﺒﻴﻖ ﺃﺳﻠﻮﺏ ﺍﻟﺸﺒﻜﺎﺕ ‪ ، network approach‬ﻳﺘﻌﺎﻭﻥ ﻋﺪﺩ ﻣﻦ ﺍﳌﺮﺍﻛﺰ ﰲ ﺗﻨﻔﻴﺬ ﻣﺸﺮﻭﻉ ﲝﺜﻲ‬ ‫ﻭﺍﺣﺪ‪ ،‬ﺣﻴﺚ ﻳﺘﻨﺎﻭﻝ ﻛﻞ ﻣﺮﻛﺰ ﺃﺣﺪ ﺃﺟﺰﺍﺀ ﺍﳌﺸﺮﻭﻉ‪ .‬ﻭﻣﻦ ﺍﺷﻬﺮ ﺍﻷﻣﺜﻠﺔ ﺍﳌﻌﺮﻭﻓﺔ ﺗﻠﻚ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻮﺍﺳﻌﺔ ﺍﻟﻨﻄﺎﻕ‬ ‫ﻣﻦ ﺍﳌﺮﺍﻛﺰ ﺍﳌﻮﺯﻋﺔ ﰲ ﻋﺪﺩ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ‪ ،‬ﻭﺍﻟﱵ ﺷﺎﺭﻛﺖ ﰲ ﻣﺸﺮﻭﻉ ﺍ‪‬ﲔ )ﺍﳉﻴﻨﻮﻡ( ﺍﻟﺒﺸﺮﻱ‪ .‬ﻟﻘﺪ ﻛﺎﻥ ﺫﻟﻚ‬ ‫ﺍﳌﺸﺮﻭﻉ ﺃﺿﺨﻢ ﻣﻦ ﺇﻣﻜﺎﻧﺎﺕ ﺑﻠﺪ ﻭﺍﺣﺪ‪ ،‬ﻭﻟﻜﻦ ﰎ ﺇﳒﺎﺯﻩ ﺑﻨﺠﺎﺡ ﺑﺘﻄﺒﻴﻖ ﺍﻷﺳﻠﻮﺏ ﺍﻟﺸﺒﻜﻲ‪ .‬ﺇﻥ ﻛﺜﲑﺍﹰ ﻣﻦ‬ ‫ﺍﳌﺸﺎﺭﻳﻊ ﺍﻟﻌﻠﻤﻴﺔ ﻻ ﳝﻜﻦ ﺇﳒﺎﺯﻩ ﺇﻻ ﺑﺄﺳﻠﻮﺏ ﻣﺘﻌﺪﺩ ﺍﻟﺒﻠﺪﺍﻥ‪ .‬ﻭﻳﻮﺟﺪ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ ﻋﺪﺩ ﻣﻦ ﺍﻟﺸﺒﻜﺎﺕ‬ ‫ﺍﻟﻘﺎﺋﻤﺔ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﳌﺘﻘﺪﻣﺔ ﻭﺍﻟﻨﺎﻣﻴﺔ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ‪ ،‬ﻭﺍﻟﱵ ﺗﺘﻌﺎﻭﻥ ﰲ ﺑﺮﺍﻣﺞ ﲝﺜﻴﺔ ﳐﺘﻠﻔﺔ‪.‬‬

‫ﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﺃﻣﺔ‬ ‫ﻳﻨﺒﻐﻲ ﺗﺸﺠﻴﻊ ﺍﻟﻌﻠﻤﺎﺀ ﻭﻣﺆﺳﺴﺎﺕ ﺍﻟﺒﺤﻮﺙ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﳌﺘﻘﺪﻣﺔ ﻋﻠﻰ ﺇﻗﺎﻣﺔ ﻋﻼﻗﺎﺕ ﻣﺸﺎﺭﻛﺔ ﻣﺜﻤﺮﺓ ﻣﻊ‬ ‫ﻣﺆﺳﺴﺎﺕ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‪ .‬ﻭ‪‬ﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻟﻦ ﻳﺴﻬﻤﻮﺍ ﻓﻘﻂ ﰲ ﺣﻞ ﻣﺸﺎﻛﻞ ﺍﳉﺰﺀ ﺍﻟﻨﺎﻣﻲ ﻣﻦ »ﺍﻟﻘﺮﻳﺔ ﺍﻟﺼﺤﻴﺔ‬ ‫ﺍﻟﻌﺎﳌﻴﺔ« ﻭﻟﻜﻨﻬﻢ ﺳﻴﺘﻌﻠﻤﻮﻥ ﻛﺬﻟﻚ ﺩﺭﻭﺳﹰﺎ ﳝﻨﻜﻨﻬﻢ ﺗﻄﺒﻴﻘﻬﺎ ﰲ ﺑﻠﺪﺍ‪‬ﻢ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻳﻀﹰﺎ ﺗﺸﺠﻴﻊ ﻋﻠﻤﺎﺀ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺍﻟﻨﺎﻣﻴﺔ ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﺔ ﺣﱴ ﻳﺴﻬﻤﻮﺍ ﰲ ﺃﻋﻤﺎﻝ ﺍﻟﺒﺤﺚ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻭﳚﺐ ﺗﻘﺪﱘ ﺍﻟﺪﻋﻢ ﺍﻟﻼﺯﻡ ﳍﻢ‪ .‬ﺇﻥ ﻋﻠﻤﺎﺀ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺍﻟﻌﻴﺶ ﺑﺮﻭﺍﺗﺒﻬﻢ ﺍﻟﻘﻠﻴﻠﺔ )ﺣﻴﺚ ﻳﻜﻮﻥ ﺍﻟﺮﺍﺗﺐ ﺍﻟﻘﻠﻴﻞ ﻫﻮ ﺍﻟﻘﺎﻋﺪﺓ ﻭﻟﻴﺲ ﺍﻻﺳﺘﺜﻨﺎﺀ(‪،‬‬ ‫ﻭﻟﻜﻨﻬﻢ‪ ،‬ﻛﻌﻠﻤ ﺎﺀ‪ ،‬ﻳﺘﻬﺪﺩﻫﻢ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﻌﺰﻟﺔ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﺃﻣﻮﺭ ﺃﺧﺮﻯ ﻛﺜﲑﺓ‪.‬‬ ‫‪ 2.4.3‬ﳐﺎﻭﻑ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﺣﻮﻝ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺗﺘﻴﺢ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ ﻓﺮﺻﹰﺎ ﺟﻴﺪﺓ ﻟﺒﺎﺣﺜﻲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﻏﲑ ﺃﻥ ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﳌﺨﺎﻭﻑ ﺍﻟﱵ‬ ‫ﻳﺘﻌﲔ ﲝﺜﻬﺎ‪ .‬ﻓﻴﻨﺒﻐﻲ ﻋﺪﻡ ﲢﺮﻳﻒ ﺍﻷﻭﻟﻮﻳﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ ﻟﻠﺒﻠﺪ ﺍﳌﻌﲏ‪ .‬ﻛﻤﺎ ﺃﻥ ﻫﻨﺎﻙ ﺍﺣﺘﻤﺎﻝ ﺍﳍﺠﺮﺓ ﺍﻟﺪﺍﺧﻠﻴﺔ‬ ‫ﻟﻠﻌﻘﻮﻝ‪ .‬ﻛﺬﻟﻚ ﺗﻮﺟﺪ ﺑﻌﺾ ﺍﳌﺨﺎﻭﻑ ﺍﻷﺧﻼﻗﻴﺔ ﺍﳌﺸﺮﻭﻋﺔ‪.‬‬ ‫ﺇﻥ ﺗﻮﺍﻓﺮ ﺍﻟﺘﻤﻮﻳﻞ ﺍﳋﺎﺭﺟﻲ ﳝﻜﻦ ﺃﻥ ﻳﺆﺩﻱ ﺇﱃ ﲢﺮﻳﻒ ﺍﻷﻭﻟﻮﻳﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ‬ ‫ﻟﻜﻞ ﺑﻠﺪ ﻧﺎﻡ ﺃﻥ ﻳﻨﺸﺊ ﻗﺎﻋﺪﺓ ﻣﻨﺎﺳﺒﺔ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻭﺃﻥ ﻳﺪﻋﻤﻬﺎ‪ ،‬ﺣﱴ ﻳﺘﻔﻬ‪‬ﻢ ﻣﺸﺎﻛﻠﻪ ﺍﳋﺎﺻﺔ‪،‬‬ ‫ﻭﻳﻨﻬﺾ ﺑﺎﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﻳﺰﻳﺪ ﻓﺎﻋﻠﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﶈﺪﻭﺩﺓ‪ ،‬ﻭﻳﺸﺠﻊ ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻟﺘﺠﺮﻳﺐ‪ ،‬ﻭﻳﻬﻴﺊ‬ ‫ﻟﻠﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﺻﻮﺗﹰﺎ ﻣﺴﻤﻮﻋﹰﺎ ﰲ ﺗﺮﺗﻴﺐ ﺍﻷﻭﻟﻮﻳﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪ .‬ﻭﻳ‪‬ﻄﻠﻖ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺒﺤﻮﺙ ﺍﺳﻢ ﺍﻟﺒﺤﻮﺙ‬ ‫ﺍﻟﺼﺤﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ )ﳉﻨﺔ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﺘﻄﻮﻳﺮ‪.(1990 ،‬‬

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‫ﻭﲦﺔ ﻗﻀﻴﺔ ﺃﺧﺮﻯ ﻫﻲ ﻣﺸﻜﻠﺔ ﺍﳍﺠﺮﺓ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻟﻠﻌﻘﻮﻝ‪ .‬ﺇﻥ ﻫﺠﺮﺓ ﺍﻟﻌﻘﻮﻝ ﻟﻴﺴﺖ ﳎﺮﺩ ﻣﺸﻜﻠﺔ ﺟﻐﺮﺍﻓﻴﺔ‪.‬‬ ‫ﻓﻴﻤﻜﻦ ﺃﻥ ‪‬ﺎﺟﺮ ﺍﻟﻌﻘﻮﻝ ﺑﻴﻨﻤﺎ ﻳﻈﻞ ﺍﻟﻌﻠﻤﺎﺀ ﰲ ﺩﺍﺧﻞ ﺑﻠﺪﺍ‪‬ﻢ‪ ،‬ﺇﺫﺍ ﻣﺎ ﻛﺎﻧﺖ ﺍﻫﺘﻤﺎﻣﺎ‪‬ﻢ ﻭﺗﻮﺟﻬﺎ‪‬ﻢ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻣﻨﻘﻄﻌﺔ ﺍﻟﺼﻠﺔ ﲟﺸﺎﻛﻞ ﺃﻭﻃﺎ‪‬ﻢ‪.‬‬ ‫ﺇﻥ ﺍﳌﻌﺎﻳﲑ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﱵ ﺗﻨﻄﺒﻖ ﻋﻠﻰ ﺍﻟﺒﺤﻮﺙ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﳌﺘﻘﺪﻣﺔ‪ ،‬ﳚﺐ ﺃﻥ ﺗﻄﺒ‪‬ﻖ ﺑﺎﳌﺜﻞ ﻋﻠﻰ ﺍﻟﺒﺤﻮﺙ‬ ‫ﺍﻟﱵ ﲡﺮﻯ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‪ .‬ﻭﳚﺐ ﺃﻥ ﻻ ﺗ‪‬ﺴﺘﻐﻞ ﻣﺮﺍﻛﺰ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﻹﺟﺮﺍﺀ ﲝﻮﺙ ﻻ ﺗﻌﺘﱪ ﺃﺧﻼﻗﻴﺔ ﰲ‬ ‫ﺑﻠﺪﺍﻥ ﺃﺧﺮﻯ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﺗ‪‬ﺠﺮﻯ ﲝﻮﺙ ﰲ ﺑﻠﺪ ﻣﺎ ﻟﺼﺎﱀ ﺑﻠﺪ ﺁﺧﺮ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳﺘﻤﺴﻚ ﺃﻓﺮﺍﺩ ﺍﻟﺒﺤﺚ ﺃﻭ ﳎﺘﻤﻌﺎ‪‬ﻢ ﺃﻭ‬ ‫ﻫﻢ ﲨﻴﻌﺎﹰ‪ ،‬ﺑﺄﻥ ﻳﺴﺘﻔﻴﺪﻭﺍ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻴﻬﻢ‪.‬‬ ‫ﻭﳚﺐ ﺃﻥ ﻻ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻣﺘﺴﻊ ﳌﺎ ﻳﺴﻤﻰ »ﲝﻮﺙ ﺍﻟﺮﺣﺎﻟﺔ ‪ «safari research‬ﺣﻴﺚ ﻳﻬﺒﻂ ﺍﻟﻌﻠﻤﺎﺀ‬ ‫ﺍﻷﺟﺎﻧﺐ ﰲ ﺑﻠﺪ ﻣﺎ‪ ،‬ﻭﻳ‪‬ﺠﺮﻭﻥ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﻳﺮﻏﺒﻮﻥ ﻓﻴﻪ ﰒ ﻳﻐﺎﺩﺭﻭﻥ‪ ،‬ﺗﺎﺭﻛﲔ ﺍ‪‬ﺘﻤﻊ ﺍﶈﻠﻲ ﰲ ﺣﲑﺓ ﳑﺎ ﻛﺎﻥ‬ ‫ﳚﺮﻱ ﺑﲔ ﻇﻬﺮﺍﻧﻴﻪ‪ .‬ﻓﺮﲟﺎ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺃﺭﺧﺺ ﻭﺃﺳﺮﻉ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺗﻜﺎﺩ ﻻ ﺗﺘﺮﻙ ﻭﺭﺍﺀﻫﺎ ﺃﻱ ﺃﺛﺮ‪ ،‬ﻭﻻ‬ ‫ﳝﻜﻦ ﺗﱪﻳﺮﻫﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﺃﺧﻼﻗﻲ‪.‬‬

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‫ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﲝﻮﺙ ﺷﺮﻛﺎﺕ ﺍﳌﺴﺘﺤﻀﺮﺍﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ‬

‫‪ 1.5.3‬ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﻟﺼﻨﺎﻋﺎﺕ ﻭﺍﻷﻛﺎﺩﳝﻴﲔ‬ ‫ﻛﺎﻥ ﺍﳌﻌﺘﺎﺩ ﰲ ﺍﳌﺎﺿﻲ ﺃﻥ ﲡﺮﻱ ﺷﺮﻛﺎﺕ ﺍﳌﺴﺘﺤﻀﺮﺍﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ ﻣﻌﻈﻢ ﲝﻮﺛﻬﺎ ﻭﺗﻄﻮﻳﺮﻫﺎ ﰲ ﺩﺍﺧﻞ‬ ‫ﻣﺮﺍﻓﻘﻬﺎ‪ .‬ﺃﻣﺎ ﺍﻵﻥ ﻓﺈﻥ ﺃﻋﺪﺍﺩﹰﺍ ﻣﺘﺰﺍﻳﺪﺓ ﻣﻦ ﻫﺬﻩ ﺍﻟﺸﺮﻛﺎﺕ ﺗﻔﻮ‪‬ﺽ ﺇﺟﺮﺍﺀ ﲝﻮﺛﻬﺎ ﺇﱃ ﻣﺮﺍﻛﺰ ﻭﺟﺎﻣﻌﺎﺕ ﺷﻬﲑﺓ‪.‬‬ ‫ﻭﺗﻘﻮﻡ ﺷﺮﻛﺎﺕ ﻋﺪﻳﺪﺓ ﺍﻵﻥ ﺑﺈﻧﻔﺎﻕ ﺃﻛﺜﺮ ﻣﻦ ‪ %30‬ﻣﻦ ﻣﻴﺰﺍﻧﻴﺎﺕ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ ‪‬ﺎ ﻋﻠﻰ ﲝﻮﺙ ﺧﺎﺭﺟﻴﺔ‪،‬‬ ‫ﺾ ﺃﻋﻤﺎﻝ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻭﺍﻟﺘﻄﻮﻳﺮ ‪‬ﺎ ﺇﱃ ﺟﻬﺎﺕ ﺧﺎﺭﺟﻴﺔ )ﺑﻮﺭﻳﻞ‪.(1998 ،‬‬ ‫ﻛﻤﺎ ﺗﺴﻨﺪ ﻛ ﱠﻞ ﺃﻭ ﺑﻌ ‪‬‬ ‫ﻭﳚﺐ ﻣﻼﺣﻈﺔ ﺃﻥ ﺍﻟﺒﺤﺚ ﻣﻦ ﺃﺟﻞ ﺍﻟﺮﺑﺢ ﱂ ﻳﻌﺪ ﳎﺎ ﹰﻻ ﲣﺘﺺ ﺑﻪ ﺍﻟﺼﻨﺎﻋﺎﺕ ﻭﺣﺪﻫﺎ‪ .‬ﻭﺧﺮﺍﻓﺔ ﺍﻹﻧﻔﺼﺎﻝ‬ ‫ﺑﲔ ﺍﻟﻌﺎﱂ ﺍﻷﻛﺎﺩﳝﻲ ﻭﺑﲔ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺁﺧﺬﺓ ﰲ ﺍﻻﳓﺴﺎﺭ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﻨﻤﻂ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻟﻠﻌﻠﻤﺎﺀ ﺍﻟﺬﻳﻦ ﻳﺘﻌﺎﻣﻠﻮﻥ ﻣﻊ‬ ‫ﻣﺸﻜﻼﺕ ﻏﺎﻣﻀﺔ ﰲ ﺃﺑﺮﺍﺝ ﻋﺎﺟﻴﺔ ﺃﺻﺒﺢ ﺻﻮﺭﺓ ﻣﻦ ﺻﻮﺭ ﺍﳌﺎﺿﻲ‪ .‬ﻭﺭﻏﻢ ﺃﻥ ﺑﻌﺾ ﺍﻟﻨﺎﺱ ﻣﺎﺯﺍﻟﻮﺍ ﻳﺆﻣﻨﻮﻥ‬ ‫ﺑﺎﻟﺮﺃﻱ ﺍﻟﻨﻤﻄﻲ ﺍﻟﻘﺎﺋﻞ ﺑﺄﻥ ﺍﻻﺳﺘﻐﻼﻝ ﺍﻟﺘﺠﺎﺭﻱ ﻻ ﻋﻼﻗﺔ ﻟﻪ ﺑﺎﻟﺒﺤﻮﺙ ﺍﻷﻛﺎﺩﳝﻴﺔ‪ ،‬ﻓﺈﻥ ﺍﳉﺎﻣﻌﺎﺕ ﻭﻏﲑﻫﺎ ﻣﻦ‬

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‫ﻫﻴﺌﺎﺕ ﲝﻮﺙ ﺍﻟﻘﻄﺎﻉ ﺍﻟﻌﺎﻡ ﺗﻌﻤﻞ ﺍﻵﻥ ﰲ ﺗﻌﺎﻭﻥ ﻭﺛﻴﻖ ﻣﻊ ﺍﻟﺼﻨﺎﻋﺎﺕ‪ ،‬ﺣﻴﺚ ﺗﺪﻗﻖ ﺍﻟﻨﻈﺮ ﰲ ﻣﻠﻔﺎﺕ‬ ‫ﺍﻟﺒﺤﻮﺙ‪ ،‬ﲝﺜﺎﹰ ﻋﻦ ﻓﺮﺹ ﻟﻠﺘﻄﻮﻳﺮ‪.‬‬ ‫ﺇﻥ ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺍﻟﺼﻨﺎﻋﺎﺕ ﻳﺴﺘﺤﻖ ﻛﻞ ﺍﻟﺘﺸﺠﻴﻊ‪ ،‬ﳌﺎ ﳍﺎ ﻣﻦ ﺩﻭﺭ ﺷﺪﻳﺪ ﺍﻷﳘﻴﺔ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻻﺑﺘﻜﺎﺭ‪.‬‬ ‫ﻭﺗﺘﻤﻴﺰ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﺗﺮﻋﺎﻫﺎ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺑﺄ‪‬ﺎ ﻋﺎﺩﺓ ﻣﺎ ﺗﻜﻮﻥ ﺟﻴ‪‬ﺪﺓ ﺍﻟﺘﻤﻮﻳﻞ‪ ،‬ﻭﺃﻥ ﻣﻦ ﺍﳌﺮﺟﺢ ﺃﻥ ﺗﺘﻮﺍﺻﻞ ﺣﱴ‬ ‫ﺗﺒﻠﻎ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﺴﺮﻳﺮﻱ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ﻓﻬﻲ ﺗﻄﺮﺡ ﻗﻀﺎﻳﺎ ﻣﻬﻤﺔ ﺗﺴﺘﺤﻖ ﺍﻟﻨﻈﺮ‪.‬‬ ‫‪ 2.5.3‬ﻗﻀﺎﻳﺎ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﲝﻮﺙ ﺗﺮﻋﺎﻫﺎ ﺍﻟﺼﻨﺎﻋﺎﺕ‬ ‫ﻫﻨﺎﻙ ﻗﻀﺎﻳﺎ ﻣﻬﻤﺔ ﳚﺐ ﺃﻥ ﻳﻀﻌﻬﺎ ﺍﻟﺒﺎﺣﺚ ﺍﳌﺴﺘﻘﻞ ﰲ ﺍﻋﺘﺒﺎﺭﻩ ﻋﻨﺪﻣﺎ ﻳﺮﺗﺒﻂ ﺑﺒﺤﺚ ﺗﺮﻋﺎﻩ ﺍﻟﺼﻨﺎﻋﺎﺕ‪.‬‬ ‫ﻓﺎﳌﺸﺎﺭﻛﺔ ﰲ ﲝﺚ ﺗﺮﻋﺎﻩ ﺷﺮﻛﺎﺕ ﺍﳌﺴﺘﺤﻀﺮﺍﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ ﲢﺪﺙ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﰲ ﺇﺣﺪﻯ ﺍﳌﺮﺍﺣﻞ ﺍﳌﺨﺘﻠﻔﺔ‬ ‫ﻟﺘﻄﻮﻳﺮ ﺍﻟﺪﻭﺍﺀ ﻭﻫﻲ‪ :‬ﲝﻮﺙ ﺍﻹﻛﺘﺸﺎﻑ‪ ،‬ﻭﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺴﺮﻳﺮﻱ‪ ،‬ﻭﲝﻮﺙ ﻣﺎ ﺑﻌﺪ ﺍﻟﺘﺴﻮﻳﻖ‪.‬‬ ‫‪ ‬ﲝﻮﺙ ﺍﻹﻛﺘﺸﺎﻑ ‪ :Discovery research‬ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﻻ ﺗﺰﺍﻝ ﰲ ﻣﺮﺣﻠﺔ ﺍﻹﻛﺘﺸﺎﻑ‪،‬‬ ‫ﳚﺐ ﺃﻥ ﺗﺘﻔﻖ ﺍﳌﺆﺳﺴﺔ ﺍﳌﺴﺆﻭﻟﺔ ﻋﻦ ﺍﻟﺒﺤﺚ ﻣﻊ ﺍﻟﺸﺮﻛﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺣﻮﻝ ﺣﻘﻮﻕ ﺍﻹﺧﺘﺮﺍﻉ‬ ‫ﻭﺍﻟﺘﺮﺧﻴﺺ ﻷﻱ ﺍﻛﺘﺸﺎﻑ ﻳﺘﻢ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻪ ﺧﻼﻝ ﺍﻟﺒﺤﺚ ﻭﻳﺴﺘﺤﻖ ﺑﺮﺍﺀﺓ ﺍﺧﺘﺮﺍﻉ‪ .‬ﻭﻣﻌﻈﻢ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﺘﻘﺪﻣﺔ ﻟﺪﻳﻬﺎ ﻣﺴﺘﺸﺎﺭﻭﻥ ﻗﺎﻧﻮﻧﻴﻮﻥ ﻳﻘﺪ‪‬ﻣﻮﻥ ﳍﺎ ﺍﳌﺸﻮﺭﺓ ﺣﻮﻝ ﺃﺳﻠﻮﺏ ﺻﻴﺎﻏﺔ ﻫﺬﻩ‬ ‫ﺍﻹﺗﻔﺎﻗﺎﺕ‪.‬‬ ‫‪ ‬ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺴﺮﻳﺮﻱ ‪ :Clinical testing‬ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﲤﺮ ﲟﺮﺍﺣﻞ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ‪ ،‬ﻳﻨﺒﻐﻲ‬ ‫ﺍﻻﻟﺘﺰﺍﻡ ﺑﺎﻟﺪﻻﺋﻞ ﺍﻹﺭﺷﺎﺩﻳﺔ ﺍﳌﻘﺮﺭﺓ ﻟﻠﻤﻤﺎﺭﺳﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳉﻴﺪﺓ ‪ Good Clinical Practice‬ﺍﻟﱵ‬ ‫ﺳﻮﻑ ﻳﺮﺩ ﺫﻛﺮﻫﺎ ﻓﻴﻤﺎ ﺑﻌﺪ‪ ،‬ﰲ ﺍﻟﻔﺼﻞ ﺍﳋﺎﺹ ﺑﺘﻨﻔﻴﺬ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻋﻠﻰ ﺍﻟﻌﻠﻤﺎﺀ ﺃﻥ ﳛﺎﻓﻈﻮﺍ ﻋﻠﻰ‬ ‫ﻣﻮﺿﻮﻋﻴ‪‬ﺘﻬﻢ ﻋﻨﺪﻣﺎ ﻳﻌﻤﻠﻮﻥ ﻣﻊ ﺍﻟﺸﺮﻛﺎﺕ ﺍﻟﺼﻨﺎﻋﻴﺔ‪ .‬ﻭﲝﻜﻢ ﻣﺴﺆﻭﻟﻴﺘﻬﻢ ﺍﳌﺒﺎﺷﺮﺓ ﻋﻦ ﻋﻤﻠﻬﻢ‪،‬‬ ‫ﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﻳﺮﺗﺒﻂ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺑﺄﻱ ﺍﺗﻔﺎﻗﺎﺕ ﲢﻮﻝ ﺩﻭﻥ ﻭﺻﻮﳍﻢ ﺇﱃ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﺍﺳﺘﻄﺎﻋﺘﻬﻢ ﲢﻠﻴﻠﻬﺎ‬ ‫ﺑﺼﻮﺭﺓ ﻣﺴﺘﻘﻠﺔ ﺃﻭ ﺇﻋﺪﺍﺩ ﺍﳌﺨﻄﻮﻃﺎﺕ ﻭﻧﺸﺮﻫﺎ )ﺍﻟﻠﺠﻨﺔ ﺍﻟﺪﻭﻟﻴﺔ ﶈﺮﺭﻱ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ‪.(2003 ،‬‬ ‫ﻭﺗﻄﻠﺐ ﺍ‪‬ﻼﺕ ﺍﳌﻬﻤﺔ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﺬﻳﻦ ﻳﻘﺪ‪‬ﻣﻮﻥ ﳍﺎ ﻭﺭﻗﺎﺕ ﻋﻠﻤﻴﺔ ﻟﻠﻨﺸﺮ‪ ،‬ﺃﻥ ﻳﻌﻠﻨﻮﺍ ﻋﻦ ﺍﳉﻬﺔ‬ ‫ﺍﻟﺮﺍﻋﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﻭﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﳍﻢ ﺃﻳﺔ ﻣﺼﺎﱀ ﻏﲑ ﻋﻠﻤﻴﺔ ﰲ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻛﺎﳌﺼﺎﱀ ﺍﻟﺘﺠﺎﺭﻳﺔ‬ ‫ﻣﺜﻼﹰ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺒﺤﺚ ﺍﻟﺴﺮﻳﺮﻱ ﻗﺪ ﺗﻠﻘﻰ ﺩﻋﻤﹰﺎ ﺟﺰﺋﻴﹰﺎ ﻣﻦ ﻫﻴﺌﺔ ﲝﺜﻴﺔ ﺗﺎﺑﻌﺔ ﻟﻠﻘﻄﺎﻉ ﺍﻟﻌﺎﻡ‪ ،‬ﻓﻴﻨﺒﻐﻲ‬

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‫ﻋﻘﺪ ﺍﺗﻔﺎﻕ ﻣﻊ ﺍﻟﺸﺮﻛﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺣﻮﻝ ﺍﳌﺰﺍﻳﺎ ﺍﻟﱵ ﺳﻮﻑ ﺗﻌﻮﺩ ﻋﻠﻰ ﺍﻟﻘﻄﺎﻉ ﺍﻟﻌﺎﻡ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‬ ‫ﻋﻨﺪ ﳒﺎﺡ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻋﺎﺩﺓ ﻣﺎ ﻳﻌﲏ ﺫﻟﻚ ﲢﺪﻳﺪ ﺃﺳﻌﺎﺭ ﳐﻔﹼﻀﺔ ﻟﻠﻤﻨﺘﺠﺎﺕ‪.‬‬ ‫‪ ‬ﲝﻮﺙ ﻣﺎ ﺑﻌﺪ ﺍﻟﺘﺴﻮﻳﻖ ‪ :Post-marketing research‬ﲝﻮﺙ ﻣﺎ ﺑﻌﺪ ﺍﻟﺘﺴﻮﻳﻖ ﺍﻟﱵ ﺗﺮﻋﺎﻫﺎ‬ ‫ﺍﻟﺸﺮﻛﺎﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ‪ ،‬ﻳﻜﻮﻥ ﳍﺎ ﻫﺪﻑ ﺗﺮﻭﳚﻲ ﰲ ﺍﻟﻌﺎﺩﺓ‪ .‬ﻓﻬﻲ ‪‬ﺪﻑ ﺇﱃ ﺯﻳﺎﺩﺓ ﺗﻌﺮﻳﻒ ﺍﻷﻃﺒﺎﺀ‬ ‫ﺍﻟﺴﺮﻳﺮﻳﲔ ﺑﺎﻟﺪﻭﺍﺀ‪ .‬ﻭﻋﻠﻰ ﺍﻷﻃﺒﺎﺀ ﺍﻟﺴﺮﻳﺮﻳﲔ ﺍﻟﻀﺎﻟﻌﲔ ﰲ ﻫﺬﻩ ﺍﻟﺒﺤﻮﺙ ﺃﻥ ﻳﻠﺘﺰﻣﻮﺍ ﺑﺎﻟﺪﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺼﺎﺭﻣﺔ‪ .‬ﻭﺑﺼﻔﺔ ﺧﺎﺻﺔ‪ ،‬ﳚﺐ ﻣﻘﺎﺭﻧﺔ ﺍﻟﺪﻭﺍﺀ ﳏﻞ ﺍﻟﺒﺤﺚ ﺑﺄﻓﻀﻞ ﻋﻼﺝ ﺑﺪﻳﻞ ﻣﺘﺎﺡ ﰲ ﺍﻟﻮﻗﺖ‬ ‫ﺍﻟﺮﺍﻫﻦ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻛﺬﻟﻚ ﺃﺧﺬ ﺟﻮﺍﻧﺐ ﺃﺧﺮﻯ ﰲ ﺍﻹﻋﺘﺒﺎﺭ ﻏﲑ ﳎﺮﺩ ﳒﺎﻋﺔ ﺍﻟﺪﻭﺍﺀ‪ .‬ﻭﺃﺣﺪ ﻫﺬﻩ‬ ‫ﺍﳉﻮﺍﻧﺐ ﻫﻮ ﻋﺎﻣﻞ ﺍﻟﺘﻜﻠﻔﺔ‪.‬‬

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‫ﻣﻦ ﺃﻳﻦ ﺗﺄﰐ ﺃﻓﻜﺎﺭ ﺍﻟﺒﺤﻮﺙ؟‬

‫‪ 1.6.3‬ﺍﻟﺒﺤﺚ ﰲ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳌﻨﺸﻮﺭﺓ‬ ‫ﺣﱴ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﺘﻮﺻﻞ ﺇﱃ ﻣﻮﺿﻮﻋﺎﺕ ﲝﺜﻴﺔ ﺟﻴﺪﺓ‪ ،‬ﻓﺈﻧﻨﺎ ﻧﻨﺼﺤﻪ ﲟﺎ ﻳﻠﻲ‪:‬‬ ‫‪ ‬ﺃﻥ ﻳﻄﹼﻠﻊ ﻋﻠﻰ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳌﻨﺸﻮﺭﺓ‪ ،‬ﲟﺎ ﻓﻴﻬﺎ ﺍﳌﺮﺍﺟﻌﺎﺕ ‪ reviews‬ﺍﻟﱵ ﲢﺪﺩ ﻓﺠﻮﺍﺕ‬ ‫ﺍﻟﺒﺤﻮﺙ‪،‬‬ ‫‪ ‬ﺃﻥ ﳛﻀ‪‬ﺮ ﺍﻹﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪،‬‬ ‫‪ ‬ﺃﻥ ﳝﺎﺭﺱ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻓﺎﻷﺳﺌﻠﺔ ﺍﻟﱵ ﻳﻄﺮﺣﻬﺎ ﺍﻟﻄﻼﺏ ﻛﺜﲑﺍﹰ ﻣﺎ ﺗﻌﻄﻲ ﺃﻓﻜﺎﺭﺍﹰ ﻟﻠﺒﺤﻮﺙ‪،‬‬ ‫‪ ‬ﺃﻥ ﻳﻌﻤﻞ ﺿﻤﻦ ﻓﺮﻳﻖ‪ ،‬ﻓﺎﻷﻓﻜﺎﺭ ﳝﻜﻦ ﺃﻥ ﺗﺄﰐ ﻣﻦ ﺍﻟﺰﻣﻼﺀ ﺃﻭ ﺍﳌﻮﺟﻬﲔ ‪ mentors‬ﰲ ﻧﻔﺲ‬ ‫ﺍ‪‬ﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺃﻭ ﻏﲑﻫﺎ‪،‬‬ ‫‪ ‬ﺃﻥ ﻳﺘﻌ‪‬ﺮﻑ ﻋﻠﻰ ﺍﻫﺘﻤﺎﻣﺎﺕ ﻫﻴﺌﺎﺕ ﲤﻮﻳﻞ ﺍﻟﺒﺤﻮﺙ‪،‬‬ ‫‪ ‬ﺃﻥ ﻳﻜﻮ‪‬ﻥ ﻟﻨﻔﺴﻪ ﳎﺎﻻﺕ ﺧﺎﺻﺔ ﳍﺎ ﺃﳘﻴﺔ ﻋﻠﻤﻴﺔ‪ ،‬ﻓﻤﻦ ﺍﻷﻓﻀﻞ ﻟﻪ ﺃﻥ ﻳﻜﻮﻥ ﺧﺒﲑﺍﹰ ﰲ ﳎﺎﻝ ﺻﻐﲑ‪.‬‬ ‫ﻭﻗﺪﳝﹰﺎ ﻗﺎﻟﻮﺍ ﻷﻥ ﺗﻜﻮﻥ ﺍﻷﻭ ﹶﻝ ﰲ ﻗﺮﻳﺔ ﺧ ‪‬ﲑ ﻣﻦ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺜﺎﱐ ﰲ ﻣﺪﻳﻨﺔ‪،‬‬ ‫‪ ‬ﺃﻥ ﳛﺼﻞ ﻋﻠﻰ ﺃﻓﻜﺎﺭ ﺟﺪﻳﺪﺓ ﳑﺎ ﺳﺒﻖ ﺃﻥ ﺃﺟﺮﺍﻩ ﻣﻦ ﺍﻟﺒﺤﻮﺙ‪،‬‬

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‫‪ ‬ﺃﻥ ﻳﻜﻮﻥ ﺩﻗﻴﻖ ﺍﳌﻼﺣﻈﺔ‪،‬‬ ‫‪ ‬ﺃﻥ ﻳﻜﻮﻥ ﻭﺍﺳﻊ ﺍﳋﻴﺎﻝ‪،‬‬ ‫‪ ‬ﺃﻥ ﻳﻜﻮﻥ ﺷﻜﺎﻛﹰﺎ ﻋﻨﺪ ﻗﺮﺍﺀﺓ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻓﻠﻴﺲ ﺍﳍﺪﻑ ﻫﻮ ﺍﻹﺷﺎﺩﺓ ﺑﺎﻟﻌﻤﻞ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﺇﳕﺎ ﻣﻨﺎﻗﺸﺘﻪ‪.‬‬ ‫ﺇﻥ ﺍﻟﺒﺤﺚ ﰲ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ ﺃﻣﺮ ﺃﺳﺎﺳﻲ ﻗﺒﻞ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﺣﻮﻝ ﺟﺪﻭﻯ ﺇﺟﺮﺍﺀ ﲝﺚ ﻣﺎ‪ ،‬ﻭﳌﻌﺮﻓﺔ‬ ‫ﺍﻟﻔﺠﻮﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﺗﺘﻄﻠﺐ ﺍﳌﻌﺎﳉﺔ‪ .‬ﻭﻟﻘﺪ ﺃﺻﺒﺤﺖ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳌﻨﺸﻮﺭﺓ ﺣﺎﻟﻴﹰﺎ ﻣﺜﻞ ﺍﻟﻐﺎﺑﺔ ﺍﻟﻜﺜﻴﻔﺔ‬ ‫ﺍﻟﱵ ﻳﺘﻌﺬﺭ ﺍﻟﺘﺠﻮﺍﻝ ﻓﻴﻬﺎ‪ .‬ﻭﻣﻦ ﺍﻟﺼﻌ ﺐ ﻣﻼﺣﻘﺔ ﺍﻹﻧﻔﺠﺎﺭ ﺍﳌﻌﻠﻮﻣﺎﰐ ﺍﻟﺮﺍﻫﻦ ﰲ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ‪ .‬ﻓﻬﻨﺎﻙ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ﻣﻠﻴﻮﱐ ﻣﻘﺎﻟﺔ ﺗﻨﺸﺮ ﺳﻨﻮﻳﹰﺎ ﰲ ﺃﻛﺜﺮ ﻣﻦ ﻋﺸﺮﻳﻦ ﺃﻟﻒ ﳎﻠﺔ ﻃﺒﻴﺔ ﺣﻴﻮﻳﺔ‪ .‬ﻭﻗﺪ ﺃﺩﻯ ﺫﻟﻚ ﺇﱃ ﻇﻬﻮﺭ‬ ‫ﺧﺪﻣﺎﺕ ﺍﻟﻔﻬﺮﺳﺔ ﻭﺍﻟﺘﻠﺨﻴﺺ ‪ .abstracting‬ﻭﺭﲟﺎ ﺯﺍﺩ ﻋﺪﺩ ﺍ‪‬ﻼﺕ ﺍﻟﱵ ﺗﻮﺟﺪ ﺣﺎﻟﻴﹰﺎ ﻭﺗﻘﻮﻡ ﻓﻘﻂ ﺑﺘﻠﺨﻴﺺ‬ ‫ﺍﳌﻘﺎﻻﺕ ﻋﻦ ‪ 200‬ﳎﻠﺔ‪ .‬ﻭﰲ ﺣﲔ ﺃﻥ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳍﺎﻣﺸﻴﺔ ‪) ephemeral literature‬ﺍﻟﱵ ﺗﻌﺘﱪ ﻣﻔﻴﺪﺓ ﳌﺪﺓ‬ ‫ﻗﺼﲑﺓ ﻭﳉﻤﻬﻮﺭ ﺻﻐﲑ ﻓﻘﻂ( ﻻ ﺗﻌﺘﱪ ﻋﺎﺩﺓ ﳑﺎ ﻳﺴﺘﺤﻖ ﺍﻟﻔﻬﺮﺳﺔ ‪ indexing‬ﺃﻭ ﺍﳉﺪﻭﻟﺔ ‪ ،cataloguing‬ﻏﲑ‬ ‫ﺃ‪‬ﺎ ﻣﻊ ﺫﻟﻚ ﻗﺪ ﺗﻜﻮﻥ ﻣﻬﻤﺔ‪ .‬ﻓﻬﻲ ﺗﺸﻤﻞ ﺗﻘﺎﺭﻳﺮ ﻭﳏﺎﺿﺮ ﺍﳌﺆﲤﺮﺍﺕ‪ ،‬ﻭﺃﻧﻮﺍﻋﹰﺎ ﺃﺧﺮﻯ ﻣﻦ ﺍﳌﻨﺸﻮﺭﺍﺕ‪.‬‬ ‫ﻟﻘﺪ ﺃﺻﺒﺤﺖ ﺍﻟﻠﻐﺔ ﺍﻹﻧﻜﻠﻴﺰﻳﺔ ﻫﻲ ﺍﻟﻠﻐﺔ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍﻟﺘﻮﺍﺻﻞ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﳛﺘﺎﺝ ﲨﻴﻊ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ‬ ‫ﺍﻟﺼﻌﻴﺪ ﺍﻟﺪﻭﱄ‪ ،‬ﻋﻠﻰ ﺍﻷﻗﻞ‪ ،‬ﺇﱃ ﻣﻌﺮﻓﺔ ﺍﻟﻘﺮﺍﺀﺓ ‪‬ﺬﻩ ﺍﻟﻠﻐﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﻣﻌﺮﻓﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‬

‫‪computer‬‬

‫ﺃﺻﺒﺤﺖ ﺍﻵﻥ ﻣﻄﻠﺒﺎﹰ ﺁﺧﺮ‪ .‬ﻓﺎﻟﺒﺤﺚ ﺍﻟﻴﺪﻭﻱ ﺁﺧﺬ ﰲ ﺍﻹﳓﺴﺎﺭ ﻟﺼﺎﱀ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺍﳋﻂ ‪.online search‬‬ ‫ﻭﻟﻘﺪ ﺗﻄﻮﺭ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﺗﻠﻌﺒﻪ ﺍﳌﻜﺘﺒﺎﺕ‪ .‬ﻓﺎﳌﻜﺘﺒﺎﺕ ﺍﳊﺪﻳﺜﺔ ﱂ ﺗﻌﺪ ﻣﺴﺘﻮﺩﻋﺎﺕ ﻟﻠﻤﻮﺍﺩ ﺍﳌﻄﺒﻮﻋﺔ‬ ‫ﻭﺣﺴﺐ‪ .‬ﻭﻟﻜﻨﻬﺎ ﲢﺘﻔﻆ ﰲ ﺍﻟﻌﺎﺩﺓ ﺑﻔﻬﺎﺭﺱ ﳏﻮﺳﺒﺔ ﶈﺘﻮﻳﺎ‪‬ﺎ‪ ،‬ﳎﺪﻭﻟﺔ ﲝﺴﺐ ﺍﳌﻮﺿﻮﻉ ﻭﺍﻟﻜﺎﺗﺐ ﻭﺍﻟﻌﻨﻮﺍﻥ‪.‬‬ ‫ﻭﻛﺜﲑ ﻣﻦ ﻣﻜﺘﺒﺎﺕ ﺍﻟﻜﻠﻴﺎﺕ ﻭﺍﳌﻜﺘﺒﺎﺕ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻣﺸﺘﺮﻙ ﰲ ﺷﺒﻜﺎﺕ ﺍﳌﻜﺘﺒﺎﺕ‪ .‬ﻭﻣﻦ ﺷﺄﻥ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺎﺕ‬ ‫ﺃﻥ ﺗﻮﺳﻊ ﻧﻄﺎﻕ ﳏﺘﻮﻯ ﻛﻞ ﻣﻜﺘﺒﺔ‪ ،‬ﻧﻈﺮﺍﹰ ﻷﻥ ﻛﻞ ﻣﻜﺘﺒﺔ ﺳﻮﻑ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗ‪‬ﻌﲑ ﻣﺎ ﻟﺪﻳﻬﺎ ﻣﻦ ﻛﺘﺐ ﺇﱃ‬ ‫ﻏﲑﻫﺎ ﻣﻦ ﺍﳌﻜﺘﺒﺎﺕ ﻋﻦ ﻃﺮﻳﻖ ﻧﻈﺎﻡ ﻟﻺﻋﺎﺭﺓ ﺑﲔ ﺍﳌﻜﺘﺒﺎﺕ‪ .‬ﰒ ﺇﻥ ﺑﺎﻹﻣﻜﺎﻥ ﻃﻠﺐ ﺻﻮﺭ ﺿﻮﺋﻴﺔ ﻣﻦ‬ ‫ﻣﻘﺎﻻﺕ ﻟﻴﺴﺖ ﻣﺘﺎﺣﺔ ﰲ ﻣﻜﺘﺒﺔ ﻣﺎ‪ ،‬ﻣﻦ ﻣﻜﺘﺒﺔ ﺃﺧﺮﻯ ﻓﺘﺮﺳﻠﻬﺎ ﺇﻟﻴﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻔﺎﻛﺲ‪ .‬ﻭﺗﺘﻴﺢ ﺍﳌﻜﺘﺒﺔ‬ ‫ﺍﳊﺪﻳﺜﺔ ﻛﺬﻟﻚ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻮﺻﻞ ﻋﻦ ﻃﺮﻳﻖ ﺍﳊﺎﺳﻮﺏ ﺇﱃ ﻣﻮﺍﺭﺩ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻳﻘﻮﻡ ﺃﻣﻨﺎﺀ ﺍﳌﻜﺘﺒﺎﺕ ﺑﺎﳌﺴﺎﻋﺪﺓ‬ ‫ﻋﻨﺪ ﺍﻟﻠﺰﻭﻡ‪.‬‬ ‫ﻭﻳﻘﺪﻡ ﺍﳌﻠﺤﻖ ‪ 3‬ﻧﺒﺬﺓ ﺗﻘﻨﻴﺔ ﺣﻮﻝ ﺍﻟﺒﺤﺚ ﰲ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻮﺍﺭﺩ ﻣﻜﺘﺒﺔ ﺍﻟﻄﺐ ﺍﻟﻮﻃﻨﻴﺔ‬ ‫‪ NLM‬ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺼﺤﻴﺔ ﺍﳌﺘﺎﺣﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬

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‫‪ 2.6.3‬ﻣﺒﺎﺩﺭﺍﺕ ﺟﺪﻳﺪﺓ ﻟﺘﻮﺳﻴﻊ ﻧﻄﺎﻕ ﺍﻟﺘﻮﺻﻞ ﻟﻠﻤﻄﺒﻮﻋﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻨﺸﻮﺭﺓ‬

‫ﺍﻟﺘﻮﺻ‪‬ﻞ ﺍﳌﻔﺘﻮﺡ‬ ‫ﻛﺎﻥ ﺍﻟﺘﻮﺻ‪‬ﻞ ﺍﳌﻔﺘﻮﺡ ‪ open access‬ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻋﻠﻰ ﺭﺃﺱ ﺟﺪﻭﻝ ﺃﻋﻤﺎﻝ ﺍﻟﻘﻤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﳉﻤﻌﻴﺔ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻋﻘﺪﺕ ﰲ ﺟﻨﻴﻒ ﰲ ﻛﺎﻧﻮﻥ ﺍﻷﻭﻝ‪ /‬ﺩﻳﺴﻤﱪ ‪ .2003‬ﻭﻓﻴﻬﺎ ﺍﻋﺘﻤﺪﺕ ﻭﻓﻮﺩ ‪ 176‬ﺩﻭﻟﺔ »ﺇﻋﻼﻥ‬ ‫ﻣﺒﺎﺩﺉ« ﺗﻀﻤﻦ ﺍﻟﺘﺰﺍﻣﹰﺎ ﺑﺎﻟﺴﻌﻲ ﺇﱃ »ﺗﻌﺰﻳﺰ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﳌﻌﺎﺭﻑ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﻣﻊ ﺗﻜﺎﻓﺆ ﺍﻟﻔﺮﺹ‬ ‫ﻟﻠﺠﻤﻴﻊ‪ ،‬ﻭﺇﳚﺎﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ ﻭﻧﺸﺮﻫﺎ‪ ،‬ﲟﺎ ﰲ ﺫﻟﻚ ﻣﺒﺎﺩﺭﺍﺕ ﺍﻟﺘﻮﺻﻞ ﺍﳌﻔﺘﻮﺡ ﺇﱃ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻨﺸﺮ‬ ‫ﺍﻟﻌﻠﻤﻲ« )‪.(http://www.biomedcentral.com/openaccess, accessed February 24, 2004‬‬ ‫ﻭﻳﻘﺪﻡ ﺍﳌﻠﺤﻖ ‪ 3‬ﻛﺬﻟﻚ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﱵ ﺗﺘﻴﺢ ﺍﻟﺘﻮﺻ‪‬ﻞ ﺍﳌﻔﺘﻮﺡ ﺇﱃ ﺍ‪‬ﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬

‫ﻣﺒﺎﺩﺭﺓ ﺍﻟﺘﻮﺻﻞ ﻟﻸﲝﺎﺙ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺸﺒﻜﺔ ﺍﻟﺪﻭﻟﻴﺔ ﺍﻟﺼﺤﻴﺔ )ﻫﻴﻨﺎﺭﻱ ‪(HINARI‬‬ ‫ﺍﳌﺸﺎﻛﻞ ﺍﻟﺼﺤﻴﺔ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﳝﻜﻦ ﻋﻠﻰ ﺍﻷﺭﺟﺢ ﺣﻠﻬﺎ ﲟﻌﺮﻓﺔ ﺍﻟﺒﺎﺣﺜﲔ ﰲ ﺗﻠﻚ ﺍﻟﺒﻠﺪﺍﻥ‪ .‬ﻓﻬﻢ‬ ‫ﺃﺩﺭﻯ ﻣﻦ ﻏﲑﻫﻢ ﺑﺎﻷﺳﺌﻠﺔ ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﱵ ﳚﺐ ﻃﺮﺣﻬﺎ‪ ،‬ﻭﲟ‪‬ﻦ ﺍﻟﺬﻱ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳊﻠﻮﻝ ﺍﳌﻤﻜﻨﺔ‬ ‫ﺍﻟﺘﻨﻔﻴﺬ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﺫﻟﻚ ﻓﻬ‪‬ﻢ ﳛﺘﺎﺟﻮﻥ ﻟﻠﺘﻮﺻﻞ ﺇﱃ ﺍ‪‬ﻤ‪‬ﻊ ‪ pool‬ﺍﻟﻌﺎﳌﻲ ﻟﻠﻤﻌﺎﺭﻑ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻭﺣﱴ ﺍﳌﺎﺿﻲ‬ ‫ﺍﻟﻘﺮﻳﺐ ﻛﺎﻥ ﻣﻌﻈﻢ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﺤﻴﺔ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﻻ ﻳﺘﻮﺻﻞ ﺇﱃ ﺍ‪‬ﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ ﺇﻻ ﺑﺪﺭﺟﺔ‬ ‫ﺿﺌﻴﻠﺔ‪ ،‬ﻭﺭﲟﺎ ﻻ ﻳﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﻣﻄﻠﻘﹰﺎ‪ .‬ﻭﺍ‪‬ﻼﺕ ﺍﻟﻘﻠﻴﻠﺔ ﺍﻟﱵ ﻛﺎﻧﺖ ﻣﺘﺎﺣﺔ ﻟﺘﻠﻚ ﺍﳌﺆﺳﺴﺎﺕ ﻛﺎﻧﺖ ﻏﺎﻟﺒﹰﺎ ﻗﺪﳝﺔ‬ ‫ﺍﻟﺘﺎﺭﻳﺦ‪ .‬ﻭﱂ ﺗﻜﻦ ﺗﻠﻚ ﺍﳌﺆﺳﺴﺎﺕ ﺗﺴﺘﻄﻴﻊ ﲢﻤ‪‬ﻞ ﺭﺳﻮﻡ ﺍﻻﺷﺘﺮﺍﻛﺎﺕ‪.‬‬ ‫ﻭﺗﻮﱄ ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺃﻭﻟﻮﻳﺔ ﻋﺎﻟﻴﺔ ﻟﺘﺤﺴﲔ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻭﻗﺪ ﺑﺪﺃﺕ‬ ‫ﻣﺒﺎﺩﺭﺓ ﻫﻴﻨﺎﺭﻱ ‪ HINARI‬ﻛﻤﺸﺎﺭﻛﺔ ﻃﻮﻋﻴﺔ ﺑﲔ ﺍﳌﻨﻈﻤﺔ ﻭﺑﲔ ﲬﺴﺔ ﻣﻦ ﻛﺒﺎﺭ ﺍﻟﻨﺎﺷﺮﻳﻦ‪ :‬ﺑﻼﻛﻮﻳﻞ‪،‬‬ ‫ﻭﺇﻟﺴﻔﲑ )ﺷﺎﻣﻼ ﻫﺎﺭﻛﻮﺭﺕ( ﻭﺳﱪﻧﻐﺮ ﻓﲑﻻﻍ‪ ،‬ﻭﺟﻮﻥ ﻭﻳﻠﻲ‪ ،‬ﻭﻭﻟﺘﺮﺯ ﻛﻠﻮﻣﲑ‪ ،‬ﻟﺘﺰﻭﻳﺪ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺍﻟﻨﺎﻣﻴﺔ ﲞﺪﻣﺔ ﺍﻟﺘﻮﺻ‪‬ﻞ ﺍ‪‬ﺎﱐ ‪ free access‬ﻟﻠﻤﺠﻼﺕ‪ .‬ﻭﰎ ﺍﻓﺘﺘﺎﺡ ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ ﻣﻦ ﺍﳌﺒﺎﺩﺭﺓ ﻳﻮﻡ ‪ 31‬ﻛﺎﻧﻮﻥ‬ ‫ﺍﻟﺜﺎﱐ‪ /‬ﻳﻨﺎﻳﺮ ‪ 2001‬ﺑﺈﻣﺪﺍﺩ ‪ 68‬ﺑﻠﺪﹰﺍ ﲞﺪﻣﺔ ﺍﻟﺘﻮﺻﻞ ﺍ‪‬ﺎﱐ ﻋﻦ ﻃﺮﻳﻖ ﺍﻹﻧﺘﺮﻧﺖ ﺇﱃ ‪ 1400‬ﳎﻠﺔ‪ .‬ﻭﻟﻘﺪ ﰎ‬ ‫ﺗﺴﺠﻴﻞ ‪ 438‬ﻣﺆﺳﺴﺔ ﰲ ‪ 56‬ﺑﻠﺪﹰﺍ ﰲ ﻫﺬﺍ ﺍﳌﺸﺮﻭﻉ‪ .‬ﻭﻳﻘﻮﻡ ﺃﻛﺜﺮ ﻣﻦ ﻣﺌﺔ ﻣﺆﺳﺴﺔ ﺑﺎﻟﺘﻮﺻ‪‬ﻞ ﺑﺎﻧﺘﻈﺎﻡ ﺇﱃ‬

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‫ﺍ‪‬ﻼﺕ‪ .‬ﻭﻳﺘﺰﺍﻳﺪ ﻋﺪﺩ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﺸﺎﺭﻛﺔ‪ ،‬ﻛﻤﺎ ﺃﻥ ﻋﺪﺩ ﺍ‪‬ﻼﺕ ﻗﺪ ﲡﺎﻭﺯ ﺍﻷﻟﻔﲔ‪ ،‬ﺑﻌﺪ ﺃﻥ ﺍﻧﻀﻢ ﺇﱃ‬ ‫ﺍﳌﺒﺎﺩﺭﺓ ‪ 18‬ﻧﺎﺷﺮﹰﺍ ﺁﺧﺮﻳﻦ‪.‬‬ ‫ﻭﰲ ﻛﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ‪ /‬ﻳﻨﺎﻳﺮ ‪ 2003‬ﺍﻣﺘﺪﺕ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻮﺻ‪‬ﻞ ‪ access‬ﺇﱃ ‪ 42‬ﺑﻠﺪﹰﺍ ﺇﺿﺎﻓﻴﹰﺎ ﻣﻦ ﺑﻠﺪﺍﻥ ﺍﻟﺪﺧﻞ‬ ‫ﺍﳌﺘﻮﺳﻂ‪ .‬ﻭﻋﻠﻰ ﻣﺆﺳﺴﺎﺕ ﺗﻠﻚ ﺍﻟﺒﻠﺪﺍﻥ ﺃﻥ ﺗﺴﺪﺩ ﺃﻟﻒ ﺩﻭﻻﺭ ﺃﻣﺮﻳﻜﻲ ﰲ ﻣﻘﺎﺑﻞ ﺍﻟﺘﻮﺻ‪‬ﻞ ﺇﱃ ﺣﻮﺍﱄ ﺃﻟﻔﻲ‬ ‫ﳎﻠﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ) ﻭﻫﻮ ﻣﺒﻠﻎ ﻻ ﻳﻐﻄﻲ ﺭﺳﻮﻡ ﺍﻻﺷﺘﺮﺍﻙ ﺇﻻ ﰲ ﺣﻮﺍﱄ ﺛﻼﺙ ﳎﻼﺕ ﻓﻘﻂ ﺑﺎﻷﺳﻌﺎﺭ ﺍﻟﻌﺎﺩﻳﺔ(‪ .‬ﻭﻗﺪ‬ ‫ﺗﱪﻉ ﺍﻟﻨﺎﺷﺮﻭﻥ ﺑﺎﻟﻌﺎﺋﺪ ﳌﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻟﺘﺴﺘﻌﻤﻠﻪ ﰲ ﺗﺪﺭﻳﺐ ﺃﻣﻨﺎﺀ ﺍﳌﻜﺘﺒﺎﺕ ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﻝ ﻣﺒﺎﺩﺭﺓ‬ ‫ﻫﻴﻨﺎﺭﻱ ‪.HINARI‬‬ ‫ﻭﺑﻌﺪ ﲢﺴ‪‬ﻦ ﻧﻈﻢ ﺍﻟﺘﺸﻐﻴﻞ ﺃﻣﻜﻦ ﺍﻵﻥ ﺇﳚﺎﺩ ﺍﺗﺼﺎﻝ ﻣﺒﺎﺷﺮ ﲟﺠﻼﺕ ﻣﺒﺎﺩﺭﺓ ﻫﻴﻨﺎﺭﻱ‪ ،‬ﻣﻦ ﻗِﺒﻞ ﻗﺎﻋﺪﺓ‬ ‫ﺑﻴﺎﻧﺎﺕ ﻣﻜﺘﺒﺔ ﺍﻟﻄﺐ ﺍﻟﻮﻃﻨﻴﺔ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ‪ .Pub Med‬ﻭﻳﺘﻀﻤﻦ ﺍﳌﻠﺤﻖ ‪ 4‬ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻛﻴﻔﻴﺔ‬ ‫ﺍﻟﺒﺤﺚ ﰲ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ ﻣﻦ ﺧﻼﻝ ﻣﺒﺎﺩﺭﺓ ﻫﻴﻨﺎﺭﻱ‪ .‬ﻭﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ‬ ‫ﻫﺬﻩ ﺍﳌﺒﺎﺩﺭﺓ ﻣﻦ ﺍﳌﻮﻗﻊ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﺎﱄ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪.(http://www.healthnetwork.net) :‬‬

‫ﺍﳌﻜﺘﺒﺔ ﺍ‪‬ﺎﺯﻳﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻟﺼﺤﻴﺔ ﻹﻗﻠﻴﻢ ﺷﺮﻕ ﺍﳌﺘﻮﺳﻂ‬ ‫ﺑﺪﺃ ﺍﳌﻜﺘﺐ ﺍﻹﻗﻠﻴﻤﻲ ﳌﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻟﺸﺮﻕ ﺍﳌﺘﻮﺳﻂ ﰲ ﺗﻨﻔﻴﺬ ﻣﺒﺎﺩﺭﺓ ﻟﻠﺮﺑﻂ ﺑﲔ ﻣﻜﺘﺒﺎﺕ ﺍﻹﻗﻠﻴﻢ‬ ‫ﰲ ﺷﺒﻜﺔ ﳎﺎﺯﻳﺔ ‪ .virtual network‬ﻭ‪‬ﺪﻑ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺔ ﺇﱃ ﺇﺗﺎﺣﺔ ﺃﻛﱪ ﻗﺪﺭ ﳑﻜﻦ ﻣﻦ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﻟﻄﺒﻴﺔ‬ ‫ﺍﳊﻴﻮﻳﺔ ﺍﳌﻨﺸﻮﺭﺓ‪ ،‬ﺃﻭ ﺗﻴﺴﲑ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﻟﻠﻤﻨﺘﻔﻌﲔ ﺍﶈﺘﻤﻠﲔ ﰲ ﺍﻹﻗﻠﻴﻢ ﺑﺄﻛﺜﺮ ﺍﻟﻄﺮﻕ ﻓﻌ‪‬ﺎﻟﻴﺔ ﻭﺃﻗﻠﻬﺎ ﺗﻜﻠﻔﺔ‪.‬‬ ‫ﻭﻣﻦ ﺷﺄﻥ ﺧ ﺪﻣﺔ ﺍﻹﻧﺘﺮﻧﺖ ﺍﳌﻮﺟﻮﺩﺓ ﺣﺎﻟﻴﹰﺎ ﰲ ﻣﻌﻈﻢ ﺑﻠﺪﺍﻥ ﺍﻹﻗﻠﻴﻢ ﺃﻥ ﺗﻴﺴ‪‬ﺮ ﺗﺸﻐﻴﻞ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ‬ ‫ﻣﻜﺘﺒﺔ ﳎﺎﺯﻳﺔ‪ .‬ﻭﻟﻘﺪ ﺃﺑﺪﺕ ﳎﻤﻮﻋﺔ ﺃﺳﺎﺳﻴﺔ ‪ core group‬ﻣﻦ ﺍﳌﻜﺘﺒﺎﺕ ﺭﻏﺒﺘﻬﺎ ﰲ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺔ‪،‬‬ ‫ﻭﺑﺎﺳﺘﻄﺎﻋﺔ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﳛﺼﻠﻮﺍ ﻋﻠﻰ ﺧﺪﻣﺎ‪‬ﺎ ﻣﻦ ﺍﳌﻮﻗﻊ ﺍﻟﺘﺎﱄ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪:‬‬ ‫‪http://www.emro.who.int/HIS/VHSL/Index.htm.‬‬

‫ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ‪PubMed Central‬‬

‫ﻫﺬﻩ ﻣﺒﺎﺩﺭﺓ ﻣﻦ ﻣﻜﺘﺒﺔ ﺍﻟﻄﺐ ﺍﻟﻮﻃﻨﻴﺔ ‪ NLM‬ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ .‬ﻭﻫﻲ ﺗﺘﻴﺢ ﺍﻟﺘﻮﺻﻞ ﻋﻠﻰ ﺍﳋﻂ‬ ‫‪access‬‬

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‫ﻣﻮﻗﻌﻬﺎ‬

‫)‪ .(http://pubmedcentral.nih.gov.‬ﻭﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﳏﻔﻮﻇﺎﺕ ‪ archive‬ﻋﺎﻣﺔ ﻣﺮﺗﻜﺰﺓ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ‬ ‫‪18‬‬

‫‪ web-based‬ﻓﻬﻲ ﺗﺘﻴﺢ ﺍﻟﺘﻮﺻﻞ ﺍ‪‬ﺎﱐ ﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﺒﺤﻮﺙ ﺍﻷﺻﻠﻴﺔ ﺍﶈﻜﹼﻤﺔ ﰲ ﻋﻠﻮﻡ ﺍﳊﻴﺎﺓ‪ .‬ﻛﻤﺎ ‪‬ﻴﺊ ﺍﻟﻔﺮﺻﺔ‬ ‫ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﻌﻠﻤﻲ ﰲ ﺍﻟﻌﺎﱂ ﻭﻣﺴﺘﻌﻤﻠﻲ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ ‪ world wide web‬ﻋﻤﻮﻣﺎﹰ‪ ،‬ﻟﻠﺒﺤﺚ ﰲ ﺍﳌﻄﺒﻮﻋﺎﺕ‬ ‫ﺍﳌﻨﺸﻮﺭﺓ ﻋﻦ ﻋﻠﻮﻡ ﺍﳊﻴﺎﺓ‪ ،‬ﻭﺍﺳﺘﺮﺟﺎﻉ ﺗﻘﺎﺭﻳﺮ ﺍﻟﺒﺤﻮﺙ ﻛﺎﻣﻠﺔ ﻭﺑﺎ‪‬ﺎﻥ‪ ،‬ﻭﻟﻴﺲ ﻓﻘﻂ ﻋﻨﺎﻭﻳﻨﻬﺎ ﺃﻭ ﺧﻼﺻﺎ‪‬ﺎ‪.‬‬ ‫ﻭﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ﺍﻣﺘﺪﺍﺩﹰﺍ ﻣﻨﻄﻘﻴﹰﺎ ﻟﻨﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ ﺍﻟﺬﻱ ﻳﻌﻄﻲ‬ ‫ﺍﻟﺘﻔﺎﺻﻴﻞ ﺍﻟﺒﺒﻠﻮﻏﺮﺍﻓﻴﺔ ﻟﻠﻤﻘﺎﻻﺕ ﻭﺧﻼﺻﺎ‪‬ﺎ‪ .‬ﻭﻫﻲ ﺗ ﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻨﺎﺷﺮﻳﻦ ﻭﺍﳉﻤﻌﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﺗ‪‬ﺤﻴﻞ ﺇﻟﻴﻬﺎ‬ ‫ﺍﳌﻘﺎﻻﺕ ﺍﶈﻜﹼﻤﺔ‪ .‬ﻭﺗﺘﻠﻘﻰ ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ﲤﻮﻳﻠﻬﺎ ﻣﻦ ﺍﳌﻌﺎﻫﺪ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻠﺼﺤﺔ‬ ‫ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﺍﻟﱵ ﲤﻮ‪‬ﻝ ﻧﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ ﻛﺬﻟﻚ‪ .‬ﻛﻤﺎ ﺃﻥ ﻗﺪﺭ‪‬ﺎ ﻋﻠﻰ ﺍﻹﺭﺗﺒﺎﻁ ﺍﳋﺎﺭﺟﻲ‬ ‫‪ Capability‬ﺗﺴﻬﻞ ﺍﻟﺘﺠﻮﺍﻝ ﰲ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻜﺎﻣﻠﺔ ﻟﻠﻤﻮﺍﺩ ﺍﻟﱵ ﺗﺘﻴﺤﻬﺎ ﺍﻹﺭﺗﺒﺎﻃﺎﺕ‬

‫‪Link Out‬‬

‫ﺍﻟﺘﺸﻌ‪‬ﺒﻴﺔ ‪hyperlinking‬‬

‫ﲟﻮﺍﻗﻊ ﻋﺪﻳﺪ ﻣﻦ ﻧﺎﺷﺮﻱ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﻟﻄﺐ‪.‬‬

‫ﺍﻟﻔﻬﺮﺱ ﺍﻟﻄﱯ ﻹﻗﻠﻴﻢ ﺷﺮﻕ ﺍﳌﺘﻮﺳﻂ‬ ‫ﺑﺪﺃ ﻣﺸﺮﻭﻉ ﺍﻟﻔﻬﺮﺱ ﺍﻟﻄﱯ ﻹﻗﻠﻴﻢ ﺷﺮﻕ ﺍﳌﺘﻮﺳﻂ‬

‫‪the Eastern Mediternanean Region Index‬‬

‫‪ Mediws‬ﰲ ﺳﻨﺔ ‪ 1987‬ﻭﺫﻟﻚ ﺑﻔﻬﺮﺳﺔ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ ﻭﺍﻟﺼﺤﻴﺔ ﺍﻟﱵ ﺗ‪‬ﻨﺸﺮ ﰲ ﺑﻠﺪﺍﻥ ﺇﻗﻠﻴﻢ ﺷﺮﻕ ﺍﳌﺘﻮﺳﻂ‬ ‫ﺍﺑﺘﺪﺍﺀ ﻣﻦ ﺳﻨﺔ ‪ .1984‬ﻭﻟﻪ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﻣﻮﺛﻮﻗﺔ‪ ،‬ﻭﻫﻲ ﺣﺪﻳﺜﺔ ﺑﻘﺪﺭ ﺣﺪﺍﺛﺔ ﺍ‪‬ﻼﺕ ﻧﻔﺴﻬﺎ‪ ،‬ﻭﳝﻜﻨﻬﺎ ﺃﻥ‬ ‫ﺗﻘﺪﻡ ﺧﺪﻣﺔ ﺍﻟﺘﻌﺮﻳﻒ ﺑﺄﺣﺪﺙ ﻣﺎ ﻧﺸﺮ ﰲ ﺍﻹﻗﻠﻴﻢ‪ .‬ﻭﻳﻮﺯ‪‬ﻉ ﺍﻟﻔﻬﺮﺱ ﺍﻟﻄﱯ ﰲ ﺛﻼﺛﺔ ﺃﺷﻜﺎﻝ‪ :‬ﻧﺴﺨﺔ ﻣﻄﺒﻮﻋﺔ ﻣﻦ‬ ‫ﳏﺘﻮﻳﺎﺗﻪ ﺍﻟﺮﺍﻫﻨﺔ‪ ،‬ﻭﻫﻲ ﺗﺼﺪﺭ ﻓﺼﻠﻴﺎﹰ )ﺭﺑﻊ ﺳﻨﻮﻳﺔ(‪ ،‬ﻭﻧﺴﺨﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﻋﻠﻰ ﺍﳋﻂ ‪ online‬ﻋﻦ ﻃﺮﻳﻖ ﻣﻮﻗﻊ‬ ‫ﺍﳌﻜﺘﺐ ﺍﻹﻗﻠﻴﻤﻲ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ )‪ (http://www.emro.who.int./library‬ﻭﻧﺴﺨﺔ ﳎﺪ‪‬ﺩﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﻋﻠﻰ ﺃﻗﺮﺍﺹ ﻣﻜﺘﻨـﺰﺓ ﺑﺬﺍﻛﺮﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻓﻘﻂ ‪ CD-ROM‬ﻭﺗﺼﺪﺭ ﻛﻞ ﺳﺘﺔ ﺃﺷﻬﺮ‪.‬‬

‫‪ 7.3‬ﻣﻌﺎﻳﲑ ﺍﳌﻮﺿﻮﻉ ﺍﻟﺒﺤﺜﻲ ﺍﳉﻴﺪ‬ ‫ﻼ ﻟﻠﺘﻨﻔﻴﺬ ‪ ،fesible‬ﺟﺪﻳﺮﹰﺍ ﺑﺎﻻﻫﺘﻤﺎﻡ ‪ ،interesting‬ﺟﺪﻳﺪﹰﺍ‬ ‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﻮﺿﻮﻉ ﺍﻟﺒﺤﺜﻲ ﺍﳉﻴﺪ ﻗﺎﺑ ﹰ‬ ‫‪ ،novel‬ﺃﺧﻼﻗﻴﺎﹰ ‪ ،ethical‬ﻭﻣﻼﺋﻤﺎﹰ ‪ .relevant‬ﻭﻗﺪ ﺟ‪‬ﻤﻌﺖ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ ﺍﳋﻤﺴﺔ ﰲ ﺗﺸﻜﻴﻞ ﻭﺍﺣﺪ ﻳﺴﻤﻰ‬ ‫»ﺻﻴﻐﺔ ﻓﺎﻳﻨﺮ ‪) «FINER formul‬ﻫﺎﻟﻠﻲ ﻭﺁﺧﺮﻭﻥ‪ .(2001 ،‬ﻭﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﳜﺘﱪ ﻣﺪﻯ ﺟﻮﺩﺓ ﺳﺆﺍﻝ‬ ‫ﺍﻟﺒﺤﺚ ﺍﳌﻘﺘﺮﺡ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ ﺍﳋﻤﺴﺔ‪.‬‬

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‫ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻨﻔﻴﺬ‬ ‫ﻗﺒﻞ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﺑﺸﺄﻥ ﻣﻮﺿﻮﻉ ﲝﺜﻲ‪ ،‬ﳚﺐ ﺃﻥ ﻳﺘﺄﻛﺪ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺃﻥ ﲝﺜﻪ ﳝﻜﻦ ﺃﻥ ﻳﺴﺘﻤﺮ ﺣﱴ ﻳﻜﺘﻤﻞ‪.‬‬ ‫ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺃﻣﺜﻠﺔ ﻟﻠﻌﻮﺍﻣﻞ ﺍﻟﱵ ﻳﺘﻌﲔ ﺃﺧﺬﻫﺎ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ‪ ،‬ﲝﺴﺐ ﻧﻮﻉ ﺍﻟﺒﺤﺚ‪:‬‬ ‫‪ ‬ﻳﻨﺒﻐﻲ ﺃﻥ ﳝﻜﻦ ﺗﻌﺒﺌﺔ ﻋﺪﺩ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻼﺯﻣﲔ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺇﺟﺎﺑﺔ ﻋﻦ ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ ﰲ ﺍﻹﻃﺎﺭ ﺍﻟﺰﻣﲏ‬ ‫ﺍﶈﺪﺩ ﻟﻠﺒﺤﺚ ﺍﳌﺰﻣﻊ‪.‬‬ ‫‪ ‬ﳚﺐ ﺃﻥ ﺗﺘﻮﺍﻓﺮ ﰲ ﺍﳌﺮﻓﻖ ﺍﳌﺘﺎﺡ ﻟﻠﺒﺎﺣﺜﲔ ﺍﳌﻌﺪﺍﺕ ﻭﺍﳌﻮﺍﺩ ﺍﻟﻼﺯﻣﺔ‪ ،‬ﻭﻏﲑﻫﺎ ﻣﻦ ﻣﺘﻄﻠﺒﺎﺕ ﺇﺟﺮﺍﺀ‬ ‫ﺍﻟﺒﺤﺚ‪.‬‬ ‫‪ ‬ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻟﺪﻯ ﺍﻟﺒﺎﺣﺜﲔ ﺍﳋﱪﺍﺕ ﺍﻟﻼﺯﻣﺔ‪.‬‬ ‫‪ ‬ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺒﺤﺚ ﰲ ﺣﺪﻭﺩ ﺍﻹﺳﺘﻄﺎﻋﺔ‪ ،‬ﻭﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻮﺍﺭﺩ ﺍﳌﺎﻟﻴﺔ ﻣﺘﻮﻓﺮﺓ‪.‬‬ ‫‪ ‬ﳚﺐ ﺃﻥ ﻻ ﺗﻜﻮﻥ ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ﻛﺜﲑﺓ ﺟﺪﹰﺍ ﺃﻭ ﻃﻤﻮﺣﺔ ﺟﺪﹰﺍ‪ .‬ﻭﻣﻦ ﺍﻷﻓﻀﻞ ﺩﺍﺋﻤﹰﺎ ﲢﺪﻳﺪ ﻫﺪﻑ‬ ‫ﺭﺋﻴﺴﻲ ﻭﺍﺣﺪ ﺗﺪﻭﺭ ﺣﻮﻟﻪ ﺧﻄﺔ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﳝﻜﻦ ﺑﻌﺪ ﺫﻟﻚ ﺇﺿﺎﻓﺔ ﺃﻫﺪﺍﻑ ﺛﺎﻧﻮﻳﺔ ﻳ‪‬ﺤﺘﻤﻞ ﺃﻥ ﺗﻔﻀﻲ‬ ‫ﺑﺪﻭﺭﻫﺎ ﺇﱃ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﺻﺤﻴﺤﺔ‪.‬‬ ‫ﻟﻘﺪ ﺍﻋﺘﺎﺩ ﺍﻟﺴﲑ ﺑﻴﺘﺮ ﻣﺪﻭ‪‬ﺭ‪ ،‬ﺍﻟﻌﺎﱂ ﺍﻟﱪﻳﻄﺎﱐ ﺍﳊﺎﺋﺰ ﻋﻠﻰ ﺟﺎﺋﺰﺓ ﻧﻮﺑﻞ‪ ،‬ﺃﻥ ﻳﺼﻒ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺑﺄﻧﻪ »ﻓﻦ‬ ‫ﺍﻟﻘﺎﺑﻞ ﻟﻠﺤﻞ« ﻭﺫﻟﻚ ﰲ ﺗﻨﺎﻇﺮ ﻣﻊ ﻭﺻﻒ ﺃﻭﺗﻮﻓﻮﻥ ﺑﺴﻤﺎﺭﻙ ﻟﻠﺴﻴﺎﺳﺔ ﺑﺄ‪‬ﺎ »ﻓﻦ ﺍﳌﻤﻜﻦ« )ﻣﺪﻭ‪‬ﺭ‪.(1979 ،‬‬ ‫ﻭﻛﺎﻥ ﺣﺮﻳﺼﹰﺎ ﻋﻠﻰ ﺇﻳﻀﺎﺡ ﺃﻧﻪ ﱂ ﻳﻜﻦ ﻳﺪﻋﻮ ﺇﱃ ﺩﺭﺍﺳﺔ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺴﻬﻠﺔ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺣﻠﻮﻝ ﺳﺮﻳﻌﺔ‪ ،‬ﻭﺇﳕﺎ‬ ‫ﻛﺎﻥ ﻳﻌﲏ ﺃﻥ ﻓﻦ ﺍﻟﺒﺤﺚ ﻫﻮ ﺟﻌﻞ ﺍﳌﺸﻜﻠﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺤﻞ‪ ،‬ﻭﺫﻟﻚ ﺑﺈﳚﺎﺩ ﺍﻟﻄﺮﻕ ﺍﳌﻮﺻﻠﺔ ﺇﱃ ﺫﻟﻚ ﺍﳍﺪﻑ‪،‬‬ ‫ﻭﺑﻮﺿﻊ ﺃﺳﺌﻠﺔ ﻟﻠﺒﺤﺚ ﳝﻜﻦ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ‪.‬‬

‫ﺇﺛﺎﺭﺓ ﺍﻹﻫﺘﻤﺎﻡ‬ ‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﺟﺪﻳﺮﹰﺍ ﺑﺎﻫﺘﻤﺎﻡ ﺍﻟﺒﺎﺣﺜﲔ ﻭﺍ‪‬ﺘﻤﻊ ﺍﻟﻌﻠﻤﻲ‪ .‬ﻓﺈﺫﺍ ﱂ ﻳﺸ ‪‬ﺪ ﺍﳌﻮﺿﻮﻉ ﺃﻧﻈﺎﺭ‬ ‫ﺍﻟﺒﺎﺣﺜﲔ‪ ،‬ﺃﻭ ﱂ ﳛﻆ ﺑﺎﻫﺘﻤﺎﻡ ﺍﻟﺰﻣﻼﺀ‪ ،‬ﻓﻠﻦ ﻳﻜﻮﻥ ﺍﳌﺸﺮﻭﻉ ﻏﺎﻟﺒﺎﹰ‪ ،‬ﺟﺪﻳﺮﹰﺍ ﺑﺎﻟﺘﻨﻔﻴﺬ‪.‬‬

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‫ﺍﳉﺪ‪‬ﺓ‬ ‫ﻣﻦ ﺍﻷﳘﻴﺔ ﲟﻜﺎﻥ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﻋﻠﻢ ﺑﺄﺣﺪﺙ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‬ ‫ﺍﳌﺰﻣﻊ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳ‪‬ﺘﻮﻗﻊ ﻣﻦ ﺍﻟﺒﺤﺚ ﺃﻥ ﻳﺴﻔﺮ ﻋﻦ ﻣﻌﻠﻮﻣﺎﺕ ﺟﺪﻳﺪﺓ‪ .‬ﻭﺍﳉﺪ‪‬ﺓ ﻻ ﺗﻌﲏ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻥ ﻻ ﻳﻜﻮﻥ‬ ‫ﺍﳌﻮﺿﻮﻉ ﻗﺪ ﺑ‪‬ﺤﺚ ﻣﻦ ﻗﺒﻞ‪ ،‬ﻓﺈﻥ ﻛﻠﻤﺔ ﺍﻟﺒﺤﺚ ﺑﺎﻹﻧﻜﻠﻴﺰﻳﺔ ‪ research‬ﺗﻌﲏ ﺿﻤﻨﹰﺎ ﺍﻟﺒﺤﺚ ﻣﺮﺓ ﺃﺧﺮﻯ‪.‬‬ ‫ﻭﻣﻌﻈﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳉﻴ‪‬ﺪﺓ ﻟﻴﺴﺖ ﺃﺻﻠﻴﺔ ‪ original‬ﻭﻻ ﻫﻲ ﳎﺮﺩ ﺗﻜﺮﺍﺭ ﻟﺪﺭﺍﺳﺎﺕ ﺃﺧﺮﻯ‪ .‬ﻓﺎﻟﻌﻠﻢ ﻳﺘﻘﺪﻡ‬ ‫ﲞﻄﻮﺍﺕ ﺟﺰﺋﻴﺔ ﺗﺘﻮﺍﱃ ﻣﻊ ﺗﻨﺎﻣﻲ ﺍﳌﻌﺎﺭﻑ ﺍﻟﻨﺎﲡﺔ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﻧﺘﺴﺎﺀﻝ ﺣﻮﻝ ﻣﺎ ﺇﺫﺍ‬ ‫ﻛﺎﻧﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻗﺪ ﺃﹸﺟﺮﻳﺖ ﻣﻦ ﻗﺒﻞ‪ ،‬ﻭﻟﻜﻦ ﳚﺐ ﺃﻥ ﻳﻨﺼﺐ ﺍﻟﺴﺆﺍﻝ ﺣﻮﻝ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺳﺘﻀﻴﻒ ﺟﺪﻳﺪﹰﺍ ﺇﱃ‬ ‫ﺫﺧﲑﺓ ﺍﳌﻌﺎﺭﻑ ﺍﳌﻮﺟﻮﺩﺓ‪ .‬ﻭﺍﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣﺆﻛﺪ‪‬ﺓ‬

‫‪confirmatary‬‬

‫)ﺧﺼﻮﺻﹰﺎ ﻋﻨﺪ ﻭﺟﻮﺩ ﻧﻘﺎﻁ ﺿﻌﻒ ﰲ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻷﻭﻟﻴﺔ(‪ ،‬ﺃﻭ ﻣﻨﺎﻗِﻀﺔ ‪ ،contradictory‬ﺃﻭ ﻣﻮﺳ‪‬ﻌﺔ ﻟﻨﻄﺎﻕ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬

‫ﺍﻷﺧﻼﻗﻴﺎﺕ‬ ‫ﳚﺐ ﻣﻌﺎﳉﺔ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻷﺧﻼﻗﻴﺔ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﳌﺒﻜﺮﺓ ﺍﻟﱵ ﻳﺘﻢ ﻓﻴﻬﺎ ﺍﺧﺘﻴﺎﺭ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪ .‬ﻭﺳﻮﻑ ﻳﺘﻌﲔ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻗﻀﺎﻳﺎ ﺃﺧﻼﻗﻴﺔ ﺃﺧﺮﻯ ﻋﻨﺪ ﲣﻄﻴﻂ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻫﻨﺎﻙ ﺑﻌﺾ ﺍﳌﺸﻜﻼﺕ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﱵ ﺗﻘﻀﻲ ﺑﻌﺪﻡ‬ ‫ﺍﻟﺘﻔﻜﲑ ﰲ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ ﻣﻦ ﺍﻟﺒﺪﺍﻳﺔ‪.‬‬ ‫ﻭﺇﺫﺍ ﻛﺎﻥ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﻳﺸﻤﻞ ﺍﻟﺘﺠﺮﻳﺐ ﻋﻠﻰ ﺍﻟﺒﺸﺮﻥ ﻓﻴﺠﺐ ﺃﺧﺬ ﺍﳌﺴﺎﺋﻞ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺍﻻﻋﺘﺒﺎﺭ‪:‬‬ ‫ﺝ ﺃﻭ ﺇﺟﺮﺍ ٍﺀ ﺟﺪﻳﺪ‪ ،‬ﻓﻴﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﺑﻴ‪‬ﻨﺎﺕ ﻋﻠﻰ‬ ‫‪ ‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﻫﻮ ﺍﺧﺘﻴﺎﺭ ﻋﻼ ٍ‬ ‫ﺃﻧﻪ ﺳﻴﻜﻮﻥ ﺃﻓﻀﻞ ﻣﻦ ﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﺘﺎﺣﺔ ﺣﺎﻟﻴﹰﺎ‪.‬‬ ‫‪ ‬ﳚ ﺐ ﺃﻥ ﺗﺘﺎﺡ ﺑﻴﺎﻧﺎﺕ ﻛﺎﻓﻴﺔ ﻣﻦ ﲡﺎﺭﺏ ﺣﻴﻮﺍﻧﻴﺔ ﻭﻣﻦ ﺩﺭﺍﺳﺎﺕ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﺻﻐﲑﺓ ﻣﻦ ﺍﻟﻨﺎﺱ‪،‬‬ ‫ﺗﺆﻛﺪ ﺍﳌﺄﻣﻮﻧﻴﺔ ‪ safety‬ﻭﺗﺪﻝ ﻋﻠﻰ ﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ ‪ effectiveness‬ﻭﺫﻟﻚ ﻗﺒﻞ ﺗﻌﺮﻳﺾ ﺍﳌﺮﺿﻰ ﻟﺪﻭﺍﺀ ﺃﻭ‬ ‫ﺇﺟﺮﺍﺀ ﺟﺪﻳﺪ‪ .‬ﻓﺎﻟﻄﺮﻳﻘﺔ ﺍﳌﻘﺒﻮﻟﺔ ﺃﺧﻼﻗﻴﹰﺎ ﻫﻲ ﺗﺼﻌﻴﺪ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ﰲ ﻣﺮﺍﺣﻞ ﻣﺘﻮﺍﻟﻴﺔ‪ ،‬ﺍﺑﺘﺪﺍﺀ‬ ‫ﺑﻌﺪﺩ ﺻﻐﲑ ﻣﻦ ﺍﻷﻓﺮﺍﺩ‪ .‬ﻭﻻ ﻳﺘﻢ ﺍﻹﻧﺘﻘﺎﻝ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺇﻻ ﺑﻌﺪ ﺇﲤﺎﻡ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺴﺎﺑﻘﺔ ﳍﺎ ﺑﻨﺠﺎﺡ‪.‬‬ ‫‪ ‬ﻟﻴﺲ ﻫﻨﺎﻙ ﻣﺎ ﻳﱪﺭ ﺇﺟﺮﺍﺀ ﲡﺎﺭﺏ ﺳﺮﻳﺮﻳﺔ ﻋﻠﻰ ﻋﻼﺟﺎﺕ ﻻ ﻳ‪‬ﺤﺘﻤﻞ ﺃﻥ ﺗﺘﺎﺡ ﻟﻠﻨﺎﺱ ﰲ ﺍﻟﺒﻠﺪ ﺃﻭ‬ ‫ﺍ‪‬ﺘﻤﻊ ﺍﳌﻌﲏ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻥ ﺍﻷﺩﻭﻳﺔ ﺍﻟﱵ ﻳﺘﻌﺬﺭ ﺃﻥ ﺗﻜﻮﻥ ﰲ ﻣﺘﻨﺎﻭﻝ ﺍﻟﻨﺎﺱ ﺃﻭ ﻟﻦ ﳝﻜﻦ ﺗﺴﻮﻳﻘﻬﺎ‪،‬‬

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‫ﳚﺐ ﺃﻥ ﻻ ﺗ‪‬ﺨﺘﱪ ﰲ ﺫﻟﻚ ﺍ‪‬ﺘﻤﻊ‪ .‬ﻭﻳﻨﻄﺒﻖ ﺫﻟﻚ ﺑﺼﻔﺔ ﺧﺎﺻﺔ ﻋﻠﻰ ﲝﻮﺙ ﺷﺮﻛﺎﺕ ﺇﻧﺘﺎﺝ‬ ‫ﺍﳌﺴﺘﺤﻀﺮﺍﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ ﻭﻋﻠﻰ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺪﻭﻟﻴﺔ‪.‬‬ ‫‪ ‬ﳚﺐ ﺃﻥ ﻻ ﻳﺘﻌﺎﺭﺽ ﺍﻟﺒﺤﺚ ﻣﻊ ﻗﻴﻢ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻷﺧﻼﻗﻴﺔ ﻭﺍﻟﺪﻳﻨﻴﺔ ﻭﺍﻟﻘﺎﻧﻮﻧﻴﺔ‪.‬‬ ‫ﻭﺇﺫﺍ ﴰﻞ ﺍﻟﺒﺤﺚ ﲡﺎﺭﺏ ﻋﻠﻰ ﻣﺘﻄﻮﻋﲔ ﻣﻦ ﺍﻟﺒﺸﺮ‪ ،‬ﻭﻻ ﻳﻨﺘﻈﺮ ﺃﻥ ﻳﻘﺪ‪‬ﻡ ﳍﻢ ﻓﺎﺋﺪﺓ ﻓﻮﺭﻳﺔ‪ ،‬ﻓﻴﺠﺐ ﺃﻥ ﻻ‬ ‫ﻳ‪‬ﺠﺮﻯ ﺇﻻ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺮﺟﻮﺓ‪ ،‬ﻣﻦ ﺷﺄ‪‬ﺎ ﺃﻥ ﺗﻌﺰ‪‬ﺯ ﺍﳌﻌﺎﺭﻑ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺗﻨﻬﺾ ﺑﺎﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﻄﺒﻴﺔ‪ ،‬ﺃﻭ‬ ‫ﻼ‪.‬‬ ‫ﺇﺫﺍ ﱂ ﻳﻜﻦ ﺑﺎﻹﻣﻜﺎﻥ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﻣﺼﺪﺭ ﺁﺧﺮ‪ ،‬ﻛﺎﻟﺘﺠﺎﺭﺏ ﺍﳊﻴﻮﺍﻧﻴﺔ ﻣﺜ ﹰ‬ ‫ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﺗﺸﻤﻞ ﲡﺎﺭﺏ ﺣﻴﻮﺍﻧﻴﺔ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﳍﺎ ﻣﺎ ﻳﱪﺭﻫﺎ‪ .‬ﻭﳚﺐ ﺍﻟﺘﻔﻜﲑ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﻧﻈﻢ‬ ‫ﺑﻴﻮﻟﻮﺟﻴﺔ ﰲ ﺃﻭﺳﺎﻁ ﲡﺮﻳﺒﻴﺔ ‪ ،in vitro‬ﺃﻭ ﳕﺎﺫﺝ ﺍﶈﺎﻛﺎﺓ ﺍﶈﻮﺳﺒﺔ‬

‫‪computer simulation models‬‬

‫ﻛﻠﻤﺎ ﺃﻣﻜﻦ ﺫﻟﻚ‪ ،‬ﺑﺪ ﹰﻻ ﻣﻦ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ ﻋﻠﻰ ﺍﳊﻴﻮﺍﻧﺎﺕ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺘﺠﺎﺭﺏ ﺍﳊﻴﻮﺍﻧﻴﺔ ﻣﻼﺋﻤﺔ‬ ‫ﻟﺘﻘﺪﻡ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺃﻭ ﺃﻥ ﺗﻜﻮﻥ ﺧﻄﻮﺓ ﺃﺳﺎﺳﻴﺔ ﻗﺒﻞ ﺍﻟﺘﺠﺮﻳﺐ ﻋﻠﻰ ﺍﻟﺒﺸﺮ‪.‬‬

‫ﺍﳌﻼﺀﻣﺔ‬ ‫ﳝﻜﻦ ﺗﺴﻤﻴﺔ ﻫﺬﺍ ﺍﳌﻌﻴﺎﺭ ﺑﺎﺳﻢ ﺍﺧﺘﺒﺎﺭ »ﻣﺎﺫﺍ ﺑﻌﺪ؟«‪ .‬ﻭﺣﱴ ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺍﻟﺒﺤﺚ ﻣﻼﺋﻤﺎﹰ ‪ ،relevant‬ﳚﺐ‬ ‫ﺃﻥ ﻳﻨﻄﻮﻱ ﻋﻠﻰ ﺍﺣﺘﻤﺎﻝ ﲢﻘﻴﻖ ﺗﻘﺪﻡ ﰲ ﺍﳌﻌﺎﺭﻑ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﺃﻭ ﺍﻟﻨﻬﻮﺽ ﺑﺎﳌﻌﺎﳉﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ‪ ،‬ﺃﻭ ﺍﻟﺘﺄﺛﲑ ﰲ‬ ‫ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﺼﺤﻴﺔ ﺃﻭ ﺗﻮﺟﻴﻪ ﻣﺎ ﺳﻴ‪‬ﺠﺮﻯ ﺑﻌﺪﻩ ﻣﻦ ﲝﻮﺙ‪.‬‬

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‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ Burrill GS. Biotech 98: tools, techniques and transition. San Francisco, Burrill and Company LLC, 1998: 36. Commission on Health Research for Development. Health research: essential link to equity in development. Oxford University Press, 1990: 13; 20–22. Cummings SR, Browner WS, Hulley SB. Conceiving the research question. In: Hulley SB, Cumming SR, eds. Designing clinical research: an epidemiologic approach. 2nd edition. Philadelphia, Lippincott Williams & Wilkins, 2001: 17–23. Dawson G, Lucocq B, Cottrell R, Lewinson G. Mapping the landscape. National biomedical research outputs 1988-95. Policy report No.9. London, The Wellcome Trust, 1998: 21: 39. Fathalla MF. Promotion of research in human reproduction: global needs and perspectives. Human Reproduction, 1988: 3;7–10. Global Forum for Health Research. Monitoring financial flows for health research. Geneva, Global Forum for Health Research, 2001. Heath DA. (Quoting Kettering, the automotive engineer). Research: Why do it? In: Hawkins C, Sorgi M. Research–How to plan, speak and write about it. Berlin, Springer-Verlag, 1985: 2. International Committee of Medical Journal Editors. Uniform requirements for manuscripts submitted to biomedical journals: writing and editing for biomedical publication. Updated November 2003. (http://www.icmje.org accessed 24/2/2004). Jefferson T, Demicheli V, Mugford M. Elementary economic evaluation in health care. 2nd edition. London, British Medical Journal Books, 2000. Marcondes CH and Sayao LF. The SciELO Brazilian Scientific Journal Gateway and Open Archives, D-Lib Magazine, 2003. 9:1–12 (http://www.dlib.org/march03/macondes/o3marcondes.html accessed 24/2/2004). Medawar PB. Advice to a young scientist. New York, Basic Books, 1979: 18; 47. Murray CJL, Govindaraj R, Musgrove P. National health expenditures: a global analysis. Bulletin of the World Health Organization, 1994, 72: 623–637. Nass SJ, Stillman BW, eds. Large-scale biomedical science: exploring strategies for future research. Washington, DC, The National Academies Press, 2003. Investing in health research and development: Report of the Ad Hoc Committee on Health Research Relating to Future Intervention Options. Geneva, World Health Organization, 1996. Roberts RM. Serendipity: accidental discoveries in science. New York, John

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‫ﺍﻟﻔﺼﻞ ‪4‬‬

‫ﲣﻄﻴﻂ ﺍﻟﺒﺤﺚ‬ ‫‪ 1.4‬ﻣﻘﺪﻣﺔ‬ ‫ﺑﻌﺪ ﺃﻥ ﻳﺴﺘﻘﺮ ﺍﻟﺮﺃﻱ ﻋﻠﻰ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪ ،‬ﻳﺘﻌﲔ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻳﻔﻜﺮﻭﺍ ﺑﻌﻨﺎﻳﺔ ﰲ ﺧﻄﺔ ﺍﻟﺒﺤﺚ‪ .‬ﻭﰲ‬ ‫ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻳﺪﺭﺳﻮﻥ ﻣﺎ ﻟﺪﻳﻬﻢ ﻣﻦ ﺧﻴﺎﺭﺍﺕ ﺣﻮﻝ ﺍﻟﻄﺮﻕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﳝﻜﻦ ‪‬ﺎ ﺍﺳﺘﻘﺼﺎﺀ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪،‬‬ ‫ﺃﻱ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ ‪ .research design‬ﻭﻋﻨﺪ ﻗﻴﺎ ﻣﻬﻢ ‪‬ﺬﺍ ﺍﻻﺧﺘﻴﺎﺭ‪ ،‬ﻋﻠﻴﻬﻢ ﺃﻥ ﻳ‪‬ﻤﻌﻨﻮﺍ ﺍﻟﻨﻈﺮ ﰲ ﻋﺎﻣﻠﲔ‪:‬‬ ‫ﻓﻴﺠﺐ ﺃﻥ ﳛﺎﻭﻟﻮﺍ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺬﻱ ﻳﻌﻄﻲ ﺃﻗﻮﻯ ﺍﻹﺟﺎﺑﺎﺕ ﺍﻟﻨﻬﺎﺋﻴﺔ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﰲ ﻧﻔﺲ‬ ‫ﺍﻟﻮﻗﺖ ﻋﻠﻴﻬﻢ ﺃﻥ ﻳﺮﺟ‪‬ﺤﻮﺍ ﺑﲔ ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﻭﺑﲔ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻨﻔﻴﺬ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﻳﺘﻌﲔ ﺃﻥ ﻳﺄﺧﺬﻭﺍ ﰲ ﺍﻋﺘﺒﺎﺭﻫﻢ‪ ،‬ﺑﲔ‬ ‫ﺃﻣﻮﺭ ﺃﺧﺮﻯ‪ ،‬ﻗﺪﺭﺍ‪‬ﻢ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﺗﻮﺍﻓﺮ ﺍﳌﻮﺍﺩ ﺃﻭ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻼﺯﻣﲔ ﻹﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ ﻋﻠﻴﻬﻢ‪ ،‬ﻭﺗﻮﻓﺮ ﺍﳌﻮﺍﺭﺩ‪.‬‬ ‫ﻭﻛﺜﲑﹰﺍ ﻣﺎ ﳛﺘﺎﺝ ﺍﻟﺒﺎﺣﺚ ﺇﱃ ﺍﻻﺧﺘﻴﺎﺭ ﺑﲔ ﺍﻷﻣﺜﻞ ﻭﺑﲔ ﺍﳌﻤﻜﻦ‪ ،‬ﻭﳚﺐ ﺃﻥ ﻻ ﻳﻌﺘﱪ ﺍﻷﻓﻀﻞ ﻋﺪﻭﹰﺍ ﻟﻠﺠﻴﺪ‪.‬‬ ‫ﻼ ﻟﻠﺘﻨﻔﻴﺬ‪ ،‬ﻋﻠﻰ‬ ‫ﻭﺑﻌﺪ ﺇﻗﺮﺍﺭ ﺗﺼﻤﻴ ٍﻢ ﻟﻠﺒﺤﺚ ﻳﻜﻮﻥ ﻣﻼﺋﻤﹰﺎ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﻭﻳﻜﻮﻥ ﻗﺎﺑ ﹰ‬ ‫ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻳﺘﺄﻣﻠﻮﺍ ﻣﺮﺓ ﺃﺧﺮﻯ ﺍﳌﻮﺿﻮﻉ ﺍﻟﺒﺤﺜﻲ ﺍﻟﻌﺮﻳﺾ‪ ،‬ﻭﻳﻘﻮﻣﻮﺍ ﺑﺘﺤﺪﻳﺪﻩ ﻭﺗﻨﻘﻴﺤﻪ ﰲ ﺳﺆﺍﻝ ﲝﺜﻲ‬ ‫‪ research question‬ﳝﻜﻦ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻪ ﻣﻦ ﺧﻼﻝ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‪ .‬ﻭﰲ ﻛﺜﲑ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺳﻮﻑ ﻳﺘﻄﻠﺐ‬ ‫ﺫﻟﻚ ﻭﺿﻊ ﻓﺮﺿﻴﺔ ﻟﻠﺒﺤﺚ ‪ research hypothesis‬ﳝﻜﻦ ﺍﺧﺘﺒﺎﺭﻫﺎ‪.‬‬ ‫ﻭﻣﻦ ﺍﻷﻣﻮﺭ ﺍﳌ ﻬﻤﺔ ﺍﻟﱵ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻳﻌﺎﳉﻮﻫﺎ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‪ ،‬ﻣﺴﺄﻟﺔ ﺍﻻﻋﺘﻴﺎﻥ )ﺃﺧﺬ ﺍﻟﻌﻴﻨﺎﺕ(‪.‬‬ ‫ﻓﻨﻈﺮﹰﺍ ﻷﻥ ﺍﻟﺪﺭﺍﺳﺔ ﻻ ﳝﻜﻦ ﺃﻥ ﺗﺸﻤﻞ ﺍ‪‬ﺘﻤﻊ ﺍﳌﺴﺘﻬﺪﻑ ﺑﺄﻛﻤﻠﻪ‪ ،‬ﻳﺘﻌﻴ‪‬ﻦ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻳﻌﺘﻤﺪﻭﺍ ﻋﻠﻰ‬ ‫ﻼ ﻟﺬﻟﻚ‬ ‫ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ ‪ ،accessible population‬ﻭﺃﻥ ﳜﺘﺎﺭﻭﺍ ﻋﻴﻨﺔ ﺗﻜﻮﻥ ﺍﻷﻓﻀﻞ ﲤﺜﻴ ﹰ‬ ‫ﺍ‪‬ﺘﻤﻊ‪ .‬ﻭﲢﺪﻳﺪ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻫﻮ ﻣﻦ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻬﻤﺔ ﺍﻟﱵ ﻳﺘﻌﲔ ﺍﲣﺎﺫﻫﺎ‪ .‬ﻓﻤﻦ ﻧﺎﺣﻴﺔ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﻴﻨﺔ ﺻﻐﲑﺓ‬ ‫ﺟﺪﹰﺍ ﻓﺴﻮﻑ ﺗﻜﻮﻥ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻏﲑ ﻣﻮﺛﻮﻗﺔ‪ ،‬ﻭﻳﻜﻮﻥ ﰲ ﺫﻟﻚ ﺗﺒﺪﻳﺪ ﻟﻠﻤﻮﺍﺭﺩ ﺍﳌﺘﺎﺣﺔ ﻟﻠﺪﺭﺍﺳﺔ‪ .‬ﻭﰲ ﺣﺎﻟﺔ‬ ‫ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﻟﺒﺸﺮ‪ ،‬ﻓﻠﻦ ﻳﻜﻮﻥ ﻣﻦ ﺍﳌﻤﻜﻦ ﺃﺧﻼﻗﻴﹰﺎ ﺇﺧﻀﺎﻋﻬﻢ ﻟﺒﺤﺚ ﻻ ﻳﻔﻀﻲ ﺇﱃ ﻧﺘﺎﺋﺞ ﻣﻔﻴﺪﺓ‪.‬‬ ‫ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﻴﻨﺔ ﻛﺒﲑﺓ ﺟﺪﺍﹰ‪ ،‬ﻓﺈ‪‬ﺎ ﺗﻄﻴﻞ ﻣﺪﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻭﲡﻌﻠﻬﺎ ﺃﻛﺜﺮ ﺗﻜﻠﻔﺔ ﻣﻦ ﺩﻭﻥ ﻗﻴﻤﺔ‬ ‫ﻋﻠﻤﻴﺔ ﻣﻀﺎﻓﺔ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﻛﺬﻟﻚ ﺃﻥ ﻳﻬﺘﻤﻮﺍ ﺑﻜﻴﻔﻴﺔ ﻗﻴﺎﺱ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﺧﺘﻴﺎﺭ ﻃﺮﻕ ﺻﺤﻴﺤﺔ‬ ‫ﻭﻣﻮﺛﻮﻗﺔ‪.‬‬ ‫‪1‬‬

‫ﺇﻥ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ‪ qualitative research‬ﻳﺘﻄﻠﺐ ﺃﺳﺎﻟﻴﺐ ﲣﺘﻠﻒ ﻋﻦ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻤﻲ‬ ‫‪ .quantitative research‬ﻭﺗﺸﻤﻞ ﻫﺬﻩ ﺍﻷﺳﺎﻟﻴﺐ ﺍﳌﻼﺣﻈﺔ ﻭﺍﻻﺳﺘﺠﻮﺍﺑﺎﺕ ﺍﳌﺘﻌﻤﻘﺔ ﻭﻣﻨﺎﻗﺸﺎﺕ ﺍ‪‬ﻤﻮﻋﺎﺕ‬ ‫ﺍﻟﺒﺆﺭﻳﺔ‪ .‬ﻭﺇﺫﺍ ﻣﺎ ﺍﺳﺘﻌﻤﻞ ﺍﺳﺘﺒﻴﺎﻥ ‪ questionnaire‬ﳉﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﻋﻴﻨﺔ ﻣﻦ ﺍ‪‬ﻴﺒﲔ‪ ،‬ﻓﺴﻮﻑ ﳚﺪ‬ ‫ﺍﻟ ﺒﺎﺣﺜﻮﻥ ﺃﻣﺎﻣﻬﻢ ﻋﺪﺩﹰﺍ ﻣﻦ ﺍﳋﻴﺎﺭﺍﺕ‪ ،‬ﻛﻤﺎ ﺗﻮﺟﺪ ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﻟﻼﻫﺘﺪﺍﺀ ‪‬ﺎ‪.‬‬ ‫ﻭﺃﺧﲑﹰﺍ ﻭﻟﻴﺲ ﺁﺧﺮﺍﹰ‪ ،‬ﻓﺈﻥ ﻣﺮﺣﻠﺔ ﺍﻟﺘﺨﻄﻴﻂ ﻫﻲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ ﻟﻠﺘﻔﻜﲑ ﺑﻌﻨﺎﻳﺔ ﰲ ﺍﳌﻀﺎﻣﲔ ﺍﻷﺧﻼﻗﻴﺔ ﻗﺒﻞ‬ ‫ﺗﻨﻔﻴﺬ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﻭﺳﻮﻑ ﺗﻨﺎﻗﺶ ﻛﻞ ﻫﺬﻩ ﺍﳌﻮﺿﻮﻋﺎﺕ ﰲ ﺍﻷﻗﺴﺎﻡ ﺍﻟﺘﺎﻟﻴﺔ‪ .‬ﻭﻟﻼﻃﻼﻉ ﻋﻠﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺎﺻﻴﻞ‪ ،‬ﳝﻜﻦ‬ ‫ﺍﻟﺮﺟﻮﻉ ﺇﱃ ﻗﺎﺋﻤﺔ ﺍﳌﺮﺍﺟﻊ ﻭﺍﳌﺼﺎﺩﺭ ﺍﻹﺿﺎﻓﻴﺔ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺁﺧﺮ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪.‬‬

‫‪ 2.4‬ﺃﳕﺎﻁ ﺗﺼﻤﻴﻤﺎﺕ ﺍﻟﺒﺤﻮﺙ‬ ‫ﺇﻥ ﺃﻧﻮﺍﻉ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻗﺪ ﺗﻔﺮﺽ ﺍﺧﺘﻴﺎﺭ ﺗﺼﻤﻴﻤﺎﺕ ﲝﺜﻴﺔ ﻣﻌ‪‬ﻴﻨﺔ‪ .‬ﻭﰲ ﺃﻛﺜﺮ ﺍﳊﺎﻻﺕ ﳝﻜﻦ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﻋﻦ ﻃﺮﻳﻖ ﻋﺪﺩ ﻣﻦ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﻟﺒﺪﻳﻠﺔ‪ .‬ﻭﻳﺘﻌﲔ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﳜﺘﺎﺭﻭﺍ ﺃﻛﺜﺮ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﻣﻼﺀﻣ ﹰﺔ‬ ‫ﻭﺇﻣﻜﺎﻧﻴ ﹰﺔ ﻟﻠﺘﻨﻔﻴﺬ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻓﺌﺘﺎﻥ ﺭﺋﻴﺴﻴﺘﺎﻥ ﻣﻦ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ‪ :‬ﺩﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ‪،observational‬‬ ‫ﻭﺩﺭﺍﺳﺔ ﲡﺮﻳﺒﻴﺔ ﺃﻭ ﺗﺪﺧﻠﻴﺔ ‪ .experimental or interventional‬ﻭﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ﻳﻘﻒ ﺍﻟﺒﺎﺣﺜﻮﻥ‬ ‫ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﺍﻷﺣﺪﺍﺙ ﺍﻟﱵ ﺗﻘﻊ ﺃﺛﻨﺎﺀ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻓﻬﻢ ﻻ ﻳﻔﻌﻠﻮﻥ ﺷﻴﺌﹰﺎ ﺇﻻ ﺍﳌﻼﺣﻈﺔ ﻭﺍﻟﺘﺴﺠﻴﻞ‪ .‬ﺃﻣﺎ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻼ ﻣﺎ‪ ،‬ﰒ ﻳﻼﺣﻈﻮﻥ ﻣﺎ ﻳﻘﻊ ﺑﻌﺪ ﺫﻟﻚ ﻣﻦ ﺃﺣﺪﺍﺙ‪.‬‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺃﻭ ﺍﻟﺘﺪﺧﻠﻴﺔ ﻓﺈﻥ ﺍﻟﺒﺎﺣﺜﲔ ﻳ‪‬ﺠﺮﻭﻥ ﺗﺪﺧ ﹰ‬

‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺑﺎﳌﻼﺣﻈﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ﻗﺪ ﺗﻜﻮﻥ ﻭﺻﻔﻴﺔ ﺃﻭ ﲢﻠﻴﻠﻴﺔ‪ .‬ﻓﺎﻟﺪﺭﺍﺳﺔ ﺍﻟﻮﺻﻔﻴﺔ ‪ descriptive‬ﻫﻲ ﺩﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ‬ ‫ﻭﻇﻴﻔﺘﻬﺎ ﳎﺮﺩ ﻭﺻﻒ ﺗﻮﺯﻳﻊ ﺧﺎﺻﻴﺔ ﻣﺎ‪ .‬ﺃﻣﺎ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ‪ analytical‬ﻓﻬﻲ ﺩﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ﺗﺼﻒ‬ ‫ﺍﻹﺭﺗﺒﺎﻃﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﻭﲢﻠﻠﻬﺎ ﲝﺜﹰﺎ ﻋﻦ ﺍﺣﺘﻤﺎﻝ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﺍﻟﺴﺒﺐ ﻭﺍﻟﺘﺄﺛﲑ ‪.cause and effect‬‬ ‫ﻭﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ﻗﺪ ﺗﻜﻮﻥ ﻣﺴﺘﻌﺮﺿﺔ ‪ cross-sectional‬ﺃﻭ ﻃﻮﻟﻴﺔ ‪ .longitudinal‬ﻓﻔﻲ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺍﳌﺴﺘﻌﺮﺿﺔ ﺗ‪‬ﺠﺮﻯ ﺍﻟﻘﻴﺎﺳﺎﺕ ﰲ ﺗﻮﻗﻴﺖ ﻭﺍﺣﺪ‪ .‬ﺃﻣﺎ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻄﻮﻟﻴﺔ‪ ،‬ﻓﺎﻟﻘﻴﺎﺳﺎﺕ ﲡﺮﻯ ﻋﻠﻰ ﻣﺪﻯ ﻓﺘﺮﺓ ﻣﻦ‬ ‫ﺍﻟﺰﻣﻦ‪.‬‬ ‫‪2‬‬

‫ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻄﻮﻟﻴﺔ ﺇﻣﺎ ﺃﻥ ﺗﻜﻮﻥ ﺍﺳﺘﻌﺎﺩﻳﺔ ‪ retrospective‬ﺃﻭ ﻣﺴﺘﻘﺒﻠﻴﺔ ‪ .prospective‬ﻓﻔﻲ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺍﻻﺳﺘﻌﺎﺩﻳﺔ ﻳﺪﺭﺱ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺃﺣﺪﺍﺙ ﺍﳊﺎﺿﺮ ﻭﺍﳌﺎﺿﻲ‪ .‬ﺃﻣﺎ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻄﻮﻟﻴﺔ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻓﻴﺘﺎﺑﻊ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻓﻴﻬﺎ‬ ‫ﺃﻓﺮﺍﺩ ﺍﻟﺪﺭﺍﺳﺔ ﻟﺮﺻﺪ ﺍﻷﺣﺪﺍﺙ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪.‬‬ ‫ﻭﺩﺭﺍﺳﺔ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺍﻗﺒﺔ ﺑﺎﻟﺸﻮﺍﻫﺪ ‪ case-control study‬ﻫﻲ ﻧﻮﻉ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻻﺳﺘﻌﺎﺩﻳﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ‬ ‫ﺑﺎﳌﻼﺣﻈﺔ ﻋﱪ ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ‪ .‬ﻭﻳﺘﻢ ﻓﻴﻬﺎ ﲢﺪﻳﺪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﻧﺘﻴﺠﺔ ﻣﻌﻴﻨﺔ )ﺣﺎﻻﺕ( ﻭﳎﻤﻮﻋﺔ‬ ‫ﺃﺧﺮﻯ ﻟﻴﺴﺖ ﻟﺪﻳﻬﺎ ﺗﻠﻚ ﺍﻟﻨﺘﻴﺠﺔ )ﺷﻮﺍﻫﺪ(‪ .‬ﻭﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺑﻌﺪ ﺫﻟﻚ ﲟﻘﺎﺭﻧﺔ ﻣﺪﻯ ﺗﻌﺮﺽ ﻛﻞ ﻓﺮﺩ ﻓﻴﻤﺎ‬ ‫ﻣﻀﻰ ﻟﻠﻤﺘﻐﲑ ﺍﳌﻌﲏ‪ ،‬ﻣﺜﻼﹰ‪ ،‬ﻋﺎﻣﻞ ﺍﺧﺘﻄﺎﺭ ‪ risk factor‬ﺃﻭ ﻋﻼﺝ ﺃﻭ ﺗﺪﺧﻞ‪ .‬ﻭﺩﺭﺍﺳﺎﺕ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺍﻗﺒﺔ‬ ‫ﺑﺎﻟﺸﻮﺍﻫﺪ ﺗﻔﻴﺪ ﰲ ﺩﺭﺍﺳﺔ ﺍﳊﺎﻻﺕ ﺍﻟﻨﺎ ﺩﺭﺓ‪ ،‬ﻭﺍﳊﺎﻻﺕ ﺍﻟﱵ ﺗﻔﺼﻞ ﺑﲔ ﺍﻟﺘﻌﺮﺽ ﻭﺍﻟﻨﺘﻴﺠﺔ ﻓﻴﻬﺎ ﻓﺘﺮﺍﺕ ﻃﻮﻳﻠﺔ‪،‬‬ ‫ﻣﺜﻞ ﺧﻄﺮ ﺍﻹﺻﺎﺑﺔ ﺑﺎﻷﻭﺭﺍﻡ ﺍﳋﺒﻴﺜﺔ‪ .‬ﻓﻔﻲ ﻫﺬﻩ ﺍﻷﺣﻮﺍﻝ ﻳﺼﻌﺐ ﺇﺟﺮﺍﺀ ﺩﺭﺍﺳﺔ ﻣﺴﺘﻘﺒﻠﻴﺔ‪ .‬ﺇﻥ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻣﻔﻴﺪﹰﺍ ﻭﺍﻗﺘﺼﺎﺩﻳﹰﺎ ﻭﻟﻜﻨﻪ ﻻ ﳝﻠﻚ ﻗﻮﺓ ﺍﻟﺒﻴ‪‬ﻨﺔ ﺍﻟﱵ ﲤﻴﺰ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪.‬‬ ‫ﻭﰲ ﺍ ﻟﺒﺤﻮﺙ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻭﺍﻟﻮﺑﺎﺋﻴﺔ‪ ،‬ﺗﺴﻤﻰ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻄﻮﻟﻴﺔ ﺑﺎﳌﻼﺣﻈﺔ‪ ،‬ﻋﺎﺩﺓ‪ ،‬ﺑﺎﻟﺪﺭﺍﺳﺔ ﺍﻟﻔﻮﺟﻴﺔ ﺃﻭ ﺩﺭﺍﺳﺔ‬ ‫ﺍﻷﺗﺮﺍﺏ ‪ .cohort study‬ﻭﻛﻠﻤﺔ ﺍﻟﻔﻮﺝ ﻫﻲ ﻣﺼﻄﻠﺢ ﺭﻭﻣﺎﱐ ﻗﺪﱘ ﻳ‪‬ﻘﺼﺪ ﺑﻪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳉﻨﻮﺩ ﺍﻟﺬﻳﻦ‬ ‫ﳛﺎﺭﺑﻮﻥ ﻣﻌﺎﹰ‪ .‬ﻭﺗﺼﻤﻴﻢ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻔﻮﺟﻴﺔ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻳﻌﺘﱪ ﺑﺼﻔﺔ ﻋﺎﻣﺔ »ﺧﻼﺻﺔ ﺍﳋﻼﺻﺔ« ﺑﲔ ﻣﻨﻬﺠﻴﺎﺕ‬ ‫ﺍﳌﻼﺣﻈﺔ ﻟﻸﺳﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪ ‬ﻓﻴﻪ ﲡﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﺍﲡﺎﻩ ﻣﺴﺘﻘﺒﻠﻲ ‪.prospectively‬‬ ‫‪ ‬ﲢﻴ‪‬ﺰ ﺍﻟﺘﺬﻛﹼﺮ ‪ recall bias‬ﻟﻴﺲ ﻣﺸﻜﻠﺔ )ﻷﻥ ﺃﻓﺮﺍﺩ ﺍﻟﺒﺤﺚ ﻻ ﻳ‪‬ﻄﻠﺐ ﻣﻨﻬﻢ ﺗﺬﻛﹼﺮ‬ ‫ﺃﺣﺪﺍﺙ ﻣﺎﺿﻴﺔ(‪.‬‬ ‫‪ ‬ﻋﻼﻗﺎﺕ ﺍﻟﻮﻗﺖ ﻭﺍﻟﺘﺮﺗﻴﺐ ﻭﺍﺿﺤﺔ )ﻓﻤﻦ ﺍﻟﺴﻬﻞ ﺃﻥ ﺗﻘﺮﺭ ﺃﻥ ﻧﺘﻴﺠﺔ ﻣﺎ ﺟﺎﺀﺕ ﺑﻌﺪ ﺳﺒﺐ‬ ‫ﳏﺘﻤﻞ ﻭﻟﻴﺲ ﻗﺒﻠﻪ(‪.‬‬ ‫‪ ‬ﻟﻠﺒﺎﺣﺜﲔ ﻗﺪﺭﺓ ﺃﻛﱪ ﻋﻠﻰ ﺍﻟﺘﺤﻜﻢ ﰲ ﺟﻮﺩﺓ ﺍﻟﺒﻴﺎﺗﺎﺕ‪.‬‬ ‫ﻭﻟﻜﻦ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻟﻔﻮﺟﻴﺔ‪ ،‬ﻣﻊ ﺫﻟﻚ‪ ،‬ﺑﻌﺾ ﺍﻟﻌﻴﻮﺏ‪:‬‬ ‫‪ ‬ﻓﺄﻛﱪ ﻣﺸﻜﻠﺔ ﻣﻔﺮﺩﺓ ﰲ ﺍﻻﺳﺘﻘﺼﺎﺀﺍﺕ ﺫﺍﺕ ﺍﻟﺘﺼﻤﻴﻢ ﺍﳌﻌﺘﻤﺪ ﻋﻠﻰ ﻣﺘﺎﺑﻌﺔ ﺍﳊﺎﻻﺕ‪ ،‬ﻫﻲ‬ ‫ﻓﻘﺪﺍﻥ ﻣﻌﻠﻮﻣﺎﺕ ﻗﻴ‪‬ﻤﺔ ﻣﻦ ﺧﻼﻝ ﺗﺂﻛﻞ ﺍﻟﻌﻴﻨﺔ ‪ attrition‬ﺑﺴﺒﺐ ﻋﺪﻡ ﺍﳌﺘﺎﺑﻌﺔ ﺃﻭ ﺧﺮﻭﺝ‬ ‫ﺑﻌﺾ ﺍﳊﺎﻻﺕ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫‪3‬‬

‫‪ ‬ﻗﺪ ﻳﻐﻴ‪‬ﺮ ﺍﻷﻓﺮﺍﺩ ﺳﻠﻮﻛﻬﻢ ﲟﻀﻲ ﺍﻟﻮﻗﺖ‪.‬‬ ‫‪  ‬ﻗﺪ ﳛﺪﺙ ﲢﻴ‪‬ﺰ ﺇﺫﺍ ﱂ ﻳﺘﻢ ﺍﺳﺘﻘﺼﺎﺀ ﺍﻷﻓﺮﺍﺩ ﺑﺎﻟﺘﺴﺎﻭﻱ ﰲ ﳎﻤﻮﻋﱵ ﺍﳌﻘﺎﺭﻧﺔ ﺃﺛﻨﺎﺀ ﺍﳌﺘﺎﺑﻌﺔ‪.‬‬ ‫ﻭﻣﻦ ﺃﻓﻀﻞ ﺃﻣﺜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻔﻮﺟﻴﺔ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﺗﻠﻚ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﺑﺎﺷﺮﻫﺎ ﺃﻭﺳﱳ ﺑﺮﺍﺩﻓﻮﺭﺩ ﻫﻴﻞ ﻭﺭﺗﺸﺎﺭﺩ‬ ‫ﺩﻭﻝ‪ ،‬ﻻﺳﺘﻘﺼﺎﺀ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺘﺪﺧﲔ ﻭﺳﺮﻃﺎﻥ ﺍﻟﺮﺋﺔ‪ .‬ﻓﻘﺪ ﺗﺎﺑﻌﺎ ﺃﺭﺑﻌﲔ ﺃﻟﻒ ﻃﺒﻴﺐ ﺑﺮﻳﻄﺎﱐ ﰎ ﺗﻘﺴﻴﻤﻬﻢ ﺇﱃ‬ ‫ﺃﺭﺑﻌﺔ ﺃﻓﻮﺍﺝ ﺣﺴﺐ ﺩﺭﺟﺎﺕ ﺍﻟﺘﺪﺧﲔ ﺍﳌﺨﺘﻠﻔﺔ ﻛﻤﺎ ﻳﻠﻲ‪ :‬ﻻ ﺗﺪﺧﲔ‪ ،‬ﺗﺪﺧﲔ ﺧﻔﻴﻒ‪ ،‬ﺗﺪﺧﲔ ﻣﺘﻮﺳﻂ‪،‬‬ ‫ﺗﺪﺧﲔ ﻛﺜﻴﻒ‪.‬‬ ‫ﻭﻛﺎﻧﺖ ﺍﻟﻮﻓﺎﺓ ﻫﻲ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﱵ ﻗﺎﻣﺎ ﺑﺮﺻﺪﻫﺎ‪ .‬ﻭﻗﺪ ﺍﺳﺘﻌﻤﻼ ﻣﻌﻴﺎﺭ »ﺍﻟﻮﻓﺎﺓ ﻣﻦ ﻛﻞ ﺍﻷﺳﺒﺎﺏ« )ﺃﻱ‪ ‬ﻭﻓﺎﺓ(‬ ‫ﻭﻣﻌﻴﺎﺭ »ﺍﻟﻮﻓﺎﺓ ﻣﻦ ﺳﺒﺐ ﻣﻌﲔ« )ﺑﺴﺒﺐ ﻣﺮﺽ ﻣﻌﲔ(‪ .‬ﻭﻗﺪ ﺗﺒﻴ‪‬ﻦ ﻣﻦ ﻧﺘﺎﺋﺠﻬﻤﺎ ﺍﳌﺮﺣﻠﻴﺔ ﺍﻟﱵ ﻧﺸﺮﺕ ﺑﻌﺪ‬ ‫ﻋﺸﺮ ﺳﻨﻮﺍﺕ ﰲ ﺳﻨﺔ ‪ 1964‬ﻭﺟﻮﺩ ﺯﻳﺎﺩﺓ ﻛﺒﲑﺓ ﰲ ﻛﻞ ﻣﻦ ﺍﻟﻮﻓﺎﺓ ﺑﺴﺒﺐ ﺳﺮﻃﺎﻥ ﺍﻟﺮﺋﺔ ﻭﺍﻟﻮﻓﺎﺓ ﻣﻦ ﻛﻞ‬ ‫ﺍﻷﺳﺒﺎﺏ ﺑﲔ ﺍﳌﺪﺧﻨﲔ‪ ،‬ﻣﻊ ﻭﺟﻮﺩ ﻋﻼﻗﺔ »ﺍﳉﺮﻋﺔ ﻭﺍﻟﺘﺄﺛﲑ ‪) «dose-response‬ﺃﻱ ﻛﻠﻤﺎ ﺯﺍﺩ ﺗﺪﺧﲔ ﺍﻷﻓﺮﺍﺩ‬ ‫ﺍﺯﺩﺍﺩﺕ ﺍﺣﺘﻤﺎﻻﺕ ﺇﺻﺎﺑﺘﻬﻢ ﺑﺴﺮﻃﺎﻥ ﺍﻟﺮﺋﺔ(‪ .‬ﻭﻗﺪ ﻣﻀﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺷﻮﻃﺎﹰ ﺑﻌﻴﺪﺍﹰ ﰲ ﺇﻳﻀﺎﺡ ﺃﻥ ﺍﻟﺼﻠﺔ ﺑﲔ‬ ‫ﺍﻟﺘﺪﺧﲔ ﻭﺍﻋﺘﻼﻝ ﺍﻟﺼﺤﺔ ﻛﺎﻧﺖ ﺳﺒﺒﻴﺔ ﻭﱂ ﺗﻜﻦ ﳎﺮﺩ ﺗﺰﺍﻣﻦ‪ .‬ﺇﻥ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﻌﻠﻨﺔ ﺑﻌﺪ ﻋﺸﺮﻳﻦ ﺳﻨﺔ ﻭﺑﻌﺪ ﺃﺭﺑﻌﲔ‬ ‫ﺳﻨﺔ ﰲ ﻣﺴﲑﺓ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻬﻤﺔ )ﺍﻟﱵ ﺣﻘﻘﺖ ‪ %94‬ﻣﻦ ﻣﺘﺎﺑﻌﺎﺕ ﺍﻷﻃﺒﺎﺀ ﺍﻟﺬﻳﻦ ﻋ‪‬ﺒﺌﻮﺍ ﰲ ﺳﻨﺔ ‪ 1951‬ﻭﱂ‬ ‫ﻳ‪‬ﻌﺮﻑ ﺃ‪‬ﻢ ﺗﻮﻓﻮﺍ( ﻟﺘﺼﻮﺭ ﻗﻮﺓ ﺍﻟﺒﻴ‪‬ﻨﺔ ﺍﻟﱵ ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻣﻦ ﺩﺭﺍﺳﺔ ﻓﻮﺟﻴﺔ ﺟﻴﺪﺓ ﺍﻟﺘﻨﻔﻴﺬ )ﺩﻭﻝ ﻭﻫﻴﻞ‪،‬‬ ‫‪ .1964‬ﺩﻭﻝ ﻭﺑﻴﺘﻮ‪ .1976 ،‬ﺩﻭﻝ ﻭﺁﺧﺮﻭﻥ‪.(1994 ،‬‬

‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺃﻭ ﺍﻟﺘﺪﺧﻠﻴﺔ‬ ‫ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺃﻭ ﺍﻟﺘﺪﺧﻠﻴ ﺔ ﳜﺘﱪ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺗﺄﺛﲑ ﺗﺪﺧﻞ ﻣﺎ ﻋﻠﻰ ﺍﻷﺣﺪﺍﺙ ﺍﻟﱵ ﺗﻘﻊ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﻭﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﺮﺍﻗﺒﺔ ﺑﺸﻮﺍﻫﺪ ‪ controlled‬ﺃﻭ ﻏﲑ ﻣﺮﺍﻗﺒﺔ ‪ .non-controlled‬ﻓﺤﲔ ﻧﻌﻄﻲ‬ ‫ﻋﻼﺟﺎﹰ ﳌﺮﻳﺾ ﺃﻭ ‪‬ﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺮﺿﻰ‪ ،‬ﻭﳒﺪ ﺃﻥ ﺍﻟﻌﻼﺝ ﻗﺪ ﺃﻓﺎﺩ‪ ،‬ﻓﻬﺬﻩ ﳎﺮﺩ ﻣﻌﻠﻮﻣﺔ ﺃﻭﻟﻴﺔ ﻭﻏﲑ ‪‬ﺎﺋﻴﺔ‪ .‬ﻓﻠﺴﻨﺎ‬ ‫ﻧﻌﺮﻑ ﻣﺎﺫﺍ ﻛﺎﻥ ﺳﻴﺤﺪﺙ ﻟﻮ ﱂ ﻳﺄﺧﺬ ﺍﳌﺮﻳﺾ ﻋﻼﺟﺎﹰ‪ ،‬ﺃﻭ ﺃﺧﺬ ﺩﻭﺍﺀ ﳐﺘﻠﻔﺎﹰ‪ .‬ﻭﺣﱴ ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻰ‬ ‫ﺇﺟﺎﺑﺔ ‪‬ﺎﺋﻴﺔ ﺣﺎﲰﺔ ﳓﺘﺎﺝ ﺇﱃ ﳎﻤﻮﻋﺔ ﺷﺎﻫﺪﺓ ﻣﻦ ﺍﳌﺮﺿﻰ ﺍﻟﺬﻳﻦ ﱂ ﻳﺘﻨﺎﻭﻟﻮﺍ ﺍﻟﻌﻼﺝ ﳏﻞ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﺗﺄﺛﲑ ﻫﺎﻭﺛﻮﺭﻥ ‪ :Hawthorne effect‬ﰲ ﺃﻭﺍﺧﺮ ﻋﺸﺮﻳﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ ﻛﺎﻧﺖ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ‬ ‫ﰲ ﺷﺮﻛﺔ ﻭﺳﺘﺮﻥ ﺇﻟﻜﺘﺮﻳﻚ ﻫﺎﻭﺛﻮﺭﻥ ﺍﳍﻨﺪﺳﻴﺔ ﰲ ﺷﻴﻜﺎﻏﻮ ﺗﺪﺭﺱ ﺗﺄﺛﲑ ﺍﻹﺿﺎﺀﺓ ﻭﺍﻟﺘﺪﻓﺌﺔ ﻭﻏﲑﳘﺎ ﻣﻦ‬

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‫ﺍﻟﻈﺮﻭﻑ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻋﻠﻰ ﺇﻧﺘﺎﺟﻴ‪‬ﺔ ﺍﻟﻌﻤﺎﻝ‪ .‬ﻭﻟﻘﺪ ﺃﺛﺎﺭ ﺩﻫﺸﺔ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﺇﻧﺘﺎﺟﻴﺔ ﺍﻟﻌﻤﺎﻝ ﻇﻠﺖ ﺗﺘﺤﺴﻦ ﺣﱴ ﻣﻊ‬ ‫ﻋﺪﻡ ﲢﺴﲔ ﺍﻟﻈﺮﻭﻑ ﺍﻟﻄﺒﻴﻌﻴﺔ ﺍﶈﻴﻄﺔ ‪‬ﻢ‪ .‬ﻭﺃﻃﻠﻘﻮﺍ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ ﺍﺳﻢ ﺗﺄﺛﲑ ﻫﺎﻭﺛﻮﺭﻥ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﻳﻈﻬﺮ‬ ‫ﻫﺬﺍ ﺍﻟﺘﺄﺛﲑ ﻛﺬﻟﻚ ﰲ ﺃﻭﺿﺎﻉ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺴﺮﻳﺮﻳﺔ‪ .‬ﻓﺤﱴ ﺍﻟﻌﻼﺟﺎﺕ ﻏﲑ ﺍﻟﻔﻌﺎﻟﺔ ﳝﻜﻦ ﺃﻥ ﺗﺴﻔﺮ ﻋﻦ ﲢﺴﻴﻨﺎﺕ‬ ‫ﻛﺒﲑﺓ ﰲ ﺣﺎﻟﺔ ﺍﳌﺮﻳﺾ )ﺑﻮﻟﻐﺎﺭ ﻭﺗﻮﻣﺎﺱ‪.(2000 ،‬‬ ‫ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺍﳌﺮﺍﻗﺒﺔ ﺑﺸﻮﺍﻫﺪ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻋﺸﻮﺍﺋﻴﺔ ﺃﻭ ﻏﲑ ﻋﺸﻮﺍﺋﻴﺔ‪ .‬ﻭﻋﻨﺪ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻨﺘﺎﺋﺞ ﰲ‬ ‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺮﺿﻰ ﺍﻟﺬﻳﻦ ﺗﻠﻘﻮﺍ ﺍﻟﻌﻼﺝ ﻭﳎﻤﻮﻋﺔ ﺃﺧﺮﻯ ﱂ ﺗﺘﻠﻖ ﻫﺬﺍ ﺍﻟﻌﻼﺝ‪ ،‬ﻓﺴﻮﻑ ﻧﻈﻞ ﻏﲑ ﻣﺘﺄﻛﺪﻳﻦ ﳑﺎ‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﺃﻱ ﻓﺮﻕ ﻧﻼﺣﻈﻪ ﻫﻮ ﺑﺴﺒﺐ ﺍﻟﻌﻼﺝ ﺃﻭ ﻷﻥ ﺧﺼﺎﺋﺺ ﺍﳌﺮﺿﻰ ﰲ ﺍ‪‬ﻤﻮﻋﺘﲔ ﻛﺎﻧﺖ ﳐﺘﻠﻔﺔ‪ .‬ﻭﺧﲑ‬ ‫ﻃﺮﻳﻘﺔ ﻟﻠﺘﺄﻛﺪ ﻫﻲ ﺗﻮﺯﻳﻊ ﺍﳌﺮﺿﻰ ﻋﺸﻮﺍﺋﻴﹰﺎ ﺑﲔ ﳎﻤﻮﻋﺔ ﺗﺘﻠﻘﻰ ﺍﻟﻌﻼﺝ ﻭﺃﺧﺮﻯ ﻻ ﺗﺘﻠﻘﻰ ﻋﻼﺟﺎﹰ‪.‬‬ ‫ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﳌﺮﺍﻗﺒﺔ ﻫﻲ ﺩﺭﺍﺳﺎﺕ ﺗﺪﺧ‪‬ﻠﻴﺔ ﺗﺘﻤﻴﺰ ﺑﺎﻟﺘﻮﺯﻳﻊ ﺍﻟﻌﺸﻮﺍﺋﻲ ﻟﻸﻓﺮﺍﺩ ﺑﻨﻈﺮﺓ ﻣﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﺑﲔ‬ ‫ﳎﻤﻮﻋﺔ ﲡﺮﻳﺒﻴﺔ ﻭﺃﺧﺮﻯ ﺷﺎﻫﺪﻩ‪ .‬ﻭﰲ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ‪ ،‬ﺗﺘﻠﻘﻰ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺍﻟﺪﻭﺍﺀ ﺃﻭ ﺍﻟﻌﻼﺝ ﺍﻟﺬﻱ‬ ‫ﺳﻴﺠﺮﻯ ﺗﻘﻴﻴﻤﻪ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﺘﻠﻘﻰ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺸﺎﻫﺪﺓ ﻣﺎﺩﺓ ﻏﻔﻼ ‪ ،placebo‬ﺃﻭ ﻻ ﺗﺘﻠﻘﻰ ﻋﻼﺟﺎﹰ ﺃﻭ ﻧﻔﺲ ﻣﺴﺘﻮﻯ‬ ‫ﺍﻟﺮﻋﺎﻳﺔ‪ .‬ﻭﲡﺮﻯ ﻣﺘﺎﺑﻌﺔ ﺍ‪‬ﻤﻮﻋﺘﲔ ﺗﺮﻗﺒﹰﺎ ﻷﻱ ﻧﺘﻴﺠﺔ ﺃﻭ ﻧﺘﺎﺋﺞ ﻣﻬﻤﺔ‪ .‬ﻭﺍﻟﺘﻌﺸﻴﺔ ‪ randomization‬ﻫﻲ ﺃﻛﺜﺮ‬ ‫ﺍﻟﻄﺮﻕ ﻣﻮﺛﻮﻗﻴﺔ ﻟﻀﻤﺎﻥ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﻛﻠﺘﺎ ﺍ‪‬ﻤﻮﻋﺘﲔ ﻣﺘﻤﺎﺛﻠﲔ ﺇﱃ ﺃﻗﺼﻰ ﺣﺪ ﳑﻜﻦ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ‬ ‫ﺑﻜﻞ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﻌﺮﻭﻓﺔ ﻭﻏﲑ ﺍﳌﻌﺮﻭﻓﺔ ﺍﻟﱵ ﻗﺪ ﺗﺆﺛﺮ ﻋﻠﻰ ﺍﻟﻨﺘﻴﺠﺔ‪ .‬ﻭﻣﻊ ﺍﻟﺘﻌﺸﻴﺔ ﻓﺈﻥ ﺍﻟﺼﺪﻓﺔ ﻭﺣﺪﻫﺎ ﻫﻲ ﺍﻟﱵ‬ ‫ﲢﺪﺩ ﺗﻮﺯﻳﻊ ﺍﻷﻓﺮﺍﺩ ﺑﲔ ﳎﻤﻮﻋﱵ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﺍﻟﺘﻌﻴﲔ ﺍﻟﻌﺸﻮﺍﺋﻲ ﻻ ﻳﻌﲏ ﺍﻟﺘﻌﻴﲔ ﺑﺎﳌﺼﺎﺩﻓﺔ‬

‫‪haphazard‬‬

‫‪ ، allocation‬ﺇﳕﺎ ﻫﻲ ﻃﺮﻳﻘﺔ ﳐﻄﻄﺔ ﺑﻌﻨﺎﻳﺔ ﻟﺘﻮﺯﻳﻊ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﳎﻤﻮﻋﺎﺕ ﻣﺘﻤﺎﺛﻠﺔ‪ .‬ﻓﺈﺫﺍ ﺃﻣﻜﻦ ﲢﺪﻳﺪ ﻋﻮﺍﻣﻞ‬ ‫ﺍﺧﺘﻄﺎﺭ ﻣﻬﻤﺔ ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﻓﻘﺪ ﳝﻜﻦ ﺗﺼﻨﻴﻒ ﺍﻷﻓﺮﺍﺩ ﰲ ﳎﻤﻮﻋﺎﺕ ﺃﻭ ﻃﺒﻘﺎﺕ ﻗﺒﻞ ﺗﻮﺯﻳﻌﻬﻢ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺍﻟﻨﻈﺮ ﰲ‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﺗﺼﻤﻴﻢ ﻋﺸﻮﺍﺋﻲ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺪﺧﻠﻴﺔ ﺍﳌﺮﺍﻗﺒﺔ ﺑﺎﻟﺸﻮﺍﻫﺪ ﻛﻠﻤﺎ ﻛﺎﻥ ﺫﻟﻚ ﻣﺘﻔﻘﹰﺎ ﻣﻊ ﺍﻷﺧﻼﻗﻴﺎﺕ‪،‬‬ ‫ﻭﳑﻜﻨﺎﹰ ﻋﻤﻠﻴﺎﹰ‪.‬‬ ‫ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﳌﺮﺍﻗﺒﺔ ﺑﺎﻟﺸﻮﺍﻫﺪ ﻣﻦ ﺩﻭﻥ ﺗﻌﺸﻴﺔ‪ ،‬ﻣﺎ ﻫﻲ ﺇﻻ ﺩﺭﺍﺳﺎﺕ ﺗﺪﺧﻠﻴﺔ ﻻ ﻳﻮﺯﻉ ﺍﻷﻓﺮﺍﺩ ﻓﻴﻬﺎ ﺑﲔ‬ ‫ﺍ‪‬ﻤﻮﻋﺘﲔ ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮﺍﺋﻴﺔ‪ .‬ﻭﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ ﻳﻜﻮﻥ ﺗﻮﺯﻳﻊ ﺍﻷﻓﺮﺍﺩ ﻋﺮﺿﺔ ﳊﺪﻭﺙ ﲢﻴﺰﺍﺕ ﳝﻜﻦ ﺃﻥ ﺗﺆﺛﺮ ﻋﻠﻰ‬ ‫ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﺃﻣﺎ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺼﺎﻟﺒﻴﺔ ‪ crossover study‬ﻓﻬﻲ ﺗﺼﻤﻴﻢ ﺧﺎﺹ ﻟﺪﺭﺍﺳﺔ ﺗﺪﺧﻠﻴﺔ ﻣﺮﺍﻗﺒﺔ ﺑﺎﻟﺸﻮﺍﻫﺪ‪ ،‬ﻭﻫﻲ‬ ‫ﺗ‪‬ﺴﺘﻌﻤﻞ ﺃﺣﻴﺎﻧﺎﹰ ﰲ ﲡﺎﺭﺏ ﺍﻷﺩﻭﻳﺔ‪ .‬ﻭﰲ ﻫﺬﺍ ﺍﻟﺘﺼﻤﻴﻢ ﻳ‪‬ﻌﲔ ﻧﺼﻒ ﺍﳌﺸﺎﺭﻛﲔ ﻋﺸﻮﺍﺋﻴﹰﺎ ﻟﻴﺒﺪﺃﻭﺍ ﺑﺘﻨﺎﻭﻝ ﺍﳌﺎﺩﺓ‬ ‫ﺍﻟﻐﻔﻞ ﻭﺑﻌﺪ ﺫﻟﻚ ﻳﺘﺤﻮﻟﻮﻥ ﺇﱃ ﺍﻟﻌﻼﺝ ﺍﻟﻔﻌﺎﻝ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻔﻌﻞ ﺍﻟﻨﺼﻒ ﺍﻵﺧﺮ ﻣﻦ ﺍﳌﺸﺎﺭﻛﲔ ﻋﻜﺲ ﺫﻟﻚ‪ .‬ﻭﻳﺘﻤﻴﺰ‬ ‫‪5‬‬

‫ﻫﺬﺍ ﺍﻟﺘﺼﻤﻴﻢ ﺑﺎﳔﻔﺎﺽ ﻋﺪﺩ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻼﺯﻣﲔ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﻷﻥ ﻛﻞ ﻓﺮﺩ ﺳﻮﻑ ﻳﻌﻤﻞ ﺿﻤﻦ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻣﺮﺓ‪ ،‬ﻭﺿﻤﻦ ﺍﻟﺸﻮﺍﻫﺪ ﻣﺮﺓ ﺃﺧﺮﻯ‪ .‬ﻛﻤﺎ ﺃﻧﻪ ﳜﻔﺾ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻐﻴ‪‬ﺮ ﺍﻟﺒﻴﻮﻟﻮﺟﻲ‬

‫‪biological variability‬‬

‫ﺍﳌﺘﺄﺻﻠﺔ ﰲ ﻣﻘﺎﺭﻧﺔ ﺍﻷﻓﺮﺍﺩ ﺍﳌﺨﺘﻠﻔﲔ‪ ،‬ﻭﺫﻟﻚ ﲟﻘﺎﺭﻧﺔ ﻛﻞ ﺷﺨﺺ ﺑﻨﻔﺴﻪ )ﺃﻭ ﻧﻔﺴﻬﺎ(‪ .‬ﻭﻟﻜﻦ ﻋﻴﺐ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺍﻟﺘﺼﺎﻟﺒﻴﺔ ﺃ‪‬ﺎ ﺗﻄﻴﻞ ﻣﺪﺓ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻛﻤﺎ ﺳﺘﻨﺸﺄ ﻣﺸﻜﻠﺔ ﺇﺫﺍ ﻛﺎﻥ ﻟﻠﻌﻼﺝ ﺗﺄﺛﲑ ﻻﺣﻖ ﺑﻌﺪ ﺇﻳﻘﺎﻓﻪ‪.‬‬ ‫ﻭﺩﺭﺍﺳﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﻟﻼﺣﻘﺔ ‪ before-and-after study‬ﻫﻲ ﻃﺮﻳﻘﺔ ﻟﻠﻤﺮﺍﻗﺒﺔ ﺗﻘﺎﺭﻥ ﻓﻴﻬﺎ ﻧﺘﺎﺋﺞ‬ ‫ﺃﻓﺮﺍﺩ ﺍﻟﺘﺠﺮﺑﺔ ﺑﻨﺘﺎﺋﺞ ﺍﳌﺮﺿﻰ ﺍﻟﺬﻳﻦ ﻋﻮﳉﻮﺍ ﻗﺒﻞ ﺃﻥ ﻳﺘﺎﺡ ﳍﻢ ﺍﻟﺘﺪﺧﻞ ﺍﳉﺪﻳﺪ‪ ،‬ﻭﻳﺴﻤﻰ ﻫﺆﻻﺀ ﲟﺠﻤﻮﻋﺔ‬ ‫ﺍﻟﺸﻮﺍﻫﺪ ﺍﻟﺘﺎﺭﳜﻴﺔ ‪.historic controls‬‬ ‫ﻭﺍﻟﺘﺠﺮﺑﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﳌﺮﺍﻗﺒﺔ ﺑﺎﻟﺸﻮﺍﻫﺪ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣﻌﻤ‪‬ﺎﺓ ‪ blinded‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻦ ﺍﶈﺘﻤﻞ ﺃﻥ ﻳﻐﻴ‪‬ﺮ‬ ‫ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﺍﻟﺘﺠﺮﺑﺔ ﺳﻠﻮﻛﻬﻢ ﺑﻄﺮﻳﻘﺔ ﻧﻈﺎﻣﻴﺔ ﻗﺪ ﺗﺆﺛﺮ ﰲ ﻧﺘﻴﺠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻨﺪﻣﺎ ﻳﻌﺮﻓﻮﻥ ﻧﻮﻉ ﺍﻟﺘﺪﺧﻞ ﺍﻟﺬﻱ‬ ‫ﺳﻴﺘﻠﻘﻮﻧﻪ )ﻭﻳﻔﻀﻞ ﺃﻃﺒﺎﺀ ﺍﻟﻌﻴﻮﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺍﺻﻄﻼﺡ ﺍﳊﺠﺐ ‪ masking‬ﺑﺪ ﹰﻻ ﻣﻦ ﺍﻟﺘﻌﻤﻴﺔ(‪.‬‬ ‫ﻭﳝﻜﻦ ﺇﺟﺮﺍﺀ ﺍﻟﺘﻌﻤﻴﺔ ﰲ ﻋﺪﺩ ﻣﻦ ﺍﳌﺴﺘﻮﻳﺎﺕ‪ .‬ﻓﻔﻲ ﺃﺣﺪ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻻ ﻳﻌﺮﻑ ﺍﳌﺴﺆﻭﻟﻮﻥ ﻋﻦ ﺗﻌﻴﲔ‬ ‫ﺍﻷﻓﺮﺍﺩ ﰲ ﺍ‪‬ﻤﻮﻋﺎﺕ‪ ،‬ﰲ ﺃﻱ ﳎﻤﻮﻋﺔ ﺳﻮﻑ ﻳﻌﻴ‪‬ﻦ ﺍﻟﻔﺮﺩ ﺍﻟﺘﺎﱄ‪ .‬ﻭﰲ ﻣﺴﺘﻮﻯ ﺁﺧﺮ ﻻ ﻳﻌﺮﻑ ﺃﻓﺮﺍﺩ ﺍﻟﺒﺤﺚ‬ ‫ﺷﻴﺌﹰﺎ ﻋﻦ ﺍﻟﺪﻭﺍﺀ ﺃﻭ ﺍﻟﺘﺪﺧﻞ ﺍﻟﺬﻱ ﻳﺘﻠﻘﻮﻧﻪ‪ .‬ﰒ ﺇﻥ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﺼﺤﻴﲔ ﺍﻟﺬﻳﻦ ﻳﺘﻮﻟﻮﻥ ﺭﻋﺎﻳﺔ ﺍﳌﺮﺿﻰ ﺍﳌﺸﺎﺭﻛﲔ ﰲ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﻗﺪ ﻻ ﻳ‪‬ﺴﻤﺢ ﳍﻢ ﲟﻌﺮﻓﺔ ﺃﻱ ﻋﻼﺝ ﻳﺘﻠﻘﺎﻩ ﺍﳌﺮﺿﻰ ﺍﳌﺨﺘﻠﻔﻮﻥ‪ .‬ﻭﺃﺧﲑﹰﺍ ﻓﺈﻥ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﺬﻳﻦ ﻳﻘﻴ‪‬ﻤﻮﻥ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺃﻓﺮﺍﺩ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬ ‫ﻭﻳﺴﺘﻌﻤﻞ ﺍﺻﻄﻼﺡ »ﻣﺰﺩﻭﺝ ﺍﻟﺘﻌﻤﻴﺔ ‪ «double-blind‬ﻋﻨﺪﻣﺎ ﻻ ﻳﻌﺮﻑ ﻛﻞ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﻭﺃﻓﺮﺍﺩ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺷﻴﺌﺎﹰ ﻋﻦ ﻧﻮﻉ ﺍﻟﺘﺪﺧﻞ‪ .‬ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﻻ ﺗﻮﺟﺪ ﻓﻴﻬﺎ ﳏﺎﻭﻟﺔ ﻟﻠﺘﻌﻤﻴﺔ ﳝﻜﻦ ﺗﺴﻤﻴﺘﻬﺎ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺍﳌﻔﺘﻮﺣﺔ‬ ‫‪ open study‬ﺃﻭ ﺍﳌﻜﺸﻮﻓﺔ ﺍﻷﲰﺎﺀ ‪.open label‬‬ ‫ﺗﺄﺛﲑ ﺭﻭﺯﻧﺘﺎﻝ ‪ :Rosenthal effect‬ﻗﺎﻡ ﺭﻭﺯﻧﺘﺎﻝ ﻭﺯﻣﻼﺅﻩ ﰲ ﺳﻨﺔ ‪ 1976‬ﺑﺈﺟﺮﺍﺀ ﲡﺮﺑﺔ ﺗﺘﻀﻤﻦ‬ ‫ﺗﺪ ﺭﻳﺐ ﳎﻤﻮﻋﺘﲔ ﻣﻦ ﺍﳉﺮﺫﺍﻥ ﻋﻠﻰ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺴﺎﻟﻚ ﻣﺘﺎﻫﺔ ‪ .maze learning task‬ﻓﺘﻢ ﺇﻧﺴﺎﻝ ﺫﺭﻳﺔ‬ ‫ﺫﻛﻴﺔ ﻭﺃﺧﺮﻯ ﻏﺒﻴﺔ ﻣﻦ ﺍﳉﺮﺫﺍﻥ ﺧﺼﻴﺼﹰﺎ ﳍﺬﺍ ﺍﻟﻐﺮﺽ‪ .‬ﰒ ﰎ ﺗﺪﺭﻳﺒﻬﺎ ﻋﻠﻰ ﳏﺎﻭﻟﺔ ﺍﳌﺮﻭﺭ ﰲ ﺩﺭﻭﺏ ﺍﳌﺘﺎﻫﺔ‬ ‫ﲟﻌﺮﻓﺔ ﻃﻼﺏ ﻣﻌﻨﻴﲔ ﺑﺈﺟﺮﺍﺀ ﺍﻟﺘﺠﺎﺭﺏ‪ .‬ﻭﱂ ﻳﻜﻦ ﻣﺴﺘﻐﺮﺑﹰﺎ ﺃﻥ ﺃﺩﺍﺀ ﺍﻟﺬﺭﻳﺔ ﺍﻟﺬﻛﻴﺔ ﻛﺎﻥ ﺃﻓﻀﻞ ﻣﻦ ﺃﺩﺍﺀ ﺍﻟﺬﺭﻳﺔ‬ ‫ﺍﻟﻐﺒﻴﺔ‪ .‬ﺃﻣﺎ ﻣﺎ ﻳﺪﻋﻮ ﻟﻠﺪﻫﺸﺔ ﻓﻬﻮ ﺃﻥ ﺍﻟﺬﺭﻳﺘﲔ ﻛﺎﻧﺘﺎ ﰲ ﺍﻟﻮﺍﻗﻊ ﻣﺘﻤﺎﺛﻠﺘﲔ‪ .‬ﻓﻘﺪ ﻛﺎﻧﺘﺎ ﻣﺘﻄﺎﺑﻘﺘﲔ ﻭﺭﺍﺛﻴﺎﹰ‪ .‬ﻭﻛﺎﻥ‬ ‫ﺍﻟﺒﺎﺣﺜﻮﻥ ﻗﺪ ﻗﺎﻣﻮﺍ ﲞﺪﺍﻉ ﺍﻟﻄﻼﺏ ﺍﻟﻘﺎﺋﻤﲔ ﺑﺎﻟﺘﺠﺮﺑﺔ ﻷﻏﺮﺍﺽ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﺃﺩﺕ ﺗﻮﻗﻌﺎﺕ ﺍﻟﻄﻼﺏ ﻣﻦ ﺍﳉﺮﺫﺍﻥ‬ ‫ﺇﱃ ﺍﺗﺒﺎﻉ ﻃﺮﻕ ﳐﺘﻠﻔﺔ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﺃﺛﺮﺕ ﻋﻠﻰ ﻗﺪﺭ‪‬ﺎ ﻋﻠﻰ ﺍﻟﺘﻌﻠﹼﻢ‪ .‬ﻭﻗﺪ ﺗﺄﻛﺪﺕ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﻣﺮﺓ ﺑﻌﺪ ﺃﺧﺮﻯ‬ ‫‪6‬‬

‫ﰲ ﻇﺮﻭﻑ ﲡﺮﻳﺒﻴﺔ ﳐﺘﻠﻔﺔ ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﻓﺮﺍﺩ ﻣﻦ ﻧﻮﻋﻴﺎﺕ ﳐﺘﻠﻔﺔ‪ .‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺆﻛﺪ ﺿﺮﻭﺭﺓ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻌﻤﻴﺔ‬ ‫)ﺑﻮﻟﻐﺎﺭ ﻭﺗﻮﻣﺎﺱ‪.(2000 ،‬‬

‫‪ 3.4‬ﺍﺧﺘﻴﺎﺭ ﺗﺼﻤﻴﻢ ﻟﻠﺒﺤﺚ‬ ‫ﳝﻜﻦ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ ﻋﻦ ﻃﺮﻳﻖ ﺃﻛﺜﺮ ﻣﻦ ﺗﺼﻤﻴﻢ ﲝﺜﻲ ﻭﺍﺣﺪ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﳜﺘﺎﺭ‬ ‫ﺍﻟﺘﺼﻤﻴﻢ ﺍﳌﻼﺋﻢ ﻟﻠﺪﺭﺍﺳﺔ ﺍﳌﻌﻨﻴﺔ‪ .‬ﻭﻟﻜﻞ ﳕﻂ ﻣﻦ ﺃﳕﺎﻁ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ ﻣﻜﺎﻧﻪ ﺍﳌﻨﺎﺳﺐ‪ .‬ﻭﳍﺎ ﲨﻴﻌﺎﹰ ﻣﺰﺍﻳﺎ‬ ‫ﻭﻋﻴﻮﺏ‪ .‬ﻭﻟﻜﻦ ﻟﻴﺴﺖ ﻛﻞ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﳑﻜﻨﺔ ﺍﻟﺘﻄﺒﻴﻖ ﺩﺍﺋﻤﹰﺎ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﺑﻌﻴﻨﻬﺎ‪.‬‬ ‫ﻓﻤﺜﻼﹰ‪ ،‬ﻗﺪ ﻳﺮﻏﺐ ﺍﻟﺒﺎﺣﺜﻮﻥ ﰲ ﺩﺭﺍﺳﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺑﲔ ﺍﻟﻌﻼﺝ ﺍﳍﺮﻣﻮﱐ ﺍﻟﺘﻌﻮﻳﻀﻲ ﺑﻌﺪ ﺳﻦ‬ ‫ﺍﻹﻳﺎﺱ ﻭﺑﲔ ﺍﻹﺻﺎﺑﺔ ﺍﻟﻼﺣﻘﺔ ﺑﺴﺮﻃﺎﻥ ﺑﻄﺎﻧﺔ ﺍﻟﺮﺣﻢ‪ .‬ﻓﻴﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺗﺼﻤﻴﻢ ﺩﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ﺃﻭ ﺩﺭﺍﺳﺔ‬ ‫ﲡﺮﻳﺒﻴﺔ ﳍﺬﺍ ﺍﻟﻐﺮﺽ‪ .‬ﻓﺈﺫﺍ ﻭﻗﻊ ﺍﻻﺧﺘﻴﺎﺭ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ‪ ،‬ﻓﺒﺈﻣﻜﺎﻥ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﻘﻴﺎﻡ ﺑﺪﺭﺍﺳﺔ ﻭﺻﻔﻴﺔ ﺃﻭ‬ ‫ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ‪.‬‬ ‫ﻭﻣﻦ ﺃﺟﻞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻮﺻﻔﻴﺔ‪ ،‬ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻳﺮﺍﺟﻌﻮﺍ ﺍﻟﺴﺠﻼﺕ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻟﻜﻞ ﺍﳌﺮﻳﻀﺎﺕ ﺍﻟﻼﰐ ﰎ‬ ‫ﺗﺸﺨﻴﺺ ﺣﺎﻻ‪‬ﻦ ﺑﺄ‪‬ﺎ ﺳﺮﻃﺎﻥ ﺑﻄﺎﻧﺔ ﺍﻟﺮﺣﻢ‪ .‬ﻭﺑﻌﺪ ﺫﻟﻚ ﻳﺘﺤﺮ‪‬ﻭﻥ ﻋﻦ ﺗﺎﺭﻳﺦ ﺃﻱ ﻣﻌﺎﳉﺔ ﻫﺮﻣﻮﻧﻴﺔ ﺑﻌﺪ ﺳﻦ‬ ‫ﺍﻹﻳﺎﺱ‪ .‬ﻭﺳﻮﻑ ﺗﻜﻮﻥ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻔﻴﺪﺓ ﻭﻟﻜﻨﻬﺎ ﻟﻴﺴﺖ ﺣﺎﲰﺔ‪ .‬ﻓﻬﻲ ﺗﻮﺿﺢ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺿﺮﻭﺭﺓ ﻹﺟﺮﺍﺀ‬ ‫ﺩﺭﺍﺳﺔ ﺃﺧﺮﻯ ﻟﺘﺆﻛﺪ ﺃﻭ ﻟﺘﻨﻔﻲ ﺍﻹﻧﻄﺒﺎﻉ ﺍﻟﺬﻱ ﻛﻮﻧﺘﻪ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻮﺻﻔﻴﺔ‪ .‬ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﻘﻮﺓ ﺍﻹﺭﺗﺒﺎﻁ ﺑﲔ‬ ‫ﺍﳌﻌﺎﳉﺔ ﻭﺑﲔ ﺍﻹﺻﺎﺑﺔ ﺳﻮﻑ ﺗﺴﺎﻋﺪ ﻛﺬﻟﻚ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ‪ .‬ﻓﺎﻟﺘﻮﺻﻞ ﺇﱃ ﺃﻥ‬ ‫ﻛﺜﲑﺍﺕ ﻣﻦ ﺍﻟﻨﺴﺎﺀ ﺍﻟﻼﰐ ﺃﹸﺻﱭ ﺑﺴﺮﻃﺎﻥ ﺑﻄﺎﻧﺔ ﺍﻟﺮﺣﻢ ﺳﺒﻖ ﳍﻦ ﺗﻌﺎﻃﻲ ﻋﻼﺝ ﻫﺮﻣﻮﱐ‪ ،‬ﻻ ﳝﻜﻦ ﺃﻥ ﻳﺆﺩﻱ ﺇﱃ‬ ‫ﺃﻱ ﺍﺳﺘﻨﺘﺎﺝ‪ .‬ﻭﺭﲟﺎ ﻛﺎﻥ ﻳﻌﲏ ﺑﺒﺴﺎﻃﺔ ﺃﻥ ﻫﺬﺍ ﺍﻟﻌﻼﺝ ﻳ‪‬ﺴﺘﻌﻤﻞ ﰲ ﺍ‪‬ﺘﻤﻊ ﻋﻠﻰ ﻧﻄﺎﻕ ﻭﺍﺳﻊ ﺑﲔ ﺍﻟﻨﺴﺎﺀ ﺍﻟﻼﰐ‬ ‫ﻳ‪‬ﺼﱭ ‪‬ﺬﺍ ﺍﻟﺴﺮﻃﺎﻥ ﻭﻣﻦ ﻻ ﻳﺼﱭ ﺑﻪ‪ .‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺆﻛﺪ ﺍﳊﺎﺟﺔ ﺇﱃ ﺇﺟﺮﺍﺀ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ‪.‬‬ ‫ﻭﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺤﻠﻴﻠ ﻴﺔ‪ ،‬ﻗﺪ ﻳ‪‬ﺠﺮﻱ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺩﺭﺍﺳﺔ ﻣﺴﺘﻌﺮﺿﺔ ﺃﻭ ﺩﺭﺍﺳﺔ ﻃﻮﻟﻴﺔ‪ .‬ﻓﻘﺪ ﻳﻔﺤﺺ‬ ‫ﺍﻟﺒﺎﺣﺜﻮﻥ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﺴﺘﻌﺮﺿﺔ ﺣﺎﻻﺕ ﺳﺎﺋﺮ ﺍﻟﻨﺴﺎﺀ ﺍﻟﻼﰐ ﲡﺎﻭﺯﻥ ﺳﻦ ﺍﻹﻳﺎﺱ ﻭﺍﻟﻼﰐ ﺃﹸﺩﺧﻠﻦ ﺍﳌﺴﺘﺸﻔﻰ‬ ‫ﺧﻼﻝ ﻓﺘﺮﺓ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﺰﻣﻦ‪ .‬ﻭﻋﻠﻴﻬﻢ ﺃﻥ ﻳ‪‬ﺴﺠﻠﻮﺍ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻜﻞ ﺍﻣﺮﺃﺓ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﺪ ﺗﻠﻘﺖ ﻋﻼﺟﹰﺎ ﻫﺮﻣﻮﻧﻴﹰﺎ‬ ‫ﺃ ﻡ ﻻ‪ ،‬ﻭﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﺪ ﺃﺻﻴﺒﺖ ﺑﺴﺮﻃﺎﻥ ﺑﻄﺎﻧﺔ ﺍﻟﺮﺣﻢ ﺃﻭ ﱂ ﺗ‪‬ﺼﺐ‪ .‬ﻭﻣﻴﺰﺓ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺃ‪‬ﺎ ﻻ ﺗﺴﺘﻐﺮﻕ‬

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‫ﻭﻗﺘﺎﹰ ﻃﻮﻳﻼﹰ‪ .‬ﻭﻫﻲ ﺗﻌﻄﻲ ﻣﻦ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ﺃﻛﺜﺮ ﳑﺎ ﺗﻌﻄﻴﻪ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻮﺻﻔﻴﺔ ﺍﻟﺒﺴﻴﻄﺔ‪ .‬ﻏﲑ ﺃﻥ ﳎﻤﻮﻋﱵ ﺍﳌﺮﺿﻰ ﻗﺪ‬ ‫ﻻ ﺗﻜﻮﻧﺎﻥ ﻗﺎﺑﻠﺘﲔ ﻟﻠﻤﻘﺎﺭﻧﺔ‪.‬‬ ‫ﻭﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻄﻮﻟﻴﺔ ﺑﺎﳌﻼﺣﻈﺔ‪ ،‬ﻗﺪ ﻳ‪ ‬ﺠﺮﻱ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺩﺭﺍﺳﺔ ﻣﺴﺘﻘﺒﻠﻴﺔ ﺃﻭ ﺩﺭﺍﺳﺔ ﺍﺳﺘﻌﺎﺩﻳﺔ‪ .‬ﻓﻔﻲ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﲡﺮﻯ ﻣﺘﺎﺑﻌﺔ ﻓﻮﺝ ﻣﻜﻮﻥ ﻣﻦ ﳎﻤﻮﻋﺘﲔ ﻣﻦ ﺍﻟﻨﺴﺎﺀ ﺍﻟﻼﰐ ﲡﺎﻭﺯﻥ ﺳﻦ ﺍﻹﻳﺎﺱ‪ :‬ﳎﻤﻮﻋﺔ ﺗﺘﻠﻘﻰ‬ ‫ﺑﺎﻟﻔﻌﻞ ﻋﻼﺟﺎﹰ ﻫﺮﻣﻮﻧﻴﺎﹰ ﺗﻌﻮﻳﻀﻴﺎﹰ‪ ،‬ﻭﳎﻤﻮﻋﺔ ﻣﻘﺎﺑﻠﺔ ﳍﺎ ‪ matched‬ﻻ ﺗﺘﻨﺎﻭﻝ ﻫﺬﺍ ﺍﻟﻌﻼﺝ‪ .‬ﻭﳝﻜﻦ ﺍﺧﺘﻴﺎﺭ‬ ‫ﺗﺼﻤﻴﻢ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺍﻗﺒﺔ ﺑﺎﻟﺸﻮﺍﻫﺪ ﻹﺟﺮﺍﺀ ﺩﺭﺍﺳﺔ ﺍﺳﺘﻌﺎﺩﻳﺔ‪ .‬ﻓﺘ‪‬ﺤﺪﺩ ﳎﻤﻮﻋﺘﺎﻥ‪ ،‬ﺇﺣﺪﺍﳘﺎ ﻣﻜﻮﻧﺔ ﻣﻦ ﻧﺴﺎﺀ‬ ‫ﺃﺻﱭ ﻣﺆﺧﺮﹰﺍ ﺑﺴﺮﻃﺎﻥ ﺍﻟﺮﺣﻢ )ﺣﺎﻻﺕ( ﻭﺍﻟﺜﺎﻧﻴﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ﻧﺴﺎﺀ ﳍﻦ ﺧﺼﺎﺋﺺ ﳑﺎﺛﻠﺔ ﻭﱂ ﻳﺼﱭ ‪‬ﺬﺍ‬ ‫ﺍﻟﺴﺮﻃﺎﻥ )ﺷﻮﺍﻫﺪ(‪ .‬ﻭﻳﻨﺒﻐﻲ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺃﻥ ﲨﻴﻊ ﺍﻟﻨﺴﺎﺀ ﰲ ﺍ‪‬ﻤﻮﻋﺘﲔ ﻗﺪ ﺍﺳﺘﻌﻤﻠﻦ ﺍﻟﻌﻼﺝ ﺍﳍﺮﻣﻮﱐ‬ ‫ﺍﻟﺘﻌﻮﻳﻀﻲ‪ ،‬ﻭﺫﻟﻚ ﻟﺘﻘﻴﻴﻢ ﺗﺎﺭﻳﺦ )ﺳﻮﺍﺑﻖ( ﺍﻟﺘﻌﺮﺽ‪ .‬ﻭﻣﻴﺰﺓ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺔ ﳝﻜﻦ ﺃﻥ ﺗﺘﻢ ﰲ ﻭﻗﺖ‬ ‫ﻓﺼﲑ ﻧﺴﺒﻴﺎﹰ‪ .‬ﺃﻣﺎ ﻋﻴﺒﻬﺎ ﻓﻬﻮ ﺃﻥ ﺍ‪‬ﻤﻮﻋﺘﲔ ﻗﺪ ﻻ ﺗﻜﻮﻧﺎﻥ ﻣﺘﻤﺎﺛﻠﺘﲔ ﲤﺎﻣﹰﺎ‪ .‬ﻭﺭﲟﺎ ﺗﺪﺧﻠﺖ ﻣﺘﻐﲑﺍﺕ ﺃﺧﺮﻯ ﻓﺘﺆﺛﺮ‬ ‫ﻋﻠﻰ ﻧﺘﻴﺠﺔ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻗﺪ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﺼﻌﺐ ﺍﺳﺘﺒﻌﺎﺩﻫﺎ‪.‬‬ ‫ﻭﺇﺫﺍ ﻗﺮﺭ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺇﺟﺮﺍﺀ ﺩﺭﺍﺳﺔ ﲡﺮﻳﺒﻴﺔ ﺃﻭ ﺗﺪﺧﻠﻴﺔ ﻓﻘﺪ ﳜﺘﺎﺭﻭﻥ ﺗﺼﻤﻴﻤﹰﺎ ﻋﺸﻮﺍﺋﻴﹰﺎ ﺃﻭ ﻏﲑ ﻋﺸﻮﺍﺋﻲ‪ .‬ﻓﻔﻲ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﳌﺮﺍﻗﺒﺔ ‪ randomized controlled study‬ﻳﺘﻢ ﲢﺪﻳﺪ ﺍﻟﻨﺴﺎﺀ ﺍﻟﻼﰐ ﲡﺎﻭﺯﻥ ﺳﻦ ﺍﻹﻳﺎﺱ‬ ‫ﰲ ﳎﺘﻤﻊ ﻣﺎ‪ ،‬ﰒ ﻳﺘﻢ ﺗﻌﻴﻴﻨﻬﻦ ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮﺍﺋﻴﺔ ﺇﻣﺎ ﰲ ﳎﻤﻮﻋﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﺳﻮﻑ ﺗﺘﻠﻘﻰ ﻋﻼﺟﺎﹰ ﻫﺮﻣﻮﻧﻴﺎﹰ‬ ‫ﺗﻌﻮﻳﻀﻴﹰﺎ ﺃﻭ ﰲ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺸﺎﻫﺪﺓ ﺍﻟﱵ ﺳﺘﻌﻄﻰ ﻣﺎﺩﺓ ﻏﻔﻼ‪ .‬ﻭﻣﻦ ﰒ ﲡﺮﻱ ﻣﺘﺎﺑﻌﺔ ﺍ‪‬ﻤﻮﻋﺘﲔ ﻣﺴﺘﻘﺒﻠﻴﺎﹰ ﳌﻌﺮﻓﺔ‬ ‫ﻛﻢ ﻣﻦ ﻋﻀﻮﺍﺕ ﻛﻞ ﻓﺮﻳﻖ ﺳﻮﻑ ﻳﺼﱭ ﺑﺴﺮﻃﺎﻥ ﺑﻄﺎﻧﺔ ﺍﻟﺮﺣﻢ‪ .‬ﻭﺇﺫﺍ ﰎ ﺗﻨﻔﻴﺬ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺑﻨﺠﺎﺡ‪ ،‬ﻓﺴﻮﻑ‬ ‫ﺗﻌﻄﻲ ﺇﺟﺎﺑﺔ ﺃﻛﺜﺮ ﺣﺴﻤﹰﺎ ﻋﻠﻰ ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ‪ .‬ﻏﲑ ﺃ‪‬ﺎ ﺳﻮﻑ ﺗﺜﲑ ﳐﺎﻭﻑ ﺃﺧﻼﻗﻴﺔ‪ .‬ﻭﻣﻦ ﺻﻌﻮﺑﺎ‪‬ﺎ ﺍﻷﺧﺮﻯ‪،‬‬ ‫ﺍﻟﻌﻴﻨﺔ ﺫﺍﺕ ﺍﳊﺠﻢ ﺍﻟﻜﺒﲑ ﺍﻟﱵ ﺳﻮﻑ ﺗﻠﺰﻡ ﻟﻠﺪﺭﺍﺳﺔ ﺑﺴﺒﺐ ﺍﳔﻔﺎﺽ ﻣﻌﺪﻝ ﻭﻗﻮﻉ ﺍﳌﺮﺽ ﻧﺴﺒﻴﺎﹰ‪ ،‬ﻭﻃﻮﻝ ﻣﺪﺓ‬ ‫ﺍﳌﺘﺎﺑﻌﺔ ﺑﺴﺒﺐ ﻓﺘﺮﺓ ﺍﻟﻜﻤﻮﻥ ﺍﻟﻄﻮﻳﻠﺔ ﻗﺒﻞ ﺗﻜﻮ‪‬ﻥ ﺍﻟﻮﺭﻡ‪ ،‬ﻭﺍﺣﺘﻤﺎﻝ ﺿﻌﻒ ﺍﻹﻣﺘﺜﺎﻝ ﻣﻦ ﺟﺎﻧﺐ ﺍﳌﺮﻳﻀﺎﺕ ﺃﻭ‬ ‫ﺍﻧﻘﻄﺎﻉ ﺍﳌﺘﺎﺑﻌﺔ‪ .‬ﻭﳝﻜﻦ ﺑﺪ ﹰﻻ ﻣﻦ ﻫﺬﺍ ﺍﻟﺘﺼﻤﻴﻢ‪ ،‬ﺍﻟﺘﻔﻜﲑ ﰲ ﺗﺼﻤﻴﻢ ﻣﺮﺍﻗﺐ ﻏﲑ ﻋﺸﻮﺍﺋﻲ‪ .‬ﻓﻘﺪ ﻳﻜﻮﻥ ﺫﻟﻚ‬ ‫ﺃﻳﺴﺮ‪ ،‬ﻭﺳﻮﻑ ﻳﺘﻴﺢ ﻟﻠﻨﺴﺎﺀ ﻓﺮﺻﺔ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﺴﺘﻨﲑ ‪ .informed choice‬ﻭﻟﻜﻦ ﺳﻴﻜﻮﻥ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ‬ ‫ﺗﺆﺧﺬ ﰲ ﺍﳊﺴﺒﺎﻥ ﻣﺘﻐﲑﺍﺕ ﳏﺘﻤﻠﺔ ﺃﺧﺮﻯ ﺭﲟﺎ ﺗﺆﺛﺮ ﰲ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﻧﻈﺮﹰﺍ ﻷﻥ ﺍ‪‬ﻤﻮﻋﺘﲔ ﻗﺪ ﻻ ﺗﺘﻤﺎﺛﻼﻥ‪.‬‬ ‫ﺇﻥ ﺍﻷ ﳕﺎﻁ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ ﺗﺼﻤﻴﻤﺎﺕ ﺍﻟﺒﺤﻮﺙ ﻻ ﺗﻌﺘﱪ ﻣﺘﺴﺎﻭﻳﺔ ﰲ ﻗﻮﺓ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ﺍﻟﱵ ﺗﺘﻴﺤﻬﺎ‪ .‬ﻓﻔﻲ ﺍﻟﺘﺴﻠﺴﻞ‬ ‫ﺍﻟﺘﻘﻠﻴﺪﻱ ﳌﺮﺍﺗﺐ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ‪ .‬ﺗﻮﺿﻊ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﳌﺮﺍﻗﺒﺔ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﰲ ﻣﺮﺗﺒﺔ ﻋﺎﻟﻴﺔ ﻭﻣﻦ ﺑﻌﺪﻫﺎ‬

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‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻔﻮﺟﻴﺔ ﻭﺩﺭﺍﺳﺎﺕ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺍﻗﺒﺔ ﺑﺎﻟﺸﻮﺍﻫﺪ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﺒﻘﻰ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻮﺻﻔﻴﺔ ﺑﺎﳌﻼﺣﻈﺔ ﰲ ﻣﺮﺗﺒﺔ‬ ‫ﺃﺩﱏ‪ .‬ﻏﲑ ﺃﻥ ﺍﻟﺒﺎﺣﺜﲔ ﻗﺪ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺬﻱ ﻳﻌﻄﻲ ﻣﺮﺗﺒﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ‪ ،‬ﺇﻣﺎ ﻟﻌﺪﻡ‬ ‫ﺇﻣﻜﺎﻧﻴﺔ ﺗﻨﻔﻴﺬﻩ ﺃﻭ ﻷﻥ ﺗﻨﻔﻴﺬﻩ ﻏﲑ ﻣﻘﺒﻮﻝ ﺃﺧﻼﻗﻴﹰﺎ‪ .‬ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻳﺼﺒﺢ ﺍﺧﺘﻴﺎﺭﻫﻢ ﻟﺘﺼﻤﻴﻢ ﺁﺧﺮ ﺃﻣﺮﹰﺍ ﻣﻘﺒﻮ ﹰﻻ‬ ‫ﻭﻟﻪ ﻣﺎ ﻳﱪﺭﻩ‪.‬‬

‫‪ 4.4‬ﲢﺪﻳﺪ ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ ﻭﺗﻨﻘﻴﺤﻪ‬ ‫ﻣﻦ ﺃﺟﻞ ﺻﻴﺎﻏﺔ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‪ .‬ﻛﺜﲑﹰﺍ ﻣﺎ ﻳﺘﻄﻠﺐ ﺍﻷﻣﺮ ﲢﻮﻳﻞ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﺇﱃ ﺳﺆﺍﻝ ﲝﺜﻲ‪ .‬ﻭﻳﻨﺒﻐﻲ‬ ‫ﲢﺪﻳﺪ ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ ﻭﺗﻨﻘﻴﺤﻪ ﲝﻴﺚ ﳝﻜﻦ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻪ ﺑﺪﻗﺔ ﻭﻭﺿﻮﺡ‪.‬‬ ‫ﻓﺈﺫﺍ ﺭﺟﻌﻨﺎ ﺇﱃ ﻣﺜﺎﻝ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻌﻼﺝ ﺍﳍﺮﻣﻮﱐ ﺍﻟﺘﻌﻮﻳﻀﻲ ﺑﻌﺪ ﺳﻦ ﺍﻹﻳﺎﺱ ﻭﺑﲔ ﺍﻹﺻﺎﺑﺔ ﺍﻟﻼﺣﻘﺔ‬ ‫ﺑﺴﺮﻃﺎﻥ ﺑﻄﺎﻧﺔ ﺍﻟﺮﺣﻢ‪ ،‬ﻓﺴﻮﻑ ﻳﻜﻮﻥ ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪ :‬ﻫﻞ ﻳﺆﺩﻱ ﺍﻟﻌﻼﺝ ﺍﳍﺮﻣﻮﱐ ﺍﻟﺘﻌﻮﻳﻀﻲ‬ ‫ﺇﱃ ﺗﻌﺮﻳﺾ ﺍﻟﻨﺴﺎﺀ ﻟﻺﺻﺎﺑﺔ ﺑﺴﺮﻃﺎﻥ ﺑﻄﺎﻧﺔ ﺍﻟﺮﺣﻢ؟‬ ‫ﻭﳛﺘﺎﺝ ﺍﻟﺴﺆﺍﻝ ﻷﻥ ﻳﻜﻮﻥ ﺃﻛﺜﺮ ﲢﺪﻳﺪﺍﹰ‪ ،‬ﻷﻏﺮﺍﺽ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‪ .‬ﻓﺎﳌﻌﺎﳉﺔ ﺍﳍﺮﻣﻮﻧﻴﺔ ﺍﻟﺘﻌﻮﻳﻀﻴﺔ ﳚﺐ ﺃﻥ‬ ‫ﺗ‪‬ﻌﺮ‪‬ﻑ ﺑﺎﻟﺘﺤﺪﻳﺪ‪ .‬ﻓﻬﻞ ﻫﻲ ﺗﻘﺘﺼﺮ ﻋﻠﻰ ﺇﻋﻄﺎﺀ ﺍﻹﺳﺘﺮﻭﺟﲔ ﻭﺣﺪﻩ‪ ،‬ﺃﻭ ﺃﻥ ﺍﻹﺳﺘﺮﻭﺟﲔ ﻳﻌﻄﻰ ﻣﻊ ﻣﺴﺘﺤﻀﺮ‬ ‫ﻼ ﺃﻛﺜﺮ ﻣﻦ ﺳﻨﺔ؟ ﻭﻫﻞ ﻳﻨﺒﻐﻲ ﺗﻌﺮﻳﻒ ﺳﺮﻃﺎﻥ‬ ‫ﺑﺮﻭﺟﺴﺘﲑﻭﱐ ﺍﳌﻔﻌﻮﻝ؟ ﻭﻫﻞ ﻳﻠﺰﻡ ﲢﺪﻳﺪ ﻣﺪﺓ ﺍﳌﻌﺎﳉﺔ ﻟﺘﻜﻮﻥ ﻣﺜ ﹰ‬ ‫ﺑﻄﺎﻧﺔ ﺍﻟﺮﺣﻢ ﺑﺄﻧﻪ ﻣﺆﻛﺪ ﺑﺎﻟﻔﺤﺺ ﺍﻟﻨﺴﺠﻲ )ﺍﳍﺴﺘﻮﻟﻮﺟﻲ(؟‬ ‫ﻭﻷﻏﺮﺍﺽ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ ﺳﻮﻑ ﳛﺘﺎﺝ ﺍﻟﺴﺆﺍﻝ ﺇﱃ ﺍﻟﺘﻨﻘﻴﺢ ‪ .refined‬ﻓﺎﻟﺒﺤﺚ ﺳﻮﻑ ﻳﺴﺘﻄﻴﻊ ﻓﻘﻂ ﺃﻥ‬ ‫ﳛﺪﺩ ﻭﺟﻮﺩ ﺍﺭﺗﺒﺎﻁ ‪ association‬ﻣﻦ ﻋﺪﻣﻪ‪ .‬ﻭﻟﺬﻟﻚ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺴﺆﺍﻝ ﺍﳌﻨﻘﹼﺢ ﻛﻤﺎ ﻳﻠﻲ‪ :‬ﻫﻞ ﺍﳌﻌﺎﳉﺔ‬ ‫ﺍﳍﺮﻣﻮﻧﻴﺔ ﺍﻟﺘﻌﻮﻳﻀﻴﺔ ﺑﻌﺪ ﺳﻦ ﺍﻹﻳﺎﺱ‪ ،‬ﺣﺴﺐ ﺍﻟﺘﻌﺮﻳﻒ ﺍﳌﻮﺿﻮﻉ ﳍﺎ‪ ،‬ﺗﺮﺗﺒﻂ ﺑﺎﺭﺗﻔﺎﻉ ﺧﻄﺮ ﺍﻹﺻﺎﺑﺔ ﺑﺴﺮﻃﺎﻥ‬ ‫ﺑﻄﺎﻧﺔ ﺍﻟﺮﺣﻢ ﻓﻴﻤﺎ ﺑﻌﺪ؟ ﻭﺳﻮﻑ ﳛﺘ ﺎﺝ ﺍﻹﺭﺗﺒﺎﻁ ـ ﺇﻥ ﻭﺟﺪ ـ ﺇﱃ ﺗﻔﺴﲑ‪ ،‬ﻭﻟﻜﻦ ﻻ ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺃﻧﻪ ﻳﻌﲏ‬ ‫ﺍﻟﺘﺴﺒ‪‬ﺐ ﻣﻦ ﺩﻭﻥ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺴﺎﺅﻝ‪.‬‬ ‫ﻓﺈﺫﺍ ﺗﻨﺎﻭﻟﻨﺎ ﻣﺜﺎ ﹰﻻ ﺁﺧﺮ ﻟﺴﺆﺍﻝ ﲝﺜﻲ ﻫﻮ‪ :‬ﻫﻞ ﺍﻟﺘﺪﺧﲔ ﺍﻟﺴﻠﱯ ﻳﻀﺮ ﺍﳉﻨﲔ؟ ﻓﺴﻮﻑ ﳒﺪ ﺃﻥ ﺍﻟﺴﺆﺍﻝ ﳛﺘﺎﺝ‬ ‫ﺇﱃ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺤﺪﻳﺪ ﻭﺍﻟﺘﻨﻘﻴﺢ‪.‬‬ ‫ﺐ ﻋﻠﻰ ﺍﻟﺘﺪﺧﲔ ﺍﻟﺴﻠﱯ‪ .‬ﻓﻤﺎ ﻫﻮ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻹﺧﺘﻴﺎﺭﻱ‬ ‫ﻓﺎﻟﺘﻌﺮﻳﻒ ﺍﻷﻭﻝ ﻳﻨﺼ ‪‬‬

‫‪arbitrary definition‬‬

‫ﺍﻟﺬﻱ ﳝﻜﻦ ﻗﺒﻮﻟﻪ ﻣﻦ ﺣﻴﺚ ﻋﺪﺩ ﺍﻟﺴﺠﺎﺋﺮ ﺍﳌﺪﺧﻨﺔ ﻛﻞ ﻳﻮﻡ؟ ﻭﻳﺴﻤﻰ ﻫﺬﺍ ﺑﺎﻟﺘﻌﺮﻳﻒ ﺍﻟﺘﻨﻔﻴﺬﻱ ‪.operational‬‬

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‫ﻓﺎﻟﺘﻌﺮﻳﻒ ﺍﻟﺘﻨﻔﻴﺬﻱ ﻫﻮ ﺗﻌﺒﲑ ﻋﻦ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﳜﺘﺎﺭﻫﺎ ﺍﻟﺒﺎﺣﺜﻮﻥ ﰲ ﺩﺭﺍﺳﺔ ﻣﻌﻴﻨﺔ ﻟﻘﻴﺎﺱ ﺍﳌﺘﻐﲑ ﺍﳋﺎﺿﻊ‬ ‫ﻟﻠﺒﺤﺚ‪ .‬ﻭﳚﺐ ﺃﻥ ﻻ ﻳﺸﻮﺑﻪ ﺃﻱ ﻏﻤﻮﺽ ﻭﺃﻥ ﻳﻜﻮﻥ ﻟﻪ ﺗﻔﺴﲑ ﻭﺍﺣﺪ‪ .‬ﻭﲦﺔ ﺗﻌﺮﻳﻒ ﺁﺧﺮ ﻳﻨﺒﻐﻲ ﻭﺿﻌﻪ ﻭﻫﻮ‬ ‫ﻳﺘﻌﻠﻖ ﺑﺎﻟﺘﺄﺛﲑ ﻋﻠﻰ ﺍﳉﻨﲔ‪ .‬ﻓﻬﻞ ﳝﻜﻦ ﺗﻌﺮﻳﻔﻪ ﺑﺄﻧﻪ ﺃﺛﺮ ﺍﻟﺘﺪﺧﲔ ﰲ ﺗﺄﺧﲑ ﳕﻮ ﺍﳉﻨﲔ ﺩﺍﺧﻞ ﺍﻟﺮﺣﻢ‪ ،‬ﺃﻭ ﰲ‬ ‫ﺍﳌﺮﺗﺴﻢ )ﺍﻟﱪﻭﻓﻴﻞ( ﺍﳊﻴﻮﻱ ﳉﺴﻢ ﺍﳉﻨﲔ ﻛﻤﺎ ﻳﺒﺪﻭ ﺑﺎﻟﻔﺤﺺ ﺑﺎﳌﻮﺟﺎﺕ ﻓﻮﻕ ﺍﻟﺼﻮﺗﻴﺔ‪ ،‬ﺃﻭ ﰲ ﻧﻘﺺ ﺍﻟﻮﺯﻥ‬ ‫ﻋﻨﺪ ﺍﳌﻴﻼﺩ‪ ،‬ﺃﻭ ﰲ ﺣﺎﻟﺔ ﺍﳉﻨﲔ ﻋﻨﺪ ﻣﻮﻟﺪﻩ )ﺩﺭﺟﺔ ﺃﺑﻐﺎﺭ ‪ Apgar score‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ(؟ ﺇﻥ ﺍﺧﺘﻴﺎﺭ ﺃﻱ‬ ‫ﻧﺘﻴﺠﺔ ﻣﻦ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺒﺪﻳﻠﺔ ﺳﻮﻑ ﻳﺆﺛﺮ ﻋﻠﻰ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻴﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻛﻤﺎ ﺳﻴﺤﺘﺎﺝ ﺍﻷﻣﺮ‬ ‫ﺇﱃ ﻣﺮﺍﻗﺒﺔ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﻳﺘﻌﲔ ﺍﺳﺘﺒﻌﺎﺩﻫﺎ‪.‬‬ ‫ﻼ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪ :‬ﻫﻞ ﺍﻷﻃﻔﺎﻝ‬ ‫ﺑﻌﺪ ﺩﺭﺍﺳﺔ ﻫ ﺬﻩ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﻻﺑﺪ ﻣﻦ ﺗﻨﻘﻴﺢ ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ ﻟﻴﻜﻮﻥ ﻣﺜ ﹰ‬ ‫ﺍﻟﺬﻳﻦ ﻳﻮﻟﺪﻭﻥ ﻷﻣﻬﺎﺕ ﻻ ﻳﺪﺧﻦ ﺃﺯﻭﺍﺟﻬﻦ ﺃﻛﺜﺮ ﻣﻦ ﻋﺸﺮﻳﻦ ﺳﻴﺠﺎﺭﺓ ﻳﻮﻣﻴﺎﹰ‪ ،‬ﻳﻜﻮﻥ ﻭﺯ‪‬ﻢ ﻋﻨﺪ ﺍﳌﻴﻼﺩ ﺃﻗﻞ‬ ‫ﻣﻦ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻳﻮﻟﺪﻭﻥ ﻷﻣﻬﺎﺕ ﻻ ﻳﺪﺧﻦ ﺃﺯﻭﺍﺟﻬﻦ؟ ﺇﻥ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﻳﺼﺒﺢ ﺍﻵﻥ ﻣﻨﺎﺳﺒﹰﺎ ﻟﺘﺤﻮﻳﻠﻪ ﺇﱃ‬ ‫ﻓﺮﺿﻴﺔ ﳏﺪﺩﺓ ﳝﻜﻨﻬﺎ ‪‬ﻴﺌﺔ ﺃﺳﺎﺱ ﻗﻮﻱ ﻟﻮﺿﻊ ﺗﺼﻤﻴﻢ ﻣﻼﺋﻢ ﻭﺣﺴﺎﺏ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬

‫‪ 5.4‬ﻭﺿﻊ ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ‬ ‫ﺐ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﻣﻼﺣﻈﺎﺕ ﺃﻭ ﻣﺘﻐﲑﺍﺕ ﻓﻴﻨﺒﻐﻲ ﺣﻴﻨﺌﺬ ﻭﺿﻊ ﻓﺮﺿﻴﺔ‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ ﻳﻨﺼ ‪‬‬ ‫ﻟﻠﺒﺤﺚ ‪ .research hypothesis‬ﻭﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ ﻫﻲ ﺑﻴﺎﻥ ﲡﺮﻳﱯ ﳝﻜﻦ ﺍﺧﺘﺒﺎﺭﻩ ﺑﺘﺼﻤﻴﻢ ﲝﺜﻲ ﻋﻠﻤﻲ‪.‬‬ ‫ﻭﺍﻧﻄﻼﻗﹰﺎ ﻣﻦ ﺍﳌﺜﺎﻟﲔ ﺍﻟﺴﺎﺑﻘﲔ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬ ‫‪ ‬ﺍﻟﻨﺴﺎﺀ ﺍﻟﻼﰐ ﻳﺘﻠﻘﲔ ﺑﻌﺪ ﺳﻦ ﺍﻹﻳﺎﺱ ﻣﻌﺎﳉﺔ ﻫﺮﻣﻮﻧﻴﺔ ﺗﻌﻮﻳﻀﻴﺔ‪ ،‬ﻣﻦ ﻧﻮﻉ ﻣﻌﲔ ﻭﳌﺪﺓ‬ ‫ﻣﻌﻴﻨﺔ‪ ،‬ﺃﻛﺜﺮ ﻋﺮﺿﺔ ﻟﻺﺻﺎﺑﺔ ﺑﺴﺮﻃﺎﻥ ﺑﻄﺎﻧﺔ ﺍﻟﺮﺣﻢ ﻣﻦ ﺍﻟﻼﰐ ﻻ ﻳﺘﻠﻘﲔ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﻌﺎﳉﺔ‬ ‫ﺑﻌﺪ ﺳﻦ ﺍﻹﻳﺎﺱ‪.‬‬ ‫‪  ‬ﺍﻷﻃﻔﺎﻝ ﺍﳌﻮﻟﻮﺩﻭﻥ ﻷﻣﻬﺎﺕ ﻳﺪﺧﻦ ﺃﺯﻭﺍﺟﻬﻦ ﺃﻛﺜﺮ ﻣﻦ ﻋﺸﺮﻳﻦ ﺳﻴﺠﺎﺭﺓ ﻳﻮﻣﻴﺎﹰ‪ ،‬ﻳﻜﻮﻥ‬ ‫ﻭﺯ‪‬ﻢ ﻋﻨﺪ ﺍﳌﻴﻼﺩ ﺃﻗﻞ ﻣﻦ ﺍﻟﺬﻳﻦ ﻳﻮﻟﺪﻭﻥ ﻷﻣﻬﺎﺕ ﻻ ﻳﺪﺧﻦ ﺃﺯﻭﺍﺟﻬﻦ‪.‬‬

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‫‪6.4‬‬

‫ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‬

‫‪ 1.6.4‬ﺍ‪‬ﺘﻤﻊ ﺍﳌﺴﺘﻬﺪﻑ ﻭﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ‬ ‫ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﳌﻬﻤﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‪ ،‬ﻋﻤﻠﻴﺔ ﺍﻹﻋﺘﻴﺎﻥ ‪ .sampling‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺸﻤﻞ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‪،‬‬ ‫ﳕﻮﺫﺟﻴﺎﹰ‪ ،‬ﻛﻞ ﺍ‪‬ﺘﻤﻊ ﺍﳌﺴﺘﻬﺪﻑ‪ .‬ﻭﺍﺻﻄﻼﺡ »ﺍ‪‬ﺘﻤﻊ« ‪ population‬ﰲ ﺍﳌﻨﻬﺠﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻳﺸﲑ ﺇﱃ ﻛﻞ ﻣﺎ‬ ‫ﳜﻀﻊ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﺳﻮﺍﺀ ﺃﻛﺎﻥ ﺃﻓﺮﺍﺩﹰﺍ ﻣﻦ ﺍﻟﺒﺸﺮ ﺃﻭ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺃﻭ ﺍﻷﺷﻴﺎﺀ‪ .‬ﺇﻻ ﺃﻧﻪ ﻻ ﳝﻜﻦ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ؛ ﺃﻥ‬ ‫ﺗﺸﻤﻞ ﺍﻟﺪﺭﺍﺳﺔ ﻛﻞ ﺍ‪‬ﺘﻤﻊ ﺍﳌﺴﺘﻬﺪﻑ ﻧﻈﺮﹰﺍ ﳌﺎ ﻳﺘﻄﻠﺒﻪ ﺫﻟﻚ ﻣﻦ ﺃﻋﺪﺍﺩ ﺿﺨﻤﺔ ﻭﺗﻜﺎﻟﻴﻒ ﺑﺎﻫﻈﺔ ﻭﻭﻗﺖ‬ ‫ﻃﻮﻳﻞ‪ .‬ﻭﺑﺪ ﹰﻻ ﻣﻦ ﺫﻟﻚ ﲡﺮﻯ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺟﺰﺀ ﻣﻦ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﻣﻨﻪ ﺗ‪‬ﺴﺘﻨﺒﻂ ﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﻟﱵ ﺗﻨﻄﺒﻖ ﻋﻠﻰ‬ ‫ﺍ‪‬ﺘﻤﻊ ﺍﳌﺴﺘﻬﺪﻑ‪ .‬ﻭﻳﺘﻌﲔ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻴﻨﺔ ﲝﻴﺚ ﲤﺜﻞ ﺍ‪‬ﺘﻤﻊ ﺍﳌﺴﺘﻬﺪﻑ ﺇﱃ ﺃﻗﺼﻰ ﺩﺭﺟﺔ ﳑﻜﻨﺔ‪ ،‬ﻭﺑﺎﻟﻌﺪﺩ‬ ‫ﺍﻟﻜﺎﰲ ﻹﻋﻄﺎﺀ ﺍﻹﺟﺎﺑﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬ ‫ﺇﻥ ﺗﻌﺪﺍﺩ ﺍﻟﺴﻜﺎﻥ ﻣﺜﺎﻝ ﻟﻌﻤﻠﻴﺔ ﻳﺘﻢ ﻓﻴﻬﺎ ﺩﺭﺍﺳﺔ ﻛﻞ ﺃﻓﺮﺍﺩ ﺍ‪‬ﺘﻤﻊ‪ .‬ﻭﻫﻮ ﻋﻤﻞ ﺿﺨﻢ ﺟﺪﹰﺍ ﺣﱴ ﰲ ﺑﻠﺪ‬ ‫ﺻﻐﲑ ﺍﳊﺠﻢ‪ .‬ﻭﻧﻈﺮﹰﺍ ﻟﺘﻜﺎﻟﻴﻔﻪ ﺍﻟﺒﺎﻫﻈﺔ ﻓﻬﻮ ﻻ ﻳ‪‬ﺠﺮﻯ ﻋﺎﺩﺓ ﺇﻻ ﻛﻞ ﻋﺸﺮ ﺳﻨﻮﺍﺕ ﺃﻭ ﳓﻮ ﺫﻟﻚ‪ .‬ﻭﻳﺴﺘﻐﺮﻕ‬ ‫ﲢﻠﻴﻞ ﻧﺘﺎﺋﺠﻪ ﻋﺎﺩﺓ ﻋﺪﺓ ﺳﻨﲔ‪ .‬ﻭﲡﺮﻱ ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ ﺗﻌﺪﺍﺩﹰﺍ ﻓﺎﺻ ﹰ‬ ‫ﻼ ‪ interval census‬ﺑﲔ ﻛﻞ ﺗﻌﺪﺍﺩ‬ ‫ﻭﺍﻵﺧﺮ‪ ،‬ﻳﺮﺗﻜﺰ ﻋﻠﻰ ﻗﻄﺎﻋﺎﺕ ﻣﻦ ﺍ‪‬ﺘﻤﻊ‪.‬‬ ‫ﻭﲦﺔ ﻣﺜﺎﻝ ﺗﻮﺿﻴﺤﻲ ﻟﻺﻋﺘﻴﺎﻥ )ﺍﳌﻌﺎﻳﻨﺔ( ﰲ ﳎﺎﻝ ﺁﺧﺮ ﻫﻮ ﺍﻹﺳﺘﻄﻼﻋﺎﺕ ﺍﻟﱵ ﲡﺮﻯ ﻗﺒﻞ ﺍﻹﻧﺘﺨﺎﺑﺎﺕ‬ ‫ﺍﻟﱪﳌﺎﻧﻴﺔ ﺃﻭ ﺍﻟﺮﺋﺎﺳﻴﺔ‪ ،‬ﺣﻴﺚ ﺗﻌﻤﺪ ﺍﻟﻮﻛﺎﻻﺕ ﺍﳌﺘﺨﺼﺼﺔ ﺇﱃ ﻋﻤﻞ ﺗﻨﺒﺆﺍﺕ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﻋﻴﻨﺔ ﺻﻐﲑﺓ ﻧﺴﺒﻴﺎﹰ‪،‬‬ ‫ﻭﺗﻜﻮﻥ ﳑﺜﻠﺔ ﻟﻠﻤﺠﺘﻤﻊ‪ .‬ﻭﳌﺎ ﻛﺎﻧﺖ ﺁﺭﺍﺀ ﺍﻟﻨﺎﺧﺒﲔ ﺗﺘﻐﲑ ﲟﻀﻲ ﺍﻟﻮﻗﺖ ﻗﺒﻞ ﻳﻮﻡ ﺍﻹﻧﺘﺨﺎﺏ ﻓﺈﻥ ﻫﺬﻩ ﺍﻹﻋﺘﻴﺎﻧﺎﺕ‬ ‫ﲡﺮﻯ ﻋﺎﺩﺓ ﻋﻠﻰ ﺃﺳﺎﺱ ﺩﻭﺭﻱ‪ .‬ﻭﰲ ﻳﻮﻡ ﺍﻹﻧﺘﺨﺎﺏ ﺗﻜﻮﻥ ﻋﻴﻨﺎﺕ ﺍﺳﺘﻄﻼﻉ ﺍﳋﺮﻭﺝ )‪ (exit polls‬ﺩﻗﻴﻘﺔ‬ ‫ﻏﺎﻟﺒﺎﹰ ﰲ ﺍﻟﺘﻜﻬﻦ ﺑﻨﺘﻴﺠﺔ ﺍﻹﻧﺘﺨﺎﺏ‪.‬‬ ‫ﻭﻛﺜﲑﺍﹰ ﻣﺎ ﻳﻌﺘﻤﺪ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ ‪ ،accessible population‬ﺑﺪ ﹰﻻ ﻣﻦ‬ ‫ﻼ ﻟﻠﻤﺠﺘﻤﻊ‬ ‫ﺍ‪‬ﺘﻤﻊ ﺍﳌﺴﺘﻬﺪﻑ ‪ .target population‬ﻭﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ ﳑﺜ ﹰ‬ ‫ﺍﳌﺴﺘﻬﺪﻑ ﺣﱴ ﺗﻜﻮﻥ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺻﺤﻴﺤﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻷﺧﲑ‪ .‬ﻓﺈﺫﺍ ﺗﻨﺎﻭﻟﻨﺎ ﺍﳌﺜﺎﻝ ﺍﻟﺴﺎﺑﻖ‬ ‫ﺍﳋﺎﺹ ﺑﺂﺭﺍﺀ ﺍﻟﻨﺎﺧﺒﲔ‪ ،‬ﻓﺈﻥ ﺍﻟﻮﻛﺎﻟﺔ ﺍﻟﻘﺎﺋﻤﺔ ﺑﺎﻻﺳﺘﻄﻼﻉ ﳝﻜﻦ ﺃﻥ ﺗﺴﺘﻌﻤﻞ ﺩﻟﻴﻞ ﺍﳍﺎﺗﻒ ﺑﺎﻋﺘﺒﺎﺭﻩ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ‬ ‫ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ‪ ،‬ﻭﺗﺄﺧﺬ ﻣﻨﻪ ﺍﻟﻌﻴﻨﺔ ﺍﳌﻄﻠﻮﺑﺔ‪ .‬ﻭﻫﺬﻩ ﻃﺮﻳﻘﺔ ﻣﻘﺒﻮﻟﺔ ﰲ ﺑﻠﺪ ﻳﻘﺘﲏ ﻛﻞ ﺍﻟﻨﺎﺱ ﻓﻴﻪ ﻫﻮﺍﺗﻒ‬

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‫ﺑﺎﻟﻔﻌﻞ‪ .‬ﻭﻟﻜﻨﻬﺎ ﻻ ﺗﻜﻮﻥ ﳑﺜﻠﺔ‪ ،‬ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ‪ ،‬ﰲ ﺑﻠﺪ ﻻ ﳝﻜﻦ ﻓﻴﻪ ﺍﻟﻮﺻﻮﻝ ﻋﻦ ﻃﺮﻳﻖ ﺍﳍﺎﺗﻒ ﺇﱃ ﻗﻄﺎﻉ‬ ‫ﻛﺒﲑ ﻣﻦ ﺍﻟﻨﺎﺧﺒﲔ ﺍﶈﺘﻤﻠﲔ‪ .‬ﻭﻟﻜﻦ ﺫﻟﻚ ﻻ ﻳﻌﲏ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻥ ﺍﻻﺳﺘﻄﻼﻉ ﱂ ﻳﻜﻦ ﻳﻨﺒﻐﻲ ﺇﺟﺮﺍﺅﻩ ‪‬ﺬﻩ‬ ‫ﺍﻟﻄﺮﻳﻘﺔ‪ ،‬ﻭﺇﳕﺎ ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺃﻥ ﺍﻟﻨﺘﻴﺠﺔ ﲤﺜﻞ ﺭﺃﻱ ﻗﻄﺎﻉ ﻣﻦ ﺍ‪‬ﺘﻤﻊ ﺍﳌﺴﺘﻬﺪﻑ ﺃﻣﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ ﻋﻦ ﻃﺮﻳﻖ‬ ‫ﺍﳍﺎﺗﻒ‪ ،‬ﻭﻻ ﳝﺜﻞ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺍ‪‬ﺘﻤﻊ ﺍﳌﺴﺘﻬﺪﻑ ﺑﺄﻛﻤﻠﻪ‪.‬‬ ‫ﻭﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﳝﻜﻦ ﺃﻥ ﻳﺘﺎﺡ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻌﻴﺎﺩﺓ ﺃﻭ ﺍﳌﺴﺘﺸﻔﻰ‪.‬‬ ‫ﻭﻟﻜﻦ ﺍﻟﻌﻴﻨﺔ ﺍﻟﱵ ﺗﺆﺧﺬ ‪‬ﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻻ ﲤﺜﻞ ﺍ‪‬ﺘﻤﻊ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺇﺫﺍ ﱂ ﻳﻜﻦ ﻛﻞ ﺷﺨﺺ ﻳﺘﻮﺟﻪ ﺇﱃ ﺍﻟﻌﻴﺎﺩﺓ ﺃﻭ‬ ‫ﺍﳌﺴﺘﺸﻔﻰ ﳌﻌﺎﳉﺔ ﺍﳊﺎﻟﺔ ﳏﻞ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻻ ﻳﻌﲏ ﺫ ﻟﻚ ﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻦ ﺩﺭﺍﺳﺎﺕ ﺍﻟﻌﻴﺎﺩﺍﺕ ﺃﻭ ﺍﳌﺴﺘﺸﻔﻴﺎﺕ ﻓﻬﻲ‬ ‫ﺗﻘﺪﻡ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻔﻴﺪﺓ‪ .‬ﺇﻻ ﺃﻥ ﻧﺘﺎﺋﺠﻬﺎ ﻻ ﳝﻜﻦ ﺃﻥ ﺗﻘﺪ‪‬ﻡ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﳑﺜﻠﺔ ﻟﻜﻞ ﺍﻟﻨﺎﺱ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﺗﻠﻚ ﺍﳊﺎﻟﺔ‪.‬‬ ‫‪ 2.6.4‬ﺃﻧﻮﺍﻉ ﺍﻻﻋﺘﻴﺎﻥ‬ ‫ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻌﻴﻨﺔ ﺍﳌﺨﺘﺎﺭﺓ ﻣﻦ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ ﳑﺜﻠﺔ ﳍﺬﺍ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﺃﻥ ﺗﻌﻜﺲ ﺑﺪﻗﺔ‬ ‫ﺧﺼﺎﺋﺺ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﺳ‪‬ﺤﺒﺖ ﻣﻨﻪ‪ ،‬ﺃﻱ ﺃﻥ ﺗﻜﻮﻥ ﺻﻮﺭﺓ ﻣﺼﻐﺮﺓ ﳍﺬﺍ ﺍ‪‬ﺘﻤﻊ‪.‬‬ ‫ﺇﻥ ﺍﻹﻋﺘﻴﺎﻥ ﺍﻟﻌﺸﻮﺍﺋﻲ ‪ random sampling‬ﻟﻴﺲ ﺍﻋﺘﻴﺎﻧﹰﺎ ﺑﺎﳌﺼﺎﺩﻓﺔ ‪ ،haphazard‬ﻭﻟﻜﻨﻪ ﺍﻋﺘﻴﺎﻥ ﻳ‪‬ﺠﺮﻯ‬ ‫ﺑﻄﺮﻳﻘﺔ ﻧﻈﺎﻣﻴﺔ ﻟﻴﺤﻘﻖ ﺇﱃ ﺃﻗﺼﻰ ﺩﺭﺟﺔ ﳑﻜﻨﺔ‪ ،‬ﺍﳌﻮﺿﻮﻋﻴﺔ ﺍﻟﺘﺎﻣﺔ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻭﺍﻹﻋﺘﻴﺎﻥ ﺍﻟﻌﺸﻮﺍﺋﻲ ﻃﺮﻳﻘﺔ‬ ‫ﺗﻀﻤﻦ ﺃﻥ ﲨﻴﻊ ﺃﻓﺮﺍﺩ ﺍ‪‬ﺘﻤﻊ ﺃﻣﺎﻣﻬﻢ ﻓﺮﺹ ﻣﺘﻜﺎﻓﺌﺔ ﻟﻴﻘﻊ ﻋﻠﻴﻬﻢ ﺍﻻﺧﺘﻴﺎﺭ‪ .‬ﻭﻟﻜﻨﻬﺎ ﻻ ﺗﻀﻤﻦ ﺃﻥ ﺍﻟﻌﻴﻨﺔ ﻟﻦ‬ ‫ﺗﻜﻮﻥ ﳐﺘﻠﻔﺔ ﰲ ﺧﺼﺎﺋﺼﻬﺎ ﻋﻦ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ‪ ،‬ﺑﻞ ﺑﺎﻷﺣﺮﻯ‪ ،‬ﻓﻬﻲ ﺗﻘﻀﻲ ﻋﻠﻰ ﺳﺒﺐ‬ ‫ﳏﺘﻤﻞ ﻟﻮﺟﻮﺩ ﺍﺧﺘﻼﻑ ﺑﻴﻨﻬﻤﺎ‪.‬‬ ‫ﻭﻛﻤﺎ ﺳﺒﻖ ﺫﻛﺮﻩ ﰲ ﺍﻟﻘﺴﻢ ‪ ،3.4‬ﻳﻜﻮ ﻥ ﺍﻟﺘﻌﻴﲔ ﺍﻟﻌﺸﻮﺍﺋﻲ ﻣﻬﻤﹰﺎ ﻋﻨﺪ ﻣﻘﺎﺭﻧﺔ ﺗﺪﺧﻠﲔ ﺃﻭ ﺃﻛﺜﺮ‪ .‬ﻓﻤﻦ‬ ‫ﺷﺄﻧﻪ ﺗﺼﻐﲑ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺑﺴﺒﺐ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﺘﺤﻴﺰ ﺇﱃ ﺣﺪﻫﺎ ﺍﻷﺩﱏ‪ .‬ﻭﻟﻘﺪ ﻛﺎﻧﺖ ﺍﻟﺘﻌﺸﻴﺔ ﲡﺮﻯ‬ ‫ﻋﺎﺩﺓ ﺑﻄﺮﻳﻘﺔ ﻳﺪﻭﻳﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺟﺪﻭﻝ ﻟﻸﻋﺪﺍﺩ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ‪ .‬ﺃﻣﺎ ﺍﻵﻥ ﻓﺈ‪‬ﺎ ﲡﺮﻯ ﻋﺎﺩﺓ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺑﺮﻧﺎﻣﺞ‬ ‫ﺣﺎﺳﻮﰊ‪.‬‬ ‫ﻭﺍﻹﻋﺘﻴﺎﻥ ﺍﻟﻌﺸﻮﺍﺋﻲ ﺍﻟﻄﺒﻘﻲ ‪ stratified random sampling‬ﻫﻮ ﳕﻂ ﺧﺎﺹ ﻣﻦ ﺍﻹﻋﺘﻴﺎﻥ ﻳﻀﻤﻦ ﺃﻥ‬ ‫ﻛﻞ ﺍﳉﻤﺎﻋﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﰲ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ ﳑﺜﻠﺔ ﰲ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻭﻟﺬﻟﻚ ﺍﻟﺘﻤﺜﻴﻞ ﺃﳘﻴﺔ ﺧﺎﺻﺔ ﺇﺫﺍ‬ ‫ﻛﺎﻧﺖ ﺑﻌﺾ ﺍﳉﻤﺎﻋﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﻻ ﺗﻮﺟﺪ ﰲ ﺍ‪‬ﺘﻤﻊ ﺇﻻ ﺑﺄﻋﺪﺍﺩ ﻗﻠﻴﻠﺔ‪ ،‬ﺃﻭ ﻣﻦ ﺍﳌﻬﻢ ﺃﻥ ﺗﺸﻤﻠﻬﺎ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻭﰲ‬

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‫ﻼ ﲝﺴﺐ ﺍﳉﻨﺲ ﺃﻭ ﺍﻟﻄﺒﻘﺔ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ ﺃﻭ‬ ‫ﺍﻹﻋﺘﻴﺎﻥ ﺍﻟﻌﺸﻮﺍﺋﻲ ﺍﻟﻄﺒﻘﻲ ﻳﺘﻢ ﲢﺪﻳﺪ ﺍﳉﻤﺎﻋﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﺍﳌﻬﻤﺔ‪ ،‬ﻣﺜ ﹰ‬ ‫ﺍﻟﺪﺧﻞ ﺃﻭ ﺍﳌﻮﻗﻊ ﺍﳉﻐﺮﺍﰲ ﻭﻏﲑ ﺫﻟﻚ‪ .‬ﻭﻣﻦ ﰒ ﺗﺆﺧﺬ ﺍﻟﻌﻴﻨﺎﺕ ﻋﺸﻮﺍﺋﻴﹰﺎ ﻣﻦ ﻛﻞ ﻣﻦ ﻫﺬﻩ »ﺍﻟﻄﺒﻘﺎﺕ«‪ .‬ﻭﳝﻜﻦ‬ ‫ﺗﻌﺪﻳﻞ ﺑﺮﻧﺎﻣﺞ ﺍﳊﺎﺳﻮﺏ ﲝﻴﺚ ﻳﺄﺧﺬ ﻋﻴﻨﺎﺕ ﺑﻨﺴﺐ ﳐﺘﻠﻔﺔ ﻣﻦ ﳎﻤﻮﻋﺔ ﺃﻭ ﺃﻛﺜﺮ‪ ،‬ﻭﺫﻟﻚ ﻟﻀﻤﺎﻥ ﲤﺜﻴﻠﻬﺎ‬ ‫ﺑﺪﺭﺟﺔ ﻛﺎﻓﻴﺔ‪.‬‬ ‫ﻭﺍﻹﻋﺘﻴﺎﻥ ﺍﻟﻌﻨﻘﻮﺩﻱ ‪ cluster sampling‬ﻃﺮﻳﻘﺔ ﺃﺧﺮﻯ ﻣﻦ ﻃﺮﻕ ﺍﻹﻋﺘﻴﺎﻥ ﺍﻟﻌﺸﻮﺍﺋﻲ‪ .‬ﻭﻫﻮ ﻳﺮﺗﻜﺰ ﺃﻭﻻﹰ‬ ‫ﻋﻠﻰ ﺍﻹﺧﺘﻴﺎﺭ ﺍﻟﻌﺸﻮﺍﺋﻲ ﳉﻤﺎﻋﺎﺕ ﻓﺮﻋﻴﺔ ﻣﻌﻴﻨﺔ ﳝﻜﻦ ﺃﻥ ﺗﺆﺧﺬ ﻣﻨﻬﺎ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻧﻪ ﻟﺪﻯ ﺇﺟﺮﺍﺀ ﻣﺴﺢ‬ ‫ﳎﺘﻤﻌﻲ ﳝﻜﻦ ﺍﺧﺘﻴﺎﺭ ﺑﻌﺾ ﺍﻟﺸﻮﺍﺭﻉ ﺃﻭ ﺍﳌﺮﺑﻌﺎﺕ ﺍﻟﺴﻜﻨﻴﺔ ﻋﺸﻮﺍﺋﻴﺎﹰ ﰲ ﺍﻟﺒﺪﺍﻳﺔ‪ .‬ﻭﻣﻦ ﰒ ﺗ‪‬ﺨﺘﺎﺭ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ‬ ‫ﻣﻦ ﻛﻞ »ﻋﻨﻘﻮﺩ« ﰎ ﺍﺧﺘﻴﺎﺭﻩ ﻋﺸﻮﺍﺋﻴﹰﺎ‪ .‬ﻭﰲ ﺩﺭﺍﺳﺔ ﺣﻮﻝ ﺍﳋﺪﻣﺎﺕ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﻋﺪﺩ ﻣﻦ ﺍﳌﻨﺎﻃﻖ‬ ‫ﻋﺸﻮﺍﺋﻴﺎﹰ‪ ،‬ﻭﺑﻌﺪﺋﺬ ﻳﺘﻢ ﺃﺧﺬ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﻦ ﻭﺣﺪﺍﺕ ﺍﳋﺪﻣﺔ ﺍﻟﺼﺤﻴﺔ ﰲ ﻛﻞ ﻣﻨﻄﻘﺔ ﻣﻨﻬﺎ‪.‬‬ ‫ﻭﺍﻹﻋﺘﻴﺎﻥ ﺍﳌﻨﺘﻈﻢ ‪ systematic sampling‬ﻳ‪‬ﺠﺮﻯ ﺑﻌﻤﻠﻴﺔ ﺩﻭﺭﻳﺔ ﺑﺴﻴﻄﺔ‪ ،‬ﻣﺜﻼﹰ‪ ،‬ﺑﺎﺧﺘﻴﺎﺭ ﻛﻞ ﺛﺎﱐ ﺃﻭ‬ ‫ﺛﺎﻟﺚ ﻣﺮﻳﺾ‪.‬‬ ‫ﻭﻳﺘﻀﻤﻦ ﺍﻹﻋﺘﻴﺎﻥ ﺍﳌﺘﺘﺎﱄ ‪ consecutive sampling‬ﺿﻢ ﻛﻞ ﺷﺨﺺ‪ ،‬ﺭﺟﻼﹰ ﻛﺎﻥ ﺃﻭ ﺍﻣﺮﺃﺓ‪ ،‬ﳛﻀﺮ‬ ‫ﻋﻠﻰ ﻣﺪﻯ ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ ﻣﻌﻴﻨﺔ‪ .‬ﻭﻟﻴﺴﺖ ﻫﺬﻩ ﺑﺎﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻭﻟﻜﻨﻬﺎ ﺗﺘﻔﺎﺩﻯ ﺍﻟﺘﺤﻴﺰ ﰲ ﺍﻹﺧﺘﻴﺎﺭ‪.‬‬

‫‪ 7.4‬ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‬ ‫ﺃﺻﺒﺢ ﻣﻦ ﺍﻟﺴﻬﻞ ﺍﻵﻥ ﺣﺴﺎﺏ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﳌﺮﻏﻮﺏ ﲟﺴﺎﻋﺪﺓ ﺑﺮﺍﻣﺞ ﺍﳊﺎﺳﻮﺏ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ .‬ﻏﲑ ﺃﻥ ﻣﻦ‬ ‫ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﻳﺘﻔﻬﻢ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺑﻜﻞ ﻭﺿﻮﺡ ﺍﳌﺒﺎﺩﺉ ﺍﻟﱵ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﺍﳊﺴﺎﺏ ﻭﻣﺎ ﻳﻘﻴ‪‬ﺪﻫﺎ ﻣﻦ ﺣﺪﻭﺩ‪.‬‬ ‫ﻭﻟﻴﺲ ﺻﺤﻴﺤﺎﹰ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻧﻪ ﻛﻠﻤﺎ ﻛﺎﻥ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺃﻛﱪ ﻛﺎﻧﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻓﻀﻞ‪ .‬ﻓﺎﻟﺰﻳﺎﺩﺓ ﰲ ﺣﺠﻢ‬ ‫ﺍﻟﻌﻴﻨﺔ ﺑﻌﺪ ﻧﻘﻄﺔ ﻣﻌﻴﻨﺔ ﻟﻦ ﺗﺆﺩﻱ ﺇﱃ ﲢﺴﲔ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺑﻞ ﺇ‪‬ﺎ ﰲ ﺍﻟﻮﺍﻗﻊ ﻗﺪ ﺗﻔﻌﻞ ﺍﻟﻌﻜﺲ ﻋﻨﺪﻣﺎ ﻳﺆﺩﻱ ﺣﺠﻢ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻜﺒﲑ ﺇﱃ ﺍﻹﺿﺮﺍﺭ ﲜﻮﺩﺓ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺃﻭ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻛﻤﺎ ﺃﻥ ﻣﻦ ﺍﻷﻓﻀﻞ ﺿﻤﺎﻥ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻌﻴﻨﺔ‬ ‫ﳑﺜﱢﻠﺔ ‪ representative‬ﻻ ﺃﻥ ﺗﻜﻮﻥ ﻛﺒﲑﺓ ﺟﺪﹰﺍ‪.‬‬ ‫ﻭﺍﳌﻔﻬﻮﻡ ﺍﻹﺣﺼﺎﺋﻲ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﻋﻠﻴﻪ ﺣﺴﺎﺏ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﳌﻄﻠﻮﺏ‪ ،‬ﻣﻔﻬﻮﻡ ﺑﺴﻴﻂ‪ .‬ﻓﻌﻨﺪﻣﺎ ﻧﺪﺭﺱ ﻋﻴﻨﺔ‬ ‫ﳑﺜﱢﻠﺔ‪ ،‬ﻳﻜﻮﻥ ﻫﺪﻓﻨﺎ ﻫﻮ ﺗﻌﻤﻴﻢ ﻧﺘﺎﺋﺞ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﺃﺧﺬﺕ ﻣﻨﻪ ﺗﻠﻚ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻭﻟﻴﺲ ﺑﺎﻹﻣﻜﺎﻥ ﺃﻥ‬ ‫ﻧﻜﻮﻥ ﻣﺘﺄﻛﺪﻳﻦ ﲤﺎﻣﹰﺎ ﻣﻦ ﺫﻟﻚ‪ .‬ﻭﻣﺎﱂ ﻧﺪﺭﺱ ﺍ‪‬ﺘﻤ ﻊ ﺑﻜﺎﻣﻠﻪ‪ ،‬ﻓﻠﻦ ﳝﻜﻦ ﲣﻔﻴﺾ ﺧﻄﺄ ﺍﻹﻋﺘﻴﺎﻥ‬

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‫‪sampling‬‬

‫‪ error‬ﺣﱴ ﻳﺼﺒﺢ ﺻﻔﺮﹰﺍ‪ .‬ﻭﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﺗﺴﺎﻋﺪﻧﺎ ﻋﻠﻰ ﲢﺪﻳﺪ ﺩﺭﺟﺔ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻜﻮﻥ ﻧﺘﻴﺠﺔ ﻣﺎ ﺃﻭ‬ ‫ﻓﺮﻭﻕ ﻣﺎ ﺃﻭ ﻋﻼﻗﺔ ﻣﺎ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻌﻤﻴﻢ ﻋﻠﻰ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﺃﺧﺬﺕ ﻣﻨﻪ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻭﻳﺴﻤﻰ ﺫﻟﻚ ﺑﺎﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ‬ ‫‪ statistical significance‬ﻟﻠﻨﺘﻴﺠﺔ‪ .‬ﻭﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻋﻨﺼﺮ ﺃﺳﺎﺳﻲ ﰲ ﺣﺴﺎﺏ ﻫﺬﺍ ﺍﻹﺣﺘﻤﺎﻝ ﺍﻹﺣﺼﺎﺋﻲ‪.‬‬ ‫ﻭﻛﻠﻤﺎ ﻛﺎﻥ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺃﺻﻐﺮ‪ ،‬ﻛﺎﻧﺖ ﺍﺣﺘﻤﺎﻻﺕ ﺗﻌﻤﻴﻢ ﺍﻟﻨﺘﺎﺋﺞ ﺃﻗﻞ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﺣﺴﺎﺏ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‬ ‫ﺍﳌﺮﻏﻮﺏ ﻗﺒﻞ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻓﺈﻧﻨﺎ ﳒﺮﻱ ﺍﻟﻌﻤﻠﻴﺔ ﻋﻜﺴﻴﹰﺎ‪ .‬ﻓﻨﻘﺮﺭ ﻗﺒﻞ ﻛﻞ ﺷﻲﺀ ﻣﺴﺘﻮﻯ ﺍﻹﺣﺘﻤﺎﻝ ﺃﻭ ﻋﺪﻡ‬ ‫ﺍﻟﻴﻘﲔ ﺍﻟﺬﻱ ﻧﻘﺒﻠﻪ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﺑﻌﺪ ﺫﻟﻚ ﳓﺴﺐ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﳌﻄﻠﻮﺏ ﻟﻴﺤﻘﻖ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻣﻦ ﺍﻹﺣﺘﻤﺎﻝ‬ ‫ﺍﻹﺣﺼﺎﺋﻲ‪ .‬ﻭﻗﺪ ﺟﺮﺕ ﺍﻟﻌﺎﺩﺓ ﻋﻠﻰ ﺃﻥ ﲢﺪﺩ ﻣﻌﻈﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻣﺴﺘﻮﻯ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪ ،0.05‬ﺃﻱ‬ ‫ﻗﺒﻮﻝ ﻓﺮﺻﺔ ﺑﻨﺴﺒﺔ ‪ %5‬ﻟﻠﻌﺜﻮﺭ ﻋﻠﻰ ﺍﺭﺗﺒﺎﻁ ﻻ ﻳﻮﺟﺪ ﺑﺎﻟﻔﻌﻞ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ﻻﺑﺪ ﻣﻦ ﺍﻹﻋﺘﺮﺍﻑ ﺑﺄﻥ ﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ‬ ‫ﺍﺧﺘﻴﺎﺭﻳﺔ ‪ arbitrary‬ﻭﻫﻨﺎﻙ ﻗﻴﻢ ﺃﺧﺮﻯ ﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﳍﺎ‪ ،‬ﻭﺗﺴﺘﻌﻤﻞ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻟﻠﺒﺎﺣﺚ‪،‬‬ ‫ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ‪ ،‬ﺃﻥ ﻳﻬﺪﻑ ﺇﱃ ﲣﻔﻴﺾ ﺍﺣﺘﻤﺎﻻﺕ ﺍﳋﻄﺄ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻣﻦ ﺍﳌﻬﻢ ﺑﺼﻔﺔ ﺧﺎﺻﺔ ﺃﻥ ﻳﺘﺠﻨﺐ ﻧﺘﻴﺠﺔ‬ ‫ﺗﻮﺻﻒ ﺑﺄ‪‬ﺎ ﺇﳚﺎﺑﻴﺔ ﻛﺎﺫﺑﺔ ‪.false positive‬‬ ‫ﻭﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﺪﺭﺍﺳﺔ ﻣﺼﻤﻤﺔ ﻟﻠﺒﺤﺚ ﻋﻦ ﻓﺮﻕ ﺃﻭ ﺍﺭﺗﺒﺎﻁ ﻣﺎ‪ ،‬ﻓﻘﺪ ﻻ ﳒﺪ ﺃﻱ ﻓﺮ‪‬ﻕ ﺃﻭ ﺍﺭﺗﺒﺎﻁ‪ .‬ﻭﰲ‬ ‫ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻓﺈﻧﻨﺎ ﻧﺮﻏﺐ ﰲ ﺣﺴﺎﺏ ﺍﻹﺣﺘﻤﺎﻝ ﺍﻹﺣﺼﺎﺋﻲ ﺑﺄﻧﻨﺎ ﺭﲟﺎ ﺃﻏﻔﻠﻨﺎ ﻓﺮﻗﹰﺎ ﺃﻭ ﺍﺭﺗﺒﺎﻃﹰﺎ ﻳﻮﺟﺪ ﰲ ﺍ‪‬ﺘﻤﻊ‬ ‫ﻭﻟﻜﻨﻨﺎ ﱂ ﳒﺪﻩ ﰲ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻭﺫﻟﻚ ﻳﺴﻤﻰ ﺍﻟﻘﻮﺓ ﺍﻹﺣﺼﺎﺋﻴﺔ ‪ statistical power‬ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﻭﻫﻲ ﺗﻌﺘﻤﺪ ﻛﺬﻟﻚ‬ ‫ﻋﻠﻰ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻭﻛﻠﻤﺎ ﺍﺯﺩﺍﺩ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻛﺎﻧﺖ ﻗﻮﺓ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻛﱪ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﺣﺴﺎﺏ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻗﺒﻞ‬ ‫ﺑﺪﺀ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻳﺘﻌﲔ ﺃﻥ ﻳﻘﺮﺭ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻣﺴﺘﻮﻯ ﺍﻟﻘﻮﺓ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﱵ ﻳﻘﺒﻠﻮ‪‬ﺎ ﻟﻠﺪﺭﺍﺳﺔ‪ .‬ﻭﻣﻌﻈﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﺗﻘﺒﻞ ﰲ ﺍﻟﻌﺎﺩﺓ ﻗﻮﺓ ﺇﺣﺼﺎﺋﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ ،0.80‬ﺃﻱ ﻗﺒﻮﻝ ﻓﺮﺻﺔ ﺑﻨﺴﺒﺔ ‪ %20‬ﻹﻏﻔﺎﻝ ﻓﺮﻕ ﺃﻭ ﺍﺭﺗﺒﺎﻁ ﻳﻜﻮﻥ‬ ‫ﻣﻮﺟﻮﺩﺍﹰ ﺑﺎﻟﻔﻌﻞ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ﳚﺐ ﺍﻹﻋﺘﺮﺍﻑ ﺑﺄﻥ ﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ ﺍﺧﺘﻴﺎﺭﻳﺔ‪ .‬ﻭﻫﻨﺎﻙ ﻗﻴﻢ ﺃﺧﺮﻯ ﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﳍﺎ‪،‬‬ ‫ﻭﺗﺴﺘﻌﻤﻞ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻟﻠﺒﺎﺣﺚ‪ ،‬ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ‪ ،‬ﺃﻥ ﻳﻬﺪﻑ ﺇﱃ ﲢﻘﻴﻖ ﻗﻮﺓ ﺇﺣﺼﺎﺋﻴﺔ ﺃﻋﻠﻰ ﻋﻨﺪﻣﺎ‬ ‫ﻳﻜﻮﻥ ﻣﻦ ﺍﳌﻬﻢ ﺑﺼﻔﺔ ﺧﺎﺻﺔ ﺃﻥ ﻳﺘﺠﻨﺐ ﺣﺪﻭﺙ ﺧﻄﺄ ﺳﻠﱯ ﻛﺎﺫﺏ ‪.false negative‬‬ ‫ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻹﺣﺼﺎﺋﻲ ﳝﻜﻨﻪ ﺃﻥ ﻳﻘﻮﻡ ﺑﺎﳊﺴﺎﺏ ﺍﻟﻼﺯﻡ ﻟﺘﻌﻴﲔ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻓﺈﻧﻪ ﻻ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻔﻌﻞ‬ ‫ﺫﻟﻚ ﻣﻦ ﺩﻭﻥ ﺗﻮﺟﻴﻪ ﺍﻟﺒﺎﺣﺚ ﻟﻪ ﺣﻮﻝ ﻣﺴﺘﻮﻯ ﺍﻟﺸﻚ ‪ uncertainty‬ﺍﻟﺬﻱ ﻳﻌﺘﱪﻩ ﻣﻘﺒﻮﻻﹰ‪ .‬ﺃﺿﻒ ﺇﱃ ﺫﻟﻚ‬ ‫ﺃﻥ ﺣﺴﺎﺑﺎﺕ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻭﺍﻟﻘﻮﺓ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻻﺑﺪ ﺃﻥ ﺗﺄﺧﺬ ﰲ ﺍﻋﺘﺒﺎﺭﻫﺎ ﺑﻌﺾ ﺧﺼﺎﺋﺺ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫ﻭﻫﻜﺬﺍ ﻻﺑﺪ ﻣﻦ ﻣﻌﺮﻓﺔ ﻫﺬﻩ ﺍﳋﺼﺎﺋﺺ ﻣﻦ ﺃﺟﻞ ﺣﺴﺎﺏ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻭﳌﺎ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻻ ﺗ‪‬ﻌﺮﻑ ﻗﺒﻞ ﺃﻥ‬ ‫ﺗﺒﺪﺃ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻓﻴﺘﻌﲔ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻳﻀﻌﻮﺍ ﺑﻌﺾ ﺍﻹﻓﺘﺮﺍﺿﺎﺕ ﺑﺸﺄ‪‬ﺎ‪ ،‬ﻭﺃﻥ ﻳﺰﻭ‪‬ﺩﻭﺍ ﺍﻹﺣﺼﺎﺋﻲ ‪‬ﺎ ﺣﱴ‬ ‫‪14‬‬

‫ﳝﻜﻨﻪ ﺣﺴﺎﺏ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﳌﻄﻠﻮﺑﺔ‪ .‬ﻭﻣﻦ ﺍﳌ ﻌﺮﻭﻑ ﺃﻥ ﻃﺮﻳﻘﺔ ﺗﻘﺪﻳﺮ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻟﻴﺴﺖ ﺑﺎﻟﻐﺔ ﺍﻟﺪﻗﺔ ﻛﻤﺎ ﻗﺪ‬ ‫ﻳﺘﺼﻮﺭ ﺍﻟﺒﺎﺣﺜﻮﻥ‪ .‬ﻭﺃﺣﺪ ﻫﺬﻩ ﺍﻹﻓﺘﺮﺍﺿﺎﺕ ﻳﺘﻌﻠﻖ ﺑﺎﻧﺘﺸﺎﺭ ﺃﻭ ﻭﻗﻮﻉ ﺃﻭ ﺗﻜﺮﺍﺭ ﺍﳊﺎﻟﺔ ﺃﻭ ﺍﻟﻮﺍﻗﻌﺔ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ‬ ‫ﻣﻌﺪﻝ ﺣﺪﻭﺙ ﺍﻟﻮﺍﻗﻌﺔ ﻛﺒﲑﹰﺍ ﻓﺴﻮﻑ ﺗﻜﻮﻥ ﺍﻟﻘﻮﺓ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻋﺎﻟﻴﺔ ﻣﻊ ﻋﺪﺩ ﺃﺻﻐﺮ ﻣﻦ ﺍﳊﺎﻻﺕ‪ .‬ﺃﻣﺎ ﺇﺫﺍ‬ ‫ﻛﺎﻧﺖ ﻧﺎﺩﺭﺓ‪ ،‬ﻓﺴﻮﻑ ﳛﺘﺎﺝ ﺍﻷﻣﺮ ﺇﱃ ﻋﻴﻨﺔ ﺫﺍﺕ ﺣﺠﻢ ﺃﻛﱪ‪ .‬ﻭﻛﺬﻟﻚ‪ ،‬ﻛﻠﻤﺎ ﺍﺯﺩﺍﺩ ﺍﺧﺘﻼﻑ ﺍﻟﺒﻴﺎﻧﺎﺕ‪،‬‬ ‫ﺍﺭﺗﻔﻊ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺬﻱ ﺳﻴﻠﺰﻡ ﻟﺘﺤﻘﻴﻖ ﻣﺴﺘﻮﻯ ﻣﻌﲔ ﻣﻦ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ .‬ﻭﻫﻜﺬﺍ ﻓﻤﻦ ﺃﺟﻞ ﺣﺴﺎﺏ‬ ‫ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﳓﺘﺎﺝ ﻟﻌﻤﻞ ﺗﻘﺪﻳﺮ ﻣﺴﺒﻖ ﻟﺘﻮﺍﺗﺮ ﺍﳊﺎﻟﺔ ﳏﻞ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻟﺪﺭﺟﺔ ﺍﺧﺘﻼﻑ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﺭﲟﺎ ﺗﺘﺎﺡ‬ ‫ﺑﻌﺾ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺩﺭﺍﺳﺎﺕ ﺳﺎﺑﻘﺔ ﻟﻼﺳﺘﺮﺷﺎﺩ ‪‬ﺎ ﰲ ﻋﻤﻞ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ‪ .‬ﻓﺈﺫﺍ ﱂ ﻳﺘﻴﺴﺮ ﺫﻟﻚ‪ ،‬ﻳﺘﻌﲔ ﻋﻠﻰ‬ ‫ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻳﻀﻌﻮﺍ ﺗﻘﺪﻳﺮﺍﺕ ﺍﺧﺘﺒﺎﺭﻳﺔ ‪ tentative‬ﳝﻜﻦ ﺃﻥ ﻳﺴﺘﻌﻤﻠﻬﺎ ﺍﻹﺣﺼﺎﺋﻲ‪.‬‬ ‫ﻭﺣﺠﻢ ﺍﻟﺘﺄﺛﲑ ‪ effect size‬ﰲ ﺩﺭﺍﺳﺔ ﻣﺎ‪ ،‬ﻳﺸﲑ ﺇﱃ ﺍﳊﺠﻢ ﺍﳊﻘﻴﻘﻲ ﻟﻠﻔﺮﻭﻕ ﺍﳌﻼﺣﻈﺔ ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‪،‬‬ ‫ﺃﻭ ﻗﻮﺓ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﺍﺕ‪ .‬ﰒ ﺇﻥ ﺍﺣﺘﻤﺎﻝ ﺃ ﹼﻥ ﺩﺭﺍﺳ ﹰﺔ ﻣﺎ ﺳﻮﻑ ﺗﺴﺘﻄﻴﻊ ﺍﻛﺘﺸﺎﻑ ﺍﺭﺗﺒﺎﻁ ﺑﲔ ﺃﺣﺪ ﻋﻮﺍﻣﻞ‬ ‫ﺍﻟﺘﻜﻬﻦ )ﺍﻟﺘﻨﺒﺆ( ﻭﺑﲔ ﺃﺣﺪ ﻣﺘﻐﲑﺍﺕ ﺍﳌﺨﺮﺟﺎﺕ ‪ ،outcome variable‬ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻣﻘﺪﺍﺭ ﺍﻹﺭﺗﺒﺎﻁ ﺍﻟﺬﻱ‬ ‫ﻧﻘﺮﺭ ﺍﻟﺒﺤﺚ ﻋﻨﻪ‪ .‬ﻭﳛﺘﺎﺝ ﺍﻷﻣﺮ ﺇﱃ ﻋﻴﻨﺔ ﻛﺒﲑﺓ ﺍﳊﺠﻢ ﻣﻦ ﺃﺟﻞ ﺍﻛﺘﺸﺎﻑ ﻓﺮﻭﻕ ﺻﻐﲑﺓ‪ .‬ﻭﺍﺧﺘﻴﺎﺭ ﺣﺠﻢ‬ ‫ﺍﻟﺘﺄﺛﲑ ﻳﻜﻮﻥ ﺻﻌﺒﹰﺎ ﻭﺍﺧﺘﻴﺎﺭﻳﹰﺎ ‪ ، arbitrary‬ﻭﻟﻜﻦ ﳚﺐ ﲢﺪﻳﺪﻩ ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﻭﳚﺐ ﺃﻥ ﳛﻘﻖ ﻓﺮﻗﹰﺎ ﻣﻠﻤﻮﺳﹰﺎ‪.‬‬ ‫ﻭﺍﻟﻘﺎﻋﺪﺓ ﻫﻲ ﺃﻧﻪ ﻛﻠﻤﺎ ﻛﺎﻥ ﺍﻟﻔﺮﻕ ﺍﻟﺬﻱ ﻧﺮﻳﺪ ﺍﻛﺘﺸﺎﻓﻪ ﺃﺻﻐﺮ ﺣﺠﻤﺎﹰ‪ ،‬ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﻋﻴﻨﺔ ﺃﻛﱪ‬ ‫ﺣﺠﻤﺎﹰ‪ .‬ﻭﻋﻨﺪ ﺗﺼﻤﻴﻢ ﺍﻟﺪﺭﺍﺳﺔ ﳜﺘﺎﺭ ﺍﻟﺒﺎﺣﺚ ﺣﺠﻢ ﺍﻟﺘﺄﺛﲑ ﺍﻟﺬﻱ ﻳﻌﺘﱪﻩ ﻣﻬﻤﺎﹰ‪.‬‬ ‫ﻭﻋﻨﺪ ﻭﺿﻊ ﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﻨﻬﺎﺋﻲ ﳊﺠﻢ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﳚﺐ ﺃﻥ ﺗﺆﺧﺬ ﰲ ﺍﻻﻋﺘﺒﺎﺭ ﻋﻮﺍﻣﻞ ﻣﺜﻞ ﺗﺴﺮﺏ ﺍﻷﻓﺮﺍﺩ ﻭﺗﺂﻛﻞ‬ ‫ﺍﻟﻌﻴﻨﺔ ﻭﺍﻧﻘﻄﺎﻉ ﺍﳌﺘﺎﺑﻌﺔ‪ .‬ﻭﺇﺫﺍ ﺛﺒﺖ ﺃﻥ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺬﻱ ﰎ ﺣﺴﺎﺑﻪ ﺃﻛﱪ ﳑﺎ ﳝﻜﻦ ﻋﻤﻠﻴﹰﺎ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻪ‪ ،‬ﺗﻜﻮﻥ‬ ‫ﺃﻣﺎﻡ ﺍﻟﺒﺎﺣﺜﲔ ﻋﺪﺓ ﺧﻴﺎﺭﺍﺕ‪ :‬ﺃﻥ ﻳﺮﻓﻌﻮﺍ ﺣﺠﻢ ﺍﻟﺘﺄﺛﲑ ﺍﻟﺬﻱ ﻳﺒﺘﻐﻮﻧﻪ‪ ،‬ﺃﻭ ﳜﻔﻀﻮﺍ ﻗﻮﺓ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺃﻭ ﻳﻌﺪ‪‬ﻟﻮﺍ‬ ‫ﺍﻟﺘﺼﻤﻴﻢ‪ ،‬ﺃﻭ ﻳﺼﺮﻓﻮﺍ ﺍﻟﻨﻈﺮ ﻋﻦ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

‫‪ 8.4‬ﺍﻟﻘﻴﺎﺱ‬ ‫ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺍﳍﺎﻣﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ ﻛﻴﻔﻴﺔ ﺇﺟﺮﺍﺀ ﺍﻟﻘﻴﺎﺳﺎﺕ ﻋﻠﻰ ﳓﻮ ﻳﻀﻤﻦ ﺍﳌﻌﻮ‪‬ﻟﻴﺔ )ﺍﳌﻮﺛﻮﻗﻴﺔ(‬ ‫ﻭﺍﻟﺼﻼﺣﻴﺔ‪ .‬ﻭﺍﳌﻌﻮ‪‬ﻟﻴﺔ ‪ reliability‬ﺗﻌﲏ ﺃﻥ ﺍﳌﻼﺣِﻆ ﻋﻨﺪﻣﺎ ﻳﻌﻴﺪ ﺍﻹﺧﺘﺒﺎﺭ‪ ،‬ﺃﻭ ﻋﻨﺪﻣﺎ ﻳﻄﺒﻖ ﺷﺨﺺ ﺁﺧﺮ‬ ‫ﻧﻔﺲ ﺍﻟﻄﺮﻳﻘﺔ‪ ،‬ﻓﺈ‪‬ﻤﺎ ﻳﺴﺘﻄﻴﻌﺎﻥ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻧﻔﺲ ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﺃﻣﺎ ﺍﻟﺼﻼﺣﻴﺔ ‪ validity‬ﻓﺘﻌﲏ ﺃﻥ ﺍﻟﻘﻴﺎﺱ ﻳﻨﺒﻐﻲ‬ ‫ﺃﻥ ﳝﺜﹼﻞ ﺑﺎﻟﻔﻌﻞ ﻣﺎ ﻳﺮﺍﺩ ﻗﻴﺎﺳﻪ ﺑﻪ‪.‬‬ ‫‪15‬‬

‫ﻭﻣﻦ ﺃﺟﻞ ﺿﻤﺎﻥ ﻣﻌﻮ‪‬ﻟﻴﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺃﻭ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻜﺮﺍﺭﻫﺎ ‪ ،reproducibility‬ﳚﺐ ﺃﻥ ﺗﺆﺧﺬ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﰲ ﺍﻹﻋﺘﺒﺎﺭ‪:‬‬ ‫‪ ‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﲣﺘﻠﻒ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﱵ ﻳﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﻣﻼﺣِﻆ ﻭﺍﺣﺪ‪ ،‬ﺃﻭ ﻋﺪﺓ ﻣﻼﺣﻈﲔ‬ ‫)ﺗﻨﺎﺳﻖ ﺍﳌﻼﺣِﻆ ﻭﺍﻟﺘﻨﺎﺳﻖ ﺑﲔ ﺍﳌﻼﺣﻈﲔ(‪.‬‬ ‫‪ ‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺆﺧﺬ ﰲ ﺍﻹﻋﺘﺒﺎﺭ ﻗﺎﺑﻠﻴﺔ ﺍﳌﻌﺪ‪‬ﺍﺕ ﺃﻭ ﺍﳌﺨﺘﱪﺍﺕ ﻟﻠﺘﻐ ‪‬ﲑ ‪.variability‬‬ ‫‪ ‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺆﺧﺬ ﰲ ﺍﻹﻋﺘﺒﺎﺭ ﻗﺎﺑﻠﻴﺔ ﺍﻷﻓﺮﺍﺩ ﻟﻠﺘﻐ ‪‬ﲑ ﺇﺫﺍ ﺍﺧﺘﻠﻔﺖ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺑﺎﺧﺘﻼﻑ ﺍﻟﻮﻗﺖ‬ ‫ﺍﻟﺬﻱ ﲡﺮﻯ ﻓﻴﻪ‪ ،‬ﻣﺜﺎﻝ ﺫﻟﻚ‪ :‬ﰲ ﺣﺎﻟﺔ ﺍﻟﺼﻴﺎﻡ‪ ،‬ﺃﻭ ﺑﻌﺪ ﺗﻨﺎﻭﻝ ﺍﻟﻄﻌﺎﻡ‪ ،‬ﺃﻭ ﰲ ﺃﻭﻗﺎﺕ ﳐﺘﻠﻔﺔ‬ ‫ﻣﻦ ﺍﻟﻨﻬﺎﺭ‪ ،‬ﺃﻭ ﺃﻳﺎﻡ ﳐﺘﻠﻔﺔ ﰲ ﺩﻭﺭﺓ ﺍﻟﻄﻤﺚ‪.‬‬ ‫ﺇﻥ ﻣﻌﻮ‪‬ﻟﻴﺔ ﺍﳌﻼﺣِﻆ ‪ ،intra-observer reliability‬ﻭﺍﳌﻌﻮ‪‬ﻟﻴﺔ ﺑﲔ ﺍﳌﻼﺣِﻈﲔ ﺃﻭ ﺍﻟﻔﺎﺣﺼﲔ ‪،raters‬‬ ‫ﺃﻣﻮﺭ ﳍﺎ ﺃﳘﻴﺘﻬﺎ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻘﻴﺎﺱ‪ .‬ﻭﰲ ﺩﺭﺍﺳﺔ ﺃﺟﺮﻳﺖ ﺣﻮﳍﺎ‪ ،‬ﰎ ﺗﻘﺪﱘ ‪ 29‬ﺷﺮﳛﺔ ﻋﻠﻴﻬﺎ ﺧﺰﻋﺎﺕ )ﻋﻴﻨﺎﺕ(‬ ‫ﻳﺸﺘﺒﻪ ﰲ ﺃ‪‬ﺎ ﻣﻦ ﻣﺼﺎﺏ ﺑﺪﺍﺀ ﻫﺪﺟﻜﻦ‪ ،‬ﺇﱃ ﺛﻼﺛﺔ ﻣﻦ ﺃﺧﺼﺎﺋِﻲ ﺍﳌﺮﺿﻴ‪‬ﺎﺕ ‪ pathologists‬ﻋﻠﻰ ﻣﺪﻯ ﺃﺣﺪ‬ ‫ﻋﺸﺮ ﺷﻬﺮﺍﹰ )ﻛﻮﺑﻠﺴﻮﻥ ﻭﺁﺧﺮﻭﻥ‪ .(1970 ،‬ﻭﱂ ﺗﻜﻦ ﺍﻟﻌﻴﻨﺎﺕ ﳑﻴ‪‬ﺰﺓ ﺑﺄﻱ ﻋﻼﻣﺎﺕ‪ .‬ﻭﺧﻼﻝ ﺳﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﰎ‬ ‫ﻋﺮﺿ‪‬ﻬﺎ ﰲ ﺗﻮﻗﻴﺘﲔ ﳐﺘﻠﻔﲔ ﻋﻠﻰ ﻛﻞ ﻣﻦ ﺍﳌﻼﺣﻈﲔ ﺍﻟﺜﻼﺛﺔ‪ .‬ﻓﺎﺧﺘﻠﻔﻮﺍ ﻣﻊ ﺃﻧﻔﺴﻬﻢ ﺳﺒﻊ ﻭﲦﺎﱐ ﻭﺗﺴﻊ ﻣﺮﺍﺕ‬ ‫ﻣﻦ ﺃﺻﻞ ‪ 29‬ﺷﺮﳛﺔ‪ .‬ﻭﻗﺪ ﰎ ﺣﺴﺎﺏ ﺍﻹﺗﻔﺎﻕ ﺍﻹﲨﺎﱄ ﺑﲔ ﺍﻟﻔﺎﺣﺼﲔ ﻓﻮﺟﺪ ﺑﻨﺴﺒﺔ ‪ %76‬ﺃﻭ ‪ %54‬ﲝﺴﺐ‬ ‫ﺍﻟﺴ‪‬ﻤﺔ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﺍﳌﻮﺻﻮﻓﺔ‪.‬‬ ‫ﺇﻥ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻧﻔﺲ ﺍﻟﻨﺘﻴﺠﺔ ﻣﻦ ﻗِﺒﻞ ﻧﻔﺲ ﺍﻟﻔﺎﺣﺺ ﻭﻣﻦ ﻓﺎﺣﺼﲔ ﳐﺘﻠﻔﲔ ﻳﻀﻤﻦ ﺍﳌﻌﻮ‪‬ﻟﻴﺔ )ﺍﳌﻮﺛﻮﻗﻴﺔ(‬ ‫ﻭﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻜﺮﺍﺭ‪ ،‬ﻭﻟﻜﻨﻪ ﻻ ﻳﻌﲏ ﺍﻟﺼﻼﺣﻴﺔ ‪ .validity‬ﻓﻘﺪ ﻻ ﻳﻜﻮﻥ ﺍﻻﺧﺘﺒﺎﺭ ﻧﻔﺴﻪ ﺩﻗﻴﻘﹰﺎ ﰲ ﻗﻴﺎﺱ ﻣﺎ ﻳﺮﺍﺩ‬ ‫ﻗﻴﺎﺳﻪ ﺑﻪ‪ .‬ﻭﻳﺘﻀﺢ ﺫﻟﻚ ﺑﺼﻔﺔ ﺧﺎﺻﺔ ﰲ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﻛﻤﺎ ﺳﺘﺮﺩ ﻣﻨﺎﻗﺸﺘﻪ ﲟﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ ﰲ‬ ‫ﺍﻟﻔﺼﻞ ‪ .9‬ﻭﻗﺪ ﻳﻜﻮﻥ ﺍﻹﺧﺘﺒﺎﺭ ﺣﺴﺎﺳﺎﹰ ‪ sensitive‬ﰲ ﺍﻛﺘﺸﺎﻑ ﺍﳌﺼﺎﺑﲔ ﺑﺎﳌﺮﺽ‪ ،‬ﻭﻟﻜﻨﻪ ﻟﻴﺲ ﻧﻮﻋﻴﹰﺎ‬ ‫‪ specific‬ﺟﺪﹰﺍ ﰲ ﺍﺳﺘﺒﻌﺎﺩ ﻏﲑ ﺍﳌﺼﺎﺑﲔ ﺑﺎﳊﺎﻟﺔ ﺃﻭ ﺍﻟﻌﻜﺲ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﺍﺧﺘﺒﺎﺭ ﻣﺪﻯ ﺻﻼﺣﻴﺔ ﻗﻴﺎﺱ ﻣﺎ‪ ،‬ﻳﺘﻌﲔ‬ ‫ﻣﻘﺎﺭﻧﺘﻪ ﲟﻌﻴﺎﺭ ﺍﻟﺬﻫﺐ ‪ .gold standard‬ﻓﺈﺫﺍ ﻛﻨﺎ ﻣﺜﻼﹰ ﻧﺴﺘﻌﻤﻞ ﺍﺧﺘﺒﺎﺭﺍﹰ ﺗﺸﺨﻴﺼﻴﺎﹰ ﻛﻤﺆﺷﺮ ﻋﻠﻰ ﺳﺮﻃﺎﻥ‬ ‫ﺍﻟﺜﺪﻱ‪ ،‬ﻓﻴﺠﺐ ﻣﻘﺎﺭﻧﺘﻪ ﲟﻌﻴﺎﺭ ﺍﻟﺬﻫﺐ ﺍﳋﺎﺹ ﲞﺰﻋﺔ ﺍﻟﺜﺪﻱ ‪.breast biopsy‬‬

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‫‪ 9.4‬ﲣﻄﻴﻂ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ‬ ‫ﺗﻨﺎﻭﻟﺖ ﺍﻷﻗﺴﺎﻡ ﺍﻟﺴﺎﺑﻘﺔ ﲣﻄﻴﻂ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻤﻲ‪ .‬ﺃﻣﺎ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ‪ qualitative research‬ﻓﻴﺤﺘﺎﺝ‬ ‫ﺇﱃ ﺃﺳﺎﻟﻴﺐ ﺃﺧﺮﻯ )ﻳﻮﻟﲔ ﻭﺁﺧﺮﻭﻥ‪.(2002 ،‬‬ ‫ﻫﻨﺎﻙ ﻃﺮﻳﻘﺔ ﳉﻌﻞ ﺍﻟﺘﺼﻤﻴﻢ ﻣﺮﻛﹼﺰﹰﺍ ﻋﻠﻰ ﺍﳌﺸﻜﻠﺔ ﺍﻟﺒﺤﺜﻴﺔ ﻫﻲ ﺑﻨﺎﺀ ﺇﻃﺎﺭ ﻓﻜﺮﻱ‬

‫‪conceptual‬‬

‫‪ .framework‬ﻭﺍﻹﻃﺎﺭ ﺍﻟﻔﻜﺮﻱ ﻫﻮ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻓﻜﺎﺭ ﺍﳌﺘﺮﺍﺑﻄﺔ ﺍﻟﱵ ﻳﻘﻮﻡ ﻋﻠﻴﻬﺎ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻫﻮ‬ ‫ﻳﺴﺎﻋﺪ ﰲ ﺻﻴﺎﻏﺔ ﺃﺳﺌﻠﺔ ﺍﻟﺒﺤﺚ ﻭﻳﺘﻴﺢ ﺳﻴﺎﻗﹰﺎ ﻳ‪‬ﻔﻬﻢ ﺍﻟﺒﺤﺚ ﻣﻦ ﺧﻼﻟﻪ‪.‬‬ ‫ﻭﺗ‪‬ﺴﺘﻌﻤﻞ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻜﻴﻔﻴﺔ ﻋﺎﺩﺓ‪ ،‬ﺛﻼﺙ ﻃﺮﺍﺋﻖ ﺭﺋﻴﺴﻴﺔ‪ :‬ﺍﳌﻼﺣﻈﺔ‪ ،‬ﻭﺍﻹﺳﺘﺠﻮﺍﺑﺎﺕ ﺍﳌﺘﻌﻤﻘﺔ‪،‬‬ ‫ﻭﻣﻨﺎﻗﺸﺎﺕ ﺍ‪‬ﻤﻮﻋﺎﺕ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﳜﺘﺎﺭ ﺃﻱ ﻃﺮﻳﻘﺔ ﻣﻦ ﻫﺬﻩ ﺍﻟﻄﺮﺍﺋﻖ ﺗﻜﻮﻥ ﺃﻛﺜﺮ ﻣﻼﺀﻣﺔ ﻟﻺﺟﺎﺑﺔ ﻋﻦ‬ ‫ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ‪ ،‬ﻛﻤﺎ ﳝﻜﻨﻪ ﺃﻥ ﻳﺴﺘﻌﻤﻞ ﺃﻛﺜﺮ ﻣﻦ ﻃﺮﻳﻘﺔ‪ .‬ﻭﻳﺆﺩﻱ ﺍﻟﺒﺎﺣﺚ ﰲ ﻫﺬﻩ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺩﻭﺭ‬ ‫ﺍﳌﻼﺣﻆ ﺃﻭ ﺍﳌﺴﺘﺠﻮِﺏ ﺃﻭ ﻣﻮﺟ‪‬ﻪ ﺍ‪‬ﻤﻮﻋﺔ‪.‬‬

‫ﺍﳌﻼﺣﻈﺔ‬ ‫ﳝﻜﻦ ﺇﺟﺮﺍﺀ ﺍﳌﻼﺣﻈﺔ ‪ observation‬ﻣﻦ ﻣﻨﻈﻮﺭ ﺧﺎﺭﺟﻲ ﺃﻭ ﺩﺍﺧﻠﻲ ﺃﻭ ﻣﻦ ﻣﻮﻗﻊ ﺑﲔ ﻫﺬﺍ ﻭﺫﺍﻙ‪،‬‬ ‫ﲝﺴﺐ ﻫﺪﻑ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻓﺎﳌﻼﺣﻈﻮﻥ ﺍﳋﺎﺭﺟﻴﻮﻥ ﳛﺘﻔﻈﻮﻥ ﲟﺴﺎﻓﺔ ﻓﺎﺻﻠﺔ‪ .‬ﺃﻣﺎ ﺍﳌﻼﺣﻈﻮﻥ ﺍﻟﺪﺍﺧﻠﻴﻮﻥ‬ ‫ﻓﻴﺘﻔﺎﻋﻠﻮﻥ‪.‬‬ ‫ﻭﻛﻤﺜﺎﻝ ﻟﺪﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ﺍﳋﺎﺭﺟﻴﺔ‪ ،‬ﳝﻜﻦ ﻟﻠﺒﺎﺣﺚ ﺃﻥ ﻳﻼﺣﻆ ﻧﻮﻋﻴﺔ ﺗﻘﺪﱘ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﰲ ﻋﻴﺎﺩﺓ‬ ‫ﺃﻭ ﻣﺮﻛﺰ ﺻﺤﻲ ﺃﻭ ﺻﻴﺪﻟﻴﺔ‪ .‬ﻭﻫﻨﺎﻙ ﻧﻮﻉ ﺧﺎﺹ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ﻳﺴﻤﻰ »ﺩﺭﺍﺳﺔ ﺍﻟﻮﻗﺖ ﻭﺍﳊﺮﻛﺔ‬ ‫‪ «time and motion study‬ﻭﻫﻮ ﻳ‪‬ﺴﺘﻌﻤﻞ ﻟﺪﺭﺍﺳﺔ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﺼﺤﻴﲔ ﻟﻮﻗﺘﻬﻢ‪ .‬ﻓﺎﻟﺒﺎﺣﺚ‬ ‫ﻳﻼﺣﻆ ﻣﺎ ﻳﻔﻌﻠﻪ ﺍﻟﻌﺎﻣﻞ ﺍﻟﺼﺤﻲ ﺧﻼﻝ ﻋﻴﻨﺔ ﳏﺪﺩﺓ ﻣﻦ ﺍﻟﺰﻣﻦ‪ .‬ﻭﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﺴﺘﻌﻤﻞ ﳍﺬﺍ ﺍﻟﻐﺮﺽ‬ ‫ﺃﺩﺍﺓ ﺗﻨﺒﻴﻪ ‪ beeper‬ﺗﻨﻄﻠﻖ ﻛﻞ ﻋﺪﺩ ﻣﻦ ﺍﻟﺪﻗﺎﺋﻖ‪ ،‬ﻭﻗﺎﺋﻤﺔ ﻣﺮﺍﺟﻌﺔ ‪ checklist‬ﻟﺘﺴﺠﻴﻞ ﺍﻷﻧﺸﻄﺔ‪.‬‬ ‫ﻭﲦﺔ ﻃﺮﻳﻘﺔ ﺧﺎﺻﺔ ﻟﻠﻤﻼﺣﻈﺔ ﺗﺴﻤﻰ ﺗﻘﻨﻴﺔ »ﺍﻟﻌﻤﻴﻞ ﺍﻟﻐﺎﻣﺾ ‪ «mystery client‬ﻭﻫﻲ ﺗﺴﺘﻌﻤﻞ ﺑﺼﻔﺔ‬ ‫ﺧﺎﺻﺔ ﰲ ﺩﺭﺍﺳﺎﺕ ﺍﻟﻌﻤﻼﺀ ﻭﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻰ ﺧﺪﻣﺘﻬﻢ‪ ،‬ﺣﻴﺚ ﻳ‪‬ﺤﺘﻤﻞ ﺃﻥ ﻭﺟﻮﺩ ﻣﻼﺣﻆ ﺧﺎﺭﺟﻲ ﺭﲟﺎ ﻳﺆﺩﻱ‬ ‫ﺇﱃ ﺗﻐﻴﲑ ﺍﻟﺴﻠﻮﻙ ﺍﳌﻌﺘﺎﺩ ﳌﻘﺪﻣﻲ ﺍﳋﺪﻣﺔ‪ .‬ﻭﻫﻨﺎ ﻳﻘﻮﻡ ﺟﺎﻣﻌﻮ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺪﺭ‪‬ﺑﻮﻥ ﲟﺤﺎﻛﺎﺓ ﺩﻭﺭ ﺍﻟﻌﻤﻼﺀ‪ .‬ﻭﻟﻜﻦ‬ ‫ﺍﻟﻄﺒﻴﻌﺔ ﺍﳋﺪﺍﻋﻴﺔ ﳍﺬﻩ ﺍﻟﺘﻘﻨﻴﺔ ﺗﻄﺮﺡ ﻣﺸﻜﻠﺔ ﺃﺧﻼﻗﻴﺔ‪ .‬ﻭﳚﺐ ﺃﻥ ﻻ ﻳﺘﻘﺮﺭ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺇﻻ ﺑﻌﺪ‬ ‫ﺍﻟﺘﻔﻜﲑ ﺑﺈﻣﻌﺎﻥ ﰲ ﻣﻀﺎﻣﻴﻨﻬﺎ ﺍﻷﺧﻼﻗﻴﺔ‪ .‬ﻭﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻣﻦ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺼﺤﻴﺔ ﺍﳌﻌﻨﻴ‪‬ﺔ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﻣﺴﺘﻨﲑﺓ‬ ‫‪17‬‬

‫‪ informed consent‬ﻋﻠﻰ ﺗﻄﺒﻴﻘﻬﺎ ﰲ ﺃﻭﻗﺎﺕ ﻏﲑ ﻣﻌﻠﻨﺔ ﻋﻠﻰ ﻣﺪﻯ ﻓﺘﺮﺓ ﻣﻦ ﺍﻟﺰﻣﻦ‪ ،‬ﻗﺪ ﺗﻜﻮﻥ ﻋﺪﺓ ﺷﻬﻮﺭ‬ ‫ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪.‬‬ ‫ﻼ ﻋﻦ‬ ‫ﻭﰲ ﺍﳌﻼﺣﻈﺔ ﺑﺎﳌﺸﺎﺭﻛﺔ ‪ ، participant observation‬ﻳﺘﻔﺎﻋﻞ ﺍﻟﺒﺎﺣﺚ‪ ،‬ﻓﻬﻮ ﻳﺴﺄﻝ ﺍﻟﻌﻤﻼﺀ ﻣﺜ ﹰ‬ ‫ﺍﻧﻄﺒﺎﻋﺎ‪‬ﻢ ﺣﻮﻝ ﺍﳋﺪﻣﺔ ﺍﻟﺼﺤﻴﺔ‪.‬‬

‫ﺍﻹﺳﺘﺠﻮﺍﺑﺎﺕ ﺍﳌﺘﻌﻤﻘﺔ‬ ‫ﺍﻹﺳﺘﺠﻮﺍﺏ ﺍﳌﻜﺜﻒ ﻣﻦ ﺷﺨﺺ ﻟﺸﺨﺺ ‪ one-to-one interview‬ﻫﻮ ﻃﺮﻳﻘﺔ ﺗﻘﻠﻴﺪﻳﺔ ﰲ ﺍﻟﺒﺤﻮﺙ‬ ‫ﺍﻟﻜﻴﻔﻴﺔ‪ .‬ﻭﻋﻠﻰ ﺧﻼﻑ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻜﻤﻴﺔ ﺍﻟﱵ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﺍﻹﺳﺘﺒﻴﺎﻥ ﺍ‪‬ﺰﺃ ﺍﻟﺒﻨﻴﺎﻥ‬

‫‪structured‬‬

‫‪ ،questionnaire‬ﻓﺈﻥ ﺍﻹﺳﺘﺠﻮﺍﺏ ﺍﳌﺘﻌﻤﻖ ‪ in-depth interview‬ﻳﻌﺘﱪ ﻣﻘﺎﺑﻠﺔ ﺇﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺗ‪‬ﻄﺮﺡ ﻓﻴﻬﺎ‬ ‫ﺍﻷﺳﺌﻠﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺇﺟﺎﺑﺎﺕ ﺍﻟﺸﺨﺺ ﺍ‪‬ﻴﺐ‪ ،‬ﻛﻤﺘﺎﺑﻌﺔ ﻟﻺﺟﺎﺑﺔ‪ ،‬ﺃﻭ ﻟﺰﻳﺎﺩﺓ ﺍﻟﺘﻌﻤﻖ ﰲ ﺃﻏﻮﺍﺭ ﺍﻹﺟﺎﺑﺔ‪ .‬ﻭﺗﻮﺟﻴﻪ‬ ‫ﺍﻷﺳﺌﻠﺔ ﺍﳌﻔﺘﻮﺣﺔ ‪ open-ended questioning‬ﺃﺩﺍﺓ ﺃﺳﺎﺳﻴﺔ ﰲ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﻳﺄﺧﺬ‬ ‫ﺍﻹﺳﺘﺠﻮﺍﺏ ﺷﻜﻞ ﺍﶈﺎﺩﺛﺔ ﺍﻟﻌﺎﺩﻳﺔ ﻏﲑ ﺍﻟﺮﲰﻴﺔ‪ ،‬ﻣﻊ ﻗﻠﻴﻞ ﻣﻦ ﺍﻟﺘﺤﻀﲑ ﻭﺍﻟﺘﺮﺗﻴﺐ ﻟﻸﺳﺌﻠﺔ ﺃﻭ ﻣﻦ ﺩﻭﻥ ﺫﻟﻚ‪.‬‬ ‫ﻛﻤﺎ ﳝﻜﻦ ﺑﺪ ﹰﻻ ﻣﻦ ﺫﻟﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺩﻟﻴﻞ ﺃﻭ ﻣﻠﺨﺺ ﻟﻠﻤﻮﺿﻮﻉ ﻟﻠﻤﺴﺎﻋﺪﺓ ﰲ ﺗﺮﻛﻴﺰ ﺑﺆﺭﺓ ﺍﻹﺳﺘﺠﻮﺍﺏ‪،‬‬ ‫ﻭﻟﻜﻦ ﻣﻦ ﺩﻭﻥ ﺻﻴﺎﻏﺔ ﺍﻷﺳﺌﻠﺔ ﻣﻘﺪﻣﺎﹰ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ﻓﺈﻥ ﺇﻋﺪﺍﺩ ﳎﻤﻮﻋﺔ ﻣﻘﺮﺭﺓ ﺳﻠﻔﹰﺎ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺍﳌﻔﺘﻮﺣﺔ ﻫﻮ‬ ‫ﺍﻷﺳﻠﻮﺏ ﺍﻷﻛﺜﺮ ﻣﻨﻬﺠﻴﺔ ﻟﻺﺳﺘﺠﻮﺍﺑﺎﺕ ﺍﳌﺘﻌﻤﻘﺔ‪.‬‬

‫ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﺒﺆﺭﻳﺔ‬ ‫ﻣﻨﺎﻗﺸﺎﺕ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﺒﺆﺭﻳﺔ ‪ focus groups‬ﻫﻲ ﺍﻟﱵ ﳝﻜﻦ ‪‬ﺎ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﺒﺼﺮ ﻣﻦ‬ ‫ﺧﻼﻝ ﺍﻟﺘﻔﺎﻋﻞ ﺍﳌﺘﺒﺎﺩﻝ ﰲ ﺇﻃﺎﺭ ﳎﻤﻮﻋﺔ‪ ،‬ﻋﻠﻰ ﳓﻮ ﺃﻓﻀﻞ ﳑﺎ ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻪ ﰲ ﺍﺳﺘﺠﻮﺍﺑﺎﺕ ﻣﺘﻌﻤﻘﺔ ﻣﻊ‬ ‫ﺍﻷﻓﺮﺍﺩ‪ .‬ﻭﻗﺪ ﺗﺘﻜﺎﻣﻞ ﻛﻠﺘﺎ ﺍﻟﻄﺮﻳﻘﺘﲔ ﻣﻊ ﺑﻌﻀﻬﻤﺎ ﺍﻟﺒﻌﺾ‪ .‬ﺇﻥ ﻣﻨﺎﻗﺸﺔ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺒﺆﺭﻳﺔ ﻟﻴﺴﺖ ﺍﺳﺘﺠﻮﺍﺑﺎﹰ‬ ‫ﻟﻠﻤﺠﻤﻮﻋﺔ ‪ ، group interview‬ﻭﻟﻜﻨﻬﺎ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﺗﺒﺎﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻷﻓﻜﺎﺭ ﻭﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺑﲔ‬ ‫ﺍﳌﺸﺎﺭﻛﲔ ﺃﻧﻔﺴﻬﻢ‪ .‬ﻭﻳﺆﺩﻱ ﺍﻟﺒﺎﺣﺚ ﺩﻭﺭ ﺍﳌﻮﺟ‪‬ﻪ ‪ moderator‬ﻭﻟﻴﺲ ﺩﻭﺭ ﺍﳌﺴﺘﺠﻮِﺏ‪ .‬ﻭﰲ ﺍﻟﺴﻨﻮﺍﺕ‬ ‫ﺍﻷﺧﲑﺓ ﺃﺧﺬﺕ ﻣﻨﻬﺠﻴﺔ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﺒﺆﺭﻳﺔ ﺗ‪‬ﺴﺘﻌﻤﻞ ﺑﺪﺭﺟﺔ ﻣﺘﺰﺍﻳﺪﺓ‪ .‬ﻭﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﻹﺭﺷﺎﺩﺍﺕ‬ ‫ﺍﻟﱵ ﳚﺐ ﺃﺧﺬﻫﺎ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ‪:‬‬

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‫ﻓﻴﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍ‪‬ﻤﻮﻋﺔ ﻣﺘﺠﺎﻧﺴﺔ‪ ،‬ﻣﺜﻼﹰ ﰲ ﺍﻟﺴﻦ ﻭﺍﳉﻨﺲ ﻭﺍﳋﻠﻔﻴﺔ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ‪ .‬ﻭﻗﺪ ﻳﻜﻮﻥ‬ ‫ﺣﺠﺐ ﺃﲰﺎﺀ ﺍﳌﺸﺎﺭﻛﲔ ﺃﻣﺮﹰﺍ ﻣﺮﻏﻮﺑﹰﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻨﺎﺱ ﻳﺸﻌﺮﻭﻥ ﲟﺰﻳﺪ ﻣﻦ ﺍﻹﺭﺗﻴﺎﺡ ﻋﻨﺪﻣﺎ ﻳﺘﺤﺪﺛﻮﻥ ﲝﺮ‪‬ﻳﺔ ﻣﻊ‬ ‫ﺍﻟﻐﺮﺑﺎﺀ ﺃﻛﺜﺮ ﻣﻨﻬﻢ ﻋﻨﺪﻣﺎ ﻳﺘﺤﺪﺛﻮﻥ ﻣﻊ ﺃﺷﺨﺎﺹ ﻳﻌﺮﻓﻮ‪‬ﻢ ﻭﺳﻮﻑ ﻳﺘﻘﺎﺑﻠﻮﻥ ﻣﻌﻬﻢ ﻣﺮﺓ ﺃﻭ ﻣﺮﺍﺭﹰﺍ ﺃﺧﺮﻯ‪.‬‬ ‫ﻭﺑﺎﻟﻨﺴﺒﺔ ﳌﻌﻈﻢ ﺍﻷﻏﺮﺍﺽ‪ ،‬ﺗﻜﻮﻥ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﳌﻜﻮﻧﺔ ﻣﻦ ﲦﺎﻧﻴﺔ ﺇﱃ ﻋﺸﺮﺓ ﻣﺸﺎﺭﻛﲔ ﻛﺎﻓﻴﺔ ﻹﺟﺮﺍﺀ ﻣﻨﺎﻗﺸﺔ‬ ‫ﺟﻴﺪﺓ ﳝﻜﻦ ﺇﺩﺍﺭ‪‬ﺎ‪ .‬ﻭﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑ ﻌﺪﺩ ﺍ‪‬ﻤﻮﻋﺎﺕ‪ ،‬ﻳﺴﺘﺤﺴﻦ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪ ،‬ﺗﻜﻮﻳﻦ ﳎﻤﻮﻋﺘﲔ ﻟﻜﻞ ﻣﺘﻐﲑ‬ ‫ﺩﳝﻮﻏﺮﺍﰲ ﺗﻌﺮﻳﻔﻲ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺇﺫﺍ ﻛﺎﻥ ﺍﳉﻨﺲ ﻫﻮ ﺍﳌﺘﻐﲑ ﺍﳌﻌﲏ‪ ،‬ﻓﺴﻮﻑ ﲢﺘﺎﺝ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﳎﻤﻮﻋﺘﲔ ﻣﻦ‬ ‫ﺍﻟﺮﺟﺎﻝ ﻭﳎﻤﻮﻋﺘﲔ ﻣﻦ ﺍﻟﻨﺴﺎﺀ‪.‬‬ ‫ﻭﺇﺫﺍ ﺍﺳﺘﻤﺮﺕ ﺍﳌﻨﺎﻗﺸﺔ ﳌﺪﺓ ﺳﺎﻋﺘﲔ‪ ،‬ﻓﻴﻤﻜﻦ ﺗﻔﺮﻳﻎ ﻭﻗﺎﺋﻌﻬﺎ ﰲ ﺗﺴﺠﻴﻞ ﺧﻄﻲ ‪ transcript‬ﻳﺒﻠﻎ ﺣﺠﻤﻪ‬ ‫‪ 40-25‬ﺻﻔﺤﺔ ﻣﻜﺘﻮﺑﺔ‪ .‬ﻭﻳﻜﻮﻥ ﺩﻭﺭ ﺍﳌﻮﺟ‪‬ﻪ ﻫﻮ ﺗﻮﻓﲑ ﻣﻨﺎﺥ ﻣﻼﺋﻢ ﻟﻠﺤﻮﺍﺭ ﺍﳌﻔﺘﻮﺡ‪ ،‬ﻭﺗﻨﺸﻴﻂ ﺍﳌﻨﺎﻗﺸﺔ‪،‬‬ ‫ﻭﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺗﺮﻛﻴﺰ ﺍﳊﺪﻳﺚ ﺣﻮﻝ ﺑﺆﺭﺓ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻭﺗﺸﺠﻴﻊ ﻛﻞ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﺔ‪ .‬ﻭﻋﻠﻰ ﺍﳌﻮﺟ‪‬ﻪ ﺃﻥ ﻻ‬ ‫ﻳﺴﻤﺢ ﻟﻮﺍﺣﺪ ﺃﻭ ﺍﺛﻨﲔ ﻣﻦ ﺍﳌﺸﺎﺭﻛﲔ ﺍﻟﻔﺼﺤﺎﺀ ﺑﺎﳍﻴﻤﻨﺔ ﻋﻠﻰ ﺍﳌﻨﺎﻗﺸﺔ‪ .‬ﻭﻋﻠﻰ ﺍﳌﻘﺮ‪‬ﺭ ﺃﻭ ﻛﺎﺗﺐ ﺍﳌﻼﺣﻈﺎﺕ ﺃﻥ‬ ‫ﻳﺴﺠﻞ ﻣﺎ ﻳﻘﻮﻟﻪ ﺍﳌﺸﺎﺭﻛﻮﻥ‪ ،‬ﻋﻠﻰ ﺃﻥ ﻳﻼﺣﻆ ﻛﺬﻟﻚ ﺍﻟﺘﻌﺒﲑﺍﺕ ﺍﻟﺒﺪﻧﻴﺔ‪.‬‬

‫‪ 10.4‬ﻧﺒﺬﺓ ﺣﻮﻝ ﺗﺼﻤﻴﻢ ﺍﻹﺳﺘﺒﻴﺎﻥ‬ ‫ﺍﻹﺳﺘﺒﻴﺎﻥ ‪ questionnaire‬ﻫﻮ ﻭﺛﻴﻘﺔ ﻣﺼﻤﻤﺔ ﻣﻦ ﺃﺟﻞ ﲡﻤﻴﻊ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍ‪‬ﻴﺒﲔ‬ ‫‪.respondents‬‬ ‫ﻭﳝﻜﻦ ﺗﻄﺒﻴﻖ ﺍﻹﺳﺘﺒﻴﺎﻥ ﺫﺍﺗﻴﺎﹰ‪ ،‬ﺃﻭ ﻳﻄﺒﻘﻪ ﺍﳌﺴﺘﺠﻮِﺑﻮﻥ‪ .‬ﻭﻃﺮﻳﻘﺔ ﺍﻹﺳﺘﺒﻴﺎﻥ ﺍﻟﺬﺍﰐ ﺍﻟﺘﻄﺒﻴﻖ ﻗﻠﻴﻠﺔ ﺍﻟﺘﻜﺎﻟﻴﻒ‪،‬‬ ‫ﻭﻗﻠﻴﻠﺔ ﺍﻟﺘﻌﺮﺽ ﻟﺘﺤﻴ‪‬ﺰ ﺍﳌﺴﺘﺠﻮِﺏ‪ .‬ﻭﳝﻜﻦ ﺗﻨﻔﻴﺬﻫﺎ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﱪﻳﺪ‪ .‬ﻭﻟﻜﻦ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ‪ ،‬ﻗﺪ ﻳﻜﻮﻥ ﻣﻌﺪﻝ‬ ‫ﻋﺪﻡ ﺍﻹﺟﺎﺑﺔ ﻣﺮﺗﻔﻌﹰﺎ ﲝﻴﺚ ﻳﺆﺛﺮ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﻭﳝﻜﻦ ﻛﺬﻟﻚ ﺃﻥ ﺗﻜﻮﻥ ﺍﻹﺟﺎﺑﺎﺕ ﻧﺎﻗﺼﺔ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﺻﻴﻐﺘﺎﻥ ﺭﺋﻴﺴﻴﺘﺎﻥ ﻟﻸﺳﺌﻠﺔ‪ :‬ﺍﻷﺳﺌﻠﺔ ﺍﳌﻔﺘﻮﺣﺔ ‪ open-ended‬ﻭﺍﻷﺳﺌﻠﺔ ﺍﶈﺪﺩﺓ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪ .closed-response‬ﻭﰲ ﺍﻟﺴﺆﺍﻝ ﺍﶈﺪﺩ ﺍﻹﺟﺎﺑﺎﺕ ﻳﺰﻭ‪‬ﺩ ﺍ‪‬ﻴﺐ ﺑﻘﺎﺋﻤﺔ ﻣﻦ ﺍﻹﺟﺎﺑﺎﺕ ﺍﳋﻴﺎﺭﻳﺔ ﺍﳌﻮﺿﻮﻋﺔ‬ ‫ﺳﻠﻔﺎﹰ‪ .‬ﺃﻣﺎ ﺍﻷﺳﺌﻠﺔ ﺍﳌﻔﺘﻮﺣﺔ ﻓﺘﺴﻔﺮ ﻋﻦ ﺇﺟﺎﺑﺎﺕ ﺃﻛﺜﺮ ﺗﻔﺼﻴﻼﹰ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻹﺟﺎﺑﺎﺕ ﲢﺘﺎﺝ ﻣﺰﻳﺪﺍﹰ ﻣﻦ ﺍﳉﻬﺪ ﺣﱴ‬ ‫ﳝﻜﻦ ﺗﺮﻣﻴﺰﻫﺎ ﻷﻏﺮﺍﺽ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﻳﺸﻤﻞ ﺍﻹﺳﺘﺒﻴﺎﻥ ﻛﻠﺘﺎ ﺍﻟﺼﻴﻐﺘﲔ ﻣﻦ ﺍﻷﺳﺌﻠﺔ‪.‬‬ ‫ﻭﳝﻜﻦ ﺃﻥ ﺗ‪‬ﺴﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ﺍﶈﺪﺩﺓ ﺍﻹﺟﺎﺑﺎﺕ ﻻﺳﺘﻴﻀﺎﺡ ﻣﻮﺍﻗﻒ ﺍ‪‬ﻴﺒﲔ ﲡﺎﻩ ﻋﺒﺎﺭﺓ ﻣﻌﻴﻨﺔ‪ .‬ﻭﻫﻨﺎﻙ‬ ‫ﺻﻴﻐﺘﺎﻥ ﳕﻄﻴﺘﺎﻥ ﳝﻜﻦ ﺍﺧﺘﻴﺎﺭﳘﺎ )ﺑﻮﻟﻐﺎﺭ ﻭﺗﻮﻣﺎﺱ ‪ .(2000‬ﻓﻔﻲ ﺻﻴﻐﺔ ﻟﻴﻜﺎﺭﺕ ﺍﻟﻨﻤﻄﻴﺔ ﳜﺘﺎﺭ ﺍ‪‬ﻴﺐ ﺇﺣﺪﻯ‬ ‫‪19‬‬

‫ﺍﻹﺟﺎﺑﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ‪ ،‬ﺃﻭﺍﻓﻖ‪ ،‬ﻏﲑ ﻣﺘﺄﻛﺪ‪ ،‬ﻻ ﺃﻭﺍﻓﻖ‪ ،‬ﻻ ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ‪ .‬ﺃﻣﺎ ﰲ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻨﻤﻄﻴﺔ ﺫﺍﺕ‬ ‫ﺍﳋﻴﺎﺭﺍﺕ ﺍﻹﺟﺒﺎﺭﻳﺔ ‪ forced-choice format‬ﻓﺘﻜﻮﻥ ﺍﻹﺟﺎﺑﺎﺕ ﻣﻘﺼﻮﺭﺓ ﻋﻠﻰ ﺃﺭﺑﻊ‪ :‬ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ‪ ،‬ﺃﻭﺍﻓﻖ‪،‬‬ ‫ﻻ ﺃﻭﺍﻓﻖ‪ ،‬ﻻ ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ‪ .‬ﻭﻻ ﺗﺴﻤﺢ ﻫﺬﻩ ﺍﻟﺼﻴﻐﺔ ﺑﻮﺟﻮﺩ ﺇﺟﺎﺑﺔ ﻏﲑ ﻣﺆﻛﺪﺓ‪.‬‬ ‫ﻭﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻷﺳﺌﻠﺔ ﻣﺼﺎﻏﺔ ﺑﻜﻠﻤﺎﺕ ﻭﺍﺿﺤﺔ ﻟﺘﺠﻨﺐ ﺃﻱ ﻏﻤﻮﺽ‪ .‬ﻭﻻ ﻳﻨﺒﻐﻲ ﺍﺳﺘﻌﻤﺎﻝ ﺗﻌﺒﲑﺍﺕ‬ ‫ﻣﺒﻬﻤﺔ ‪ .jargon‬ﻛﻤﺎ ﳚﺐ ﻋﺪﻡ ﺻﻴﺎﻏﺔ ﺍﻻﺳﺌﻠﺔ ﺑﻄﺮﻳﻘﺔ ﺗﺆﺛﺮ ﰲ ﺗﻮﺟﻴﻪ ﺍﻹﺟﺎﺑﺎﺕ ﰲ ﺃﻱ ﺍﲡﺎﻩ‪ .‬ﻭﻳﻨﺒﻐﻲ ﲡﺮﺑﺔ‬ ‫ﺍﻻﺳﺘﺒﻴﺎﻥ ﺩﺍﺋﻤﹰﺎ ﰲ ﺍﺧﺘﺒﺎﺭ ﹶﻗﺒ‪‬ﻠﻲ ‪ pre-test‬ﰲ ﺩﺭﺍﺳﺔ ﺍﺳﺘﺮﺷﺎﺩﻳﺔ ‪ ،pilot study‬ﻗﺒﻞ ﺇﺟﺮﺍﺀ ﺍﳌﺴﺢ ﺍﻟﺮﺋﻴﺴﻲ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺗﺪﺭﻳﺐ ﺍﳌﺴﺘﺠﻮِﺑﲔ ﻟﻀﻤﺎﻥ ﺗﻄﺒﻴﻖ ﺍﻹﺳﺘﺒﻴﺎﻥ ﺑﻄﺮﻳﻘﺔ ﻣﺘﻨﺎﺳﻘﺔ‪.‬‬ ‫ﻭﳛﺘﻮﻱ ﺍﻹﺳﺘﺒﻴﺎﻥ ﳕﻮﺫﺟﻴﹰﺎ ﻋﻠﻰ ﺍﳌﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪ ‬ﻋﺒﺎﺭﺓ ﲤﻬﻴﺪﻳﺔ ﻣﻦ ﺍﳌﺴﺘﺠﻮِﺏ ﻳﻘﺪﻡ ‪‬ﺎ ﻧﻔﺴﻪ )ﺃﻭ ﻧﻔﺴﻬﺎ( ﻭﻳﺸﺮﺡ ﺍﻟﻐﺮﺽ ﻣﻦ ﺍﻹﺳﺘﺒﻴﺎﻥ‪.‬‬ ‫ﻭﳚﺐ ﺗﻌﺮﻳﻒ ﺍ‪‬ﻴﺒﲔ ﺑﺄﻥ ﺇﺟﺒﺎﺑﺎ‪‬ﻢ ﺳﺘﻜﻮﻥ ﺳﺮ‪‬ﻳﺔ‪،‬‬ ‫‪ ‬ﺃﺳﺌﻠﺔ ﺩﳝﻮﻏﺮﺍﻓﻴﺔ ﳉﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻼﺋﻤﺔ ﺣﻮﻝ ﺧﻠﻔﻴﺔ ﺍ‪‬ﻴﺐ‪،‬‬ ‫‪ ‬ﺍﺳﺌﻠﺔ ﻭﺍﻗﻌﻴﺔ ‪،factual questions‬‬ ‫‪ ‬ﺃﺳﺌﻠﺔ ﻹﺑﺪﺍﺀ ﺍﻟﺮﺃﻱ ‪ :opinion questions‬ﻭﻫﺬﻩ ﺍﻷﺳﺌﻠﺔ ﺗﺘﻄﻠﺐ ﺍﻟﺘﻔﻜﲑ‪ .‬ﻭﻣﻦ ﺍﻷﻳﺴﺮ‬ ‫ﻟﻠﻤﺠﻴﺐ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﺃﻥ ﻳﺮﺩ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻮﺍﻗﻌﻴﺔ‪ .‬ﻭﻃﺮﺡ ﻫﺬﻩ ﺍﻷﺳﺌﻠﺔ ﺃﻭ ﹰﻻ ﻳﺴﺎﻋﺪ ﻋﻠﻰ‬ ‫ﺇﻋﺪﺍﺩ ﺍ‪‬ﻴﺐ ﻟﺘﻠﻘﻲ ﺃﺳﺌﻠﺔ ﺇﺑﺪﺍﺀ ﺍﻟﺮﺃﻱ‪.‬‬ ‫‪ ‬ﻋﺒﺎﺭﺓ ﺧﺘﺎﻣﻴﺔ ﻣﻦ ﺍﳌﺴﺘﺠﻮِﺏ ﻟﺸﻜﺮ ﺍﳌﺸﺎﺭﻛﲔ‪ ،‬ﻭﻟﺴﺆﺍﳍﻢ ﻋﻤﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻟﺪﻳﻬﻢ‬ ‫ﻣﻼﺣﻈﺎﺕ ﺇﺿﺎﻓﻴﺔ‪ ،‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺫﻟﻚ ﻣﻼﺋﻤﺎﹰ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﻃﺮﻳﻘﺔ ﺗﺴﺘﻌﻤﻞ ﻋﺎﺩﺓ ﻻﺧﺘﺒﺎﺭ ﻣﻌﻮ‪‬ﻟﻴﺔ )ﻣﻮﺛﻮﻗﻴﺔ( ﺍﻹﺟﺎﺑﺎﺕ ﺍﻟﱵ ﺗﺄﰐ ‪‬ﺎ ﺍﻹﺳﺘﺒﻴﺎﻧﺎﺕ‪ ،‬ﻫﻲ ﺍﻟﺒﺤﺚ‬ ‫ﻋﻦ ﺍﻟﺘﻨﺎﺳﻖ ﺍﻟﺪﺍﺧﻠﻲ‪ ،‬ﺃﻱ ﻣﺪﻯ ﺗﺮﺍﺑﻂ ﺍﻹﺟﺎﺑﺎﺕ ﺍﳌﻘﺪﻣﺔ ﻋﻦ ﺃﺳﺌﻠﺔ ﳐﺘﻠﻔﺔ ﺑﻌﻀﻬﺎ ﻣﻊ ﺑﻌﺾ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ‬ ‫ﺍﻷﺟﻮﺑﺔ ﻗﻮﻳﺔ ﺍﻹﺭﺗﺒﺎﻁ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ‪ ،‬ﻋﻨﺪﺋﺬ ﻳﻮﺻﻒ ﺍﻹﺧﺘﺒﺎﺭ ﺑﺄﻧﻪ ﻣﺘﻨﺎﺳﻖ ﺩﺍﺧﻠﻴﹰﺎ‪ .‬ﻭﳝﻜﻦ ﺗﻄﻮﻳﺮ ﺑﺮﻧﺎﻣﺞ‬ ‫ﺍﳊﺎﺳﻮﺏ ﺣﱴ ﻳﻜﺘﺸﻒ ﻋﺪﻡ ﺍﻟﺘﻨﺎﺳﻖ‪ ،‬ﺇﻥ ﻭﺟﺪ‪.‬‬ ‫ﻭﳝﻴﻞ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﲔ ﺇﱃ ﺍﻹﻓﺮﺍﻁ ﰲ ﻭﺿﻊ ﺍﻷﺳﺌﻠﺔ‪ .‬ﻭﻗﺪ ﺷﺠﻌﻬﻢ ﻋﻠﻰ ﺫﻟﻚ ﺇﺩﺧﺎﻝ ﻃﺮﺍﺋﻖ ﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﲟﺴﺎﻋﺪﺓ ﺍﳊﺎﺳﻮﺏ‪ .‬ﺇﻻ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗ‪‬ﺠﻤﻊ ﻋﻦ ﻃﺮﻳﻖ ﺍﻹﺳﺘﺒﻴﺎﻥ ﳚﺐ ﺃﻥ ﺗﺮﻛﹼﺰ ﻋﻠﻰ ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻭﺃﻥ ﻻ ﺗﺘﺠﺎﻭﺯﻫﺎ‪.‬‬ ‫‪20‬‬

‫‪ 11.4‬ﻧﺒﺬﺓ ﺣﻮﻝ ﲝﻮﺙ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺼﺤﺔ‬ ‫ﻼ ﻭﺍﺣﺪﹰﺍ ﳑﻜﻨﹰﺎ‬ ‫ﺗﺸﺘﺮﻙ ﻛﻞ ﻃﺮﻕ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻹﻗﺘﺼﺎﺩﻱ ﻟﻠﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﰲ ﺃﺳﺎﺱ ﻭﺍﺣﺪ‪ :‬ﺃ‪‬ﺎ ﺗﻔﺤﺺ ﺗﺪﺧ ﹰ‬ ‫)ﺃﻭ ﺃﻛﺜﺮ( ﻭﺗﻘﺎﺭﻥ ﺗﻜﺎﻟﻴﻒ ﺍﳌﺪﺧﻼﺕ ﺃﻭ ﺍﳌﻮﺍﺭﺩ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﺘﺪﺧﻼﺕ‪ ،‬ﺑﺘﺄﺛﲑﺍ‪‬ﺎ ﺃﻭ ﻓﻮﺍﺋﺪﻫﺎ ﺍﳌﻘﺪ‪‬ﺭﺓ‬ ‫ﺍﻗﺘﺼﺎﺩﻳﺎﹰ )ﺟﻴﻔﺮﺳﻮﻥ ﻭﺁﺧﺮﻭﻥ‪.(2000 ،‬‬ ‫ﻭﰲ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻹﻗﺘﺼﺎﺩﻱ‪ ،‬ﺗﺸﻤﻞ ﺗﻜﻠﻔﺔ ﺃﻱ ﻣﺮﺽ ﻣﺎ ﻳﻠﻲ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ‪:‬‬ ‫‪ ‬ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳌ ﺒﺎﺷﺮﺓ‪ ،‬ﻭﻫﻲ ﺍﻟﱵ ﻳﺘﺤﻤﻠﻬﺎ ﻧﻈﺎﻡ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﻭﺍ‪‬ﺘﻤﻊ ﻭﻋﺎﺋﻼﺕ ﺍﳌﺮﺿﻰ‬ ‫ﰲ ﻣﻮﺍﺟﻬﺔ ﺍﳌﺮﺽ )ﻣﺜﻞ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺸﺨﻴﺺ ﺃﻭ ﺍﳌﻌﺎﳉﺔ(‪،‬‬ ‫‪ ‬ﺍﻟﺘﻜﺎﻟﻴﻒ ﻏﲑ ﺍﳌﺒﺎﺷﺮﺓ‪ ،‬ﺍﻟﱵ ﻗﺪ ﺗﻜﻮﻥ ﻣﻠﻤﻮﺳﺔ ‪ tangible‬ﺃﻭ ﻏﲑ ﻣﻠﻤﻮﺳﺔ‬

‫‪intangible‬‬

‫‪ .‬ﻭﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳌﻠﻤﻮﺳﺔ ﻏﲑ ﺍﳌﺒﺎﺷﺮﺓ ﻫﻲ ﺃﺳﺎﺳﹰﺎ ﺧﺴﺎﺋﺮ ﺍﻹﻧﺘﺎﺟﻴﺔ ﺍﻟﱵ ﺗﺴﺒﺒﻬﺎ ﺍﳊﺎﻟﺔ‬ ‫ﺍﳌﺮﺿﻴﺔ ﻭﺍﻟﱵ ﻳﺘﺤﻤﻠﻬﺎ ﺍﻟﻔﺮﺩ ﻭﺍﻟﻌﺎﺋﻠﺔ ﻭﺍ‪‬ﺘﻤﻊ ﺃﻭ ﻳﺘﺤﻤﻠﻬﺎ ﺻﺎﺣﺐ ﺍﻟﻌﻤﻞ‪ .‬ﻭﺗﺸﻤﻞ‬ ‫ﺍﻟﺘﻜﺎﻟﻴﻒ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻭﻏﲑ ﺍﳌﺒﺎﺷﺮﺓ ﺗﻜﺎﻟﻴﻒ ﺍﻷﱂ ﻭﺍﳊﺰﻥ ﻭﺍﳌﻌﺎﻧﺎﺓ ﻭﻓﻘﺪﺍﻥ ﻭﻗﺖ‬ ‫ﺍﻟﺮﺍﺣﺔ‪.‬‬ ‫ﻭﺗﻘﺪ‪‬ﺭ ﺍﳌﻮﺍﺭﺩ ﰲ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺑﺄ‪‬ﺎ ﲨﻴﻊ ﺍﳌﺪﺧﻼﺕ ﰲ ﺇﻧﺘﺎﺝ ﺍﳋﺪﻣﺔ ﺍﻟﺼﺤﻴﺔ ﲟﺎ ﰲ ﺫﻟﻚ ﺍﻟﻮﻗﺖ‬ ‫ﻭﺍﻟﺴﻠﻊ ﻭﺍﳌﻌﺪﺍﺕ ﻭﺍﳌﺒﺎﱐ ﻭﺍﳌﻌﺎﺭﻑ ﺍﳌﺘﺨﺼﺼﺔ‪ ،‬ﻭﻏﲑ ﺫﻟﻚ‪.‬‬ ‫ﻭﲢﻠﻴﻞ ﻣﺮﺩﻭﺩ ﺍﻟﺘﻜﺎﻟﻴﻒ ‪ ،cost-benefit analysis‬ﻭﲢﻠﻴﻞ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻭﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ‬

‫‪cost-effectiveness‬‬

‫‪ analysis‬ﳘﺎ ﻃﺮﻳﻘﺘﺎﻥ ﲢﻠﻴﻠﻴﺘﺎﻥ ﻣﺘﺼﻠﺘﺎﻥ‪ ،‬ﳝﻜﻦ ‪‬ﻤﺎ ﻣﻘﺎﺭﻧﺔ ﳑﺎﺭﺳﺎﺕ ﺃﻭ ﺗﻘﻨﻴﺎﺕ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﻣﻦ ﺣﻴﺚ‬ ‫ﻛﻔﺎﻳﺘﻬﺎ ﺍﻹﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻟﺘﺤﻘﻴﻖ ﻣﺮﺩﻭﺩ ﺻﺤﻲ‪ .‬ﻭﰲ ﲢﻠﻴﻞ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻭﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ ﲡﺮﻯ ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﺍﻟﺘﻜﺎﻟﻴﻒ‬ ‫ﺱ ﻣﺎ ﻟﻠﺤﺼﻴﻠﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺃﻭ ﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ‪ ،‬ﻣﺜﻞ‬ ‫ﺍﳌﺎﻟﻴﺔ ﺍﻟﺼﺎﻓﻴﺔ ﻟﺘﺪﺧ‪‬ﻞ ﻣﺎ ﻣﻦ ﺗﺪﺧﻼﺕ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﻭﺑﲔ ﻗﻴﺎ ٍ‬ ‫ﻋﺪﺩ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺿﻴﺔ ﺍﻟﱵ ﺃﻣﻜﻦ ﲡﻨﺒﻬﺎ‪ ،‬ﺃﻭ ﻋﺪﺩ ﺍﳊﺎﻻ ﺕ ﺍﻟﱵ ﺃﻣﻜﻦ ﺍﻛﺘﺸﺎﻓﻬﺎ ﺑﺈﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺤﺮﻱ‬ ‫‪ ، screening‬ﺃﻭ ﻋﺪﺩ ﺳﻨﻮﺍﺕ ﺍﻟﻨﺸﺎﻁ ﺍﳌﻜﺘﺴﺒﺔ ﺃﻭ ﺍﻟﻮﻓﻴﺎﺕ ﺍﳌﺘﺠﻨ‪‬ﺒﺔ‪ .‬ﻭﲢﻠﻴﻞ ﻣﺮﺩﻭﺩ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻳﻘﺎﺭﻥ‬ ‫ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳌﺎﻟﻴﺔ ﺑﺎﳌﺮﺩﻭﺩ ﺍﳌﺎﱄ ﺍﻟﺘﻘﺪﻳﺮﻱ ﻟﺘﺪﺧﻞ ﻣﺎ‪.‬‬ ‫ﻭﻛﺜﲑﹰﺍ ﻣﺎ ﻳ‪‬ﺠﺮﻯ ﲢﻠﻴﻞ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻭﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ ﺿﻤﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﳌﺮﺍﻗﺒﺔ‪ .‬ﻭﻳﻜﻮﻥ ﻋﻈﻴﻢ ﺍﻷﳘﻴﺔ‬ ‫ﻋﻨﺪﻣﺎ ﺗﺘﺴﻢ ﺍﻟﺘﺪﺧﻼﺕ ﺍﳋﺎﺿﻌﺔ ﻟﻠﻤﻘﺎﺭﻧﺔ ﺑﺘﻜﺎﻟﻴﻒ ﺷﺪﻳﺪﺓ ﺍﻹﺧﺘﻼﻑ ﺃﻭ ﺑﻨﺘﺎﺋﺞ ﻣﺘﺒﺎﻳﻨﺔ ﻻﺳﺘﻌﻤﺎﻝ ﺍﳌﻮﺍﺭﺩ‪.‬‬

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‫ﻭﻗﺪ ﺗ‪‬ﻈﻬﺮ ﺍﻟﺘﺪﺧﻼﺕ ﺍﳌﺘﻨﺎﻓﺴﺔ ﰲ ﺍﻟﺘﺠﺮﺑﺔ ﻓﺮﻭﻗﹰﺎ ﻗﻠﻴﻠﺔ ﰲ ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﻭﻟﺬﻟﻚ ﻓﺈﻥ ﺇﺿﺎﻓﺔ ﻣﻨﻈﻮﺭ ﺇﻗﺘﺼﺎﺩﻱ ﺳﻮﻑ‬ ‫ﻳﺘﻴﺢ ﺑ‪‬ﻌﺪﹰﺍ ﺇﺿﺎﻓﻴﹰﺎ ﻟﻠﺘﻘﻴﻴﻢ‪ .‬ﻭﺍﻟﻘﻴﺎﻡ ﲜﻤﻊ ﺑﻴ ﺎﻧﺎﺕ ﺇﻗﺘﺼﺎﺩﻳﺔ ﻣﺴﺘﻘﺒﻠﻴﺔ ﻃﻮﺍﻝ ﺇﺟﺮﺍﺀ ﺍﻟﺘﺠﺮﺑﺔ‪ ،‬ﻳﺘﻴﺢ ﻟﻠﺘﻘﻴﻴﻢ ﺃﻥ‬ ‫ﻳﺮﺗﻜﺰ ﻋﻠﻰ ﺗﻘﺪﻳﺮﺍﺕ ﻣﻮﺛﻮﻗﺔ ﻟﻠﻔﻌ‪‬ﺎﻟﻴﺔ ‪.effectiveness‬‬

‫‪12.4‬‬

‫ﺍﻷﺧﻼﻗﻴﺎﺕ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‬

‫‪ 1.12.4‬ﻓﺌﺎﺕ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‬ ‫ﳝﻜﻦ ﲤﻴﻴﺰ ﺃﺭﺑﻊ ﻓﺌﺎﺕ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻣﻦ ﻭﺟﻬﺔ ﺍﻟﻨﻈﺮ ﺍﻷﺧﻼﻗﻴﺔ‪:‬‬ ‫‪ ‬ﲝﺚ ﻳﺸﻤﻞ ﺍﻟﺘﺠﺮﻳﺐ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ :‬ﻭﻫﺬﻩ ﻫﻲ ﻓﺌﺔ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﺗﺜﲑ ﻣﻌﻈﻢ ﺍﻟﻘﻀﺎﻳﺎ‬ ‫ﺍﻷﺧﻼﻗﻴﺔ‪ .‬ﻭﺿﻤﻦ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ﳝﻜﻦ ﲤﻴﻴﺰ ﻧﻮﻋﲔ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ‪ ) :‬ﺃ ( ﲝﺚ ﺫﻭ ﻃﺒﻴﻌﺔ‬ ‫ﻋﻼﺟﻴﺔ ﺃﻭ ﺗﺸﺨﻴﺼﻴﺔ ﻳ‪‬ﺠﺮﻯ ﻋﻠﻰ ﻣﺮﺿﻰ ﺭﲟﺎ ﻳﺘﻮﻗﻌﻮﻥ ﻓﺎﺋﺪﺓ ﳏﺘﻤﻠﺔ ﺗﻌﻮﺩ ﻋﻠﻴﻬﻢ ﻛﻨﺘﻴﺠﺔ‬ ‫ﳌﺸﺎﺭﻛﺘﻬﻢ‪) ،‬ﺏ( ﲝﺚ ﺫﻭ ﻃﺒﻴﻌﺔ ﻋﻠﻤﻴﺔ ﺧﺎﻟﺼﺔ‪ ،‬ﻳﺘﻄﻮﻉ ﺑﻌﺾ ﺍﻟﻨﺎﺱ ﻟﻠﻤﺸﺎﺭﻛﺔ ﻓﻴﻪ‬ ‫ﺇﺳﻬﺎﻣﺎﹰ ﻣﻨﻬﻢ ﰲ ﺗﻘﺪﻡ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﺔ‪ ،‬ﻭﻟﻦ ﻳﺴﺘﻔﻴﺪﻭﺍ ﻣﻦ ﻭﺭﺍﺀ ﺫﻟﻚ ﺑﺄﻱ ﻣﺮﺩﻭﺩ ﻋﻼﺟﻲ‬ ‫ﺃﻭ ﺗﺸﺨﻴﺼﻲ‪ .‬ﻭﺍﻟﻀﻤﺎﻧﺎﺕ ﺍﻷﺧﻼﻗﻴﺔ ﺃﺷﺪ ﻣﺎ ﺗﻜﻮﻥ ﺿﺮﻭﺭﺓ ﰲ ﻫﺬﻩ ﺍﻟﻔﺌﺔ‪.‬‬ ‫‪ ‬ﲝﺚ ﻳﺸﻤﻞ ﺍﻹﻧﺴﺎﻥ ﻭﻟﻜﻦ ﻣﻦ ﺩﻭﻥ ﲡﺎﺭﺏ‪ :‬ﻭﺗﻘﻊ ﺿﻤﻦ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻮﺑﺎﺋﻴﺔ‬ ‫ﻭﺍﳌﻴﺪﺍﻧﻴﺔ ﺇﱃ ﺟﺎﻧﺐ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻜﻴﻔﻴﺔ‪ .‬ﻭﺭﻏﻢ ﺃﻥ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻻ ﺗﺘﻀﻤﻦ ﺍﻟﺘﺠﺮﻳﺐ ﺇﻻ‬ ‫ﺃ‪‬ﺎ ﳝﻜﻦ ﺃﻥ ﺗﻘﺘﺤﻢ ﺧﺼﻮﺻﻴﺎﺕ ﺍﻷﻓﺮﺍﺩ ﻭﺗﺴﺒﺐ ﺍﻹﺯﻋﺎﺝ ﰲ ﺍ‪‬ﺘﻤﻌﺎﺕ‪.‬‬ ‫‪ ‬ﲝﺚ ﻳﺸﻤﻞ ﺍﻟﺘﺠﺮﻳﺐ ﻋﻠﻰ ﺍﳊﻴﻮﺍﻧﺎﺕ‪ :‬ﻭﻗﺪ ﺻﺎﺭﺕ ﺍﻷﺧﻼﻗﻴﺎﺕ ﰲ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ﻣﻦ‬ ‫ﺍﻟﺒﺤﻮﺙ ﺗﻠﻘﻰ ﺍﻫﺘﻤﺎﻣﹰﺎ ﻣﺘﺰﺍﻳﺪﹰﺍ ﰲ ﺍﻟﻔﺘﺮﺓ ﺍﻷﺧﲑﺓ‪.‬‬ ‫‪ ‬ﲝﺚ ﻻ ﻳﺸﻤﻞ ﺃﻓﺮﺍﺩﹰﺍ ﻣﻦ ﺍﻟﺒﺸﺮ ﺃﻭ ﲡﺎﺭﺏ ﺣﻴﻮﺍﻧﻴﺔ‪ :‬ﻭﲣﻀﻊ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ﻣﻦ ﺍﻟﺒﺤﻮﺙ‬ ‫ﻟﻠﻤﺒﺎﺩﺉ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﱵ ﺗﻈﻠﻞ ﺍﻟﺒﺤﻮﺙ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪ ،‬ﻃﺒﻴﺔ ﻛﺎﻧﺖ ﺃﻭ ﻏﲑ ﻃﺒﻴﺔ‪.‬‬

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‫‪ 2.12.4‬ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺒﺤﺜﻲ ﺍﻟﺬﻱ ﻳﺸﻤﻞ ﺍﻟﺘﺠﺮﻳﺐ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‬ ‫ﳚﺐ ﺇﺟﺮﺍﺀ ﻛﻞ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﺗﺸﻤﻞ ﺍﻹﻧﺴﺎﻥ ﻃﺒﻘﹰﺎ ﻟﻠﻤﺒﺎﺩﺉ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﻟﻄﺒﻌﺔ ﺍﳊﺎﻟﻴﺔ ﻣﻦ‬ ‫ﺇﻋﻼﻥ ﻫﻠﺴﻨﻜﻲ ﺍﻟﺼﺎﺩﺭ ﻋﻦ ﺍﳉﻤﻌﻴﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ )ﺍﳌﻠﺤﻖ ‪ .(1‬ﻭﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﲨﻴﻊ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻀﺎﻟﻌﲔ ﰲ‬ ‫ﺇﺟﺮﺍﺀ ﺃﻱ ﲡﺮﺑﺔ ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﺗﺎﻣﺔ ﺑﺎﳌﺒﺎﺩﺉ ﺍﻷﺧﻼﻗﻴﺔ ﻭﺃﻥ ﳝﺘﺜﻠﻮﺍ ﳍﺎ‪ ،‬ﲟﺎ ﰲ ﺫﻟﻚ ﻣﺒﺎﺩﺉ ﺍﻹﻓﺎﺩﺓ‬ ‫‪ beneficence‬ﻭﻋﺪﻡ ﺍﻹﺿﺮﺍﺭ ‪ non-maleficence‬ﻭﺍﻹﺣﺘﺮﺍﻡ ‪.respect‬‬ ‫ﺃﻣﺎ ﻣﺒﺪﺃ ﺍﻹﻓﺎﺩﺓ ﻓﻴﻌﲏ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪ ‬ﺃﻥ ﻭﺟﻮﺩ ﺗﺼﻤﻴﻢ ﺳﻠﻴﻢ ﻋﻠﻤﻴﹰﺎ ﻭﺗﻘﻨﻴﹰﺎ ﻫﻮ ﻣﻄﻠﺐ ﺃﺧﻼﻗﻲ‪ .‬ﻭﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺬﻱ ﻻ ﻳﺴﻔﺮ ﻋﻦ‬ ‫ﺇﺟﺎﺑﺔ ﻟﺴﺆﺍﻝ ﺍﻟﺒﺤﺚ ﻻ ﻳﻜﻮﻥ ﻣﻘﺒﻮ ﹰﻻ ﺃﺧﻼﻗﻴﺎﹰ‪ ،‬ﻧﻈﺮﹰﺍ ﻷﻧﻪ ﺳﻮﻑ ﻳﻌﺮﺽ ﺍﳌﺮﺿﻰ ﻟﻌﻤﻠﻴﺔ‬ ‫ﻏﲑ ﺿﺮﻭﺭﻳﺔ‪،‬‬ ‫‪ ‬ﺃﻥ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻳﻜﻔﻲ ﻟﺘﻘﺪﱘ ﺇﺟﺎﺑﺎﺕ ﺻﺤﻴﺤﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ‪ ،‬ﻭﻟﻜﻨﻪ ﻟﻴﺲ ﺃﻛﱪ ﻣﻦ ﺍﳊﺠﻢ‬ ‫ﺍﻟﻼﺯﻡ ﻟﻠﺘﻮﺻﻞ ﺇﱃ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﻭﻣﺒﺪﺃ ﻋﺪﻡ ﺍﻹﺿﺮﺍﺭ ﻳﻌﲏ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪  ‬ﺃﻥ ﺍﳌﺨﺎﻃﺮ ﺍﶈﺘﻤﻠﺔ ﻗﺪ ﰎ ﺗﻘﻴﻴﻤﻬﺎ ﺑﺪﻗﺔ ﻭﲤﺖ ﻣﻮﺍﺯﻧﺘﻬﺎ ﻣﻊ ﺍﳌﺰﺍﻳﺎ ﺍﶈﺘﻤﻠﺔ‪ ،‬ﻭﰎ ﺍﺧﺘﺰﺍﳍﺎ‬ ‫ﺑﻜﻞ ﻃﺮﻳﻘﺔ ﳑﻜﻨﺔ ﲟﺎ ﰲ ﺫﻟﻚ ﲢﺮﻱ ﺍﳌﻮﺍﻧﻊ ‪ contraindications‬ﻭﺭﺻﺪﻫﺎ ﺑﻜﻞ ﻋﻨﺎﻳﺔ‪،‬‬ ‫‪ ‬ﺣﻴﺜﻤﺎ ﺗﻈﻬﺮ ﺁﺛﺎﺭ ﺿﺎﺭﺓ‪ ،‬ﻳﻘﺪﻡ ﳍﺎ ﺍﻟﻌﻼﺝ ﺍﻟﻜﺎﰲ‪.‬‬ ‫ﻭﻣﺒﺪﺃ ﺍﻻﺣﺘﺮﺍﻡ ﻳﻌﲏ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪  ‬ﺃﻥ ﺍﳌﺸﺎﺭﻛﲔ ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﺗﺎﻣﺔ ﺑﺎﻟﺘﻔﺎﺻﻴﻞ‪ ،‬ﻭﻳﺒﺪﻭﻥ ﻣﻮﺍﻓﻘﺘﻬﻢ ﺍﳌﺴﺘﻨﲑﺓ ﻋﻠﻰ ﺍﻹﺷﺘﺮﺍﻙ ﰲ‬ ‫ﺍﻟﺘﺠﺮﺑﺔ‪،‬‬ ‫‪  ‬ﺃﻥ ﲡﺎﺭﺏ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻷﻃﻔﺎﻝ ﻭﺫﻭﻱ ﺍﻹﻋﺎﻗﺎﺕ ﺍﻟﺬﻫﻨﻴﺔ ﺗﻜﻮﻥ ﻣﻘﺼﻮﺭﺓ‬ ‫ﻋﻠﻰ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺿﻴﺔ ﺍﳋﺎﺻ ﺔ ‪‬ﻢ‪ ،‬ﻭﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻮﺍﻟﺪﺍﻥ ﺃﻭ ﺍﻟﻜﻔﻴﻞ ﻗﺪ ﺃﻋﻄﻮﺍ ﻣﻮﺍﻓﻘﺔ‬ ‫ﻣﺴﺘﻨﲑﺓ ﻋﻠﻰ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ‪،‬‬ ‫‪ ‬ﺃﻥ ﺍﻟﺴﺮ‪‬ﻳﺔ ﻣﻜﻔﻮﻟﺔ‪.‬‬

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‫ﻭﺍﻟﺴﺮ‪‬ﻳﺔ ‪ confidentiality‬ﻫﻲ ﺍﻟﺘﺰﺍﻡ ﺃﺧﻼﻗﻲ ﰲ ﳑﺎﺭﺳﺔ ﺍﻟﻄﺐ‪ .‬ﻭﻧﻈﺮﹰﺍ ﻷﻧﻪ ﰲ ﳎﺎﻝ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﳛﺘﻤﻞ‬ ‫ﺃﻥ ﻳﺘﺪﺍﻭﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﺷﺨﺎﺹ ﺁﺧﺮﻭﻥ ﻣﺸﺘﺮﻛﻮﻥ ﰲ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ‪ ،‬ﻓﻴﺘﻌﲔ ﺍﲣﺎﺫ ﺍﳋﻄﻮﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻀﻤﺎﻥ‬ ‫ﺳﺮ‪‬ﻳﺔ ﺍﻟﺴﺠﻼﺕ ﺇﻣﺎ ﺑﺘﻘﻴﻴﺪ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ ﺃﻭ ﺑﺎﺳﺘﺒﺪﺍﻝ ﻫﻮﻳﺎﺕ ﺍﳌﺮﺿﻰ ﺑﺄﺭﻗﺎﻡ ﺭﻣﺰﻳﺔ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﻋﺪﺩ ﻣﻦ ﺍﻹﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﱵ ﻳﺘﻌﲔ ﻣﺮﺍﻋﺎ‪‬ﺎ ﻋﻨﺪ ﺍﺧﺘﺒﺎﺭ ﻋﻼﺝ ﺟﺪﻳﺪ ﻋﻠﻰ ﺍﳌﺮﺿﻰ‪ ،‬ﻭﺫﻟﻚ‬ ‫ﻭﻓﻘﹰﺎ ﳌﺒﺪﺃ ﻋﺪﻡ ﺍﻹﺿﺮﺍﺭ‪:‬‬ ‫‪ ‬ﳚﺐ ﺗﻮﺍﻓﺮ ﺩﺭﺍﺳﺎﺕ ﻗﺒﻞ ﺍﻟﺴﺮﻳﺮﻳﺔ ‪ pre-clinical‬ﺗﺘﻴﺢ ﺗﻮﺛﻴﻘﺎﹰ ﻛﺎﻓﻴﺎﹰ ﳌﺄﻣﻮﻧﻴﺔ ﺍﳌﺴﺘﺤﻀﺮ‬ ‫ﺍﻟﺼﻴﺪﻻﱐ‪.‬‬ ‫‪  ‬ﳚﺐ ﺃﻥ ﺗﺆﻛﺪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﺎﺣﺔ ﺣﻮﻝ ﺧﻄﻮﺍﺕ ﺍﻟﺘﺼﻨﻴﻊ‪ ،‬ﺃﻥ ﺍﳌﺴﺘﺤﻀﺮ ﻋﻠﻰ ﻣﺴﺘﻮﻯ‬ ‫ﻣﻨﺎﺳﺐ ﻣﻦ ﺍﳉﻮﺩﺓ‪.‬‬ ‫‪  ‬ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﺎﺣﺔ ﻣﻼﺋﻤﺔ ﳌﺮﺣﻠﺔ ﺍﻟﺘﺠﺮﺑﺔ ﻭﺣﺠﻤﻬﺎ ﻭﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺗﺴﺘﻐﺮﻗﻪ‪.‬‬ ‫‪ ‬ﳚﺐ ﺃﻥ ﺗ‪‬ﺠﻤﻊ ﻗﺒﻞ ﺇﺟﺮﺍﺀ ﺍﻟﺘﺠﺮﺑﺔ ﺑﻴﺎﻧﺎﺕ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳌﺎﺿﻴﺔ ﻭﺍﳉﺎﺭﻳﺔ‪.‬‬ ‫‪  ‬ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻣﺆﻫﻠﲔ ﺟﻴﺪﹰﺍ ﻭﺃﻥ ﻳﻜﻮﻥ ﻣﻜﺎﻥ ﺇﺟﺮﺍﺀ ﺍﻟﺘﺠﺮﺑﺔ ﻣﻼﺋﻤﹰﺎ‪.‬‬ ‫‪  ‬ﳚﺐ ﻋﻠﻰ ﲨﻴﻊ ﺍﻷﻃﺮﺍﻑ ﺍﻟﻀﺎﻟﻌﺔ ﰲ ﲡﺮﺑﺔ ﺳﺮﻳﺮﻳﺔ ﺃﻥ ﲤﺘﺜﻞ ﲤﺎﻣﹰﺎ ﻟﻠﻮﺍﺋﺢ ﺃﻭ ﺍﻻﺷﺘﺮﺍﻃﺎﺕ‬ ‫ﺍﻟﻮﻃﻨﻴﺔ ﺍﻟﺴﺎﺭﻳﺔ‪.‬‬ ‫‪ 3.12.4‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻮﺑﺎﺋﻴﺔ ﻭﺍﳌﻴﺪﺍﻧﻴﺔ ﻭﺍﻟﻜﻴﻔﻴﺔ‬ ‫ﻫﺬﻩ ﺍﻟﺒﺤﻮﺙ ﺗﺮﺗﻜﺰ ﻏﺎﻟﺒﺎﹰ ﻋﻠﻰ ﺍﳌﻼﺣﻈﺔ‪ ،‬ﻭﻻ ﺗﺘﻄﻠﺐ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﺃﻱ ﺗﺪﺧﻞ ﻳﺘﺠﺎﻭﺯ ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ‬ ‫ﻭﺇﺟﺮﺍﺀ ﺍﻟﻔﺤﻮﺹ ﺍﻟﻄﺒﻴﺔ ﺍﻟﺮﻭﺗﻴﻨﻴﺔ‪ .‬ﻭﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﲡﺮﻯ ﻓﺤﻮﺹ ﳐﱪﻳﺔ ﺃﻭ ﺑﺎﻷﺷﻌﺔ ﺍﻟﺴﻴﻨﻴﺔ‪ .‬ﻭﻻ ﺗﻨﻄﻮﻱ‬ ‫ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻋﻠﻰ ﺃﻱ ﳐﺎﻃﺮ ﺑﺪﻧﻴﺔ ﻟﻠﺨﺎﺿﻌﲔ ﻟﻠﺒﺤﺚ‪ ،‬ﻭﺇﻥ ﻛﺎﻧﺖ ﻗﺪ ﺗﺴﺒﺐ ﻣﻀﺎﻳﻘﺎﺕ ﳍﻢ‪ .‬ﻭﺭﲟﺎ ﻛﺎﻥ‬ ‫ﺍﻟﻀﺮﺭ ﺍﻟﻨﻔﺴﻲ ﺍﻹﺟﺘﻤﺎﻋﻲ ﺃﻛﺜﺮ ﺇﻳﻼﻣﹰﺎ ﻟﻠﺸﺨﺺ ﻣﻦ ﺍﻟﻀﺮﺭ ﺍﻟﺒﺪﱐ‪ .‬ﻭﺗﺘﻀﻤﻦ ﺍﻹﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ ﰲ ﻫﺬﺍ‬ ‫ﺍ‪‬ﺎﻝ ﻣﺒﺎﺩﺉ ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ ﺍﳊﺮﺓ‪ ،‬ﻭﺍﻟﺴﺮ‪‬ﻳﺔ‪ ،‬ﻭﺍﻹﻓﺎﺩﺓ‪.‬‬

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‫ﻭﻳﻌﲏ ﻣﺒﺪﺃ ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ ﺍﳊﺮﺓ ‪ free informed consent‬ﺃﻥ ﻛﻞ ﻭﺍﺣﺪ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﳋﺎﺿﻌﲔ‬ ‫ﻟﻠﺒﺤﺚ ﳚﺐ ﺃﻥ ﻳﻔﻬﻢ ﺃﺳﺒﺎﺏ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺃﻥ ﻳﻮﺍﻓﻖ ﻋﻠﻴﻬﺎ‪ .‬ﻭﰲ ﺍﳌﺴﻮﺡ ﺍ‪‬ﺘﻤﻌﻴﺔ ﺍﻟﻜﺒﲑﺓ‪ ،‬ﳚﺐ ﺃﻥ‬ ‫ﻳﻮﺍﻓﻖ ﺍ‪‬ﺘﻤﻊ ﻛﺬﻟﻚ ﻋﻠﻰ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﻭﻳﻌﲏ ﻣﺒﺪﺃ ﺍﻟﺴﺮ‪‬ﻳﺔ ‪ confidentiality‬ﺃﻥ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ﻳﺮﺗﻜﺰ ﻋﻠﻰ ﺍﻟﺜﻘﺔ ﺍﳌﺘﺒﺎﺩﻟﺔ‪.‬‬ ‫ﻭﺳﻮﻑ ﺗﺼﺎﺏ ﻫﺬﻩ ﺍﻟﺜﻘﺔ ﺑﺎﻧﺘﻬﺎﻙ ﺧﻄﲑ ﻋﻨﺪ ﻭﺟﻮﺩ ﺃﻱ ﺍﺣﺘﻤﺎﻝ ﳋﺮﻕ ﺍﻟﺴﺮ‪‬ﻳﺔ‪ .‬ﻭﺗﺼﻨ‪‬ﻒ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺘﻢ‬ ‫ﲨﻌﻬﺎ ﺣﻮﻝ ﺍﳋﺎﺿﻌﲔ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﳌﻴﺪﺍﻧﻴﺔ ﻋﻤﻮﻣﹰﺎ ﺑﺄ‪‬ﺎ ﻣﺮﺗﺒﻄﺔ ‪ linked‬ﺃﻭ ﻏﲑ ﻣﺮﺗﺒﻄﺔ ‪) unlinked‬ﺍ‪‬ﻠﺲ‬ ‫ﺍﻟﺪﻭﱄ ﳌﻨﻈﻤﺎﺕ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﺔ‪ .(1991 ،‬ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻏﲑ ﺍﳌﺮﺗﺒﻄﺔ ﻫﻲ ﺍﻟﱵ ﻻ ﳝﻜﻦ ﺭﺑﻄﻬﺎ ﺃﻭ ﻭﺻﻠﻬﺎ ﺃﻭ ﺇﳚﺎﺩ‬ ‫ﻋﻼﻗﺔ ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﺗﻨﺘﺴﺐ ﺇﻟﻴﻪ‪ ،‬ﻭﻫﻜﺬﺍ ﺗﻜﻮﻥ ﺍﻟﺴﺮ‪‬ﻳﺔ ﻏﲑ ﻣﻌﺮﺿﺔ ﻟﻺﺧﺘﺮﺍﻕ‪ .‬ﺃﻣﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﳌﺮﺗﺒﻄﺔ ﻓﻘﺪ ﺗﻈﻞ ﳏﺠﻮﺑﺔ ﺍﻷﲰﺎﺀ ‪ anonymous‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺻﻮﻟﺔ ﺑﺎﻟﺸﺨﺺ ﺍﳌﻌﲏ ﺑﺮﻣﺰ ﺃﻭ ﻭﺳﻴﻠﺔ ﺃﺧﺮﻯ‪،‬‬ ‫ﻭﻻ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻌﺮﻑ ﻫﻮﻳﺔ ﺫﻟﻚ ﺍﻟﺸﺨﺺ‪ .‬ﻭﰲ ﺣﺎﻻﺕ ﺃﺧﺮﻯ ﻳﻘﺘﻀﻲ ﺍﻷﻣﺮ ﺿﺮﻭﺭﺓ ﺍﻹﻟﺘﺰﺍﻡ‬ ‫ﺑﺎﻟﺴﺮ‪‬ﻳﺔ ﺍﳌﻄﻠﻘﺔ‪.‬‬ ‫ﻭﻣﺒﺪﺃ ﺍﻹﻓﺎﺩﺓ ﻳﻌﲏ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪  ‬ﺃﻥ ﺍﻟﻔﺮﺩ ﺍﳌﺸﺘﺮﻙ ﻣﻦ ﺣﻘﻪ ﺃﻥ ﻳﺒﻠﱠﻎ ﺑﺄﻱ ﺣﺎﻟﺔ ﺻﺤﻴﺔ ﺗ‪‬ﻜﺘﺸﻒ ﻟﺪﻳﻪ ﺃﺛﻨﺎﺀ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﳚﺐ‬ ‫ﻣﺴﺎﻋﺪﺗﻪ ﻋﻠﻰ ﺗﻠﻘﻲ ﺍﻟﺮﻋﺎﻳﺔ ﺍﳌﻼﺋﻤﺔ‪.‬‬ ‫‪ ‬ﺃﻥ ﺍ‪‬ﺘﻤﻊ ﻣﻦ ﺣﻘﻪ ﺃﻥ ﻳﺒﻠﱠﻎ ﺑﻨﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺑﺄﻳﺔ ﻣﻀﺎﻣﲔ ﳏﺘﻤﻠﺔ ﳍﺎ‪.‬‬ ‫‪ ‬ﺃﻥ ﻋﻠﻰ ﺍﻟﺒﺎﺣ ﺜﲔ ﺍﻟﺘﺰﺍﻣﹰﺎ ﺃﺧﻼﻗﻴﹰﺎ ﺑﺎﻟﺪﻋﻮﺓ ﻟﺘﺤﺴﲔ ﺍﻷﺣﻮﺍﻝ ﺍﻟﺼﺤﻴﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺍﺳﺘﻨﺎﺩﹰﺍ ﺇﱃ‬ ‫ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫‪ ‬ﺃﻥ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺍﺳﺘﺨﺪﺍﻡ ﻋﺎﻣﻠﲔ ﳏﻠﻴﲔ ﺇﱃ ﺃﻗﺼﻰ ﺣﺪ ﳑﻜﻦ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺗﺪﺭﻳﺒﻬﻢ ﻋﻠﻰ‬ ‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻼﺯﻣﺔ‪ .‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﻟﻜﻞ ﺩﺭﺍﺳﺔ ﻭﺑﺎﺋﻴﺔ ﺃﻭ ﻣﻴﺪﺍﻧﻴﺔ ﲡﺮﻯ ﻋﻠﻰ ‪‬ﺞ ﺃﺧﻼﻗﻲ ﺃﻥ‬ ‫ﲣﻠﹼﻒ ﻭﺭﺍﺀﻫﺎ ﺃﺛﺮﹰﺍ ﻣﺎ ﰲ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﲡﺮﻯ ﻓﻴﻪ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻋﺪﻡ ﺗﺸﺠﻴﻊ ﻣﺎ ﻳﺴﻤﻰ ﺑﺒﺤﻮﺙ‬ ‫ﺍﻟﺮﺣﺎﻟﺔ ‪.safari research‬‬

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‫‪ 4.12.4‬ﺃﺧﻼﻗﻴﺎﺕ ﺗﺼﻤﻴﻤﺎﺕ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﺗﺸﻤﻞ ﲡﺎﺭﺏ ﺣﻴﻮﺍﻧﻴﺔ‬ ‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻨﻤﻮﺫﺝ ﺍﳊﻴﻮﺍﱐ ﺍﳌﺨﺘﺎﺭ ﻣﻼﺋﻤﹰﺎ ﻟﻺﻧﺴﺎﻥ‪ ،‬ﻭﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﺎﺣﺔ ﻗﺎﺑﻠﺔ‬ ‫ﻟﻠﺘﻄﺒﻴﻖ ﻋﻠﻰ ﺍﻟﺒﺸﺮ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺍﺳﺘﻌﻤﺎﻝ ﺃﻗﻞ ﻋﺪﺩ ﳑﻜﻦ ﻣﻦ ﺍﳊﻴﻮﺍﻧﺎﺕ‪ .‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺗﺼﻤﻴﻢ ﺍﻟﺘﺠﺎﺭﺏ ﻣﻊ ﺍﳊﺴﺎﺏ ﺍﻟﺼﺤﻴﺢ‬ ‫ﳊﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﳊﻴﻮﺍﻧﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ ﺃﻭ ﺍﺧﺘﺒﺎﺭ ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ‪ .‬ﻭﳚﺐ ﺃﻥ ﻻ ﻳ‪‬ﺴﺘﻌﻤﻞ ﰲ‬ ‫ﺍﻟﺘﺠﺮﺑﺔ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻌﺪﺩ ﺍﻷﺩﱏ ﺍﻟﻼﺯﻡ ﻣﻦ ﺍﳊﻴﻮﺍﻧﺎﺕ‪ ،‬ﻭﻟﻜﻦ ﻣﻊ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻌﺪﺩ ﺍﻟﻜﺎﰲ ﻣﻦ ﺍﳊﻴﻮﺍﻧﺎﺕ ﻟﻠﺘﻮﺻﻞ‬ ‫ﺇﱃ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﺻﺤﻴﺤﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ‪.‬‬

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:‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ Browner WS, et al. Getting ready to estimate sample size: hypotheses and underlying principles. In: Hulley SB, Cummings SR, eds. Designing clinical research: an epidemiologic approach, 2nd edition. Philadelphia, Lippincott Williams & Wilkins, 2001: 51–62. Byrne DW. Publishing your medical research paper. Baltimore, Lippincott Williams & Wilkins, 1998: 5–44. Carey SS. A beginner’s guide to scientific method, 2nd edition. New York, Wadsworth Publishing Company, 1998. Coppleson L, Factor R, Strums S, Graff P, Rappaport H. Observer disagreement in the classification and histology of Hodgkin’s disease. Journal of the National Cancer Institute, 1970, 45: 731–740. International guidelines for ethical review of epidemiological studies. Geneva, Council for International Organizations of Medical Sciences, 1991. International guiding principles for biomedical research involving animals. Geneva, Council for International Organizations of Medical Sciences, 1985. Hulley SB, Martin JN, Cummings SR. Planning the measurements: precision and accuracy. In: Hulley SB, Cummings SR. eds. Designing clinical research: an epidemiologic approach, 2nd edition. Philadelphia, Lippincott Williams & Wilkins, 2001: 37–49. Devers KJ, Sofaer S, Rundall TG, eds. Qualitative methods in health services research: a special supplement to HSR. Health Services Research, 1999, 34 (5) Part II: 1083–1263. Doll R, Hill AB. Mortality in relation to smoking: ten years’ observation of British doctors. British Medical Journal, 1964, 1:1399– 1414; 1460–1467. Doll R, Peto R. Mortality in relation to smoking: 20 years’ observation on British doctors. British Medical Journal, 1976, 2: 1525–1536. Doll R, Peto R, Wheatley K et al. Mortality in relation to smoking: 40 years’ observations on male British doctors. British Medical Journal, 1994, 309: 901–911.

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Grimes DA, Schulz KF. An overview of clinical research: the lay of the land. Lancet 2002, 359: 57–61. Grimes DA, Schulz KF. Descriptive studies: what they can and cannot do. Lancet, 2002, 359: 145–49. Grimes DA, Schulz KF. Bias and causal associations in observational research. Lancet, 2002, 359: 248–52. Grimes DA, Schulz KF. Cohort studies: marching towards outcomes. Lancet, 2002, 359: 341–45. Jefferson T, Demicheli V, Mugford M. Elementary economic evaluation in health care, 2nd edition. London, British Medical Journal Books, 2000. Neame R, Kluge E-H. The impact of informatics. Computerisation and health care: some worries behind the promises. British Medical Journal, 1999, 319:1295. O’Brien PMS, Pipkin FB. eds. Introduction to research methodology for specialists and trainees. London, Royal College of Obstetricians and Gynaecologists Press, 1999. Polgar S, Thomas SA. Introduction to research in the health sciences, 4th edition. London, New York, Churchill Livingstone, 2000: 62; 63; 107–114. Schulz KF, Grimes DA. Case-control studies: research in reverse. Lancet, 2002, 359: 431–34. Schulz KF, Grimes DA. Generation of allocation sequences in randomized trials: chance not choice. Lancet, 2002, 359: 515–519. Schulz KF, Grimes DA. Allocation concealment in randomized trials: defending against deciphering. Lancet, 2002, 359: 614–618. Schulz KF, Grimes DA. Blinding in randomized trials: hiding who got what. Lancet, 2002, 359: 696–700. Schulz KF, Grimes DA. Sample size slippages in randomized trials: exclusions and the lost and wayward. Lancet, 2002, 359: 781–85. Schulz KF, Grimes DA. Unequal group sizes in randomized trials: guarding against guessing. Lancet, 2002, 359: 966–70. Swinscow TDV, Campbell MJ. Statistics at square one. 10th edition. London, BMJ Books, 2002. 28

Ulin PR, Robinson ET, Tolley EE, McNeill ET. Qualitative methods: A field guide for applied research in sexual and reproductive health. North Carolina, Family Health International, 2002. Varkevisser C, Pathmanathan I, Brownlee. Designing and conducting health systems research projects. Volume 1: Proposal development and field work. Volume 2: Data analysis and report writing. Ottawa, International Development Research Centre, 1995. Wingo PA, Higgins JA, Rubin GL, Zahniser SC. An epidemiologic approach to reproductive health. Geneva, World Health Organization, 1994 (WHO/HRP/EPI/1994). Health research methodology. A guide for training in research methods. 2nd edition. Manila, World Health Organization Regional Office for the Western Pacific, 2001.

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‫ﺍﻟﻔﺼﻞ ‪5‬‬

‫ﻛﺘﺎﺑﺔ ﺑﺮﻭﺗﻮﻛﻮﻝ ﺍﻟﺒﺤﺚ‬ ‫‪ 1.5‬ﻣﻘﺪﻣﺔ‬ ‫ﺑﻌﺪ ﺍﻛﺘﻤﺎﻝ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﺴﻠﻴﻢ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﻳﻨﺒﻐﻲ ﻛﺘﺎﺑﺔ ﺍﳋﻄﺔ‪ .‬ﻭﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﻫﻮ ﺍﳋﻄﺔ ﺍﻟﺘﻔﺼﻴﻠﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ‪،‬‬ ‫ﻭﻳﺘﻌﲔ ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺑﺮﻭﺗﻮﻛﻮﻝ ﻣﻜﺘﻮﺏ ﻟﻜﻞ ﺩﺭﺍﺳﺔ ﲝﺜﻴﺔ‪.‬‬ ‫ﻭﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﺍﳌﻜﺘﻮﺏ‪:‬‬ ‫‪ ‬ﳚﱪ ﺍﻟﺒﺎﺣﺜﲔ ﻋﻠﻰ ﺇﻳﻀﺎﺡ ﻣﺎ ﻟﺪﻳﻬﻢ ﻣﻦ ﺃﻓﻜﺎﺭ‪ ،‬ﻭﺍﻟﺘﻔﻜﲑ ﰲ ﺳﺎﺋﺮ ﺟﻮﺍﻧﺐ ﺍﻟﺪﺭﺍﺳﺔ‪،‬‬ ‫‪ ‬ﻭﻫﻮ ﻣﺮﺷﺪ ﺿﺮﻭﺭﻱ ﰲ ﺣﺎﻟﺔ ﻗﻴﺎﻡ ﻓﺮﻳﻖ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ )ﻭﻟﻴﺲ ﺑﺎﺣﺚ ﻭﺍﺣﺪ( ﺑﺎﻟﻌﻤﻞ ﰲ‬ ‫ﺍﻟﺒﺤﺚ‪،‬‬ ‫‪ ‬ﻭﻫﻮ ﻭﺛﻴﻘﺔ ﺃﺳﺎﺳﻴﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺭﺍﺳﺔ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ ﺃﻭ ﻋﻠﻰ ﺣﻴﻮﺍﻧﺎﺕ ﺍﻟﺘﺠﺎﺭﺏ‪،‬‬ ‫ﻣﻦ ﺃﺟﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ ﺍﻷﺧﻼﻗﻴﺔ ﻣﻦ ﺍﳌﺆﺳﺴﺔ ﺍﳌﻌﻨﻴﺔ‪،‬‬ ‫‪ ‬ﻭﻫﻮ ﻣﻜﻮﻥ ﺃﺳﺎﺳﻲ ﰲ ﺍﻹﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺜﻲ ﺍﻟﺬﻱ ﻳﻘﺪ‪‬ﻡ ﻃﻠﺒﹰﺎ ﻟﻠﺘﻤﻮﻳﻞ‪.‬‬ ‫ﻭﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺃﺛﻨﺎﺀ ﺇﻋﺪﺍﺩ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ‪ ،‬ﺑﻞ ﳚﺐ ﻋﻠﻴﻬﻢ‪ ،‬ﺃﻥ ﳛﺎﻭﻟﻮﺍ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻣﺸﻮﺭﺓ ﺍﻟﺰﻣﻼﺀ‬ ‫ﻭﺍﳋﱪﺍﺀ ﻣﻦ ﺃﺟﻞ ﺗﻨﻘﻴﺢ ﺧﻄﻄﻬﻢ‪ .‬ﻭﻟﻜﻦ ﲟﺠﺮﺩ ﺃﻥ ﻳﻨﺘﻬﻲ ﺇﻋﺪﺍﺩ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﻭﺗﺘﻢ ﺍﳌﻮﺍﻓﻘﺔ ﻋﻠﻴﻪ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﻳﺒﺪﺃ‬ ‫ﺗﻨﻔﻴﺬ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻳﺘﻘﺪﻡ ﺍﻟﻌﻤﻞ ﻓﻴﻬﺎ‪ ،‬ﳚﺐ ﺍﻹﻟﺘﺰﺍﻡ ﺍﻟﺼﺎﺭﻡ ﺑﺎﻟﱪﻭﺗﻮﻛﻮﻝ ﻭﻋﺪﻡ ﺇﺩﺧﺎﻝ ﺃﻱ ﺗﻌﺪﻳﻼﺕ ﻋﻠﻴﻪ‪ .‬ﻭﺫﻟﻚ‬ ‫ﺃﻣﺮ ﻣﻬﻢ ﺑﺼﻔﺔ ﺧﺎﺻﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺘﻌﺪﺩﺓ ﺍﳌﺮﺍﻛﺰ‪ .‬ﻓﺎﻧﺘﻬﺎﻙ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﳝﻜﻦ ﺃﻥ ﻳﺒﺪ‪‬ﺩ ﻣﺼﺪﺍﻗﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺑﺄﻛﻤﻠﻬﺎ‪ .‬ﻭﻟﻜﻦ ﺇﻥ ﻛﺎﻧﺖ ﺍﻹﻧﺘﻬﺎﻛﺎﺕ ﻃﻔﻴﻔﺔ ﻓﻴﻨﺒﻐﻲ ﻋﻠﻰ ﺍﻷﻗﻞ ﺍﺳﺘﺒﻌﺎﺩ ﺍﳉﺰﺀ ﺍﳌﻨﺘﻬ‪‬ﻚ ﻣﻦ ﺍﻟﺘﺤﻠﻴﻼﺕ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﺧﻄﻮﺓ ﺇﺿﺎﻓﻴﺔ ﻳﻨﺒﻐﻲ ﺍﲣﺎﺫﻫﺎ ﺑﻌﺪ ﻛﺘﺎﺑﺔ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ‪ ،‬ﺧﺼﻮﺻﹰﺎ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻜﺒﲑﺓ ﺍﻟﱵ ﲡﺮﻳﻬﺎ‬ ‫ﻓﺮﻕ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ‪ ،‬ﻫﻲ ﺇﻋﺪﺍﺩ ﻣﺎ ﳝﻜﻦ ﺗﺴﻤﻴﺘﻪ ﺩﻟﻴﻞ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ‪ .operations manual‬ﻭﻳﺸﻤﻞ ﻫﺬﺍ‬ ‫ﺍﻟﺪﻟﻴﻞ ﺗﻌﻠﻴﻤﺎﺕ ﺗﻔﺼﻴﻠﻴﺔ ﻟﻠﺒﺎﺣﺜﲔ‪ ،‬ﻟﻀﻤﺎﻥ ﺍﻹﻟﺘﺰﺍﻡ ﺑﺄﺳﻠﻮﺏ ﻗﻴﺎﺳﻲ ﻣﻮﺣﺪ ﰲ ﺗﻨﻔﻴﺬ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﳓﻮ ﳛﻘﻖ‬ ‫ﻣﺴﺘﻮﻯ ﻋﺎﻟﻴﺎﹰ ﻣﻦ ﺍﳉﻮﺩﺓ‪.‬‬ ‫ﻭﳝﻜﻦ ﺍﳊﻜﻢ ﻋﻠﻰ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﺑﺄﻧﻪ ﻛﺎﻥ ﲦﺮﺓ ﺗﻔﻜﲑ ﺳﻠﻴﻢ ﻭﺻﻴﺎﻏﺔ ﺟﻴﺪﺓ ﺑﻨﺎﺀ ﻋﻠﻰ ﺛﻼﺛﺔ ﻣﻌﺎﻳﲑ ﺭﺋﻴﺴﻴﺔ‪:‬‬ ‫‪1‬‬

‫ﻑ ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺳﺆﺍﻝ )ﺃﻭ ﺃﺳﺌﻠﺔ( ﺍﻟﺒﺤﺚ ﻭﲢﻘﻴﻖ ﻫﺪﻑ ﺍﻟﺪﺭﺍﺳﺔ؟‬ ‫‪ ‬ﻫﻞ ﻫﻮ ﻛﺎ ٍ‬ ‫‪ ‬ﻫﻞ ﳝﻜﻦ ﺗﻨﻔﻴﺬﻩ ﰲ ﺣﺪﻭﺩ ﺍﻟﺘﺮﺗﻴﺒﺎﺕ ﺍﳌﻮﺿﻮﻋﺔ ﻟﻠﺪﺭﺍﺳﺔ؟‬ ‫‪ ‬ﻫﻞ ﻳﻮﻓﹼﺮ ﺗﻔﺼﻴﻼﺕ ﻛﺎﻓﻴﺔ ﺗﺘﻴﺢ ﻟﺒﺎﺣﺚ ﺁﺧﺮ ﺃﻥ ﻳﻌﻴﺪ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻳﺘﻮﺻﻞ ﺇﱃ‬ ‫ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﳑﺎﺛﻠﺔ؟‬ ‫ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﳛﺪﺩ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﺍﻷﺳﺎﺱ ﺍﳌﻨﻄﻘﻲ ‪ rationale‬ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﻭﻫﺪﻓﻬﺎ‪ ،‬ﻭﻣﻨﻬﺠﻴﺘﻬﺎ‪ ،‬ﻭﻛﻴﻔﻴﺔ‬ ‫ﺇﺩﺍﺭﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﲢﻠﻴﻠﻬﺎ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳ‪‬ﱪﺯ ﻛﻴﻔﻴﺔ ﺗﻨﺎﻭﻝ ﺍﳌﺴﺎﺋﻞ ﺍﻷﺧﻼﻗﻴﺔ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻘﻀﺎﻳﺎ ﺍﳌﺘﻌﻠﻘﺔ‬ ‫ﺑﺎﻟﺬﻛﻮﺭﺓ ﻭﺍﻷﻧﻮﺛﺔ ‪ ،gender issues‬ﺣﻴﺜﻤﺎ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﳏﻞ ﻟﺬﻟﻚ‪.‬‬

‫‪ 2.5‬ﺍﻟﺼﻴﻐﺔ ﺍﻟﻨﻤﻄﻴﺔ ﻟﻠﱪﻭﺗﻮﻛﻮﻝ‬ ‫ﻳﻜﺘﺐ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻭﻓﻘﹰﺎ ﻟﻠﺼﻴﻐﺔ ﺍﻟﻨﻤﻄﻴﺔ ‪ format‬ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪ ‬ﻋﻨﻮﺍﻥ ﺍﳌﺸﺮﻭﻉ‬ ‫‪ ‬ﻣﻠﺨﺺ ﺍﳌﺸﺮﻭﻉ‬ ‫‪ ‬ﻭﺻﻒ ﺍﳌﺸﺮﻭﻉ‪:‬‬ ‫‪-‬‬

‫ﺍﻷﺳﺎﺱ ﺍﳌﻨﻄﻘﻲ‬

‫‪-‬‬

‫ﺍﻷﻫﺪﺍﻑ‬

‫‪-‬‬

‫ﺍﳌﻨﻬﺠﻴﺔ‬

‫‪-‬‬

‫ﺇﺩﺍﺭﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﲢﻠﻴﻠﻬﺎ‬

‫‪ ‬ﺍﻹﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ‬ ‫‪ ‬ﻗﻀﺎﻳﺎ ﺍﻟﺬﻛﻮﺭﺓ ﻭﺍﻷﻧﻮﺛﺔ‬ ‫‪ ‬ﺍﳌﺮﺍﺟﻊ‬ ‫ﻋﻨﻮﺍﻥ ﺍﳌﺸﺮﻭﻉ‬ ‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻌﻨﻮﺍﻥ ﻭﺻﻔﻴﺎﹰ ﻭﻣﻘﺘﻀﺒﺎﹰ‪ .‬ﻭﺭﲟﺎ ﳛﺘﺎﺝ ﺍﻷﻣﺮ ﺇﱃ ﺗﻌﺪﻳﻞ ﺍﻟﻌﻨﻮﺍﻥ ﺑﻌﺪ ﺇﲤﺎﻡ ﻛﺘﺎﺑﺔ‬ ‫ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﺣﱴ ﻳﺼﺒﺢ ﺃﻛﺜﺮ ﻗﺮﺑﹰﺎ ﻣﻦ ﻣﻀﻤﻮﻥ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫‪2‬‬

‫ﻣﻠﺨﺺ ﺍﳌﺸﺮﻭﻉ‬ ‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﻠﺨﺺ ﻣﻘﺘﻀﺒﹰﺎ ﻭﺃﻥ ﻳﻠﺨﺺ ﺳﺎﺋﺮ ﻋﻨﺎﺻﺮ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻣﺴﺘﻘﻼﹰ ﺑﺬﺍﺗﻪ‬ ‫ﻭﻻ ﳛﻴﻞ ﺍﻟﻘﺎﺭﻯﺀ ﺇﱃ ﻧﻘﺎﻁ ﺗﻮﺟﺪ ﰲ ﻭﺻﻒ ﺍﳌﺸﺮﻭﻉ‪.‬‬

‫ﻭﺻﻒ ﺍﳌﺸﺮﻭﻉ‬ ‫ﺍﻷﺳﺎﺱ ﺍﳌﻨﻄﻘﻲ‬ ‫ﻫﺬﻩ ﺍﻟﻔﻘﺮﺓ ﺗﻨﺎﻇﺮ ﺍﳌﻘﺪﻣﺔ ﰲ ﻭﺭﻗﺔ ﺍﻟﺒﺤﺚ‪ .‬ﻓﻬﻲ ﺗﻀﻊ ﺍﻹﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺜﻲ ﰲ ﻣﻮﺿﻌﻪ ﻣﻦ ﺍﻟﺴﻴﺎﻕ‪ .‬ﻭﲡﻴﺐ‬ ‫ﻫﺬﻩ ﺍﻟﻔﻘﺮﺓ ﻋﻦ ﺳﺆﺍﻟﲔ ﻣﻬﻤﲔ ﳘﺎ‪ :‬ﳌﺎﺫﺍ؟ ﻭﻣﺎﺫﺍ؟ ﺃﻭ ﳌﺎﺫﺍ ﳚﺐ ﺇﺟﺮﺍﺀ ﻫﺬﺍ ﺍﻟﺒﺤﺚ؟ ﻭﻣﺎﺫﺍ ﺳﺘﻜﻮﻥ ﺩﺭﺟﺔ‬ ‫ﻣﻼﺀﻣﺘﻪ ‪relevance‬؟ ﻭﳑﺎ ﻳﺪﻋﻢ ﺍﻷﺳﺎﺱ ﺍﳌﻨﻄﻘﻲ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﺇﻳﺮﺍﺩ ﻭﺻﻒ ﻭﺟﻴﺰ ﻷﻛﺜﺮ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻣﻼﺀﻣﺔ‪،‬‬ ‫ﻭﺍﻟﱴ ﺳﺒﻖ ﻧﺸﺮﻫﺎ ﺣﻮﻝ ﺍﳌﻮﺿﻮﻉ‪.‬‬ ‫ﻫﺪﻑ )ﺃﻭ ﺃﻫﺪﺍﻑ( ﺍﳌﺸﺮﻭﻉ‬ ‫ﺍﻷﻫﺪﺍﻑ ﺍﶈﺪﺩﺓ ﻫﻲ ﺗﻌﺒﲑﺍﺕ ﻋﻦ ﺳﺆﺍﻝ ﺃﻭ ﺃﺳﺌﻠﺔ ﺍﻟﺒﺤﺚ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻷﻫﺪﺍﻑ ﺑﺴﻴﻄﺔ )ﻟﻴﺴﺖ‬ ‫ﻣﻌﻘﺪﺓ( ﻭﳏﺪﺩﺓ )ﻟﻴﺴﺖ ﻏﺎﻣﻀﺔ( ﻭﻣﻘﺮﺭﺓ ﻣﻘﺪﻣﺎﹰ )ﻟﻴﺲ ﺑﻌﺪ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ(‪ .‬ﻭﺑﻌﺪ ﺑﻴﺎﻥ ﺍﳍﺪﻑ ﺍﻷﻭ‪‬ﱄ ﳝﻜﻦ‬ ‫ﺫﻛﺮ ﺃﻫﺪﺍﻑ ﺛﺎﻧﻮﻳﺔ‪ .‬ﻭﻳ‪‬ﺴﺘﺤﺴﻦ ﺃﻥ ﻳﻘﺎﻭﻡ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﺇﻏﺮﺍﺀ ﻭﺿﻊ ﺃﻫﺪﺍﻑ ﻣﻔﺮﻃﺔ ﰲ ﺍﻟﻌﺪﺩ ﺃﻭ ﰲ‬ ‫ﻑ ﺑﺘﻨﻔﻴﺬ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ‪.‬‬ ‫ﺍﻟﻄﻤﻮﺡ ﻭﻻ ﳝﻜﻦ ﲢﻘﻴﻘﻬﺎ ﻋﻠﻰ ﳓﻮ ﻭﺍ ٍ‬ ‫ﺍﳌﻨﻬﺠﻴﺔ‬ ‫ﻳﻨﺒﻐﻲ ﺍﻟﺘﻔﻜﲑ ﺟﻴﺪﹰﺍ ﰲ ﺍﻟﻘﺴﻢ ﺍﳋﺎﺹ ﺑﺎﳌﻨﻬﺠﻴﺔ ﻭﻛﺘﺎﺑﺘﻪ ﺑﺎﻟﺘﻔﺼﻴﻞ ﺍﻟﻜﺎﻣﻞ‪ .‬ﻓﻬﺬﺍ ﺍﻟﻘﺴﻢ ﻫﻮ ﺃﻫﻢ ﺃﺟﺰﺍﺀ‬ ‫ﺍﻟﱪﻭﺗﻮﻛﻮﻝ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳﺸﻤﻞ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺍﻷﻓﺮﺍﺩ ﺍﳋﺎﺿﻌﲔ ﻟﻠﺒﺤﺚ‪ ،‬ﻭﺍﻟﺘﺪﺧﻼﺕ ﺍﻟﱵ‬ ‫ﺳﺘﻨﻔﺬ‪ ،‬ﻭﺍﳌﻼﺣﻈﺎﺕ ﺍﻟﱵ ﺳﺘﺠﺮﻯ‪ ،‬ﻭﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‪.‬‬ ‫‪ ‬ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‪ :‬ﻳﻨﺒﻐﻲ ﺷﺮﺡ ﺃﺳﺒﺎﺏ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺘﺼﻤﻴﻢ ﰲ ﺿﻮﺀ ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫‪ ‬ﺃﻓﺮﺍﺩ ﺍﻟﺒﺤﺚ ﺃﻭ ﺍﳌﺸﺎﺭﻛﻮﻥ ﻓﻴﻪ‪ :‬ﲝﺴﺐ ﻧﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻳﻨﺒﻐﻲ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪-‬‬

‫ﻣﺎ ﻫﻲ ﻣﻌﺎﻳﲑ ﺇﺩﺧﺎﻝ ﺍﻷﻓﺮﺍﺩ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻭ ﺍﺧﺘﻴﺎﺭﻫﻢ؟‬ ‫‪3‬‬

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‫ﻣﺎ ﻫﻲ ﻣﻌﺎﻳﲑ ﺍﺳﺘﺒﻌﺎﺩ ﺍﻷﻓﺮﺍﺩ؟‬

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‫ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺪﺧﻠﻴﺔ‪ ،‬ﻛﻴﻒ ﺳﻴﺘﻢ ﺗﻌﻴﲔ ﺍﻷﻓﺮﺍﺩ ﰲ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﺪﻟﻴﻠﺔ‬ ‫‪ ،index groups‬ﻭﳎﻤﻮﻋﺎﺕ ﺍﳌﻘﺎﺭﻧﺔ؟‬

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‫ﻣﺎ ﻫﻲ ﻣﻌﺎﻳﲑ ﺍﻟﺘﻮﻗﻒ ﻋﻦ ﺍﻹﺳﺘﻤﺮﺍﺭ؟‬

‫‪ ‬ﺍﻟﺘﺪﺧﻼﺕ‪ :‬ﰲ ﺣﺎﻟﺔ ﺗﻨﻔﻴﺬ ﺗﺪﺧﻞ ﻣﺎ‪ ،‬ﳚﺐ ﻭﺻﻒ ﺍﻷﺩﻭﻳﺔ ﺃﻭ ﺍﻟﻮﺳﺎﺋﻞ ‪ devices‬ﺍﻟﱵ‬ ‫ﺳﺘﺴﺘﻌﻤﻞ‪ ،‬ﻭﺗﻮﺿﻴﺢ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ ﺑﺎﻟﻔﻌﻞ ﰲ ﺍﻷﺳﻮﺍﻕ‪ ،‬ﺃﻭ ﻻ ﺗﺰﺍﻝ ﰲ ﻣﺮﺍﺣﻞ‬ ‫ﺍﻟﺘﺠﺮﻳﺐ‪ .‬ﻭﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﺩﻭﻳﺔ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺘﻮﺍﻓﺮﺓ ﲡﺎﺭﻳﺎﹰ‪ ،‬ﳚﺐ ﺃﻥ ﻳﺘﻀﻤﻦ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ‬ ‫ﺃﲰﺎﺀﻫﺎ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ ،‬ﻭﺍﺳﻢ ﺍﻟﺼﺎﻧﻊ‪ ،‬ﻭﺗﺮﻛﻴﺒﻬﺎ ﺍﻟﻜﻴﻤﺎﻭﻱ‪ ،‬ﻭﺟﺮﻋﺎ‪‬ﺎ‪ ،‬ﻭﺗﻮﺍﺗﺮ ﺍﺳﺘﻌﻤﺎﳍﺎ‪ .‬ﺃﻣﺎ‬ ‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﺩﻭﻳﺔ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ﻻ ﺗﺰﺍﻝ ﰲ ﻣﺮﺣﻠﺔ ﺍﻟﺘﺠﺮﻳﺐ )ﺃﻭ ﺍﳌﺘﺎﺣﺔ ﲡﺎﺭﻳﺎﹰ ﻭﻟﻜﻨﻬﺎ‬ ‫ﺗﺴﺘﻌﻤﻞ ﻟﻐﺮﺽ ﺁﺧﺮ ﺃﻭ ﺑﻄﺮﻳﻘﺔ ﺃﺧﺮﻯ( ﻓﻴﺠﺐ ﺇﻋﻄﺎﺀ ﻣﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺃﻱ‬ ‫ﺍﺳﺘﻘﺼﺎﺀﺍﺕ ﺃﺟﺮﻳﺖ ‪‬ﺎ ﻋﻠﻰ ﺍﳊﻴﻮﺍﻧﺎﺕ ﰲ ﺍﳌﺮﺣﻠﺔ ﻗﺒﻞ ﺍﻟﺴﺮﻳﺮﻳﺔ‪ ،‬ﺃﻭ ﻧﺘﺎﺋﺞ ﺃﻱ ﺩﺭﺍﺳﺎﺕ‬ ‫ﺗﻜﻮﻥ ﻗﺪ ﺃﺟﺮﻳﺖ ‪‬ﺎ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ ﻣﻦ ﻗﺒﻞ‪ ،‬ﺃﻭ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﺃﺟﺮﻳﺖ ﻋﻠﻰ‬ ‫ﺍﻹﻧﺴﺎﻥ ﻭﺍﳊﻴﻮﺍﻥ ﲨﻴﻌﺎﹰ‪ ،‬ﺇﻥ ﻭﺟﺪﺕ‪ .‬ﻭﰲ ﻣﺜﻞ ﻫﺬﻩ ﺍﳊﺎﻻﺕ‪ ،‬ﻻﺑﺪ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪ ،‬ﻣﻦ‬ ‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﺳﻠﻄﺔ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺪﻭﺍﺋﻲ ﰲ ﺍﻟﺒﻠﺪ ﺍﳌﻌﲏ‪ ،‬ﻗﺒﻞ ﺗﻨﻔﻴﺬ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫‪ ‬ﻋﻤﻠﻴﺎﺕ ﺍﳌﻼﺣﻈﺔ‪ :‬ﳚﺐ ﺗﻘﺪﱘ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻋﻤﻠﻴﺎﺕ ﺍﳌﻼﺣﻈﺔ ‪ observations‬ﺍﻟﱵ‬ ‫ﺳﺘﺠﺮﻯ ﻭﻛﻴﻔﻴﺔ ﺇﺟﺮﺍﺋﻬﺎ‪ ،‬ﻭﺗﻮﺍﺗﺮﻫﺎ‪ .‬ﻓﺈﻥ ﻛﺎﻧﺖ ﺍﳌﻼﺣﻈﺔ ﺳﺘﺠﺮﻯ ﻋﻦ ﻃﺮﻳﻖ ﺍﺳﺘﺒﻴﺎﻥ‪،‬‬ ‫ﺗ‪‬ﻠﺤﻖ ﻧﺴﺨﺔ ﻣﻨﻪ ﺑﺎﻟﱪﻭﺗﻮﻛﻮﻝ‪ .‬ﻛﻤﺎ ﳚﺐ ﻭﺻﻒ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻔﺤﺺ ﺍﳌﺨﱪﻱ ﻭﻏﲑﻫﺎ ﻣﻦ‬ ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﻹﺳﺘﻘﺼﺎﺀ ﻭﺍﻟﺘﺸﺨﻴﺺ‪ .‬ﻭﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺮﺍﺳﺨﺔ ﺍﳌﻌﺮﻭﻓﺔ ﺗﻜﻔﻲ ﺍﻹﺷﺎﺭﺓ‬ ‫ﺇﱃ ﺍﻟﻮﺛﺎﺋﻖ ﺍﳌﻨﺎﺳﺒﺔ ﺍﳌﻨﺸﻮﺭﺓ ﻋﻨﻬﺎ‪ .‬ﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻺﺟﺮﺍﺀﺍﺕ ﺍﳉﺪﻳﺪﺓ ﺃﻭ ﺍﳌﻌﺪ‪‬ﻟﺔ‪ ،‬ﻓﻴﺘﻌﲔ ﺷﺮﺣﻬﺎ‬ ‫ﻋﻠﻰ ﳓﻮ ﻭﺍﻑٍ‪ ،‬ﻣﻊ ﺗﻮﺿﻴﺢ ﻣﱪﺭﺍﺕ ﺍﺳﺘﻌﻤﺎﳍﺎ‪.‬‬ ‫‪ ‬ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‪ :‬ﳚﺐ ﺃﻥ ﻳﺘﻀﻤﻦ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺗﱪﻳﺮﺍﺕ ﺣﻮﻝ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‪.‬‬ ‫ﻓﻌﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺃﻛﱪ ﳑﺎ ﻳﻠﺰﻡ ﻻﺧﺘﺒﺎﺭ ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ‪ ،‬ﻓﺈﻥ ﺫﻟﻚ ﻳﺮﻓﻊ ﺗﻜﻠﻔﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﻭﻳﻄﻴﻞ ﻣﺪ‪‬ﺎ‪ .‬ﻭﺳﻮﻑ ﻳﻜﻮﻥ ﺃﻣﺮﹰﺍ ﻏﲑ ﺃﺧﻼﻗﻲ ﺇﺫﺍ ﺃﺩﻯ ﺇﱃ ﺗﻌﺮﻳﺾ ﺃﻓﺮﺍﺩ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﻷﻱ ﺧﻄﺮ ﳏﺘﻤﻞ ﻻ ﺿﺮﻭﺭﺓ ﻟﻪ ﻭﻻ ﺟﺪﻭﻯ ﻣﻦ ﻭﺭﺍﺋﻪ‪ .‬ﻛﻤﺎ ﺃﻥ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻟﻮ‬ ‫‪4‬‬

‫ﻛﺎﻥ ﺃﺻﻐﺮ ﳑﺎ ﻳﻠﺰﻡ‪ ،‬ﻓﻘﺪ ﻳﻜﻮﻥ ﻛﺬﻟﻚ ﻏﲑ ﺃﺧﻼﻗﻲ ﺇﺫﺍ ﺃﺩﻯ ﺇﱃ ﺗﻌﺮﻳﺾ ﺃﻓﺮﺍﺩ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻟﻠﺨﻄﺮ ﻣﻦ ﺩﻭﻥ ﺇﺿﺎﻓﺔ ﺟﺪﻳﺪﺓ ﺇﱃ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺷﺮﺡ ﺍﻷﺳﺎﺱ ﺍﻟﺬﻱ ﰎ ﲟﻮﺟﺒﻪ‬ ‫ﺣﺴﺎﺏ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﰲ ﺍﻟﻘﺴﻢ ﺍﳋﺎﺹ ﺑﺎﳌﻨﻬﺠﻴﺔ ﰲ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ‪ .‬ﻭﻟﻘﺪ ﺃﺻﺒﺢ ﺣﺴﺎﺏ‬ ‫ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻋﻤﻠﻴﺔ ﺳﻬﻠﺔ ﺑﻔﻀﻞ ﺑﺮﳎﻴﺎﺕ ﺍﳊﺎﺳﻮﺏ ﺍﳌﺘﺎﺣﺔ‪ .‬ﻭﻟﻜﻦ ﺍﻷﺳﺲ ﺍﻟﱵ ﺗﺴﺘﻨﺪ‬ ‫ﺇﻟﻴﻬﺎ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻣﻔﻬﻮﻣﺔ ﺟﻴﺪﹰﺍ‪ .‬ﻭﻟﻘﺪ ﺳﺒﻖ ﺷﺮﺣﻬﺎ ﰲ ﺍﻟﻔﺼﻞ ‪.4‬‬ ‫ﺇﺩﺍﺭﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﲢﻠﻴﻠﻬﺎ‬ ‫ﳚﺐ ﺃﻥ ﻳﺘﻀﻤﻦ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺇﺩﺍﺭﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪ data management‬ﲟﺎ ﰲ ﺫﻟﻚ‬ ‫ﺗﺮﻣﻴﺰﻫﺎ ﺑﻘﺼﺪ ﲢﻠﻴﻠﻬﺎ ﻭﺭﺻﺪﻫﺎ ﻭﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺘﻬﺎ ﺑﻮﺍﺳﻄﺔ ﺍﳊﺎﺳﻮﺏ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻛﺬﻟﻚ ﺇﻋﻄﺎﺀ ﻣﻌﻠﻮﻣﺎﺕ‬ ‫ﺣﻮﻝ ﺟﻬﺎﺯ ﺍﳊﺎﺳﻮﺏ ﺍﳌﺘﺎﺡ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗ‪‬ﺸﺮﺡ ﺑﻮﺿﻮﺡ ﺍﻟﻄﺮﺍﺋﻖ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﱵ ﺳﺘﻄﺒﻖ ﰲ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬

‫ﺍﻹﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ‬ ‫ﺳﺒﻖ ﺃﻥ ﺑﻴﻨ‪‬ﺎ ﰲ ﺍﻟﻘﺴﻢ ‪ 12.4‬ﻣﻦ ﺍﻟﻔﺼﻞ ‪ 4‬ﺃﻥ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ ﺗﻨﻄﺒﻖ ﻋﻠﻰ ﺳﺎﺋﺮ ﺃﻧﻮﺍﻉ ﺍﻟﺒﺤﻮﺙ‬ ‫ﺍﻟﻄﺒﻴﺔ‪ ،‬ﲟﺎ ﰲ ﺫﻟﻚ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﺳﻮﺍﺀ ﻛﺎﻥ ﺍﻟﺒﺤﺚ ﺫﺍ ﻃﺒﻴﻌﺔ ﻋﻼﺟﻴﺔ ﺃﻭ ﺗﺸﺨﻴﺼﻴﺔ‪،‬‬ ‫ﻼ ﻻﺷﺘﺮﺍﻛﻬﻢ‪ .‬ﻭﻗﺪ ﻳﻜﻮﻥ ﺍﻟﺒﺤﺚ ﺫﺍ ﻃﺒﻴﻌﺔ ﻋﻠﻤﻴﺔ ﲝﺘﺔ‪،‬‬ ‫ﻭﳚﺮﻯ ﻋﻠﻰ ﻣﺮﺿﻰ ﺭﲟﺎ ﻳﺘﻮﻗﻌﻮﻥ ﻣﺮﺩﻭﺩﹰﺍ ﳏﺘﻤ ﹰ‬ ‫ﻳﺘﻄﻮﻉ ﻓﻴﻪ ﺃﻓﺮﺍﺩ ﻣﻦ ﺍﻟﻨﺎﺱ ﻟﻠﻤﺴﺎﳘﺔ ﰲ ﺍﻟﻨﻬﻮﺽ ﺑﺎﻟﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﺔ‪ ،‬ﻭﻻ ﻳﻨﺘﻈﺮﻭﻥ ﻣﻦ ﻭﺭﺍﺋﻪ ﺃﻱ ﻓﺎﺋﺪﺓ ﻋﻼﺟﻴﺔ‬ ‫ﺃﻭ ﺗﺸﺨﻴﺼﻴﺔ‪ .‬ﻭﻫﻨﺎﻙ ﺍﻋﺘﺒﺎﺭﺍﺕ ﺃﺧﻼﻗﻴﺔ ﻛﺬﻟﻚ ﻟﻠﺒﺤﻮﺙ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ ﻣﻦ ﺩﻭﻥ ﲡﺮﻳﺐ‪ .‬ﻭﺗﺄﰐ‬ ‫ﺿﻤﻦ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻮﺑﺎﺋﻴﺔ ﻭﺍﳌﻴﺪﺍﻧﻴﺔ ﻭﺍﻟﻜﻴﻔﻴﺔ‪ .‬ﻭﺭﻏﻢ ﺧﻠﻮ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻣﻦ ﺍﻟﺘﺠﺮﻳﺐ ﺇﻻ ﺃ‪‬ﺎ‬ ‫ﳝﻜﻦ ﺃﻥ ﺗﻨﺘﻬﻚ ﺧﺼﻮﺻﻴﺔ ﺍﻷﻓﺮﺍﺩ ﻭﺭﲟﺎ ﺗﺴﺒﺐ ﺍﻹﺯﻋﺎﺝ ﻟﻠﻤﺠﺘﻤﻌﺎﺕ ﺍﻟﱵ ﺗ‪‬ﺠﺮﻯ ﻓﻴﻬﺎ‪ .‬ﻛﻤﺎ ﺃﻥ ﺃﺧﻼﻗﻴﺎﺕ‬ ‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﺗﺸﻤﻞ ﲡﺎﺭﺏ ﻋﻠﻰ ﺍﳊﻴﻮﺍﻧﺎﺕ‪ ،‬ﺃﺧﺬﺕ ﲢﻈﻰ ﰲ ﺍﻟﻔﺘﺮﺓ ﺍﻷﺧﲑﺓ ﲟﺎ ﺗﺴﺘﺤﻘﻪ ﻣﻦ ﺍﻫﺘﻤﺎﻡ‬ ‫ﻣﺘﺰﺍﻳﺪ‪.‬‬ ‫ﺇﻥ ﲨﻴﻊ ﺑﺮﻭﺗﻮﻛﻮﻻﺕ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﲡﺮﻯ ﰲ ﺍ‪‬ﺎﻝ ﺍﻟﻄﱯ ﺍﳊﻴﻮﻱ‪ ،‬ﳚﺐ ﺃﻥ ﺗﺸﻤﻞ ﻗﺴﻤﹰﺎ ﻳﺘﻨﺎﻭﻝ‬ ‫ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ‪ ،‬ﺧﺼﻮﺻﹰﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ .‬ﻭﻳﺘﻜﻮﻥ ﻫﺬﺍ ﺍﻟﻘﺴﻢ ﻣﻦ ﺟﺰﺀﻳﻦ‪ :‬ﺍﳉﺰﺀ‬ ‫ﺍﻷﻭﻝ ﻳﺘﻀﻤﻦ ﻣﻮﺍﻓﻘﺔ ﻣﻜﺘﻮﺑﺔ ﻣﻦ ﺍﻟﻠﺠﻨﺔ ﺍﳌﺴﺆﻭﻟﺔ ﻋﻦ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ‪ ،‬ﻭﻣﻌﻬﺎ ﺍﺳﺘﻤﺎﺭﺓ ﻣﻜﺘﻮﺑﺔ‬ ‫ﻟﺘﺴﺠﻴﻞ ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ ﻋﻨﺪ ﺍﻟﻠﺰﻭﻡ‪ .‬ﺃﻣﺎ ﺍﳉﺰﺀ ﺍﻟﺜﺎﱐ ﻓﻬﻮ ﻗﺴﻢ ﺧﺎﺹ ﻳﻔﻀﻞ ﺃﻥ ﻳﻜﻮﻥ ﰲ ﺷﻜﻞ ﻗﺎﺋﻤﺔ‬ ‫‪5‬‬

‫ﻣﺮﺍﺟﻌﺔ ‪ checklist‬ﺗﻐﻄﻲ ﻛﻞ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻷﺧﻼﻗﻴﺔ ﺍﶈﺘﻤﻠﺔ‪ .‬ﻓﻼ ﻳﻜﻔﻲ ﳎﺮﺩ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ ﺍﻷﺧﻼﻗﻴﺔ‬ ‫ﻭﺣﺴﺐ‪.‬‬

‫ﻣﻮﺍﻓﻘﺔ ﳉﺎﻥ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ‬ ‫ﰲ ﺣﺎﻟﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ )ﺃﻭ ﺗﺸﻤﻞ ﻣﻮﺍﺩ ﺑﻴﻮﻟﻮﺟﻴﺔ ﺑﺸﺮﻳﺔ( ﳚﺐ ﺍﻋﺘﻤﺎﺩ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ‬ ‫ﻣﻦ ِﻗﺒ‪‬ﻞ ﳉﻨﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ ﺍﶈﻠﻴﺔ ﺃﻭ ﺍﳌﺆﺳﺴﻴﺔ ﺃﻭ ﻣﺎ ﻳﻘﺎﺑﻠﻬﺎ‪ ،‬ﺃﻭ ﺍﻟﻠﺠﻨﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻸﺧﻼﻗﻴﺎﺕ‪ ،‬ﺃﻭ ﻣﻨﻬﻤﺎ ﻣﻌﹰﺎ‪.‬‬ ‫ﻭﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﳊﻴﻮﺍﻧﻴﺔ‪ ،‬ﻳﻠﺰﻡ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﳉﻨﺔ ﺭﻋﺎﻳﺔ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺑﺎﳌﻌﻬﺪ ﺃﻭ ﻣﺎ ﻳﻘﺎﺑﻠﻬﺎ‪ .‬ﺃﻣﺎ‬ ‫ﺇﺫﺍ ﱂ ﺗﻮﺟﺪ ﻣﺜﻞ ﻫﺬﻩ ﺍ ﻟﻠﺠﻨﺔ‪ ،‬ﻓﻴﺠﺐ ﻛﺘﺎﺑﺔ ﺇﻗﺮﺍﺭ ﻣﻮﻗﹼﻊ ﻣﻦ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺮﺋﻴﺴﻲ ﺃﻭ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﺮﺋﻴﺴﻴﲔ‪ ،‬ﻳﻨﺺ‬ ‫ﻋﻠﻰ ﺃﻥ ﺍﻟﺒﺤﺚ ﺳﻮﻑ ﻳ‪‬ﺠﺮﻯ ﻭﻓﻘﹰﺎ ﻟﻠﻤﺒﺎﺩﺉ ﺍﻹﺭﺷﺎﺩﻳﺔ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ‬ ‫ﺍﳊﻴﻮﺍﻧﺎﺕ )ﺍﻧﻈﺮ ﺍﻟﻘﺴﻢ ‪.(4.12.4‬‬

‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺴﺘﻨﲑﺓ‬ ‫ﳚﺐ ﺇﻋﺪﺍﺩ ﺍﺳﺘﻤﺎﺭﺓ ﻟﺘﺴﺠﻴﻞ ﺍﳌﻮﺍﻓﻘﺔ‪ ،‬ﺣﻴﺜﻤﺎ ﻳﻜﻮﻥ ﻣﻼﺋﻤﺎﹰ‪ ،‬ﻭﺗﺜﺒ‪‬ﺖ ﻣﻊ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ‬ ‫ﻣﻜﺘﻮﺑﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻷﺻﻠﻴﺔ ﻟﻸﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻳﻨﺘﻈﺮ ﺃﻥ ﳜﻀﻌﻮﺍ ﻟﻠﺒﺤﺚ‪ .‬ﻭﺗﺘﻜﻮﻥ ﺍﺳﺘﻤﺎﺭﺓ ﺗﺴﺠﻴﻞ ﺍﳌﻮﺍﻓﻘﺔ ﻣﻦ‬ ‫ﺟﺰﺀﻳﻦ‪ ) :‬ﺃ ( ﺑﻴﺎﻥ ﻳﺼﻒ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻃﺒﻴﻌﺔ ﻣﺸﺎﺭﻛﺔ ﺍﻟﺸﺨﺺ ﺍﳌﻌﲏ ﻓﻴﻬﺎ‪) ،‬ﺏ( ﺇﻗﺮﺍﺭ ﻳﺆﻛﺪ ﻣﻮﺍﻓﻘﺔ ﺍﻟﺸﺨﺺ‬ ‫ﺍﳌﻌﲏ ﻋﻠﻰ ﺍﻹﺷﺘﺮﺍﻙ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻛﺘﺎﺑﺔ ﺍﳉﺰﺀﻳﻦ ﺑﻠﻐﺔ ﺑﺴﻴﻄﺔ ﺣﱴ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺸﺨﺺ ﺍﳌﻌﲏ ﻓﻬﻢ‬ ‫ﳏﺘﻮﺍﻫﺎ ﺑﺴﻬﻮﻟﺔ‪ .‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺑﻘﺪﺭ ﺍﳌﺴﺘﻄﺎﻉ ﲡﻨﺐ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻹﺻﻄﻼﺣﺎﺕ ﺍﻟﻄﺒﻴﺔ ﰲ ﺍﺳﺘﻤﺎﺭﺓ ﺗﺴﺠﻴﻞ‬ ‫ﺍﳌﻮﺍﻓﻘﺔ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺃﻓﺮﺍﺩ ﺍﻟﺒﺤﺚ ﺃﻣﻴﲔ‪ ،‬ﻓﺴﻮﻑ ﻳﺘﻄﻠﺐ ﺍﻷﻣﺮ ﻋﻨﺎﻳﺔ ﺧﺎﺻﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺸﺮﺡ ﺍﻟﺒﻴﺎﻥ‬ ‫)ﺍﳌﺬﻛﻮﺭ ﰲ ﺍﳉﺰﺀ ﺃ( ‪ ،‬ﺣﺴﺐ ﻣﻘﺘﻀﻰ ﺍﳊﺎﻝ‪ ،‬ﳌﺎﺫﺍ ﺗ‪‬ﺠﺮﻯ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﳌﺎﺫﺍ ﻃﹸﻠﺐ ﻣﻦ ﺍﻟﺸﺨﺺ ﺍﳌﻌﲏ ﺍﳌﺸﺎﺭﻛﺔ‬ ‫ﻓﻴﻬﺎ‪ .‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺼﻒ ﻋﻠﻰ ﺍﻟﺘﻮﺍﱄ ﻣﺎ ﺳﻴﺤﺪﺙ ﺃﺛﻨﺎﺀ ﻣﺴﺎﺭ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺫﻟﻚ ﻟﺘﺰﻭﻳﺪ ﺍﻟﺸﺨﺺ ﺍﳌﻌﲏ‬ ‫ﺑﺎﻟﺘﻔﺎﺻﻴﻞ ﺍﻟﻜﺎﻓﻴﺔ ﺍﻟﱵ ﺗﻌﻄﻴﻪ ﻓﻜﺮﺓ ﻭﺍﺿﺤﺔ ﻋﻦ ﻣﺎ ﳝﻜﻨﻪ ﺗﻮﻗﻌﻪ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺗﻮﺿﻴﺢ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺗﺮﺗﻴﺒﺎﺕ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺳﻮﻑ ﺗﻀﻤﻦ ﺃﻭ ﹰﻻ ﺗﻀﻤﻦ ﺗﻘﺪﱘ ﺃﻱ ﻣﺰﺍﻳﺎ ﻟﻠﺸﺨﺺ ﺍﳌﻌﲏ ﺃﻭ ﻟﻐﲑﻩ‪ ،‬ﻭﺷﺮﺡ ﻃﺒﻴﻌﺔ ﺃﻱ ﻣﻀﺎﻳﻘﺎﺕ ﺃﻭ‬ ‫ﺁﺛﺎﺭ ﺟﺎﻧﺒﻴﺔ ﻣﺘﻮﻗﻌﺔ‪ ،‬ﻭﺍﺣﺘﻤﺎﻻﺕ ﺣﺪﻭﺛﻬﺎ ﻭﻃﺮﻕ ﻣﻌﺎﳉﺘﻬﺎ‪ ،‬ﲟﺎ ﰲ ﺫﻟﻚ ﺍﺣﺘﻤﺎﻝ ﺣﺪﻭﺙ ﺃﺿﺮﺍﺭ ﻧﻔﺴﻴﺔ‬ ‫ﻭﺍﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺇﻥ ﻭﺟﺪﺕ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺸﻤﻞ ﺍﻟﺒﻴﺎﻥ‪ ،‬ﺣﻴﺜﻤﺎ ﻳﻜﻮﻥ ﻣﻼﺋﻤﺎﹰ‪ ،‬ﻣﻘﺎﺭﻧﺔ ﻣﻊ ﺍﻷﺧﻄﺎﺭ ﺍﻟﱵ ﺗﺜﲑﻫﺎ‬ ‫ﺍﻟﻌﻼﺟﺎﺕ ﺃﻭ ﺍﻷﺩﻭﻳﺔ ﺍﳌﻌﻴﺎﺭﻳﺔ‪ .‬ﻓﺈﺫﺍ ﱂ ﺗﻜﻦ ﻫﻨﺎﻙ ﺃﺧﻄﺎﺭ ﻣﻌﺮﻭﻓﺔ‪ ،‬ﺃﻭ ﱂ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺃﺧﻄﺎﺭ ﳝﻜﻦ‬

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‫ﻣﻘﺎﺭﻧﺘﻬﺎ‪ ،‬ﻓﻴﺠﺐ ﺃﻥ ﻳﻨﺺ‪ ‬ﻋﻠﻰ ﺫﻟﻚ‪ .‬ﻭﺃﺧﲑﺍﹰ‪ ،‬ﳚﺐ ﺃﻥ ﻳﻨ‪‬ﺺ ﺍﻟﺒﻴﺎﻥ ﻋﻠﻰ ﺃﻥ ﻟﻠﺸﺨﺺ ﺍﳌﻌﲏ ﺣﻖ ﺍﻹﻧﺴﺤﺎﺏ‬ ‫ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺃﻱ ﻭﻗﺖ‪ ،‬ﺩﻭﻥ ﺃﻥ ﻳ ﺆﺛﺮ ﺫﻟﻚ ﺑﺄﻱ ﺷﻜﻞ ﻣﻦ ﺍﻷﺷﻜﺎﻝ ﻋﻠﻰ ﺍﺳﺘﻤﺮﺍﺭ ﺭﻋﺎﻳﺘﻪ ﺍﻟﻄﺒﻴﺔ‪.‬‬

‫ﻗﺎﺋﻤﺔ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ‬ ‫ﳚﺐ ﺃﻥ ﻳﺼﻒ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﺍﻟﺘﺪﺍﺑﲑ ﺍﻟﱵ ﺳﺘ‪‬ﺘﺨﺬ ﻟﻀﻤﺎﻥ ﺗﻨﻔﻴﺬ ﺍﻟﺒﺤﺚ ﺍﳌﻘﺘﺮﺡ ﻭﻓﻘﹰﺎ ﻹﻋﻼﻥ ﻫﻠﺴﻨﻜﻲ ﺣﻮﻝ‬ ‫ﺍﳌﺒﺎﺩﺉ ﺍﻷﺧﻼﻗﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﺍﻟﺼﺎﺩﺭ ﻋﻦ ﺍﳉﻤﻌﻴﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ )ﺍﳌﻠﺤﻖ ‪.(1‬‬ ‫ﻭﳚﺐ ﺇﻋﺪﺍﺩ ﻗﺎﺋﻤﺔ ﻣﺮﺍﺟﻌﺔ ‪ checklist‬ﺗﺘﻨﺎﻭﻝ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺜﺎﺭ ﺣﻮﻝ ﺍﳌﻨﻬﺠﻴﺔ‪ ،‬ﲟﺎ‬ ‫ﰲ ﺫﻟﻚ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ ﺍﻷﻓﺮﺍﺩ ﺍﳌﺸﺎﺭﻛﲔ ﻓﻴﻪ‪ ،‬ﻭﺍﻟﺘﺪﺧﻼﺕ ﺍﻟﱵ ﺳﺘﻨﻔﺬ‪ ،‬ﻭﻋﻤﻠﻴﺎﺕ ﺍﳌﻼﺣﻈﺔ ﺍﻟﱵ‬ ‫ﺳﺘﺠﺮﻯ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﺆﺧﺬ ﰲ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪ ‬ﻫﻞ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ ﻳﻜﻔﻲ ﻟﺘﻘﺪﱘ ﺇﺟﺎﺑﺎﺕ ﻋﻦ ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ؟ ﻓﻠﻴﺲ ﻣﻦ ﺍﻷﺧﻼﻕ‬ ‫ﺗﻌﺮﻳﺾ ﺍﻷﻓﺮﺍﺩ ﻟﺒﺤﺚ ﻟﻦ ﺗﻜﻮﻥ ﻟﻪ ﻓﺎﺋﺪﺓ‪.‬‬ ‫‪  ‬ﻫﻞ ﻃﺮﻳﻘﺔ ﺍﺧﺘﻴﺎﺭ ﺃﻓﺮﺍﺩ ﺍﻟﺒﺤﺚ ﳍﺎ ﻣﺎ ﻳﱪﺭﻫﺎ؟ ﺇﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺷﺨﺎﺹ ﺍﳌﻌﺮﺿﲔ ﻟﻠﺘﺄﺛﺮ‬ ‫‪ vulnerable‬ﻟﻴﺸﺎﺭﻛﻮﺍ ﰲ ﺍﻟﺒﺤﺚ ﺃﻣﺮ ﳛﺘﺎﺝ ﺇﱃ ﻣﱪﺭﺍﺕ ﺧﺎﺻﺔ‪ .‬ﻭﺍﻷﺷﺨﺎﺹ‬ ‫ﺍﳌﻌﺮﺿﻮﻥ ﻟﻠﺘﺄﺛﺮ ﻳﺸﻤﻠﻮﻥ ﺍﳌﺴﺠﻮﻧﲔ ﻭﺻﻐﺎﺭ ﺍﻟﺴﻦ ﻭﺍﳌﻌﺎﻗﲔ ﺫﻫﻨﻴﹰﺎ‪ .‬ﻭﻣﻦ ﺍﳌﻬﻢ‪،‬‬ ‫ﺧﺼﻮﺻﹰﺎ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﺿﻤﺎﻥ ﺃﻥ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﺳﺘﺠﺮﻯ ﻓﻴﻪ ﺍﻟﺪﺭﺍﺳﺔ ﺳﻮﻑ‬ ‫ﻳﺴﺘﻔﻴﺪ ﻣﻦ ﺃﻱ ﺣﺼﻴﻠﺔ ﳏﺘﻤﻠﺔ ﻟﻠﺒﺤﺚ‪ .‬ﻓﻴﺘﻌﲔ ﺃﻥ ﻻ ﳜﻀﻊ ﺃﻓﺮﺍﺩﻩ ﻟﻠﺒﺤﺚ ﻟﺼﺎﱀ ﳎﺘﻤﻊ‬ ‫ﺁﺧﺮ‪ .‬ﻭﻻﺑﺪ ﻣﻦ ﺗﻘﺪﱘ ﻣﱪﺭ ﻷﻱ ﺇﻏﺮﺍﺀ ﻣﺎﱄ ﺃﻭ ﻏﲑﻩ‪ ،‬ﻟﺘﺸﺠﻴﻊ ﺍﳌﺸﺎﺭﻛﲔ ﻋﻠﻰ ﺍﻹﻟﺘﺤﺎﻕ‬ ‫ﺑﺎﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫‪  ‬ﻫﻞ ﺍﻟﺘﺪﺧﻼﺕ ﳍﺎ ﻣﺎ ﻳﱪﺭﻫﺎ‪ ،‬ﻣﻦ ﺣﻴﺚ ﻧﺴﺒﺔ ﺍﻷﺧﻄﺎﺭ ﺇﱃ ﺍﳌﺰﺍﻳﺎ؟ ﺇﻥ ﺍﻷﺧﻄﺎﺭ ﻻ ﺗﻘﺘﺼﺮ‬ ‫ﻋﻠﻰ ﺍﻟﻀﺮﺭ ﺍﻟﺒﺪﱐ ﻭﺣﺪﻩ‪ .‬ﻭﻟﻜﻦ ﳚﺐ ﺃﻥ ﺗﺆﺧﺬ ﰲ ﺍﻻﻋﺘﺒﺎﺭ ﻛﺬﻟﻚ ﺍﻷﺿﺮﺍﺭ ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﻭﺍﻹﺟﺘﻤﺎﻋﻴﺔ‪.‬‬ ‫‪ ‬ﻫﻞ ﺍﲣﺬﺕ ﺍﻟﺘﺪﺍﺑﲑ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻟﺴﺮ‪‬ﻳﺔ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﳌﻼﺣﻈﺔ ﺍﻟﱵ ﺳﺘﺠﺮﻯ؟‬

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‫ﻗﻀﺎﻳﺎ ﺍﻟﺬﻛﻮﺭﺓ ﻭﺍﻷﻧﻮﺛﺔ‬ ‫ﱂ ﻳﺘﺠﻪ ﺍﻹﻧﺘﺒﺎﻩ ﺇﻻ ﻣﺆﺧﺮﹰﺍ ﳓﻮ ﺃﳘﻴﺔ ﺗﻨﺎﻭﻝ ﻗﻀﺎﻳﺎ ﺍﻟﺬﻛﻮﺭﺓ ﻭﺍﻷﻧﻮﺛﺔ ‪ gender issues‬ﰲ ﺑﺮﻭﺗﻮﻛﻮﻻﺕ‬ ‫ﺍﻟﺒﺤﻮﺙ ﻭﺫﻟﻚ ﺍﺳﺘﺠﺎﺑﺔ ﻟﻌﺪﻳﺪ ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﺍﳌﺜﲑﺓ ﻟﻠﻘﻠﻖ‪ .‬ﻫﺬﺍ ﻣﺎ ﺃﻛﺪﺗﻪ ﺍﻟﻠﺠﻨﺔ ﺍﻟﺪﻭﻟﻴﺔ ﺍﳌﻌﻨﻴﺔ ﺑﺄﺣﻮﺍﻝ ﺍﳌﺮﺃﺓ‪.‬‬ ‫ﻓﻤﻦ ﺍﻟﻀﺮﻭﺭﻱ »ﺿﻤﺎﻥ ﺃﻥ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻋﻠﻰ ﺍﳌﺴﺘﺤﻀﺮﺍﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﻄﺒﻴﺔ ﻭﻏﲑﻫﺎ ﻣﻦ‬ ‫ﺍﳌﻨﺘﺠﺎﺕ ﺍﻟﻄﺒﻴﺔ‪ ،‬ﺗﺸﻤﻞ ﺍﻟﻨﺴﺎﺀ‪ ،‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺩﺍﻉ ﻟﺬﻟﻚ‪ .‬ﺑﻌﺪ ﺗﺰﻭﻳﺪﻫﻦ ﺑﺎﳌﻌﺮﻓﺔ ﺍﻟﻜﺎﻣﻠﺔ ﻭﲟﻮﺍﻓﻘﺘﻬﻦ‪،‬‬ ‫ﻭﺿﻤﺎﻥ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻨﺎﲨﺔ ﲝﺜﹰﺎ ﻋﻦ ﻓﺮﻭﻕ ﺑﲔ ﺍﳉﻨﺴﲔ«‪ .‬ﻭﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ‪:‬‬ ‫‪  ‬ﻛﺎﻧﺖ ﺍﳌﺮﺃﺓ ﻛﺜﲑﹰﺍ ﻣﺎ ﺗ‪‬ﺴﺘﺒﻌﺪ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻋﻠﻰ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺿﻴﺔ ﺍﻟﱵ ﺗﺼﻴﺐ‬ ‫ﺍﻟﺮﺟﺎﻝ ﻭﺍﻟﻨﺴﺎﺀ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ‪ ،‬ﻋﻠﻰ ﺃﺳﺎﺱ ﻗﺎﺑﻠﻴﺔ ﺍﻟﺘﻐﻴ‪‬ﺮ ‪ variability‬ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ ﺃﻭ‬ ‫ﺍﻟﺘﻌﺮﺽ ﻟﻠﺘﺄﺛﺮ ‪ vulnerability‬ﺃﻭ ﻛﻠﻴﻬﻤﺎ‪ .‬ﻭﻟﻜﻦ ﺍﻟﻨﺴﺎﺀ ﻛﺎﻧﺖ ﺗﻮﺻﻒ ﳍﻦ ﻧﻔﺲ‬ ‫ﺍﻷﺩﻭﻳﺔ ﺍﻟﱵ ﺗﻌﻄﻰ ﻟﻠﺮﺟﺎﻝ ﺇﺫﺍ ﺛﺒﺖ ﺃ‪‬ﺎ ﻣﺄﻣﻮﻧﺔ ﻭﻧﺎﺟﻌﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺮﺟﺎﻝ‪ ،‬ﻭﺇﻥ ﱂ ﻳﺴﺒﻖ‬ ‫ﺍﺧﺘﺒﺎﺭﻫﺎ ﻋﻠﻰ ﺍﻟﻨﺴﺎﺀ‪.‬‬ ‫‪  ‬ﻛﺎﻧﺖ ﺍﻷﺩﻭﻳﺔ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺨﺼﺼﺔ ﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﺴﺎﺀ ﻓﻘﻂ‪ ،‬ﲣﺘﱪ ﻋﻠﻴﻬﻦ ﻣﻦ ﺩﻭﻥ‬ ‫ﻣﻮﺍﻓﻘﺘﻬﻦ ﺍﳌﺴﺘﻨﲑﺓ ﺣﻘﺎﹰ‪ ،‬ﻭﺧﺼﻮﺻﹰﺎ ﰲ ﺍﻷﺣﻴﺎﺀ ﺍﻟﻔﻘﲑﺓ‪.‬‬ ‫‪ ‬ﻋﻨﺪ ﺇﺷﺮﺍﻙ ﺍﻟﻨﺴﺎﺀ ﻣﻊ ﺍﻟﺮﺟﺎﻝ ﰲ ﲡﺮﺑﺔ ﲝﺜﻴﺔ‪ ،‬ﱂ ﺗﻜﻦ ﺟﻮﺍﻧﺐ ﺍﻟﺬﻛﻮﺭﺓ ﻭﺍﻷﻧﻮﺛﺔ ﺗﺆﺧﺬ‬ ‫ﰲ ﺍﻹﻋﺘﺒﺎﺭ ﺩﺍﺋﻤﹰﺎ ﻋﻨﺪ ﲢﻠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬ ‫ﻭﻣﻦ ﺍﳌﻌﺮﻭﻑ ﺟﻴﺪﹰﺍ ﺃﻥ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻮﺭﺍﺛﻴﺔ ﻭﺍﳍﺮﻣﻮﻧﻴﺔ ﺗﻐﻴ‪‬ﺮ ﻣﻌﺪﻻﺕ ﺍﻧﺘﺸﺎﺭ ﺍﻷﻣﺮﺍﺽ ﺍﻟﱵ ﺗﺼﻴﺐ ﺃﺟﻬﺰﺓ‬ ‫ﺍﳉﺴﻢ ﰲ ﺍﳌﺮﺃﺓ ﻭﺍﻟﺮﺟﻞ‪ ،‬ﻛﻤﺎ ﺗﻐﻴ‪‬ﺮ ﻣﺴﺎﺭ ﻫﺬﻩ ﺍﻷﻣﺮﺍﺽ ﻭﻃﺮﻕ ﻣﻌﺎﳉﺘﻬﺎ‪ .‬ﻭﻟﻜﻦ ﻟﻴﺲ ﻣﻌﺮﻭﻓﺎﹰ ﲤﺎﻣﺎﹰ ﺃﻥ‬ ‫ﺍﻻﺧﺘﻼﻓﺎﺕ ﰲ ﺳﻠ ﻮﻛﻴﺎﺕ ﺃﳕﺎﻁ ﺍﳊﻴﺎﺓ ﺍﻟﺴﺎﺋﺪﺓ ﺛﻘﺎﻓﻴﹰﺎ ﻭﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﺬﻛﻮﺭﺓ ﻭﺍﻷﻧﻮﺛﺔ ﻫﻲ ﺃﻳﻀﹰﺎ ﳏﺪ‪‬ﺩﺍﺕ ﻗﻮﻳﺔ‬ ‫ﻟﺼﺤﺔ ﺍﳌﺮﺃﺓ‪ ،‬ﻭﻫﻲ ﺍﻟﺴﺒﺐ ﰲ ﺣﺪﻭﺙ ﻓﺮﻭﻕ ﻛﺒﲑﺓ ﰲ ﺃﻋﺒﺎﺀ ﺍﳌﺮﺽ ﺑﲔ ﺍﻟﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ‪ ،‬ﺭﲟﺎ ﺑﺪﺭﺟﺔ ﺃﻛﱪ‬ ‫ﻣﻦ ﺗﺄﺛﲑ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻮﺭﺍﺛﻴﺔ ﺃﻭ ﺍﳍﺮﻣﻮﻧﻴﺔ‪ .‬ﻭﺍﻹﺧﺘﻼﻓﺎﺕ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ‪ ،‬ﻣﻊ ﺍﻟﻔﺮﻭﻕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺎﻟﺬﻛﻮﺭﺓ ﻭﺍﻷﻧﻮﺛﺔ‪،‬‬ ‫ﳝﻜﻨﻬﺎ ﲨﻴﻌﹰﺎ ﺃﻥ ﺗﺆﺛﺮ ﰲ ﺣﺼﻴﻠﺔ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻟﺮﺟﺎﻝ ﻭﻋﻠﻰ ﺍﻟﻨﺴﺎﺀ‪.‬‬

‫ﺍﳌﺮﺍﺟﻊ‬ ‫ﳜﺘﺘﻢ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﺑﻘﺎﺋﻤﺔ ﺗﻀﻢ ﺍﳌﺮﺍﺟﻊ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺎﳌﻮﺿﻮﻉ‪.‬‬ ‫‪8‬‬

:‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ Commission on the Status of Women Forty-third session. Revised draft agreed conclusions on women and health submitted by the Chairperson of the Commission. New York, United Nations Economic and Social Council, 1999 (E/CN.6/1999/L.2/Rev.1). Fathalla MF. Gender matters in health research. In: International Conference on Health Research for Development, Bangkok 10-13 October 2000. Conference report. Geneva, Global Forum for Health Research, 2001: 105–108. Kendall MJ and Hawkins C. Planning and protocol writing. In: Hawkins C, Sorgi M, eds. Research: How to plan, speak and write about it. Berlin, Springer-Verlag, 1985: 12–28. UNDP/UNFPA/WHO/World Bank Special Programme of Research, development and research training in human reproduction. Preparing a research project proposal. Guidelines and forms. 3rd edition. Geneva, World Health Organization, 2000 (WHO/HRP/PP/2000).

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‫ﺍﻟﻔﺼﻞ ‪6‬‬

‫ﺗﻘﺪﱘ ﺍﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺚ‬ ‫‪ 1.6‬ﻣﻘﺪﻣﺔ‬ ‫ﺍﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺚ ‪ research proposal‬ﻫﻮ ﻭﺛﻴﻘﺔ ﻣﻜﺘﻮﺑﺔ ﺑﻐﺮﺽ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﲤﻮﻳﻞ ﻟﻠﻤﺸﺮﻭﻉ ﺍﻟﺒﺤﺜﻲ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﺑﺎﳌﺼﺎﺩﺭ ﺍﶈﺘﻤﻠﺔ ﻟﻠﺘﻤﻮﻳﻞ‪ ،‬ﻭﻣﺘﻄﻠﺒﺎ‪‬ﺎ ﺍﳋﺎﺻﺔ‪ ،‬ﻭﺁﻟﻴﺎ‪‬ﺎ‪ .‬ﻭﻋﻠﻴﻬﻢ ﺃﻥ‬ ‫ﻳﻌﺮﻓﻮﺍ ﻛﻴﻒ ﻳﻘﺪﻣﻮﻥ ﺍﻗﺘﺮﺍﺣﹰﺎ ﳛﻈﻰ ﺑﻔﺮﺻﺔ ﺟﻴﺪﺓ ﻟﻠﺘﻤﻮﻳﻞ‪ .‬ﻭﺍﺳﺘﺠﻼﺏ ﺍﻟﺘﻤﻮﻳﻞ ‪ grantsmanship‬ﻫﻮ‬ ‫ﺍﻹﺻﻄﻼﺡ ﺍﳌﺴﺘﻌﻤﻞ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺟﺘﺬﺍﺏ ﺍﳌﻨﺢ ﺍﳌﺎﻟﻴﺔ ﻟﺪﻋﻢ ﺍﳌﺸﺎﺭﻳﻊ ﺍﻟﺒﺤﺜﻴﺔ‪ .‬ﻭﻳﺸﻤﻞ ﺍﻗﺘﺮﺍﺡ‬ ‫ﺍﻟﺒﺤﺚ ﻛﻞ ﻣﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﺍﻟﺒﺤﺜﻲ ﺍﳌﺬﻛﻮﺭﺓ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺑﻖ‪ .‬ﻭﻓﻀﻼﹰ ﻋﻦ ﺫﻟﻚ‪ ،‬ﻳﺘﻌﲔ ﺃﻥ ﻳﺸﻤﻞ‬ ‫ﺍﻹﻗﺘﺮﺍﺡ ﻣﻌﻠﻮ ﻣﺎﺕ ﺇﺿﺎﻓﻴﺔ ﺗﻘﻨﻊ ﺍﻟﻮﻛﺎﻟﺔ ﺍﳌﻤﻮﻟﺔ ﺑﺄﻥ ﺍﳌﺸﺮﻭﻉ ﻳﺴﺘﺤﻖ ﺍﻟﺪﻋﻢ ﻭﳝﻜﻦ ﺃﻥ ﻳﻨﻔﺬ ﺑﻨﺠﺎﺡ‪.‬‬

‫‪ 2.6‬ﻛﻴﻒ ﲢﺼﻞ ﻋﻠﻰ ﲤﻮﻳﻞ ﳌﺸﺮﻭﻋﻚ ﺍﻟﺒﺤﺜﻲ؟‬ ‫‪ 1.2.6‬ﻣﺼﺎﺩﺭ ﺍﻟﺘﻤﻮﻳﻞ‬ ‫ﻳﺄﰐ ﲤﻮﻳﻞ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺃﺳﺎﺳﺎﹰ‪ ،‬ﺇﻣﺎ ﻣﻦ ﺍﳌﺼﺎﺩﺭ ﺍﻟﻌﺎﻣﺔ ﺃﻭ ﺍﳋﺎﺻﺔ‪ .‬ﻭﺗﺸﻤﻞ ﺍﳌﺼﺎﺩﺭ ﺍﻟﻌﺎﻣﺔ‬

‫‪public‬‬

‫‪ sources‬ﺍﳊﻜﻮﻣﺎﺕ ﻭﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‪ .‬ﺃﻣﺎ ﺍﳌﺼﺎﺩﺭ ﺍﳋﺎﺻﺔ ‪ private sources‬ﻓﺘﺸﻤﻞ ﺍﻟﻘﻄﺎﻉ‬ ‫ﻏﲑ ﺍﳍﺎﺩﻑ ﻟﻠﺮﺑﺢ ﻣﺜﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳋﲑﻳﺔ ﻭﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﻼﺣﻜﻮﻣﻴﺔ ﻭﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﳋﺎﺻﺔ ﺍﳍﺎﺩﻓﺔ ﻟﻠﺮﺑﺢ‪ .‬ﻭﺇﱃ‬ ‫ﺟﺎﻧﺐ ﻫﺬﻩ ﺍﳌﺼﺎﺩﺭ ﺍﻟﺮﺋﻴﺴﻴﺔ‪ ،‬ﺗﻮﺟﺪ ﻭﻛﺎﻻﺕ ﻭﻣﻨﻈﻤﺎﺕ ﻭﺳﻴﻄﺔ ‪ intermediary‬ﳍﺎ ﺩﻭﺭﻫﺎ ﰲ ﺗﻮﺟﻴﻪ‬ ‫ﺍ ﻟﺘﻤﻮﻳﻞ ﻣﻦ ﺍﳌﺼﺎﺩﺭ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺇﱃ ﺍﻟﻀﺎﻟﻌﲔ ﰲ ﺍﻟﺒﺤﻮﺙ‪.‬‬ ‫ﻭﺍﻟﺘﻤﻮﻳﻞ ﺍﳊﻜﻮﻣﻲ ﻳ‪‬ﻘﺪﻡ ﻣﻦ ﺧﻼﻝ ﻫﻴﺌﺎﺕ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻮﻃﻨﻴﺔ ﺍﳌﻤ‪‬ﻮﻟﺔ ﻣﻦ ﺍﳌﺎﻝ ﺍﻟﻌﺎﻡ‪ ،‬ﻣﺜﻞ ﳎﺎﻟﺲ ﺍﻟﺒﺤﻮﺙ‬ ‫ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﻭﺍﳌﻌﺎﻫﺪ ﺍﻟﺼﺤﻴﺔ ﻭﺍﳉﺎﻣﻌﺎﺕ‪ .‬ﻭﺗﺪﺭﻙ ﺑﻌﺾ ﻭﺯﺍﺭﺍﺕ ﺍﻟﺼﺤﺔ ﺃﳘﻴﺔ ﺍﻟﺒﺤﻮﺙ ﰲ ﺃﻋﻤﺎﳍﺎ‪ ،‬ﻭﲣﺼﺺ‬ ‫ﻣﻴﺰﺍﻧﻴﺎﺕ ﳍﺬﺍ ﺍﻟﻐﺮﺽ‪.‬‬ ‫ﻭﻗﺪ ﺗ‪‬ﺨﺼﺺ ﺣﻜﻮﻣﺎﺕ ﺍﻟﻴﻠﺪﺍﻥ ﺍﳌﺘﻘﺪﻣﺔ ﺃﻣﻮﺍ ﹰﻻ ﻟﻠﺒﺤﻮﺙ ﻋﻦ ﻃﺮﻳﻖ ﻣﻌﻮﻧﺎ‪‬ﺎ ﺍﻟﺜﻨﺎﺋﻴﺔ ﺍﻟﺮﲰﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ‬ ‫ﻼ ﻟﻠﺒﺤﻮﺙ ﻣﻦ ﺧﻼﻝ ﻭﻛﺎﻻﺕ ﺷﺒﻪ‬ ‫ﺍﳌﻮﺟﻬﺔ ﻟﻠﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‪ .‬ﻭﻫﻨﺎﻙ ﺑ‪‬ﻠﺪﺍﻥ ﳘﺎ ﺍﻟﺴﻮﻳﺪ ﻭﻛﻨﺪﺍ‪ ،‬ﻳﻘﺪﻣﺎﻥ ﲤﻮﻳ ﹰ‬

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‫ﻣﺴﺘﻘﻠﺔ ﳑﻮﻟﹶﺔ ﻣﻦ ﺍﳌﺎﻝ ﺍﻟﻌﺎﻡ‪ .‬ﻓﺎﻟﻮﻛﺎﻟﺔ ﺍﻟﺴﻮﻳﺪﻳﺔ ﻟﻠﺒﺤﻮﺙ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ )‪ (SAREC‬ﻭﺍﳌﺮﻛﺰ ﺍﻟﺪﻭﱄ‬ ‫ﻟﺒﺤﻮﺙ ﺍﻟﺘﻨﻤﻴﺔ )‪ (IDRC‬ﰲ ﻛﻨﺪﺍ‪ ،‬ﻟﺪﻳﻬﻤﺎ ﺁﻟﻴﺎﺕ ﺧﺎﺻﺔ ﻟﺪﻋﻢ ﺍﻟﺒﺤﻮﺙ ﻣﻦ ﺃﺟﻞ ﺣﻞ ﻣﺸﻜﻼﺕ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺍﻟﻨﺎﻣﻴﺔ‪.‬‬ ‫ﻼ‬ ‫ﻭﺍﳌﻨﻈﻤﺎﺕ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﻣﺜﻞ ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﺗﺪﻋﻢ ﺍﻟﺒﺤﻮﺙ ﻋﻦ ﻃﺮﻳﻖ ﺗﻘﺪﱘ ﺍﻟﺘﻤﻮﻳﻞ‪ ،‬ﻓﻀ ﹰ‬ ‫ﻋﻦ ﺍﻟﺪﻋﻢ ﺍﻟﺘﻘﲏ‪ .‬ﻭﻳﻘﺪ‪‬ﻡ ﺍﻟﺪﻋﻢ ﻋﻦ ﻃﺮ ﻳﻖ ﺑﺮﺍﻣﺞ ﺍﳌﻘﺮ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻠﻤﻨﻈﻤﺔ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﺍﳌﻜﺎﺗﺐ ﺍﻹﻗﻠﻴﻤﻴﺔ‪ .‬ﻭﰲ‬ ‫ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺑﺮﻧﺎﳎﺎﻥ ﺧﺎﺻﺎﻥ ﻣﻌﻨﻴﺎﻥ ﺑﺒﺤﻮﺙ ﺍﻹﳒﺎﺏ ﺍﻟﺒﺸﺮﻱ ﻭﲝﻮﺙ ﺃﻣﺮﺍﺽ ﺍﳌﻨﺎﻃﻖ ﺍﳌﺪﺍﺭﻳﺔ‪.‬‬ ‫ﻭﻳﺸﻤﻞ ﺍﻟﻘﻄﺎﻉ ﺍﳋﺎﺹ ﻏﲑ ﺍﳍﺎﺩﻑ ﻟﻠﺮﺑﺢ ﻋﺪﻳﺪﹰﺍ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻜﺒﲑﺓ ﻭﺍﻟﺼﻐﲑﺓ‪ .‬ﻭﻣﻦ ﺃﻣﺜﻠﺘﻬﺎ ﺍﲢﺎﺩ‬ ‫ﻭﻳﻠﻜﹶﻢ ‪ Wellcome Trust‬ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻭﻣﺆﺳﺴﺎﺕ ﺭﻭﻛﻔﻠﺮ‪ ،‬ﻭﻓﻮﺭﺩ‪ ،‬ﻭﺑﻴﻞ ﻭﻣﻴﻠﻨﺪﺍ ﻏﻴﺘﺲ ﰲ‬ ‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﻭﻏﲑﻫﺎ‪.‬‬ ‫ﻭﰲ ﺇﻃﺎﺭ ﺍﻟﻘﻄﺎﻉ ﺍﳋﺎﺹ ﺍﳍﺎﺩﻑ ﻟﻠﺮﺑﺢ‪ ،‬ﺗﻘﻮﻡ ﺷﺮﻛﺎﺕ ﺇﻧﺘﺎﺝ ﺍﳌﺴﺘﺤﻀﺮﺍﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ ﺍﻟﱵ ﺗﻮﺟﺪ ﰲ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺇﱃ ﺣﺪ ﻛﺒﲑ‪ ،‬ﺑﺎﺳﺘﺜﻤﺎﺭ ﻣﺒﺎﻟﻎ ﻣﺎﻟﻴﺔ ﻣﺘﺰﺍﻳﺪﺓ ﰲ ﺃﻋﻤﺎﻝ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﺘﻄﻮﻳﺮ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﻃﺒﻘﺔ ﻣﻦ ﺍﻟﺪﻋﻢ ﺍﻟﻮﺳﻴﻂ ‪ ،intermediary support‬ﻛﺜﲑﹰﺍ ﻣﺎ ﺗﻌﻤﻞ ﻛﺠﺴﺮ ﺑﲔ ﺍﳌﻤﻮﻟﲔ‬ ‫ﻭﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻰ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ‪ .‬ﻭﺗﻮﺟﺪ ﺃﻋﺪﺍﺩ ﻣﺘﺰﺍﻳﺪﺓ ﻣﻦ ﺃﺟﻬﺰﺓ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺪﻭﻟﻴﺔ ﺍﻟﻨﺸﻴﻄﺔ ﺍﻟﱵ ﺗﺮﻛﺰ ﻋﻠﻰ‬ ‫ﳎﺎﻻﺕ ﺧﺎﺻﺔ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﻣﻦ ﺃﻣﺜﻠﺘﻬﺎ ﳎﻠﺲ ﺍﻟﺴﻜﺎﻥ ‪ population council‬ﺍﻟﺬﻱ ﻳﻮﺟﺪ ﻣﻘﺮﻩ‬ ‫ﺍﻟﺮﺋﻴﺴﻲ ﰲ ﻧﻴﻮﻳﻮﺭﻙ ﻭﻟﻪ ﻋﺪﺩ ﻣﻦ ﺍﳌﻜﺎﺗﺐ ﺍﻹﻗﻠﻴﻤﻴﺔ‪ ،‬ﻭﺍﳉﻤﻌﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ ﻟﺼﺤﺔ ﺍﻷﺳﺮﺓ‬

‫‪Family Health‬‬

‫‪ International‬ﺍﻟﱵ ﻳﻮﺟﺪ ﻣﻘﺮﻫﺎ ﺍﻟﺮﺋﻴﺴﻲ ﰲ ﺷﺎﺑﻴﻞ ﻫﻴﻞ )ﻧﻮﺭﺙ ﻛﺎﺭﻭﻟﻴﻨﺎ(‪ ،‬ﻭﺑﺮﻧﺎﻣﺞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻼﺋﻤﺔ‬ ‫ﰲ ﳎﺎﻝ ﺍﻟﺼﺤﺔ ‪ PATH‬ﺍﻟﺬﻱ ﻳﻮﺟﺪ ﻣﻘﺮﻩ ﺍﻟﺮﺋﻴﺴﻲ ﰲ ﺳﻴﺎﺗﻞ‪.‬‬ ‫‪ 2.2.6‬ﻫﻞ ﺳﻴﻤ‪‬ﻮﻝ ﺍﳌﺸﺮﻭﻉ؟‬ ‫ﺗﺘﻠﻘﻰ ﻫﻴﺌﺎﺕ ﺍﻟﺘﻤﻮﻳﻞ ﺇﻗﺘﺮﺍﺣﺎﺕ ﲝﺜﻴﺔ ﻳﻔﻮﻕ ﻋﺪﺩﻫﺎ ﺑﻜﺜﲑ ﻣﺎ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﲤﻮﻟﻪ‪ .‬ﻭﻋﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ﺍﳌﺸﺮﻭﻉ‬ ‫ﻋﻤﻠﻴﺔ ﻳﺸﺘﺪ ﻓﻴﻬﺎ ﺍﻟﺘﻨﺎﻓﺲ‪ .‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗﺆﺧﺬ ﰲ ﺍﻹﻋﺘﺒﺎﺭ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪ ،‬ﻋﻨﺪ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﺑﺸﺄﻥ ﲤﻮﻳﻞ‬ ‫ﺍﻹﻗﺘﺮﺍﺡ‪:‬‬ ‫‪ ‬ﺃﳘﻴﺔ ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ ﻭﻣﻼﺀﻣﺘﻪ ﻟﻺﻫﺘﻤﺎﻣﺎﺕ ﺍﳌﻌﻠﻨﺔ ﻟﻠﻮﻛﺎﻟﺔ ﺍﳌﻤﻮﻟﺔ‪ .‬ﻭﻳﺘﻮﻗﻒ ﺍﻟﻨﺠﺎﺡ ﰲ‬ ‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺘﻤﻮﻳﻞ‪ ،‬ﻋﻠﻰ ﻣﺪﻯ ﺗﻄﺎﺑﻖ ﺍﻹﻗﺘﺮﺍﺡ ﻣﻊ ﺍﻫﺘﻤﺎﻣﺎﺕ ﺍﻟﻮﻛﺎﻟﺔ‪،‬‬

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‫‪ ‬ﺟﻮﺩﺓ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‪،‬‬ ‫‪ ‬ﻗﺪﺭﺓ ﺍﻟﺒﺎﺣﺜﲔ ﻋﻠﻰ ﺗﻨﻔﻴﺬ ﺍﳌﺸﺮﻭﻉ‪،‬‬ ‫‪ ‬ﻗﺪﺭﺓ ﺍﳌِﺮﻓﻖ ﺍﻟﺒﺤﺜﻲ ﻋﻠﻰ ﺍﺳﺘﻴﻌﺎﺏ ﺗﻨﻔﻴﺬ ﺍﳌﺸﺮﻭﻉ‪،‬‬ ‫‪ ‬ﻗﺪﺭﺓ ﺍﳌﺆﺳﺴ ﺔ ﺍﳌﻌﻨﻴﺔ ﻋﻠﻰ ﻣﻌﺎﳉﺔ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﳌﺎﻟﻴﺔ‪،‬‬ ‫‪ ‬ﺍﻟﻮﻓﺎﺀ ﺑﺎﻹﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ‪،‬‬ ‫‪ ‬ﻣﻮﺍﺯﻧﺔﹲ ‪ budget‬ﻭﺍﻗﻌﻴﺔ ﻭﻣﱪﺭﺓ ﰲ ﻧﻄﺎﻕ ﺍﳊﺪﻭﺩ ﺍﻟﱵ ﺗﻀﻌﻬﺎ ﺍﻟﻮﻛﺎﻟﺔ‪ ،‬ﻭﻣﻦ ﺩﻭﻥ ﺗﻮﻗﻌﺎﺕ‬ ‫ﺑﺎﺳﺘﻤﺮﺍﺭ ﺍﻟﺘﻤﻮﻳﻞ ﺑﻌﺪ ﺇﻛﻤﺎﻝ ﺍﳌﺸﺮﻭﻉ‪،‬‬ ‫‪ ‬ﺇﻃﺎﺭ ﺯﻣﲏ ﻣﻌﻘﻮﻝ ﻹﻛﻤﺎﻝ ﺍﻟﺸﻤﺮﻭﻉ‪،‬‬ ‫‪ ‬ﺗﻔﻬ‪‬ﻢ ﺍﳌﺸﺎﻛﻞ ﺍﳌﺘﻮﻗﻌﺔ‪،‬‬ ‫‪ ‬ﻭﺿﻮﺡ ﺍﻹﻗﺘﺮﺍﺡ ﺍﳌﻜﺘﻮﺏ ﻭﺟﻮﺩﺓ ﺃﺳﻠﻮﺑﻪ‪.‬‬ ‫ﺇﻥ ﺍﻟﻜﺘﺎﺑﺔ ﲝﻤﺎﺱ ﺃﻣﺮ ﺟﻴﺪ‪ ،‬ﻭﻟﻜﻦ ﳚﺐ ﺍﻟﺒﻌﺪ ﻋﻦ ﺍﳌﺒﺎﻟﻐﺔ ﻭﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻣﻘﺪﻡ ﺍﻟﻄﻠﺐ ﻭﺍﻗﻌﻴﹰﺎ ﻓﻴﻤﺎ‬ ‫ﻳﺘﻌﻠﻖ ﲝﺪﻭﺩ ﺍﻟﺪﺭﺍﺳﺔ ‪.limitations‬‬ ‫‪ 3.2.6‬ﻛﻴﻒ ﻳﻘﺪﻡ ﺍﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺚ؟‬ ‫ﺗﺴﺘﻌﻤﻞ ﺍﳍﻴﺌﺎﺕ ﺍﳌﻤﻮ‪‬ﻟﺔ ﻭﺍﺣﺪﹰﺍ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺎﻟﻴﺔ ﻻﺧﺘﻴﺎﺭ ﻣﺸﺮﻭﻋﺎﺕ ﺍﻟﺒﺤﺚ ﻭﲤﻮﻳﻠﻬﺎ‪:‬‬ ‫ﺇﻟﺘﻤﺎﺱ ‪ soliciting‬ﺍﻹﻗﺘﺮﺍﺣﺎﺕ‪ ،‬ﺃﻭ ﺍﻹﻋﻼﻥ ﻋﻦ ﻃﻠﺐ ﺍﻗﺘﺮﺍﺣﺎﺕ‪ ،‬ﺃﻭ ﺳﻴﺎﺳﺔ ﺍﻟﺒﺎﺏ ﺍﳌﻔﺘﻮﺡ‪.‬‬ ‫‪ ‬ﺇﻟﺘﻤﺎﺱ ﺍﻹﻗﺘﺮﺍﺣﺎﺕ‪ :‬ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ‪ ،‬ﻳﺘﻢ ﺍﻹﺗﺼﺎﻝ ﲟﺆﺳﺴﺔ ﲝﻮﺙ ﺃﻭ ﺃﻛﺜﺮ ﻟﺴﺆﺍﳍﺎ ﻋﻤﺎ‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺗﺮﻏﺐ ﰲ ﺗﻘﺪﱘ ﺍﻗﺘﺮﺍﺡ ﲝﺜﻲ ﰲ ﳎﺎﻝ ﻣﻌﻴ‪‬ﻦ ﻳﻬﻢ ﺍﻟﻮﻛﺎﻟﺔ ﺍﳌﻤﻮﻟﺔ‪.‬ﻭﻋﺎﺩﺓ ﻣﺎ‬ ‫ﺗﻜﻮﻥ ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﻳﺘﻢ ﺍﻹﺗﺼﺎﻝ ‪‬ﺎ ﻣﻦ ﻣﺮﺍﻛﺰ ﺍﳋﱪﺓ ﺍﳌﺘﻤﻴﺰﺓ‪.‬‬ ‫‪ ‬ﺍﻹﻋﻼﻥ ﻋﻦ ﻃﻠﺐ ﺗﻘﺪﱘ ﺍﻗﺘﺮﺍﺣﺎﺕ ﰲ ﳎﺎﻻﺕ ﺍﻫﺘﻤﺎﻡ ﻣﻌﻴﻨﺔ‪ :‬ﻭﻫﺬﻩ ﻋﻤﻠﻴﺔ ﺗﻨﺎﻓﺴﻴﺔ‪،‬‬ ‫ﻭﻋﺎﺩﺓ ﻣﺎ ﺗﻮﺟﺪ ﺣﺪﻭﺩ ﺯﻣﻨﻴﺔ ﻟﺘﻘﺪﱘ ﺍﻹﻗﺘﺮﺍﺣﺎﺕ‪ .‬ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺠﻼﺏ ﺍﻟﺘﻤﻮﻳﻞ‬ ‫‪ grantsmanship‬ﺗﺸﻤﻞ ﺟﺰﺋﻴﹰﺎ ﺍﻹﺳﺘﻌﺪﺍﺩ ﻟﺘﻘﺪﱘ ﺃﻓﻜﺎﺭ ﺟﻴﺪﺓ‪ ،‬ﻭﺇﻣﻜﺎﻧﻴﺔ ﺻﻴﺎﻏﺔ ﺍﻗﺘﺮﺍﺡ‬ ‫ﺟﺬﺍﺏ ﰲ ﻭﻗﺖ ﻗﺼﲑ‪ .‬ﻭﻣﻦ ﰒ ﻳ‪‬ﺮﺍﺟﻊ ﺍﻹﻗﺘﺮﺍﺣﺎﺕ ﻣﺮﺍﺟﻌﻮﻥ ﻣﺴﺘﻘﻠﻮﻥ ﻭﻳﻌﻄﻮﻥ ﳍﺎ‬ ‫‪3‬‬

‫ﺍﻟﺪﺭﺟﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ‪ .‬ﻭﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﻋﺪﺩ ﺻﻐﲑ ﻣﻨﻬﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺘﻤﻮﻳﻞ‪ .‬ﻭﺑﻌﺾ‬ ‫ﻭﻛﺎﻻﺕ ﺍﻟﺘﻤﻮﻳﻞ ﺗﻄﻠﺐ ﺃﻭ ﹰﻻ ﻣﻠﺨﺼﹰﺎ ﻭﺟﻴﺰﹰﺍ ﻟﻔﻜﺮﺓ ﺍﻹﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺜﻲ‪ ،‬ﻭﺑﻌﺪ ﺫﻟﻚ ﺗﻌﺪ‬ ‫ﻗﺎﺋﻤﺔ ﻗﺼﲑﺓ ﺑﺄﻓﻀﻞ ﺍﻟﻄﻠﺒﺎﺕ‪ ،‬ﰒ ﺗ‪‬ﻄﻠﺐ ﺍﻹﻗﺘﺮﺍﺣﺎﺕ ﺍﻟﻜﺎﻣﻠﺔ ﻣﻦ ﺃﺻﺤﺎﺏ ﺍﻟﻄﻠﺒﺎﺕ‬ ‫ﺍﳌﺪﺭﺟﺔ ﺑﺎﻟﻘﺎﺋﻤﺔ ﺍﻟﻘﺼﲑﺓ‪.‬‬ ‫‪ ‬ﺳﻴﺎﺳﺔ ﺍﻟﺒﺎﺏ ﺍﳌﻔﺘﻮﺡ ﻷﻱ ﺍﻗﺘﺮﺍﺡ ﺟﻴﺪ‪ :‬ﻟﺪﻯ ﻣﻌﻈﻢ ﻭﻛﺎﻻﺕ ﺍﻟﺘﻤﻮﻳﻞ ﳎﺎﻻﺕ ﺍﻫﺘﻤﺎﻡ‬ ‫ﺗﻌﻨﻴﻬﺎ‪ ،‬ﻭﻫﻨﺎﻙ ﳎﺎﻻﺕ ﺃﺧﺮﻯ ﻻ ﺗﻌﻨﻴﻬﺎ‪ .‬ﻭﺧﲑ ﻧﺼﻴﺤﺔ ﻟﻠﺒﺎﺣﺜﲔ ﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ‪ ،‬ﻫﻲ ﺃﻥ‬ ‫ﻼ ﻟﻠﻮﻛﺎﻟﺔ ﺍﳌﻤﻮﻟﺔ‪ ،‬ﺑﻞ ﻳﺮﺳﻠﻮﺍ ﻣﺒﺪﺋﻴﹰﺎ ﻣﻠﺨﺼﹰﺎ ﻭﺟﻴﺰﹰﺍ ﻋﻦ ﺍﳌﺸﺮﻭﻉ‬ ‫ﻻ ﻳﺮﺳﻠﻮﺍ ﺍﻗﺘﺮﺍﺣ ﹰﺎ ﻛﺎﻣ ﹰ‬ ‫ﻣﻊ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻤﻮﻳﻞ ﺍﳌﻄﻠﻮﺏ‪ ،‬ﻓﻬﺬﺍ ﻳﻜﻔﻲ ﻟﺘﻠﻘﻲ ﺇﺟﺎﺑﺔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﻟﻮﻛﺎﻟﺔ ﺃﻭ‬ ‫ﺍﳍﻴﺌﺔ ﺑﺎﻟﻨﻈﺮ ﰲ ﺍﻹﻗﺘﺮﺍﺡ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻟﺮﺩ ﺑﺎﻹﳚﺎﺏ‪ ،‬ﳝﻜﻦ ﻋﻨﺌﺬ ﺇﺭﺳﺎﻝ ﺍﻹﻗﺘﺮﺍﺡ ﺍﻟﻜﺎﻣﻞ‪.‬‬ ‫ﻭﻭﻛﺎﻻﺕ ﺍﻟﺘﻤﻮﻳﻞ ﳍﺎ ﻣﻮﺍﻗﻌﻬﺎ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ‪ .websites‬ﻭﳝﻜﻦ ﺑﺴﻬﻮﻟﺔ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ‬ ‫ﺍﻫﺘﻤﺎﻣﺎ‪‬ﺎ ﻭﺁﻟﻴﺎ‪‬ﺎ‪.‬‬ ‫‪ 4.2.6‬ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﻣﻼﺣﻈﺎﺕ ﺍﳌﺮﺍﺟﻌﲔ‬ ‫ﲣﻀﻊ ﺍﻗﺘﺮﺍﺣﺎﺕ ﺍﻟﺒﺤﻮﺙ ﻋﺎﺩﺓ ﺇﱃ ﺍﳌﺮﺍﺟﻌﺔ ﻣﻦ ﻗﺒﻞ ﺍﻟﻨﻈﺮﺍﺀ )ﺍﻟﺘﺤﻜﻴﻢ ‪ .(peer review‬ﻭﻗﺪ ﻳﺮﻯ‬ ‫ﺍﳌﺮﺍﺟﻌﻮﻥ ﺃﻥ ﺍﻟﺒﺤﺚ ﳝﻜﻦ ﺃﻥ ﻳﺼﺒﺢ ﺃﻛﺜﺮ ﻗﺒﻮ ﹰﻻ ﺑﻌﺪ ﺇﺩﺧﺎﻝ ﺗﻌﺪﻳﻼﺕ ﻋﻠﻴﻪ‪ .‬ﻭﻻ ﳛﺘﺎﺝ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺇﱃ ﺇﺩﺧﺎﻝ‬ ‫ﻛﻞ ﺍﻟﺘﻌﺪﻳﻼﺕ ﺍﳌﻘﺘﺮﺣﺔ ﺃﻭﺗﻮﻣﺎﺗﻴﻜﻴﺎﹰ‪ .‬ﻭﻟﻜﻦ ﻋﻠﻴﻬﻢ ﺃﻥ ﻳ‪‬ﺪﺧﻠﻮﺍ ﺍﻟﺘﻌﺪﻳﻼﺕ ﺍﻟﱵ ﺗﻠﱯ ﺍﻧﺘﻘﺎﺩﺍﺕ ﺍﳌﺮﺍﺟﻌﲔ ﻛﻠﻤﺎ‬ ‫ﺃﻣﻜﻦ ﺫﻟﻚ‪ ،‬ﻭﺃﻥ ﻳﺬﻛﺮﻭﺍ ﻣﱪﺭﺍ‪‬ﻢ ﻋﻨﺪﻣﺎ ﻳﻘﺮﺭﻭﻥ ﻏﲑ ﺫﻟﻚ‪ .‬ﻭﳛﺴ‪‬ﻦ ﺃﻥ ﻳﻮﺿﺢ ﺍﻟﺒﺎﺣﺚ ﰲ ﻭﺭﻗﺔ ﻣﻨﻔﺼﻠﺔ‬ ‫ﺍﻧﺘﻘﺎﺩﺍﺕ ﺍﳌﺮﺍﺟﻌﲔ ﻭﻛﻴﻒ ﲤﺖ ﺍﻻﺳﺘﺠﺎﺑﺔ ﳍﺎ ﰲ ﺍﻹﻗﺘﺮﺍﺡ ﺍﳌﻌﺪﻝ‪.‬‬

‫‪ 3.6‬ﻣﻜﻮﻧﺎﺕ ﺍﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺚ‬ ‫ﻳ‪‬ﻜﺘﺐ ﺍﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺚ ﻋﺎﺩﺓ ﺑﺎﻟﺼﻴﻐﺔ ﺍﻟﻨﻤﻄﻴﺔ ‪ format‬ﺍﻟﺘﺎﻟﻴﺔ ﺍﻟﱵ ﺗﺸﻤﻞ ﻣﻜﻮﻧﺎﺕ ﺑﺮﻭﺗﻮﻛﻮﻝ ﺍﻟﺒﺤﺚ‪،‬‬ ‫ﻣﻊ ﺑﻌﺾ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺿﺎﻓﻴﺔ‪ .‬ﻭﻟﺪﻯ ﺑﻌﺾ ﻭﻛﺎﻻﺕ ﺍﻟﺘﻤﻮﻳﻞ ﺻﻴﻎ ﳕﻄﻴﺔ ﺧﺎﺻﺔ ‪‬ﺎ ﻣﻦ ﺃﺟﻞ ﻣﻌﺎﻳﺮﺓ ﺍﻟﻄﻠﺒﺎﺕ‬ ‫ﺍﳌﻘﺪﻣﺔ ﳍﺎ ﻭﺗﻨﺴﻴﻖ ﻋﻤﻠﻴﺔ ﺍﳌﺮﺍﺟﻌﺔ‪.‬‬ ‫‪ ‬ﺻﻔﺤﺔ ﺍﻟﻌﻨﻮﺍﻥ‬ ‫‪ ‬ﻣﻠﺨﺺ ﺍﳌﺸﺮﻭﻉ‬ ‫‪4‬‬

‫‪ ‬ﻭﺻﻒ ﺍﳌﺸﺮﻭﻉ‬ ‫‪ ‬ﺍﻹﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ‬ ‫‪ ‬ﻗﻀﺎﻳﺎ ﺍﻟﺬﻛﻮﺭﺓ ﻭﺍﻷﻧﻮﺛﺔ‬ ‫‪ ‬ﺍﳉﺪﻭﻝ ﺍﻟﺰﻣﲏ‬ ‫‪ ‬ﺍﳌﺸﺎﻛﻞ ﺍﳌﺘﻮﻗﻌﺔ‬ ‫‪ ‬ﺍﳌﻮﺍﺯﻧﺔ‬ ‫‪ ‬ﺍﳌﺮﺍﺟﻊ‬ ‫‪ ‬ﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺒﺎﺣﺚ )ﺃﻭ ﺍﻟﺒﺎﺣﺜﲔ(‬

‫ﺻﻔﺤﺔ ﺍﻟﻌﻨﻮﺍﻥ‬ ‫ﲢﺘﻮﻱ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ‪:‬‬ ‫‪ ‬ﻋﻨﻮﺍﻥ ﺍﳌﺸﺮﻭﻉ‬ ‫‪ ‬ﺍﻟﺒﺎﺣﺚ ﺍﻟﺮﺋﻴﺴﻲ ﺃﻭ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﺮﺋﻴﺴﻴﲔ‬ ‫‪ ‬ﺍﳌﺆﺳﺴﺔ ﺍﳌﻌﻨﻴﺔ‬ ‫‪ ‬ﻣﺪﺓ ﺍﳌﺸﺮﻭﻉ‬ ‫‪ ‬ﺍﻟﺘﻤﻮﻳﻞ ﺍﳌﻄﻠﻮﺏ‬ ‫ﻭﺗﻌﻄﻰ ﺍﳌﻨﺢ ﺍﻟﺒﺤﺜﻴﺔ ‪ research grants‬ﻋﺎﺩﺓ ﻟﻠﻤﺆﺳﺴﺎﺕ ﻭﻟﻴﺲ ﻟﻸﻓﺮﺍﺩ‪ .‬ﻟﺬﻟﻚ ﳚﺐ ﺃﻥ ﻳ‪‬ﻜﺘﺐ ﺍﺳﻢ‬ ‫ﺍﳌﺆﺳﺴﺔ ﺍﳌﻌﻨﻴﺔ ﰲ ﺻﻔﺤﺔ ﺍﻟﻌﻨﻮﺍﻥ‪ .‬ﻭﺇﺫﺍ ﱂ ﺗﻜﻦ ﺍﳌﺆﺳﺴﺔ ﻣﻌﺮﻭﻓﺔ ﻟﺪﻯ ﻭﻛﺎﻟﺔ ﺍﻟﺘﻤﻮﻳﻞ‪ ،‬ﻓﻴﻤﻜﻦ ﺇﻳﺮﺍﺩ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻣﻮﺟﺰﺓ ﻋﻨﻬﺎ ﰲ ﻣﻠﺤﻖ ﻣﺴﺘﻘﻞ‪ .‬ﺃﻭ ﻗﺪ ﺗﻄﻠﺐ ﻭﻛﺎﻟﺔ ﺍﻟﺘﻤﻮﻳﻞ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳ‪‬ﺬﻛﺮ‬ ‫ﺍﺳﻢ ﺍﳌﺴﺆﻭﻝ ﺍﳌﺎﱄ ﺍﻟﺬﻱ ﺳﻴﺘﻮﱃ ﺇﺩﺍﺭﺓ ﺍﳌﻨﺤﺔ ﺍﳌﺎﻟﻴﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺃﲰﺎﺀ ﺍﻟﺒﺎﺣﺜﲔ‪.‬‬ ‫ﻭﳚﺐ ﲢﺪﻳﺪ ﻣﺪﺓ ﺍﳌﺸﺮﻭﻉ‪ .‬ﻭﻣﻌﻈﻢ ﺍﻟﻮﻛﺎﻻﺕ ﻻ ﺗﻠﺘﺰﻡ ﺑﺘﻘﺪﱘ ﺍﻟﺪﻋﻢ ﻷﻛﺜﺮ ﻣﻦ ﺛﻼﺙ ﺳﻨﻮﺍﺕ‪ .‬ﻭﻳﻨﺒﻐﻲ‬ ‫ﲢﺪﻳﺪ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻤﻮﻳﻞ ﺍﳌﻄﻠﻮﺏ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺸﺮﻭﻉ ﻣﺘﻌﺪﺩ ﺍﻟﺴﻨﻮﺍﺕ ﻓﻴﻨﺒﻐﻲ ﲢﺪﻳﺪ ﺍﳌﺒﺎﻟﻎ ﺍﳌﻄﻠﻮﺑﺔ ﻟﻜﻞ ﺳﻨﺔ‬ ‫ﻋﻠﻰ ﺣﺪﻩ‪.‬‬ ‫‪5‬‬

‫ﻣﻠﺨﺺ ﺍﳌﺸﺮﻭﻉ‬ ‫ﳚﺐ ﺃﻥ ﻳ‪‬ﻜﺘﺐ ﻣﻠﺨﺺ ﺍﳌﺸﺮﻭﻉ ﺑﻌﻨﺎﻳﺔ‪ ،‬ﻓﺴﻮﻑ ﻳﻜﻮﻥ ﺃﻭﻝ ﺟﺰﺀ ﻳﻘﺮﺅﻩ ﺍﳌﺮﺍﺟﻌﻮﻥ )ﻭﺭﲟﺎ ﻳﻜﻮﻥ‬ ‫ﺍﻟﻮﺣﻴﺪ(‪ .‬ﻭﳚﺐ ﺃﻥ ﻳﻮﺿﺢ ﺑﺸﻜﻞ ﻣﻘﻨﻊ ﺃﳘﻴﺔ ﺍﳌﺸﺮﻭﻉ ﻭﺟﻮﺍﻧﺐ ﻗﻮﺗﻪ‪.‬‬

‫ﻭﺻﻒ ﺍﳌﺸﺮﻭﻉ‬ ‫ﻳ‪‬ﻜﺘﺐ ﺍﻟﻮﺻﻒ ﻋﻠﻰ ﻏﺮﺍﺭ ﺻﻴﻐﺔ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﺍﻟﱵ ﺳﺒﻖ ﻋﺮﺿﻬﺎ ﰲ ﺍﻟﻔﺼﻞ ﺍﳋﺎﺹ ﺑﻜﺘﺎﺑﺔ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﻳ‪‬ﻜﺘﻔﻲ ﰲ ﻭﺻﻒ ﺍﻷﺳﺎﺱ ﺍﳌﻨﻄﻘﻲ ‪ rationale‬ﺑﺸﺮﺡ ﺃﳘﻴﺔ ﺗﻨﻔﻴﺬ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﺑﻞ ﻳﻨﺒﻐﻲ ﻛﺬﻟﻚ‬ ‫ﺑﻴﺎﻥ ﻣﺪﻯ ﻣﻼﺀﻣﺘﻪ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻹﻫﺘﻤﺎﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﻮﻛﺎﻟﺔ ﺍﻟﺘﻤﻮﻳﻞ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗ‪‬ﺬﻛﺮ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﱵ ﻗﺎﻡ‬ ‫‪‬ﺎ ﺍﻟﺒﺎﺣﺜﻮﻥ ﰲ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪ ،‬ﻓﺴﻮﻑ ﻳﺆﻛﺪ ﺫﻟﻚ ﻗﺪﺭﺓ ﺍﻟﺒﺎﺣﺜﲔ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ‪‬ﺬﺍ ﺍﻟﻌﻤﻞ‪ .‬ﻛﻤﺎ ﺃﻥ ﺫﻛﺮ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻹﺳﺘﺮﺷﺎﺩﻳﺔ ‪ ،pilot studies‬ﺇﻥ ﻛﺎﻧﺖ ﻗﺪ ﺃﺟﺮﻳﺖ‪ ،‬ﻟﻪ ﺃﳘﻴﺘﻪ ﰲ ﺗﻮﻛﻴﺪ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻨﻔﻴﺬ ﺍﻟﺒﺤﺚ‪.‬‬

‫ﺍﻹﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ‬ ‫ﻣ ﻮﺍﻓﻘﺔ ﺍﻟﻠﺠﻨﺔ ﺍﶈﻠﻴﺔ ﳌﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ ﻻ ﺗﻌﻔﻲ ﻭﻛﺎﻟﺔ ﺍﻟﺘﻤﻮﻳﻞ ﻣﻦ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﻷﺧﻼﻗﻴﺔ ﻋﻦ ﺍﳌﺸﺮﻭﻉ‪.‬‬ ‫ﻛﺬﻟﻚ ﻓﺈﻥ ﻣﻮﺍﻓﻘﺔ ﻭﻛﺎﻟﺔ ﺍﻟﺘﻤﻮﻳﻞ ﻻ ﺗﻌﻔﻲ ﻣﺆﺳﺴﺔ ﺍﻟﺒﺤﺚ ﻣﻦ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﻷﺧﻼﻗﻴﺔ ﻋﻦ ﺍﳌﺸﺮﻭﻉ‪ .‬ﻟﺬﻟﻚ‬ ‫ﻳﻨﺒﻐﻲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻘﻀﺎﻳﺎ ﻭﺍﳌﺨﺎﻭﻑ ﺍﻷﺧﻼﻗﻴﺔ ﻋﻠﻰ ﳓﻮ ﺷﺎﻣﻞ ﰲ ﺍﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺚ‪ .‬ﺣﺴﺒﻤﺎ ﺟﺎﺀ ﰲ ﺍﻟﻔﺼﻞ‬ ‫ﺍﳋﺎﺹ ﺑﻜﺘﺎﺑﺔ ﺑﺮﻭﺗﻮﻛﻮﻝ ﺍﻟﺒﺤﺚ‪.‬‬

‫ﻗﻀﺎﻳﺎ ﺍﻟﺬﻛﻮﺭﺓ ﻭﺍﻷﻧﻮﺛﺔ‬ ‫ﻣﻌﻈﻢ ﺍﳍﻴﺌﺎﺕ ﺍﳌﻤﻮﻟﺔ ﺃﺧﺬﺕ ﺗﺒﺪﻱ ﺍﻵﻥ ﺇﺩﺭﺍﻛﹰﺎ ﻣﺘﺰﺍﻳﺪﹰﺍ ﻟﻠﻘﻀﺎﻳﺎ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺬﻛﻮﺭﺓ ﻭﺍﻷﻧﻮﺛﺔ‬

‫‪gender‬‬

‫‪ .issues‬ﻭﻳﻨﺒﻐﻲ ﻣﻌﺎﳉﺔ ﻫﺬﻩ ﺍﻟﻘﻀﺎﻳﺎ ﰲ ﺍﻹﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺜﻲ‪ ،‬ﻛﻤﺎ ﺳﺒﻖ ﺫﻛﺮﻩ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺑﻖ ﺍﳋﺎﺹ ﺑﻜﺘﺎﺑﺔ‬ ‫ﺑﺮﻭﺗﻮﻛﻮﻝ ﺍﻟﺒﺤﺚ‪.‬‬

‫ﺍﳉﺪﻭﻝ ﺍﻟﺰﻣﲏ‬ ‫ﳚﺐ ﺃﻥ ﻳﻠﺘﺰﻡ ﺍﻟﺒﺎﺣﺜﻮﻥ ﲜﺪﻭﻝ ﺯﻣﲏ‪ .‬ﻭﻗﺪ ﻳﺸﻤﻞ ﺫﻟﻚ ﻣﺮﺣﻠﺔ ﲢﻀﲑﻳﺔ ﻟﺘﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﻟﺒﺤﺚ‪،‬‬ ‫ﻭﻟﺸﺮﺍﺀ ﺍﳌﻌﺪﺍﺕ ﻭﺍﻹﻣﺪﺍﺩﺍﺕ‪ ،‬ﺃﻭ ﻻﺳﺘﻜﻤﺎﻝ ﻣﺮﺣﻠﺔ ﺍﺳﺘﺮﺷﺎﺩﻳﺔ ‪ .pilot phase‬ﻭﻳﻨﺒﻐﻲ ﺑﻌﺪ ﺫﻟﻚ ﺗﻘﺪﻳﺮ ﻣﺪﺩ‬ ‫‪6‬‬

‫ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﻬﺎﺋﻲ ﻟﻠﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻛﺘﺎﺑﺔ ﺍﻟﺘﻘﺮﻳﺮ‪ .‬ﻭﰲ ﺍﻗﺘﺮﺍﺣﺎﺕ ﺍﳌﺸﺮﻭﻋﺎﺕ ﺫﺍﺕ ﺍﳌﺪﺩ ﺍﻟﻄﻮﻳﻠﺔ‬ ‫)ﺃﻛﺜﺮ ﻣﻦ ﺳﻨﺔ( ﳚﺐ ﺃﻥ ﳛﺪﺩ ﺍﳉﺪﻭﻝ ﺍﻟﺰﻣﲏ ﻣﻌﺎﱂ ‪ milestones‬ﻳﺘﺤﺘﻢ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ ﰲ ﺃﻭﻗﺎﺕ ﳏﺪﺩﺓ‪.‬‬ ‫ﻭﺗﺆﺧﺬ ﻫﺬﻩ ﺍﳌﻌﺎﱂ ﰲ ﺍﻹﻋﺘﺒﺎﺭ ﻋﻨﺪﻣﺎ ﺗﺮﺍﺟﻊ ﻭﻛﺎﻻﺕ ﺍﻟﺘﻤﻮﻳﻞ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﳌﺮﺣﻠﻴﺔ ﻓﻴﻤﺎ ﺑﻌﺪ‪ .‬ﻭﻏﺎﻟﺒﺎﹰ ﻣﺎ ﺗ‪‬ﺼﺮﻑ‬ ‫ﺩ‪‬ﻓﻌﺎﺕ ﺍﻟﺘﻤﻮﻳﻞ ﺑﻨﺎﺀ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺘﻘﺎﺭﻳﺮ‪.‬‬

‫ﺍﳌﺸﺎﻛﻞ ﺍﳌﺘﻮﻗﻌﺔ‬ ‫ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻳﺒﻴ‪‬ﻨﻮﺍ ﺇﺩﺭﺍﻛﻬﻢ ﻟﻠﻌﻘﺒﺎﺕ ﻭﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﻗﺪ ﺗﻌﺮﻗﻞ ﺍﺳﺘﻜﻤﺎﻝ ﺍﳌﺸﺮﻭﻉ ﰲ ﺍﻹﻃﺎﺭ‬ ‫ﺍﻟﺰﻣﲏ ﻭﺍﳌﺎﱄ ﺍﳌﻘﺘﺮﺡ‪ ،‬ﻭﻋﻠﻴﻬﻢ ﺃﻥ ﻳﺸﺮﺣﻮﺍ ﻛﻴﻒ ﺳﻴﺘﻌﺎﻣﻠﻮﻥ ﻣﻊ ﻫﺬﻩ ﺍﻟﻌﻘﺒﺎﺕ ﻭﺍﻟﺼﻌﻮﺑﺎﺕ‪ .‬ﺃﻣﺎ ﺍﻟﺒﺎﺣﺚ‬ ‫ﺍﻟﺬﻱ ﻻ ﻳﺘﻮﻗﻊ ﻣﻮ ﺍﺟﻬﺔ ﺃﻱ ﻣﺸﻜﻠﺔ‪ ،‬ﻓﺮﲟﺎ ﱂ ﻳﻜﻦ ﻗﺪ ﺃﻣﻌﻦ ﺍﻟﺘﻔﻜﲑ ﰲ ﺗﻔﺎﺻﻴﻞ ﺍﳌﺸﺮﻭﻉ ﺑﻌﻨﺎﻳﺔ‪.‬‬

‫ﺍﳌﻮﺍﺯﻧﺔ‬ ‫ﻳﻨﺒﻐﻲ ﺗﻔﺼﻴﻞ ﺑﻨﻮﺩ ‪ itemize‬ﻃﻠﺐ ﺍﳌﻮﺍﺯﻧﺔ‪ ،‬ﻭﺃﻥ ﺗﺼﺤﺐ ﻛﻞ ﺑﻨﺪ ﻣﻦ ﺑﻨﻮﺩ ﺍﳌﻮﺍﺯﻧﺔ ﻣﱪﺭﺍﺗﻪ‪.‬‬

‫ﺗﻔﺼﻴﻞ ﺑﻨﻮﺩ ﺍﳌﻮﺍﺯﻧﺔ‬ ‫ﻓﻴﻤﺎ ﻳﻠﻲ ﺃﻣﺜﻠﺔ ﻟﻔﺌﺎﺕ ﺍﳌﺼﺮﻭﻓﺎﺕ‪:‬‬ ‫‪ ‬ﺍﻟﻌﺎﻣﻠﻮﻥ )ﺃﲰﺎﺅﻫﻢ‪ ،‬ﻭﻇﺎﺋﻔﻬﻢ‪ ،‬ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ ﻣﻦ ﻭﻗﺘﻬﻢ ﺍﻟﱵ ﺳﻴﺨﺼﺼﻮ‪‬ﺎ ﻟﻠﻤﺸﺮﻭﻉ‪،‬‬ ‫ﺭﻭﺍﺗﺒﻬﻢ‪ ،‬ﺍﳌﺰﺍﻳﺎ ﺍﻟﻌﻴﻨﻴﺔ ‪ fringe benefits‬ﺍﻟﱵ ﺳﺘﻘﺪﻡ ﳍﻢ(‪.‬‬ ‫‪ ‬ﺍﳌﻌﺪﺍﺕ‬

‫‪equipment‬‬

‫‪ ‬ﺍﻟﺘﻮﺭﻳﺪﺍﺕ‬

‫‪supplies‬‬

‫‪ ‬ﺗﻜﺎﻟﻴﻒ ﺭﻋﺎﻳﺔ ﺍﳌﺮﺿﻰ‬ ‫‪ ‬ﺍﻟﺴﻔﺮﻳﺎﺕ‬ ‫‪ ‬ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫‪ ‬ﺍﻹﺗﺼﺎﻻﺕ‬ ‫‪ ‬ﻧﻔﻘﺎﺕ ﺍﻟﺴﻜﺮﺗﺎﺭﻳﺔ‬ ‫‪ ‬ﻧﺸﺮ‪ /‬ﺗﻮﺯﻳﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﲝﺼﻴﻠﺔ ﺍﳌﺸﺮﻭﻉ‪.‬‬ ‫‪7‬‬

‫ﺗﱪﻳﺮ ﺑﻨﻮﺩ ﺍﳌﻴﺰﺍﻧﻴﺔ‬ ‫ﳚﺐ ﺗﻘﺪﱘ ﻣﱪﺭﺍﺕ ﻟﻜﻞ ﺑﻨﺪ ﻣﻦ ﺑﻨﻮﺩ ﺍﳌﻮﺍﺯﻧﺔ‪ ،‬ﻛﻤﺎ ﳚﺐ ﺍﻟﺘﺪﻗﻴﻖ ﻓﻴﻬﺎ ‪ scrutinized‬ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬ ‫‪ ‬ﻫﻞ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﻛﻞ ﺍﻟﻌﺎﻣﻠﲔ ﻃﻮﺍﻝ ﺍﳌﺪﺓ ﺍﳌﺬﻛﻮﺭﺓ؟‬ ‫‪ ‬ﻫﻞ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻷﺳﺎﺳﻴﲔ ‪ critical personnel‬ﳜﺼ‪‬ﺼﻮﻥ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﰲ ﻟﻠﻤﺸﺮﻭﻉ؟‬ ‫‪ ‬ﻣﻦ ﺍﻟﺼﻌﺐ ﺗﱪﺑﺮ ﺷﺮﺍﺀ ﻣﻌﺪﺍﺕ ﺛﻘﻴﻠﺔ ﰲ ﻣﺸﺮﻭﻉ ﺻﻐﲑ‪ ،‬ﻭﻟﻜﻦ ﳝﻜﻦ ﺍﺳﺘﺜﻨﺎﺀ ﻣﺆﺳﺴﺔ ﰲ‬ ‫ﺑﻠﺪ ﻧﺎﻡ ﺑﺎﻋﺘﺒﺎﺭ ﺫﻟﻚ ﺟﺰﺀﹰﺍ ﻣﻦ ﺗﻌﺰﻳﺰ ﻗﺪﺭﺍ‪‬ﺎ ﺍﻟﺒﺤﺜﻴﺔ‪.‬‬ ‫‪ ‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﺗﺘﻀﻤﻦ ﺍﳌﻮﺍﺯﻧﺔ ﺃﻳﺔ ﻣﻐﺮﻳﺎﺕ ﻏﲑ ﻣﱪﺭﺓ ﳊﻔﺰ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﺔ ﰲ‬ ‫ﺍﻟﺒﺤﺚ‪.‬‬ ‫ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺪﺓ ﺍﻟﺒﺤﺚ ﺗﺰﻳﺪ ﻋﻦ ﺳﻨﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻳﺘﻌﲔ ﺇﻋﺪﺍﺩ ﻣﻮﺍﺯﻧﺔ ﻣﻔﺼﻠﺔ ﻟﻠﺴﻨﺔ ﺍﻷﻭﱃ ﻋﻠﻰ ﺍﻷﻗﻞ‪ ،‬ﻣﻊ‬ ‫ﺗﻠﺨﻴﺺ ﺍﳌﻮﺍﺯﻧﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻟﻠﺴﻨﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ .‬ﻭﰲ ﺍﻟﻌﺎﺩﺓ ﺗﻌﺘﻤﺪ ﺍﻟﻮﻛﺎﻻﺕ ﺍﳌﻮﺍﺯﻧﺔ ﺍﻟﻼﺯﻣﺔ ﳌﺪﺓ ﺍﳌﺸﺮﻭﻉ‬ ‫ﺑﻜﺎﻣﻠﻬﺎ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺗﺼﺮﻑ ﺍﻷﻣﻮﺍﻝ ﻋﻠﻰ ﺩﻓﻌﺎﺕ ﺳﻨﻮﻳﺔ‪ ،‬ﺑﻌﺪ ﺗﻘﺪﱘ ﺗﻘﺎﺭﻳﺮ ﻣﺮﺣﻠﻴﺔ ﻭﺗﻘﺎﺭﻳﺮ ﻣﺎﻟﻴﺔ ﻣﻘﺒﻮﻟﺔ‪.‬‬ ‫ﻭﺗﺴﻤﺢ ﺍﻟﻮﻛﺎﻻﺕ ﻋﺎﺩﺓ ﺑﻘﺪﺭ ﻣﻦ ﺍﳌﺮﻭﻧﺔ ﰲ ﺍﺳﺘﻌﻤﺎﻝ ﺃﻣﻮﺍﻝ ﺍﳌﻮﺍﺯﻧﺔ ﺷﺮﻳﻄﺔ ﻋﺪﻡ ﲡﺎﻭﺯ ﺇﲨﺎﱄ ﺍﳌﻮﺍﺯﻧﺔ‬ ‫ﺍﳌﻌﺘﻤﺪﺓ‪ .‬ﻭﺇﺫﺍ ﺃﺭﻳﺪ ﲢﻮﻳﻞ ﺍﻋﺘﻤﺎﺩﺍﺕ ﺑﲔ ﺑﻨﻮﺩ ﺍﳌﻮﺍﺯﻧﺔ ﻓﻴ‪‬ﺘﻮﻗﻊ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﳛﺼﻠﻮﺍ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﺍﻟﻮﻛﺎﻟﺔ‬ ‫ﺍﳌﻤﻮﻟﺔ ﺃﻭﻻﹰ‪.‬‬ ‫ﻭﻣﻦ ﺷﺄﻥ ﺍﳌﻮﺍﺯﻧﺔ ﻏﲑ ﺍﻟﻮﺍﻗﻌﻴﺔ ﺃﻥ ﺗﺆﺩﻱ ﺇﱃ ﺭﻓﺾ ﺍﻹﻗﺘﺮﺍﺡ‪ .‬ﻭﻗﺪ ﺗﻜﻮﻥ ﺍﳌﻮﺍﺯﻧﺔ ﻏﲑ ﻭﺍﻗﻌﻴﺔ ﺑﺈﺣﺪﻯ‬ ‫ﻃﺮﻳﻘﺘﲔ‪ .‬ﺇﻣﺎ ﺃﻥ ﺗﻄﻠﺐ ﻣﻦ ﺍﳌﺎﻝ ﻣﺎ ﻳﺰﻳﺪ ﻋﻦ ﺍﻟﻘﺪﺭ ﺍﻟﻼﺯﻡ ﻟﺘﻨﻔﻴﺬ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﺃﻭ ﺃﻥ ﺗﻄﻠﺐ ﺃﻗﻞ ﻛﺜﲑﹰﺍ ﻣﻦ ﺍﻟﻘﺪﺭ‬ ‫ﺍﻟﻼﺯﻡ ﻭﺍﻗﻌﻴﹰﺎ ﻟﺘﻨﻔﻴﺬ ﺍﳌﺸﺮﻭﻉ ﺑﻨﺠﺎﺡ‪ .‬ﻭﺭﲟﺎ ﻳﺮﻳﺪ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺃﻥ ﳛﺪﺩﻭﺍ ﺍﳌﻮﺍﺯﻧﺔ ﰲ ﺣﺪﻭﺩ ﺳﻘﻒ ﺍﻟﺘﻤﻮﻳﻞ ﺍﻟﺬﻱ‬ ‫ﺗﺴﻤﺢ ﺑﻪ ﺍﻟﻮﻛﺎﻟﺔ ﺑﻴﻨﻤﺎ ﻳﺴﺘﺒ‪‬ﻘﻮﻥ ﺍﳌﺸﺮﻭﻉ ﺍﻟﻜﺎﻣﻞ ﻛﻤﺎ ﻫﻮ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺑﺪ ﹰﻻ ﻣﻦ ﺫﻟﻚ ﺃﻥ ‪‬ﳛﺪ‪‬ﻭﺍ ﻣﻦ ﺃﻫﺪﺍﻑ‬ ‫ﺍﳌﺸﺮﻭﻉ ﺑﺎﻟﻘﺪﺭ ﺍﻟﺬﻱ ﳝﻜﻦ ﻭﺍﻗﻌﻴﹰﺎ ﲢﻘﻴﻘﻪ ﺑﺎﻷﻣﻮﺍﻝ ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬

‫ﺍﳌﺮﺍﺟﻊ‬ ‫ﻳﻨﺒﻐﻲ ﺫﻛﺮ ﻋﺪﺩ ﻣﻦ ﺍﳌﺮﺍﺟﻊ ﺍﳊﺪﻳﺜﺔ ﻋﻦ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﺗﺪﻋﻴﻤﹰﺎ ﻟﻺﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺜﻲ‪.‬‬

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(‫ﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺒﺎﺣﺚ )ﺃﻭ ﺍﻟﺒﺎﺣﺜﲔ‬ ‫ ﻭﻳﻨﺒﻐﻲ ﺇﺭﻓﺎﻕ ﺧﻼﺻﺎﺕ ﺑﻴﻮﻏﺮﺍﻓﻴﺔ ﻋﻦ ﺍﻟﺒﺎﺣﺜﲔ‬.‫ﺇﻥ ﻗﺪﺭﺓ ﺍﻟﺒﺎﺣﺜﲔ ﻋﻠﻰ ﺗﻨﻔﻴﺬ ﺍﳌﺸﺮﻭﻉ ﳍﺎ ﺃﳘﻴﺔ ﻛﺒﲑﺓ‬ .‫ ﻟﻪ ﺃﳘﻴﺘﻪ‬track record ‫ ﻛﻤﺎ ﺃﻥ ﺳﺠﻞ ﻣﺘﺎﺑﻌﺔ ﺃﻋﻤﺎﻝ ﺍﻟﺒﺎﺣﺜﲔ‬.‫ ﻟﻜﻞ ﻣﻨﻬﻢ‬C.V. ‫ﺃﻭ ﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﺸﺨﺼﻲ‬ .‫ﺎ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺣﻮﻝ ﺍﳌﻮﺿﻮﻉ‬ ‫ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺸﻤﻞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﻤﻬﻴﺪﻳﺔ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻷﻋﻤﺎﻝ ﺍﻟﱵ ﻗﺎﻡ‬

‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ Cummings SR, Holly EA, Hulley SB. Writing and funding a research proposal. In: Hulley SB, Cummings SR. eds. Designing clinical research: an epidemiologic approach, 2nd edition. Philadelphia, Lippincott Williams & Wilkins, 2001: 285–298. Wingo PA, Higgins JA, Rubin GL, Zahniser SC. An epidemiologic approach to reproductive health. Geneva. World Health Organization, 1994: 15–67 (WHO/HRP/EPI/1994). Health research methodology: A guide for training in research methods. 2nd edition. Manila, World Health Organization Regional office for the Western Pacific, 2001: 147–161.

UNDP/UNFPA/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction. Preparing a research project proposal. Guidelines and forms. 3rd edition. Geneva, World Health Organization, 2000 (WHO/HRP/PP/2000). Wyatt KM, Dimmock PW. Applying for a grant. In: O’Brien PMS, Pipkin FB. Introduction to research methodology for specialists and trainees. London, Royal College of Obstetricians and Gynaecologists Press, 1999: 201–209.

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‫ﺍﻟﻔﺼﻞ ‪7‬‬

‫ﺗﻨﻔﻴﺬ ﻣﺸﺮﻭﻉ ﺍﻟﺒﺤﺚ‬ ‫‪ 1.7‬ﻣﻘﺪﻣﺔ‬ ‫ﻛﻴﻒ ﻳﻨﺒﻐﻲ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ؟ ﳝﻜﻦ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﺑﻜﻠﻤﺔ ﻭﺍﺣﺪﺓ ﻫﻲ‪ :‬ﺟﻴﺪﹰﺍ‪ .‬ﻓﻤﻬﻤﺎ ﻛﺎﻥ ﺳﺒﺐ‬ ‫ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻣﻬﻤﺎ ﻛﺎﻥ ﻧﻮﻋﻪ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳ‪‬ﺠﺮﻯ ﺟﻴﺪﹰﺍ‪ ،‬ﻭﺃﻥ ﻳﺘﻔﻖ ﻣﻊ ﺍﳌﻌﺎﻳﲑ ﺍﻟﺮﺍﺳﺨﺔ ﻟﻠﻤﻨﻬﺠﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬ ‫ﻭﻟﻘﺪ ﻛﺎﻥ ﻳﻘﺎﻝ ﺩﺍﺋﻤﺎﹰ ﺇﻥ ﻫﻨﺎﻙ ﻧﻮﻋﹰﺎ ﻭﺍﺣﺪﹰﺍ ﻣﻦ ﺍﻟﺒﺤﻮﺙ‪ :‬ﺍﻟﺒﺤﺚ ﺍﳉﻴﺪ‪ .‬ﺃﻣﺎ ﺍﻟﺒﺤﺚ ﺍﻟﺮﺩﺉ ﻓﻼ ﻳﺴﺘﺤﻖ ﺃﻥ‬ ‫ﻳﺴﻤﻰ ﲝﺜﺎﹰ‪.‬‬ ‫ﻭﻟﻴﺲ ﻳﻜﻔﻲ ﺇﻣﻌﺎﻥ ﺍﻟﻔﻜﺮ ﰲ ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ ﺗﺼﻤﻴﻢ ﻣﻼﺋﻢ ﻟﻠﺒﺤﺚ‪ ،‬ﻭﺍﻟﺘﻔﻜﲑ ﻣﻠﻴﹰﺎ ﰲ‬ ‫ﺑﺮﻭﺗﻮﻛﻮﻝ ﻣﻔﺼ‪‬ﻞ ﻭﻛﺘﺎﺑﺘﻪ ﺟﻴﺪﺍﹰ‪ .‬ﻓﻜﻞ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ‪‬ﻲﺀ ﺗﺮﻛﻴﺒﹰﺎ ﺗﺸﺮﳛﻴﹰﺎ ﺟﻴﺪﹰﺍ ﻟﻠﺒﺤﺚ‪ .‬ﺃﻣﺎ ﺍﳉﻮﺍﻧﺐ‬ ‫ﺍﻟﻔﻴﺰﻳﻮﻟﻮﺟﻴﺔ ﻓﻬﻲ ﺃﻛﺜﺮ ﺃﳘﻴﺔ‪ .‬ﻭﻫﻜﺬﺍ ﳚﺐ ﺗﻨﻔﻴﺬ ﺍﻟﺒﺤﺚ ﻣﻊ ﺗﻮﺧﻲ ﺍﻟﺼﺮﺍﻣﺔ ﺍﻟﻌﻠﻤﻴﺔ ‪.scientific rigour‬‬

‫‪ 2.7‬ﺍﻟﺼﺮﺍﻣﺔ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻜﻠﻤﺔ ﺍﻹﻧﻜﻠﻴﺰﻳﺔ ‪) rigour‬ﺍﻟﺼﺮﺍﻣﺔ( ﺗﻌﲏ ﺣﺮﻓﻴﺎﹰ ‪) strictness‬ﺍﻟﺪﻗﺔ(‪ .‬ﻭﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻌﻠﻤﻴﺔ ﺗﺴﺘﻌﻤﻞ‬ ‫ﻛﻠﻤﺔ ﺍﻟﺼﺮﺍﻣﺔ ﻟﺘﻌﲏ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪ ‬ﺍﻹﻟﺘﺰﺍﻡ ﺑﱪﻭﺗﻮﻛﻮﻝ ﺍﻟﺪﺭﺍﺳﺔ‪،‬‬

‫‪ ‬ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ ﻭﻓﻘﹰﺎ ﻟﻠﻤﻌﺎﻳﲑ ﺍﻷﺧﻼﻗﻴﺔ ﺍﳌﻘﺮﺭﺓ‪،‬‬

‫‪ ‬ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺳﺠﻼﺕ ﺩﻗﻴﻘﺔ ﻭﻣﻔﺼﻠﺔ ﻟﻜﻞ ﺍﳌﻼﺣﻈﺎﺕ ‪،observations‬‬

‫‪ ‬ﺇﺳﺘﻌﻤﺎﻝ ﻃﺮﻕ ﺍﻟﻘﻴﺎﺱ ﺑﻄﺮﻳﻘﺔ ﻣﻮﺿﻮﻋﻴﺔ ﺣﱴ ﺗﻌﻄﻲ ﻧﺘﺎﺋﺞ ﺻﺤﻴﺤﺔ ﻭﻣﻮﺛﻮﻗﺔ‪،‬‬

‫‪ ‬ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻔﺴﲑﻫﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻄﺮﻕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﳌﻼﺋﻤﺔ ﻟﺘﻘﺪﻳﺮ ﻣﺪﻯ ﺻﻼﺣﻴﺔ‬ ‫‪ validity‬ﺍﻟﻨﺘﺎﺋﺞ ﻭﺇﻣﻜﺎﻧﻴﺔ ﺗﻌﻤﻴﻤﻬﺎ‪،‬‬

‫‪  ‬ﻣﻮﺍﺻﻠﺔ ﺍﻟﺒﺎﺣﺜﲔ ﺳﻌﻴﻬﻢ‪ ،‬ﺧﻼﻝ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﳌﻌﺮﻓﺔ ﻣﺎ ﻧﺸﺮ ﺣﻮﻝ ﺍﳌﻮﺿﻮﻉ ﻣﻦ‬ ‫ﻣﻄﺒﻮﻋﺎﺕ‪،‬‬

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‫‪  ‬ﻋﺮﺽ ﺍﻟﻨﺘﺎﺋﺞ ﺑﻄﺮﻳﻘﺔ ﲤﻜﹼﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻵﺧﺮﻳﻦ ﻣﻦ ﺇﻋﺎﺩﺓ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﺴﺘﻌﻤﻠﲔ ﻧﻔﺲ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﻟﻄﺮﺍﺋﻖ ﻟﻴﺘﻮﺻﻠﻮﺍ ﺇﱃ ﻧﻔﺲ ﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ‪ .‬ﻭﲝﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺍﻵﺧﺮﻭﻥ‬ ‫ﺃﻥ ﻳﻜﺮﺭﻭﺍ ﺍﻟﺘﺠﺮﺑﺔ ﻟﺘﺄﻛﻴﺪ ﻧﺘﺎﺋﺠﻬﺎ ﺃﻭ ﺩﺣﻀﻬﺎ‪.‬‬

‫‪ 3.7‬ﺍﻹﺧﺘﺒﺎﺭ ﺍﻟﻘﺒ‪‬ﻠﻲ ﻟﻠﱪﻭﺗﻮﻛﻮﻝ‬ ‫ﻣﻦ ﺍﳌﻔﻴﺪ ﺩﺍﺋﻤﹰﺎ ﺇﺟﺮﺍﺀ ﺍﺧﺘﺒﺎﺭ ﻗﺒ‪‬ﻠ ‪‬ﻲ ‪ pre-test‬ﻟﻠﱪﻭﺗﻮﻛﻮﻝ ﺑﻌﺪ ﺇﻋﺪﺍﺩﻩ‪ .‬ﻭﻫﺬﻩ ﺧﻄﻮﺓ ﳍﺎ ﺃﳘﻴﺔ ﻛﺒﲑﺓ ﰲ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﻮﺳﻌﺔ ﻭﺍﳌﻜﻠﻔﺔ‪ .‬ﻓﺎﻟﱪﻭﺗﻮﻛﻮﻝ ﺍﻟﺬﻱ ﻳﺒﺪﻭ ﺃﻧﻪ ﻣﺒﺎﺷﺮ ‪ straightforwar‬ﻭﺧﺎﻝ ﻣﻦ ﺍﳌﺸﺎﻛﻞ‪ ،‬ﻗﺪ ﺗﻈﻬﺮ‬ ‫ﺑﻪ ﻣﺸﺎﻛﻞ ﻟﻮﺟﺴﺘﻴﺔ ﻭﻋﻤﻠﻴﺔ ﻋﻨﺪ ﺍﻟﺘﻨﻔﻴﺬ‪ .‬ﻭﻳﺴﻤﻰ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺒ‪‬ﻠﻲ ﺃﺣﻴﺎﻧﹰﺎ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺍﻹﺳﺘﺮﺷﺎﺩﻳﺔ ﺃﻭ ﺍﻹﺭﺗﻴﺎﺩﻳﺔ‬ ‫‪ .pilot study‬ﻭﻋﻠﻰ ﺃﺳﺎﺱ ﻧﺘﻴﺠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻹﺳﺘﺮﺷﺎﺩﻳﺔ‪ ،‬ﺭﲟﺎ ﻳﺘﻢ ﺗﻌﺪﻳﻞ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﻗﺒﻞ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ﺫﺍ‪‬ﺎ‪.‬‬ ‫ﻭﳝﻜﻦ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻹﺳﺘﺮﺷﺎ ﺩﻳﺔ ﺃﻥ ﺗﺴﺎﻋﺪ ﰲ ﲢﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻌﺪﺩ ﺍﳌﻄﻠﻮﺏ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﺪﺭﺍﺳﺔ‪،‬‬ ‫ﻭﻣﻜﻮﻧﺎﺕ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﳝﻜﻦ ﺗﻌﺒﺌﺘﻬﺎ ﺧﻼﻝ ﺍﻹﻃﺎﺭ ﺍﻟﺰﻣﲏ ﺍﶈﺪﺩ ﻟﻠﺪﺭﺍﺳﺔ‪ .‬ﻭﻗﺪ ﻳﻘﺘﻀﻲ ﺍﻷﻣﺮ ﺗﻌﺪﻳﻞ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺃﻭ‬ ‫ﺍﺳﺘﻜﺸﺎﻑ ﺃﺳﺎﻟﻴﺐ ﺑﺪﻳﻠﺔ ﻟﺘﻌﺒﺌﺔ ﺃﻓﺮﺍﺩ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﻛﻤﺎ ﳝﻜﻦ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻹﺳﺘﺮﺷﺎﺩﻳﺔ ﺃﻥ ﺗﺴﺎﻋﺪ ﰲ ﺍﺧﺘﺒﺎﺭ ﻃﺮﺍﺋﻖ ﺍﻟﻘﻴﺎﺱ‪ .‬ﻓﺈﺫﺍ ﺍﻋﺘﻤﺪﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻃﺮﻳﻘﺔ‬ ‫ﺣﻔﻆ ﺍﻟﺴﺠﻼﺕ‪ ،‬ﻓﻴﻨﺒﻐﻲ ﻓﺤﺺ ﻫﺬﻩ ﺍﻟﺴﺠﻼﺕ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺩﻗﺘﻬﺎ ﻭﺍﻛﺘﻤﺎﳍﺎ ﻗﺒﻞ ﺗﻨﻔﻴﺬ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﺃﻣﺎ ﺇﺫﺍ‬ ‫ﻛﺎﻥ ﻗﺪ ﰎ ﺗﺼﻤﻴﻢ ﺍﺳﺘﺒﻴﺎﻥ ﳍﺬﺍ ﺍﻟﻐﺮﺽ‪ ،‬ﻓﺴﻮﻑ ﻳﺘﻌﲔ ﺍﺧﺘﺒﺎﺭﻩ ﻣﺴﺒﻘﹰﺎ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺃﻥ ﺃﺳﺌﻠﺘﻪ ﻭﺍﺿﺤﺔ ﻻ‬ ‫ﻏﻤﻮﺽ ﻓﻴﻬﺎ‪ ،‬ﻭﺃﻥ ﺍﻹﺟﺎﺑﺎﺕ ﺳﻮﻑ ﺗﻜﻮﻥ ﻣﺘﺴﻘﺔ‪ .‬ﻭﺭﲟﺎ ﺗﻄﻠﺐ ﺍﻷﻣﺮ ﺇﺩﺧﺎﻝ ﺗﻌﺪﻳﻼﺕ ﻋﻠﻰ ﺍﻟﻮﺛﻴﻘﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ‪.‬‬ ‫ﻭﺇﺫﺍ ﺗﻀﻤﻨﺖ ﺍﳌﻨﻬﺠﻴﺔ ﻗﻴﺎﺳﺎﺕ ﺳﺮﻳﺮﻳﺔ ﺃﻭ ﳐﱪﻳﺔ‪ ،‬ﻓﻴﻨﺒﻐﻲ ﺍﺧﺘﺒﺎﺭﻫﺎ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺍﳌﻌﻮ‪‬ﻟﻴﺔ )ﺍﳌﻮﺛﻮﻗﻴﺔ( ﻟﺪﻯ‬ ‫ﺍﻟﻔﺎﺣﺺ ﻭﺑﲔ ﺍﻟﻔﺎﺣﺼﲔ )‪ ،(inter-rater and intra-rater reliability‬ﺃﻱ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺍﺗﺴﺎﻕ ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﺍﻟﱵ ﻳﺘ ﻮﺻﻞ ﺇﻟﻴﻬﺎ ﻓﺎﺣﺼﻮﻥ ﳐﺘﻠﻔﻮﻥ ﺃﻭ ﻧﻔﺲ ﺍﻟﻔﺎﺣﺺ ﰲ ﺃﻭﻗﺎﺕ ﳐﺘﻠﻔﺔ‪.‬‬ ‫ﻭﳝﻜﻦ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻹﺳﺘﺮﺷﺎﺩﻳﺔ ﻛﺬﻟﻚ ﺃﻥ ﺗﺴﺎﻋﺪ ﰲ ﺍﺧﺘﺒﺎﺭ ﻧﻈﺎﻡ ﺇﺩﺭﺍﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.data management‬‬ ‫ﻓﺴﻮﻑ ﻳﺘﺒﲔ ﻣﻦ ﺇﺩﺧﺎﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﺤﺼﻠﺔ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻹﺳﺘﺮﺷﺎﺩﻳﺔ ﻭﻣﺮﺍﺟﻌﺘﻬﺎ ‪ editing‬ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻨﻈﺎﻡ‬ ‫ﻳﻌﻤﻞ ﺟﻴﺪﹰﺍ‪ .‬ﻭﻳﺸﻤ ﻞ ﺫﻟﻚ ﺗﺼﻤﻴﻢ ﺍﺳﺘﻤﺎﺭﺍﺕ ﺗﺴﺠﻴﻞ ﺍﻟﻘﻴﺎﺳﺎﺕ‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﻭﺿﻊ ﺑﺮﺍﻣﺞ ﻹﺩﺧﺎﻝ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺇﺩﺍﺭ‪‬ﺎ ﻭﲢﻠﻴﻠﻬﺎ‪ ،‬ﻭﲣﻄﻴﻂ ﺟﺪﺍﻭﻝ ﺻﻮﺭﻳﺔ ‪ dummy tabulation‬ﺗﻀﻤﻦ ﲨﻊ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﻼﺋﻤﺔ‪.‬‬

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‫‪ 4.7‬ﺭﺻﺪ ﻣﺴﺎﺭ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻳﻨﺒﻐﻲ ﺭﺻﺪ ﻣﺴﺎﺭ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻓﻔﻲ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﻟﻜﺒﲑﺓ ﻳﻌﻴ‪‬ﻦ ﺭﺍﺻﺪ ‪ monitor‬ﻣﻬﻤﺘﻪ ﺍﻹﺑﻼﻍ ﻋﻦ‬ ‫ﺗﻘﺪﻡ ﺍﻟﺘﺠﺮﺑﺔ ﻭﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﻟﻌﻤﻠﻴﺔ ﺍﻟﺮﺻﺪ ﻣﻜﻮﻧﺎﻥ ﺍﺛﻨﺎﻥ‪ :‬ﺇﺩﺍﺭﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫‪data‬‬

‫‪) management‬ﺣﻔﻆ ﺍﻟﺴﺠﻼﺕ ﻭﺗﺪﺍﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ( ﻭﺟﻮﺩﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪) data quality‬ﺿﻤﺎﻥ ﺍﳉﻮﺩﺓ‬ ‫ﻭﲢﻘﻖ ﺍﳉﻮﺩﺓ(‪.‬‬

‫ﺣﻔﻆ ﺍﻟﺴﺠﻼﺕ ﻭﺗﺪﺍﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﳚﺐ ﺗﻮﺛﻴﻖ ﻛﻞ ﺍﳋﻄﻮﺍﺕ ﺍﻟﱵ ﺗﺸﻤﻠﻬﺎ ﺇﺩﺍﺭﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺣﱴ ﳝﻜﻦ ﺇﺟﺮﺍﺀ ﺗﻘﺪﻳﺮ ﺍﺳﺘﻌﺎﺩﻱ‪ ،‬ﺧﻄﻮﺓ ﺑﻌﺪ‬ ‫ﺐ ﺃﻭﺭﺍﻕ ﺍﳌﺮﺍﺟﻌﺔ ـ‬ ‫ﺃﺧﺮﻯ‪ ،‬ﳉﻮﺩﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻷﺩﺍﺀ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ )ﻣﻔﻬﻮﻡ ﺗﻌﻘ ‪‬‬

‫‪the audit paper trail‬‬

‫‪ .(concept‬ﻭﻣﻦ ﺍﳉﻮﺍﻧﺐ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺴﻼﻣﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪ ،integrity of data‬ﺿﻤﺎﻥ ﺍﻟﺘﻌﻤﻴﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ‬ ‫ﺑﺘﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺍﳌﻌﺎﳉﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﳚﺐ ﺍﻹﺣﺘﻔﺎﻅ ﲟﻠﻔﺎﺕ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺪﺍﻋﻤﺔ ﺍﻷﺧﺮﻯ‬ ‫ﻟﻠﻤﺪﺓ ﺍﻟﱵ ﲢﺪﺩﻫﺎ ﺍﻟﻠﻮﺍﺋﺢ ﺍﶈﻠﻴﺔ‪.‬‬ ‫ﻭﰲ ﺍﻟﺒﺤﻮﺙ ﻣﺸﻜﻠﺔ ﺷﺎﺋﻌﺔ ﻫﻲ ﻣﻴﻞ ﺍﻟﺒﺎﺣﺜﲔ ﳉﻤﻊ ﺑﻴﺎﻧﺎﺕ ﻛﺜﲑﺓ‪ ،‬ﺗﺰﻳﺪ ﻛﺜﲑﹰﺍ ﻋﻤﺎ ﳝﻜﻨﻬﻢ ﲢﻠﻴﻠﻪ ﺃﻭ‬ ‫ﻧﺸﺮﻩ‪ .‬ﻭﻣﻦ ﺷﺄﻥ ﺫﻟﻚ ﺃﻥ ﺗﻨﺠﻢ ﻋﻨﻪ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﻣﻔﺮﻃﺔ ﺍﳊﺠﻢ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺍﺣﺘﻤﺎﻻﺕ ﻋﺪﻡ ﺍﻟﺪﻗﺔ‪ .‬ﻭﻟﻜﻦ‬ ‫ﲢﺪﻳﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﻳﺘﻌﲔ ﲨﻌﻬﺎ ﲝﻴﺚ ﺗﻘﺘﺼﺮ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﻭﺍﻟﺘﺨﻠﺺ ﳑﺎ ﻳﺰﻳﺪ‬ ‫ﻋﻦ ﺍﳊﺎﺟﺔ ﻣﻨﻬﺎ‪ ،‬ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﻌﺰﺯ ﺩﻗﺔ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﻫﻨﺎﻙ ﻧﺼﻴﺤﺔ ﻋﺎﻣﺔ ﻧﻘﺪﻣﻬﺎ ﻟﻠﺒﺎﺣﺜﲔ ﻫﻲ ﺃﻥ ﻳﻜﻮﻧﻮﺍ‬ ‫ﻣﻘﺘ‪‬ﺮﻳﻦ ‪) parsimonious‬ﺃﻱ ﻻ ﻳﺘﻮﺳﻌﻮﻥ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻘﺪﺭ ﺍﻟﻀﺮﻭﺭﻱ(‪.‬‬

‫ﺿﻤﺎﻥ ﺍﳉﻮﺩﺓ ﻭﲢﻘﻖ ﺍﳉﻮﺩﺓ‬ ‫ﳚﺐ ﺗﻄﺒﻴﻖ ﻧﻈﺎﻡ ﺿﻤﺎﻥ ﺍﳉﻮﺩﺓ ‪ ، quality assurance‬ﻟﻀﻤﺎﻥ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺗﻮﻟﻴﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻭﺗﺴﺠﻴﻠﻬﺎ ﻭﺗﺒﻠﻴﻐﻬﺎ ﻭﻓﻘﹰﺎ ﻟﻠﱪﻭﺗﻮﻛﻮﻝ ﻭﻟﻠﻤﺎﺭﺳﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳉﻴﺪﺓ ﻭﻟﻠﻮﺍﺋﺢ ﺍﻟﻮﻃﻨﻴﺔ‪ .‬ﻭﰲ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ‬ ‫ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻛﻞ ﺍﳌﻮﺍﻗﻊ ﻭﻛﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﻮﺛﺎﺋﻖ ﻣﺘﺎﺣﺔ ﻟﻠﺘﺤﻘﻖ ﻣﻨﻬﺎ ‪ .verification‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ‬ ‫ﻛﻞ ﺍﳌﻼﺣﻈﺎﺕ ﻭﺍﻟﻨﺘﺎﺋﺞ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺤﻘﻖ ‪ verifiable‬ﺣﱴ ﳝﻜﻦ ﺍﻟﻮﺛﻮﻕ ﰲ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺿﻤﺎﻥ ﺃﻥ ﺗﻜﻮﻥ‬ ‫ﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﳌﻘﺪﻣﺔ ﻗﺪ ﺍﺳﺘ‪‬ﺨﻠﺼﺖ ﻋﻠﻰ ﳓﻮ ﺻﺤﻴﺢ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﻡ‪ .‬ﻭﻳﻄﺒﻖ ﻧﻈﺎﻡ ﺿﻤﺎﻥ ﺍﳉﻮﺩﺓ ﲢﻘﻴﻘﹰﺎ‬ ‫ﳍﺪﻓﲔ ﳘﺎ‪ :‬ﺿﻤﺎﻥ ﻋﺪﻡ ﻓﻘﺪﺍﻥ ﺃﻱ ﺑﻴﺎﻧﺎﺕ‪ ،‬ﻭﺿﻤﺎﻥ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺻﺤﻴﺤﺔ ﻭﺩﻗﻴﻘﺔ‪.‬‬

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‫ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻔﻘﻮﺩﺓ ﺗﺜﲑ ﻣﺸﻜﻠﺔ ﰲ ﲢﻠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ ﺳﻮﺍﺀ ﻛﺎﻥ ﺳﺒﺐ ﻓﻘﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻫﻮ ﻋﺪﻡ ﺇﺟﺮﺍﺀ ﺍﻟﻘﻴﺎﺳﺎﺕ‬ ‫ﺃﻭ ﻋﺪﻡ ﺗﺴﺠﻴﻠﻬﺎ‪ .‬ﻭﲦﺔ ﻧﻮﻉ ﺧﺎﺹ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻔﻘﻮﺩﺓ ﻭﻫﻮ ﻧﺎﺗﺞ ﻣﻦ ﺍﻧﻘﻄﺎﻉ ﺍﳌﺘﺎﺑﻌﺔ‪ .‬ﻭﻣﻦ ﺷﺄﻥ ﺍﻧﻘﻄﺎﻉ‬ ‫ﺍﳌﺘﺎﺑﻌﺔ ﺃﻥ ﳜﻔﺾ ﻋﺪﺩ ﺃﻓﺮﺍﺩ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﺑﺼﻔﺔ ﻋﺎﻣﺔ‪ ،‬ﻋﻨﺪ ﺗﻘﺪﻳﺮ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻳﺘﻢ ﺍﻹﺣﺘﻴﺎﻁ ﺑﻨﺴﺒﺔ ﻣﺌﻮﻳﺔ‬ ‫ﺗﻘﺪﻳﺮﻳﺔ ﻻﻧﻘﻄﺎﻉ ﺍﳌﺘﺎﺑﻌﺔ‪ ،‬ﻭﻟﻮ ﺃﻥ ﺫﻟﻚ ﻻ ﳛﻞ ﺍﳌﺸﻜﻠﺔ ﲤﺎﻣﺎﹰ‪ .‬ﻭﻗﺪ ﻳﺴﺒﺐ ﺍﻧﻘﻄﺎﻉ ﺍﳌﺘﺎﺑﻌﺔ ﺍﳓﻴﺎﺯ ﻧﺘﺎﺋﺞ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻳﺒﺪﺩ ﺍﻟﺜﻘﺔ ﰲ ﻧﺘﺎﺋﺠﻬﺎ‪ .‬ﻓﺎﻷﻓ ﺮﺍﺩ ﺍﻟﺬﻳﻦ ﱂ ﻳ‪‬ﺘﺎﺑ‪‬ﻌﻮﺍ ﻗﺪ ﻳﻜﻮﻧﻮﻥ ﳐﺘﻠﻔﲔ ﻋﻦ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﺍﺳﺘﻤﺮﻭﺍ ﰲ‬ ‫ﺍﻟﺘﺠﺮﺑﺔ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻥ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﺗﻨﺘﺎ‪‬ﻢ ﺁﺛﺎﺭ ﺟﺎﻧﺒﻴﺔ ﺧﻄﲑﺓ ﺃﻭ ﺗﺼﻴﺒﻬﻢ ﻣﻀﺎﻋﻔﺎﺕ ﺃﻭ ﻗﺪ ﳝﻮﺗﻮﻥ‪ ،‬ﺭﲟﺎ‬ ‫ﻳﻜﻮﻧﻮﻥ ﳑﺜﱠﻠﲔ ﺑﻨﺴﺒﺔ ﻛﺒﲑﺓ ﰲ ﳎﻤﻮﻋﺔ ﺍﻧﻘﻄﺎﻉ ﺍﳌﺘﺎﺑﻌﺔ‪.‬‬ ‫ﻭﺍﻟﺮﺻﺪ ‪ monitoring‬ﺃﺛﻨﺎﺀ ﻣﺴﺎﺭ ﺍﻟﺪﺭﺍﺳﺔ ﳝﻜﻦ ﺃﻥ ﻳﺴﺎﻋﺪ ﰲ ﺧﻔﺾ ﻣﺸﻜﻠﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻔﻘﻮﺩﺓ‪.‬‬ ‫ﻭﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺣﺎﺳﻮﰊ ﻹﺩﺧﺎﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﲝﻴﺚ ﻳﻀﻤﻦ ﺇﺩﺧﺎﻝ ﲨﻴﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﺳﻮﻑ ﻳ‪‬ﻈﻬﺮ‬ ‫ﺍﻟﱪﻧﺎﻣﺞ ﺍﳊﺎﺳﻮﰊ ﺇﺷﺎﺭﺓ )ﰲ ﺷﻜﻞ ﺭﺍﻳﺔ ‪ (flag‬ﺗﺒﻴ‪‬ﻦ ﺍﻟﻘﻴﻢ ﺍﳌﻔﻘﻮﺩﺓ ﺃﻭ ﺍﳋﺎﺭﺟﺔ ﻋﻦ ﺍﻟﻨﻄﺎﻕ‪.‬‬ ‫ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﻏﲑ ﺍﻟﺪﻗﻴﻘﺔ ﺃﻭ ﻏﲑ ﺍﻟﺼﺤﻴﺤﺔ ﲤﺜﻞ ﻣﺸﻜﻠﺔ ﺃﺳﻮﺃ ﻣﻦ ﻣﺸﻜﻠﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻔﻘﻮﺩﺓ ﻷ‪‬ﺎ ﺭﲟﺎ ﻻ ﺗ‪‬ﻜﺘﺸﻒ‬ ‫ﺑﻌﺪ ﺗﺴﺠﻴﻠﻬﺎ‪ ،‬ﻭﻻ ﳝﻜﻦ ﲡﻨﺐ ﻫﺬﻩ ﺍﳌﺸﻜﻠﺔ ﺇﻻ ﻋﻦ ﻃﺮﻳﻖ ﺑﺮﻧﺎﻣﺞ ﻣﻨﻬﺠﻲ ﻟﺘﺤﻘﻖ ﺍﳉﻮﺩﺓ ‪.quality control‬‬ ‫ﺇﻥ ﻣﻌ‪‬ﻮﻟﻴﺔ )ﻣﻮﺛﻮﻗﻴﺔ( ﺍﻟﻘﻴﺎﺳﺎﺕ ﻋﻨﺼﺮ ﻣﻬﻢ ﻣﻦ ﻋﻨﺎﺻﺮ ﺿﻤﺎﻥ ﺍﳉﻮﺩﺓ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﺍﺧﺘﺒﺎﺭ ﻣﻌ‪‬ﻮﻟﻴﺔ ﺍﳌﻼﺣﻆ‬ ‫‪ ، intra-observer reliability‬ﺗﻮﺟﺪ ﻃﺮﻳﻘﺔ ﺷﺎﺋﻌﺔ ﺍﻹﺳﺘﻌﻤﺎﻝ ﻫﻲ ﺇﺟﺮﺍﺀ ﺍﻟﻘﻴﺎﺳﺎﺕ ﻣﺮﺗﲔ )ﻣﻌ‪‬ﻮﻟﻴﺔ‬ ‫ﺍﻹﺧﺘﺒﺎﺭ ﻭﺇﻋﺎﺩﺓ ﺍﻹﺧﺘﺒﺎﺭ(‪ .‬ﰒ ﺗ‪‬ﻔﺤﺺ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻧﺘﻴﺠﺔ ﺍﻹﺧﺘﺒﺎﺭ ﺍﻷﻭﻝ ﻭﻧﺘﻴﺠﺔ ﺍﻹﺧﺘﺒﺎﺭ ﺍﻟﺜﺎﱐ‪.‬‬ ‫ﻭﻻﺧﺘﺒﺎﺭ ﺍﳌﻌ‪‬ﻮﻟﻴﺔ )ﺍﳌﻮﺛﻮﻗﻴﺔ( ﺑﲔ ﺍﳌﻼﺣﻈﲔ ‪ inter-observer reliability‬ﻫﻨﺎﻙ ﻃﺮﻳﻘﺔ ﺷﺎﺋﻌﺔ ﻫﻲ ﺇﺟﺮﺍﺀ‬ ‫ﻧﻔﺲ ﺍﻟﻘﻴﺎﺳﺎﺕ ﲟﻌﺮﻓﺔ ﻣﻼﺣﻈﻴ‪‬ﻦ ﺍﺛﻨﲔ‪ .‬ﰒ ﺗ‪‬ﻔﺤﺺ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻧﺘﺎﺋﺞ ﺍﳌﻼﺣﻆ ﺍﻷﻭﻝ ﻭﻧﺘﺎﺋﺞ ﺍﳌﻼﺣﻆ ﺍﻟﺜﺎﱐ‪.‬‬ ‫ﻭﻟﻀﻤﺎﻥ ﲢﻘﻖ ﺍﳉﻮﺩﺓ ﰲ ﻗﻴﺎﺳﺎﺕ ﺍﳌﺨﺘﱪﺍﺕ ﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺛﻨﺎﺋﻴﺎﺕ ﻣﻌﻤ‪‬ﺎﺓ ‪ blinded duplicates‬ﺃﻭ‬ ‫ﳎﻤ‪‬ﻌﺎﺕ ﻣﻌﻴﺎﺭﻳﺔ ‪ .standard pools‬ﺃﻣﺎ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺘﻌﺪﺩﺓ ﺍﳌﺮﺍﻛﺰ ﺍﻟﱵ ﺗﺸﻤﻞ ﻗﻴﺎﺳﺎﺕ ﳐﱪﻳﺔ‪ ،‬ﻓﻤﻦ‬ ‫ﺍﳌﻌﺘﺎﺩ ﺃﻥ ﻳﻌﻴ‪‬ﻦ ﳍﺎ ﳐﺘﱪ ﻣﺮﺟﻌﻲ‪ .‬ﻭﻳﻘﻮﻡ ﺍﳌﺨﺘﱪ ﺍﳌﺮﺟﻌﻲ ﲟﻌﺎﻳﺮﺓ ﺍﻹﺧﺘﺒﺎﺭ ﺍﻟﺬﻱ ﺳﻴﻄﺒﻖ‪ ،‬ﻭﻳﺮﺳﻞ ﻧﻔﺲ ﺍﻟﻌﻴﻨﺔ‬ ‫ﺩﻭﺭﻳﹰﺎ ﺇﱃ ﺍﳌﺮﺍﻛﺰ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻊ ﻣﻌﻠﻮﻣﺎﺕ ﺍﺭﲡﺎﻋﻴﺔ ‪ feedback‬ﺣﻮﻝ ﻣﻘﺎﺭﻧﺔ ﻧﺘﺎﺋﺠﻬﺎ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﻭﻣﻊ‬ ‫ﻧﺘﺎﺋﺞ ﺍﳌﺨﺘﱪ ﺍﳌﺮﺟﻌﻲ‪ .‬ﻭﻣﻦ ﺍﻷﳘﻴﺔ ﲟﻜﺎﻥ‪ ،‬ﺗﻄﺒﻴﻖ ﺇﺟﺮﺍﺀﺍﺕ ﲢﻘﻖ ﺍﳉﻮﺩﺓ ﻗﺒﻞ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﺑﺘﺠﻤﻴﻊ ﻧﺘﺎﺋﺞ‬ ‫ﺍﳌﺮﺍﻛﺰ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻌﹰﺎ ﻟﺘﺤﻠﻴﻠﻬﺎ‪.‬‬

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‫‪ 5.7‬ﺍﳉﺪﻭﻟﺔ ﻭﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﺪﻭﺭﻳﺔ‬ ‫ﺗﻔﻴﺪ ﺍﳉﺪﻭﻟﺔ ﺍﻟﺪﻭﺭﻳﺔ ﻟﻠﺒﻴﺎﻧﺎﺕ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺮﺻﺪ‪ .‬ﻭﻣﻦ ﺷﺄﻥ ﺟﺪﺍﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ ﺍﻟﺪﻭﺭﻳﺔ ﺃﻥ ﺗﻜﺸﻒ‬ ‫ﺍﻟﻘﻴﻢ ﺍﻟﺸﺎﺫﺓ‪ .‬ﻭﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﺪﻭﺭﻳﺔ ﻟﻠﺒﻴﺎﻧﺎﺕ ﻻ ﺗﻌﲏ ﺑﺄﻱ ﺣﺎﻝ ﻣﻦ ﺍﻷﺣﻮﺍﻝ ﺍﻧﺘﻬﺎﻙ ﻗﻮﺍﻋﺪ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻌﻤﺎﺓ‪.‬‬

‫‪6.7‬‬

‫ﺗﺄﻛﻴﺪ ﺻﻼﺣﻴﺔ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ‬

‫ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺬﻱ ﻳ‪‬ﺠﺮﻱ ﲝﺜﹰﺎ ﻛﻴﻔﻴﹰﺎ ‪ qualitative‬ﺃﻥ ﻳﺴﺘﻌﻤﻞ ﻃﺮﻳﻘﺘﲔ ﺃﻭ ﺃﻛﺜﺮ )ﺍﳌﻼﺣﻈﺔ‪،‬‬ ‫ﻭﺍﻹﺳﺘﺠﻮﺍﺑﺎﺕ‪ ،‬ﻭﻣﻨﺎﻗﺸﺎﺕ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﺒﺆﺭﻳﺔ( ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﻧﻔﺲ ﺍﻟﺴﺆﺍﻝ‪ .‬ﻛﻤﺎ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺴﺘﻌﻤﻞ ﺃﻛﺜﺮ‬ ‫ﻣﻦ ﻣﺼﺪﺭ ﳉﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﺍﳍﺪﻑ ﻣﻦ ﺫﻟﻚ ﺗﻌﺰﻳﺰ ﺻﻼﺣﻴﺔ ﺍﻟﻨﺘﺎﺋﺞ ﻭﻣﻌﻮ‪‬ﻟﻴﺘﻬﺎ ﺑﺎﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﳌﺘﺤﺼﻠﺔ ﺑﺎﻟﻄﺮﺍﺋﻖ ﺍﳌﺨﺘﻠﻔﺔ ﺃﻭ ﻣﻦ ﻣﺼﺎﺩﺭ ﳐﺘﻠﻔﺔ‪ .‬ﻭﺗﺴﻤﻰ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﰲ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ‪ ،‬ﺃﺣﻴﺎﻧﺎﹰ‪ ،‬ﺑﻄﺮﻳﻘﺔ‬ ‫ﺍﻟﺘﺜﻠﻴﺚ ‪ .triangulation‬ﻭﻟﻘﺪ ﻧﺸﺄﺕ ﻓﻜﺮﺓ ﺍﻟﺘﺜﻠﻴﺚ ﻣﻦ ﻃﺎﺋﺮﺓ ﻳﺴﺘﻌﻤﻠﻬﺎ ﻣﺴ‪‬ﺎﺣﻮ ﺍﻷﺭﺍﺿﻲ ﺍﻟﺬﻳﻦ ﻳﻌﺰﺯﻭﻥ‬ ‫ﺻﻼﺣﻴﺔ ﺍﳋﺮﺍﺋﻂ ﺑﺈﺿﺎﻓﺔ ﻗﻴﺎﺳﺎﺕ ﻣﻦ ﺯﻭﺍﻳﺎ ﳐﺘﻠﻔﺔ‪ .‬ﻓﺎﳌﻼﺣﻈﺎﺕ ﺍﳌﺘﻌﺪﺩﺓ ﻭﺍﳌﺘﻨﻮﻋﺔ ﳝﻜﻦ ﺃﻥ ﺗﺜﺮﻱ ﻭﺻﻒ ﺃﻱ‬ ‫ﻇﺎﻫﺮﺓ‪ .‬ﻭﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻛﺬﻟﻚ ﺇﺟﺮﺍﺀ ﻣﺮﺍﺟﻌﺔ ﻟﻨﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﺍﳌﺆﻗﺘﺔ ﻣﻊ ﺍ‪‬ﻴﺒﲔ‪ ،‬ﻭﺗﺴﻤﻰ ﻫﺬﻩ ﺍﳌﺮﺍﺟﻌﺔ‬ ‫ﺑﺎﺳﻢ »ﺗﺄﻛﻴﺪ ﺍﻟﺼﻼﺣﻴﺔ ﻣﻊ ﺍ‪‬ﻴﺒﲔ ‪.«responder validation‬‬

‫‪ 7.7‬ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳉﻴﺪﺓ‬ ‫ﺇﻥ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﻣﺴﺘﺤﻀﺮﺍﺕ ﺻﻴﺪﻻﻧﻴﺔ ﺟﺪﻳﺪﺓ‪ ،‬ﻳﺘﻌﲔ ﺃﻥ ﲢﺎﻝ ﺇﱃ ﺳﻠﻄﺎﺕ‬ ‫ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺪﻭﺍﺋﻲ ﻗﺒﻞ ﺍﻋﺘﻤﺎﺩ ﺍﳌﻨﺘﺠﺎﺕ ﻟﻼﺳﺘﻌﻤﺎﻝ ﺍﻟﻌﺎﻡ‪ .‬ﻭﻟﻦ ﺗﻜﺘﻔﻲ ﺳﻠﻄﺔ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺪﻭﺍﺋﻲ ﻓﻘﻂ ﺑﺈﻣﻌﺎﻥ ﺍﻟﻨﻈﺮ‬ ‫ﰲ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺳﺘﺪﺭﺱ ﻛﺬﻟﻚ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﱵ ﺃﺳﻔﺮﺕ ﻋﻦ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ‬ ‫ﻳﻜﻮﻥ ﺍﻟﺒﺤﺚ ﻗﺪ ﺃﺟﺮﻱ ﻭﻓﻘﹰﺎ ﳌﺒﺎﺩﺉ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳉﻴﺪﺓ ‪ .GCP‬ﻭﺳﻮﻑ ﺗﺴﺘﺒﻌﺪ ﺳﻠﻄﺔ ﺍﻟﺘﻨﻈﻴﻢ‬ ‫ﺍﻟﺪﻭﺍﺋﻲ ﺃﻳﺔ ﻧﺘﺎﺋﺞ ﻻ ﺗﺘﻔﻖ ﻣﻊ ﺍﻟﺪﻻﺋﻞ ﺍﻹﺭﺷﺎﺩﻳﺔ ﻟﻠﻤﺎﺭﺳﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳉﻴﺪﺓ‪.‬‬ ‫ﻭﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳉﻴﺪﺓ ﻫﻲ ﻣﻌﻴﺎﺭ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻳﺸﻤﻞ ﺗﺼﻤﻴﻢ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺇﺟﺮﺍﺀﻫﺎ ﻭﺭﺻﺪﻫﺎ‬ ‫ﻭﺇ‪‬ﺎﺀﻫﺎ ﻭﺗﺪﻗﻴﻘﻬﺎ ‪ audit‬ﻭﲢﻠﻴﻞ ﻧﺘﺎﺋﺠﻬﺎ ﻭﺗﺒﻠﻴﻐﻬﺎ ﻭﺗﻮﺛﻴﻘﻬﺎ‪ .‬ﻭﻫﻲ ﺗﻀﻤﻦ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺳﻠﻴﻤﺔ ﻋﻠﻤﻴﹰﺎ‬ ‫ﻭﺃﺧﻼﻗﻴﺎﹰ‪ ،‬ﻭﺃﻥ ﺗﻜﻮﻥ ﺧﺼﺎﺋﺺ ﺍﳌﺴﺘﺤﻀﺮ ﺍﻟﺼﻴﺪﻻﱐ ﳏﻞ ﺍﻟﺒﺤﺚ ﻣﻮﺛﻘﺔ ﻋﻠﻰ ﳓﻮ ﺻﺤﻴﺢ‪ .‬ﻭﻟﻘﺪ ﺃﺻﺪﺭﺕ‬ ‫ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺗﻘﺮﻳﺮﹰﺍ ﺗﻘﻨﻴﹰﺎ ﻳﺘﻀﻤﻦ ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﻟﻠﻤﺎﺭﺳﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳉﻴﺪﺓ ﰲ ﺣﺎﻟﺔ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﱵ‬

‫‪5‬‬

‫ﲡﺮﻯ ﻋﻠﻰ ﻣﺴﺘﺤﻀﺮﺍﺕ ﺻﻴﺪﻻﻧﻴﺔ‪ ،‬ﻭﻣﻨﻪ ﺃﺧﺬﻧﺎ ﺑﻌﺾ ﺍﳌﻮﺍﺩ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ )ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‪،‬‬ ‫‪.(1995‬‬ ‫ﻭﺍﻟﺘﺪﻗﻴﻖ ‪ audit‬ﻋﻨﺼﺮ ﻣﻬﻢ ﰲ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳉﻴﺪﺓ‪ .‬ﻭﻫﻮ ﻓﺤﺺ ﻣﻨﻬﺠﻲ ﻳ‪‬ﺠﺮﻯ ﺑﻌﻴﺪﹰﺍ ﻋﻦ‬ ‫ﺍﳌﺸﺘﺮﻛﲔ ﻣﺒﺎﺷﺮﺓ ﰲ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ‪ .‬ﻭﻫﺪﻓﻪ ﲢﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺗﻨﻔﻴﺬ ﺍﻟﺘﺠﺮﺑﺔ ﻣﻄﺎﺑﻘﹰﺎ ﻟﻠﱪﻭﺗﻮﻛﻮﻝ ﺍﳌﺘﻔﻖ‬ ‫ﻋﻠﻴﻪ‪ ،‬ﻭﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺒﻠﻐﺔ ﻣﺘﺴﻘ ﹰﺔ ﻣﻊ ﺍﻟﺴﺠﻼﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﳏﻞ ﺍﻟﺒﺤﺚ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﳝﻜﻦ‬ ‫ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﻗﻴﻖ ﺍﻟﺘﺤﻘﻖ ﳑﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺒﻠﻐﺔ ﺃﻭ ﺍﳌﺴﺠﻠﺔ ﰲ ﺍﺳﺘﻤﺎﺭﺍﺕ ﺗﻘﺎﺭﻳﺮ ﺍﳊﺎﻻﺕ ﻣﻄﺎﺑﻘﺔ‬ ‫ﻟﺘﻠﻚ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻣﻠﻔﺎﺕ ﺍﳌﺴﺘﺸﻔﻰ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﺴﺠﻼﺕ ﺍﻷﺻﻠﻴﺔ‪ .‬ﻭﻗﺪ ﻳﺴﺘﻌﻤﻞ ﺍﻟﻘﺎﺋﻢ ﺑﺎﻟﺘﺪﻗﻴﻖ‬

‫‪auditor‬‬

‫ﻋﻤﻠﻴﺔ ﺍﻋﺘﻴﺎﻥ )ﻣﻌﺎﻳﻨﺔ( ﻣﺮﺍﻗﺒﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﺤﺼﻠﺔ ﻣﻦ ﺍﻟﺘﺠﺮﺑﺔ‪.‬‬

‫‪8.7‬‬

‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﳌﺴﺘﺤﻀﺮﺍﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ ﺍﳉﺪﻳﺪﺓ‬

‫ﻳﻨﺒﻐﻲ ﺇﺟﺮﺍﺀ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ‪ clinical trials‬ﻋﻠﻰ ﺍﳌﺴﺘﺤﻀﺮﺍﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ ﰲ ﺧﻄﻮﺍﺕ ﻣﺘﺘﺎﺑﻌﺔ‪.‬‬ ‫ﻭﻻ ﺗﺘﻘﺪﻡ ﺍﻟﺘﺠﺮﺑﺔ ﺇﱃ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻗﺒﻞ ﺍﺳﺘﻜﻤﺎﻝ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺴﺎﺑﻘﺔ ﳍﺎ ﺑﻨﺠﺎﺡ‪ .‬ﻛﻤﺎ ﺃﻥ ﻋﺪﺩ ﺃﻓﺮﺍﺩ ﺍﻟﺘﺠﺮﺑﺔ‬ ‫ﻳ‪‬ﺰﺍﺩ ﻣﻦ ﻣﺮﺣﻠﺔ ﺇﱃ ﺍﻟﱵ ﺗﻠﻴﻬﺎ ﻣﻊ ﺯﻳﺎﺩﺓ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﻣﺄﻣﻮﻧﻴﺔ ﺍﳌﺴﺘﺤﻀ‪‬ﺮ ﻭﳒﺎﻋﺘﻪ‪ .‬ﻭﻋﺎﺩﺓ ﻣﺎ ﻳﺘﻄﻠﺐ ﺍﻷﻣﺮ‬ ‫ﺇﺟﺮﺍﺀ ﺩﺭﺍﺳﺎﺕ ﲰﻮﻣﻴﺔ ﻋﻠﻰ ﺍﳊﻴﻮﺍﻧﺎﺕ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﺍﺳﺘﻜﻤﺎﻝ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﻤﻮﻣﻴﺔ ﺍﻟﻨﻮﻋﻴﺔ ﻗﺒﻞ ﺍﻟﺘﺤﺮﻙ ﻣﻦ‬ ‫ﻣﺮﺣﻠﺔ ﺇﱃ ﺍﳌﺮﺣﻠﺔ ﺍﻟﱵ ﺗﻠﻴﻬﺎ‪.‬‬ ‫ﻭﺍﻟﺘﺠ ﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺗﺼﻨ‪‬ﻒ ﻋﺎﺩﺓ ﻣﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ ﺇﱃ ﺍﻟﺮﺍﺑﻌﺔ‪ ،‬ﻭﻟﻴﺲ ﺑﺎﻹﻣﻜﺎﻥ ﲢﺪﻳﺪ ﺧﻄﻮﻁ ﻓﺎﺻﻠﺔ‬ ‫ﺑﲔ ﻫﺬﻩ ﺍﳌﺮﺍﺣﻞ‪ ،‬ﻭﲣﺘﻠﻒ ﺍﻵﺭﺍﺀ ﺣﻮﻝ ﺗﻔﺎﺻﻴﻠﻬﺎ ﻭﻣﻨﻬﺠﻴﺘﻬﺎ‪ .‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﻭﺻﻒ ﻣﻮﺟﺰ ﻟﻜﻞ ﻣﺮﺣﻠﺔ ﻋﻠﻰ‬ ‫ﺣﺪﺓ‪ ،‬ﻋﻠﻰ ﺃﺳﺎﺱ ﺃﻏﺮﺍﺿﻬﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺘﻄﻮﻳﺮ ﺍﻟﺴﺮﻳﺮﻱ ﻟﻠﻤﺴﺘﺤﻀﺮﺍﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ‪:‬‬ ‫‪ ‬ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ‪ :phase I clinical trials‬ﻫﻲ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻷﻭﱃ‬ ‫ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ ﻟﻌﻨﺼﺮ ﻓﻌﺎﻝ ﺟﺪﻳﺪ ﺃﻭ ﺗﺮﻛﻴﺒﺔ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﲡﺮﻯ ﻏﺎﻟﺒﹰﺎ ﻋﻠﻰ ﻣﺘﻄﻮﻋﲔ‬ ‫ﺃﺻﺤﺎﺀ‪ .‬ﻭﻫﺪﻓﻬﺎ ﻫﻮ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺗﻘﻴﻴﻢ ﺃﻭﱄ ﳌﺄﻣﻮﻧﻴﺔ ﺍﻟﻌﻨﺼﺮ ﺍﻟﻔﻌﺎﻝ‪ ،‬ﻭﲢﺪﻳﺪ ﻣﺮﺗﺴﻢ‬ ‫)ﺑﺮﻭﻓﻴﻞ( ﺣﺮﺍﺋﻚ ﺍﻟﺪﻭﺍﺀ ‪ .pharmacokinetic profile‬ﻭﻋﻨﺪ ﺍﻹﻣﻜﺎﻥ‪ ،‬ﲢﺪﻳﺪ ﻣﺮﺗﺴﻢ‬ ‫ﺍﻟﺘﺄﺛﲑ ﺍﻟﺪﻭﺍﺋﻲ ‪ pharmacodynamic profile‬ﻟﺬﻟﻚ ﺍﻟﻌﻨﺼﺮ ﰲ ﺍﻹﻧﺴﺎﻥ‪.‬‬ ‫‪ ‬ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ‪ :phase II clinical trials‬ﻫﻲ ﲡﺎﺭﺏ ﲡﺮﻯ‬ ‫ﻼ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﺎﺩﺓ‬ ‫ﻋﻠﻰ ﻋﺪﺩ ﳏﺪﻭﺩ ﻣﻦ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﻏﺎﻟﺒﹰﺎ ﻣﺎ ﺗﻜﻮﻥ ﺫﺍﺕ ﺗﺼﻤﻴﻢ ﻣﻘﺎﺭﻥ )ﻣﺜ ﹰ‬ ‫‪6‬‬

‫ﻏﻔﻞ ﻟﻠﻤﻘﺎﺭﻧﺔ(‪ .‬ﻭﻫﺪﻓﻬﺎ ﺇﻳﻀﺎﺡ ﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ ﺍﻟﻌﻼﺟﻴﺔ ﻭﺗﻘﺪﻳﺮ ﻣﺪﻯ ﻣﺄﻣﻮﻧﻴﺔ ﺍﻟﻌﻨﺼﺮ ﺍﻟﻔﻌﺎﻝ‬ ‫ﺽ ﺃﻭ ﺣﺎﻟ ٍﺔ ﻣﺎ ﻳﺮﺍﺩ ﻣﻌﺎﳉﺘﻬﺎ ﺑﺬﻟﻚ ﺍﻟﻌﻨﺼﺮ‬ ‫ﻋﻠﻰ ﺍﳌﺪﻯ ﺍﻟﻘﺼﲑ ﰲ ﺍﳌﺮﺿﻰ ﺍﳌﺼﺎﺑﲔ ﲟﺮ ٍ‬ ‫ﺍﻟﻔﻌﺎﻝ‪ .‬ﻭ‪‬ﺪﻑ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﻛﺬﻟﻚ ﺇﱃ ﺗﻌﻴﲔ ﻧﻄﺎﻗﺎﺕ ﺍﳉﺮﻋﺎﺕ ﺍﳌﻼﺋﻤﺔ ﺃﻭ ﻣﻘﺮﺭﺍ‪‬ﺎ‬ ‫‪ ،regimens‬ﻭﺇﺫﺍ ﺃﻣﻜﻦ‪ ،‬ﺇﻳﻀ ﺎﺡ ﻋﻼﻗﺎﺕ ﺍﳉﺮﻋﺔ ﻭﺍﻟﺘﺄﺛﲑ ﻹﺗﺎﺣﺔ ﺧﻠﻔﻴﺔ ﻣﺜﺎﻟﻴﺔ ﻟﺘﺼﻤﻴﻢ‬ ‫ﲡﺎﺭﺏ ﻋﻼﺟﻴﺔ ﻣﻮﺳﻌﺔ‪.‬‬

‫‪ ‬ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ‪ :phase III clinical trials‬ﻫﻲ ﲡﺎﺭﺏ ﺗﺸﻤﻞ‬ ‫ﲨﺎﻋﺎﺕ ﺃﻛﱪ ﻣﻦ ﺍﳌﺮﺿﻰ )ﻭﻗﺪ ﺗﻜﻮﻥ ﻣﺘﻨﻮﻋﺔ(‪ ،‬ﻭ‪‬ﺪﻑ ﺇﱃ ﺗﻌﻴﲔ ﻣﺪﻯ ﺍﻟﺘﻮﺍﺯﻥ ﺑﲔ‬ ‫ﻣﺄﻣﻮﻧﻴﺔ ﻭﳒﺎﻋﺔ ﺗﺮﻛﻴﺐ ﺃﻭ ﺗﺮﻛﻴﺒﺎﺕ ﺍ ﻟﻌﻨﺼﺮ ﺍﻟﻔﻌﺎﻝ ﻋﻠﻰ ﻛﻞ ﻣﻦ ﺍﻷﻣﺪ ﺍﻟﻘﺮﻳﺐ ﻭﺍﻷﻣﺪ‬ ‫ﺍﻟﺒﻌﻴﺪ‪ ،‬ﻭﺗﻘﺪﻳﺮ ﻗﻴﻤﺘﻪ ﺍﻟﻌﻼﺟﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﻨﺴﺒﻴﺔ‪ .‬ﻭﳚﺐ ﺍﺳﺘﻘﺼﺎﺀ ﳕﻂ ﻭﻣﺮﺗﺴﻢ )ﺑﺮﻭﻓﻴﻞ(‬ ‫ﺃﻱ ﺗﻔﺎﻋﻼﺕ ﺿﺎﺭﺓ ﻣﺘﻜﺮﺭﺓ‪ ،‬ﻭﺍﺳﺘﻜﺸﺎﻑ ﺍﳌﻼﻣﺢ ﺍﳋﺎﺻﺔ ﻟﻠﻤﺴﺘﺤﻀﺮ )ﻣﺜﻼﹰ‪ ،‬ﻣﺎﻟﻪ ﻣﻦ‬ ‫ﺗﺂﺛﺮﺍﺕ ﻣﺘﺒﺎﺩﻟﺔ ﻣﻊ ﺍﻷﺩﻭﻳﺔ ﺍﻷﺧﺮﻯ ﰲ ﳎﺎﻝ ﺍﻟﻌﻤﻞ ﺍﻟﺴﺮﻳﺮﻱ‪ ،‬ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺩﻳﺔ ﺇﱃ ﻓﺮﻭﻕ‬ ‫ﰲ ﺍﻟﺘﺄﺛﲑ‪ ،‬ﻣﺜﻞ ﺍﻟﻌﻤﺮ(‪ .‬ﻭﻳﻔﻀﻞ ﺃﻥ ﲡﺮﻯ ﻫﺬﻩ ﺍﻟﺘﺠﺎﺭﺏ ﺣﺴﺐ ﺗﺼﻤﻴﻢ ﻋﺸﻮﺍﺋﻲ‬ ‫ﻣﺰﺩﻭﺝ ﺍﻟﺘﻌﻤﻴﺔ‪ ،‬ﻭﻟﻜﻦ ﳝﻜﻦ ﻗﺒﻮﻝ ﺗﺼﻤﻴﻤﺎﺕ ﺃﺧﺮﻯ‪ .‬ﻭﺑﺼﻔﺔ ﻋﺎﻣﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ‬ ‫ﺍﻟﻈﺮﻭﻑ ﺍﻟﱵ ﲡﺮﻯ ﻓﻴﻬﺎ ﻫﺬﻩ ﺍﻟﺘﺠﺎﺭﺏ ﺃﻗﺮﺏ ﻣﺎ ﺗﻜﻮﻥ ﺇﱃ ﻇﺮﻭﻑ ﺍﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﻄﺒﻴﻌﻴﺔ‪.‬‬ ‫‪ ‬ﺍﳌﺮﺣﻠﺔ ﺍﻟﺮﺍﺑﻌﺔ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ‪ :phase IV clinical trials‬ﻫﻲ ﺩﺭﺍﺳﺎﺕ‬ ‫ﲡﺮﻯ ﺑﻌﺪ ﺗﺴﻮﻳﻖ ﺍﳌﺴﺘﺤﻀﺮ ﺍﻟﺼﻴﺪﻻﱐ‪ .‬ﻭﻫﻲ ﲡﺮﻯ ﻋﻠﻰ ﺃﺳﺎﺱ ﺧﺼﺎﺋﺺ ﺍﳌﺴﺘﺤﻀﺮ‬ ‫ﺍﻟﱵ ﰎ ﲟﻮﺟﺒﻬﺎ ﺍﻟﺘﺮﺧﻴﺺ ﺑﺘﺴﻮﻳﻘﻪ‪ ،‬ﻭﻋﺎﺩﺓ ﻣﺎ ﺗﻜﻮﻥ ﰲ ﺻﻮﺭﺓ ﺍﺳﺘﻘﺼﺎ ٍﺀ ﺑﻌﺪ ﺍﻟﺘﺴﻮﻳﻖ‪،‬‬ ‫ﺃﻭ ﺗﻘﺪﻳ ٍﺮ ﻟﻠﻘﻴﻤﺔ ﺍﻟﻌﻼﺟﻴﺔ ﻟﻠﻤﺴﺘﺤﻀﺮ ﺃﻭ ﺗﻘﻴﻴ ٍﻢ ﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﻌﺎﳉﺔ‪ .‬ﻭﻣﻊ ﺃﻥ ﺍﻟﻄﺮﻕ‬ ‫ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻗﺪ ﲣﺘﻠﻒ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻳﻨﺒﻐﻲ ﺗﻄﺒﻴﻖ ﻧﻔﺲ ﺍﳌﻌﺎﻳﲑ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻭﺍﻷﺧﻼﻗﻴﺔ ﺍﳌﻄﺒﻘﺔ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻟﻠﺘﺴﻮﻳﻖ‪ .‬ﻭﺑﻌﺪ ﺍﻟﺴﻤﺎﺡ ﺑﺘﺪﺍﻭﻝ ﻣﺴﺘﺤﻀﺮ ﻣﺎ‬ ‫ﻉ ﺟﺪﻳﺪﺓ ﺃﻭ ﻃﺮﺍﺋﻖ‬ ‫ﰲ ﺍﻷﺳﻮﺍﻕ‪ ،‬ﻓﺈﻥ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳌﺼﻤﻤﺔ ﻻﺳﺘﻜﺸﺎﻑ ﺩﻭﺍ ٍ‬ ‫ﺟﺪﻳﺪﺓ ﻻﺳﺘ ﻌﻤﺎﻟﻪ‪ ،‬ﺃﻭ ﺗﺮﻛﻴﺒﺎﺕ ﺟﺪﻳﺪﺓ ﻣﻨﻪ‪ ،‬ﺍﱁ‪ ،‬ﺗﻌﺘﱪ ﰲ ﺍﻟﻌﺎﺩﺓ ﲡﺎﺭﺏ ﻋﻠﻰ‬ ‫ﻣﺴﺘﺤﻀﺮﺍﺕ ﺻﻴﺪﻻﻧﻴﺔ ﺟﺪﻳﺪﺓ‪.‬‬

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‫‪ 9.7‬ﺇ‪‬ﺎﺀ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻳﻨﺒﻐﻲ ﺭﺻﺪ ﺃﻱ ﺩﺭﺍﺳﺔ ﲡﺮﻯ ﻋﻠﻰ ﻣﺴﺘﺤﻀﺮ ﺻﻴﺪﻻﱐ ﺟﺪﻳﺪ ﺭﺻﺪﺍﹰ ﺩﻗﻴﻘﺎﹰ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺇﻳﻘﺎﻑ ﺍﻟﺪﺭﺍﺳﺔ ﰲ‬ ‫ﺍﳊﺎﻟﺘﲔ ﺍﻟﺘﺎﻟﻴﺘﲔ‪ ) :‬ﺃ ( ﺇﺫﺍ ﺻﻮﺩﻓﺖ ﺗﺄﺛﲑﺍﺕ ﺟﺎﻧﺒﻴﺔ ﻏﲑ ﻣﺘﻮﻗﻌﺔ ﻭﳏﺘﻤﻠﺔ ﺍﳋﻄﻮﺭﺓ‪ ،‬ﺃﻭ )ﺏ( ﺇﺫﺍ ﺑﻴ‪‬ﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺍﳌﻘﺎﺭِﻧﺔ ﺑﻮﺿﻮﺡ‪ ،‬ﻭﻗﺒﻞ ﺇﻛﻤﺎﻝ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺃﻥ ﺃﺣﺪ ﺍﻷﺩﻭﻳﺔ ﻳﻔﻮﻕ ﺍﻟﺜﺎﱐ ﺑﺪﺭﺟﺔ ﻣﻠﺤﻮﻇﺔ‪.‬‬

‫‪ 10.7‬ﺇﺩﺧﺎﻝ ﺗﻌﺪﻳﻼﺕ ﰲ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ‬ ‫ﻳﻨﺒﻐﻲ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻓﻘﹰﺎ ﻟﻠﱪﻭﺗﻮﻛﻮﻝ ﺍﳌﻜﺘﻮﺏ‪ .‬ﻭﳚﺐ ﺍﻻﺗﻔﺎﻕ ﻋﻠﻰ ﺃﻳﺔ ﺗﻌﺪﻳﻼﺕ ﻻﺣﻘﺔ‪ ،‬ﻛﻤﺎ ﳚﺐ‬ ‫ﺗﻮﺛﻴﻘﻬﺎ‪ .‬ﻭﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻜﺒﲑﺓ ﳚﺐ ﻭﺿﻊ ﺇﺟﺮﺍﺀﺍﺕ ﺗﻨﻔﻴﺬﻳﺔ ﻗﻴﺎﺳﻴﺔ ﰲ ﺻﻮﺭﺓ ﺗﻌﻠﻴﻤﺎﺕ ﻣﻜﺘﻮﺑﺔ‪،‬‬ ‫ﻭﳚﺐ ﺍﻹﻟﺘﺰﺍﻡ ‪‬ﺎ‪.‬‬ ‫ﻭﳚﺐ ﺍﻹﻟﺘﺰﺍﻡ ﺍﻟﺘﺎﻡ ﺑﺎﻟﱪﻭﺗﻮﻛﻮﻝ‪ .‬ﺃﻣﺎ ﺍﻟﺘﻐﻴﲑﺍﺕ ﻏﲑ ﺍﳌﺮﺧﺺ ‪‬ﺎ ﰲ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﻓﺘﻌﺘﱪ ﺍﻧﺘﻬﺎﻛﺎﺕ‬ ‫‪ .violations‬ﻭﺇﺫﺍ ﺍﻛﺘﺸﻔﺖ ﺍﻧﺘﻬﺎﻛﺎﺕ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﰲ ﻭﻗﺖ ﻣﺘﺄﺧﺮ ﻓﺴﻮﻑ ﺗﺒﺪﺩ ﻗﻴﻤﺔ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﺇﺫﺍ‬ ‫ﺍﻛﺘﺸﻔﺖ ﻗﺒﻞ ﺇﺟﺮﺍﺀ ﺍﻟﺘﺤﻠﻴﻞ ﻓﻴﻨﺒﻐﻲ ﺍﺳﺘﺒﻌﺎﺩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻌﻴﺒﺔ ﻣﻦ ﺍﻟﺘﺤﻠﻴﻞ‪ .‬ﻭﻟﻜﻦ ﳝﻜﻦ ﻗﺒﻮﻝ ﺗﻌﺪﻳﻼﺕ ﻃﻔﻴﻔﺔ‬ ‫ﰲ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﺇﺫﺍ ﱂ ﺗﺆﺛﺮ ﰲ ﺧﺼﺎﺋﺺ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ‪ ،‬ﻓﺈﻥ ﺑﻴﺎﻧﺎﺕ ﻣﺎ ﻗﺒﻞ ﺍﻟﺘﻌﺪﻳﻞ ﻭﻣﺎ ﺑﻌﺪﻩ‪،‬‬ ‫ﻻ ﳝﻜﻦ ﲡﻤﻴﻌﻬﺎ ﰲ ﳎﻤ‪‬ﻊ ‪ pool‬ﻭﺍﺣﺪ‪ .‬ﻭﺇﺫﺍ ﺗﻌﻴ‪‬ﻦ ﺇﺩﺧﺎﻝ ﺗﻌﺪﻳﻼﺕ ﻛﺒﲑﺓ ﰲ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ‪ ،‬ﻓﻴﻨﺒﻐﻲ ﲢﻠﻴﻞ‬ ‫ﺑﻴﺎﻧﺎﺕ ﻣﺎ ﻗﺒﻞ ﺍﻟﺘﻌﺪﻳﻞ ﻭﻣﺎ ﺑﻌﺪﻩ ﻛﻞ ﻋﻠﻰ ﺣﺪﻩ‪.‬‬

‫‪ 11.7‬ﺍﻟﻘﻀﺎﻳﺎ ﺍﻷﺧﻼﻗﻴﺔ ﰲ ﺗﻨﻔﻴﺬ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫‪ 1.11.7‬ﺍﳌﺒﺎﺩﺉ ﺍﻷﺧﻼﻗﻴﺔ‬ ‫ﺇﻥ ﻭﺿﻊ ﺗﺼﻤﻴﻢ ﻣﻘﺒﻮﻝ ﺃﺧﻼﻗﻴﹰﺎ ﻻ ﺗﻘﻞ ﺃﳘﻴﺔ ﻋﻦ ﺃﳘﻴﺔ ﺗﻨﻔﻴﺬﻩ‪ .‬ﻭﺍﳌﺒﺪﺃ ﺍﻷﺧﻼﻗﻲ ﺍﳌﺘﻤﺜﻞ ﰲ ﻋﺪﻡ‬ ‫ﺍﻹﺿﺮﺍﺭ ‪ ،non-maleficence‬ﻳﻌﲏ ﺃﻧﻪ ﻳﻨﺒﻐﻲ ﲢﺪﻳﺪ ﻧﻘﻄﺔ ﺍﻟﻘﻄﻊ ‪ cut-off point‬ﺃﺛﻨﺎﺀ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ‪،‬‬ ‫ﲝﻴﺚ ﺇﺫﺍ ﺛﺒﺖ ﺃﻥ ﺍﳌﻌﺎﳉﺔ ﺍﳌﻘﺘﺮﺣﺔ ﺃﺷﺪ ﺧﻄﺮﹰﺍ ﺃﻭ ﺃﻗﻞ ﻣﻔﻌﻮ ﹰﻻ ﻣﻦ ﺍﻟﺒﺪﻳﻞ‪ ،‬ﻓﻴﻨﺒﻐﻲ ﺇﻳﻘﺎﻑ ﺍﻟﺘﺠﺮﺑﺔ‪ .‬ﻭﺍﳌﺒﺪﺃ‬ ‫ﺍﻷﺧﻼﻗﻲ ﺍﳌﺘﻤﺜﻞ ﰲ ﺍﻻﺣﺘﺮﺍﻡ ‪ respect‬ﻳﻌﲏ ﺃﻥ ﺍﳌﺮﺿﻰ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺃﺛﻨﺎﺀ ﺗﻨﻔﻴﺬ ﺍﻟﺘﺠﺮﺑﺔ‪ ،‬ﺳﺤﺐ ﻣﻮﺍﻓﻘﺘﻬﻢ ﰲ‬ ‫ﺃﻱ ﻭﻗﺖ ﻣﻦ ﺩﻭﻥ ﺃﻥ ﻳﻔﻘﺪﻭﺍ ﺃﻱ ﻣﺰﺍﻳﺎ‪.‬‬

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‫‪ 2.11.7‬ﺍﻟﺘﺠﺮﻳﺐ ﻋﻠﻰ ﺍﳊﻴﻮﺍﻧﺎﺕ‬ ‫ﻻﺑﺪ ﻣﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﺍﻟﺴﻠﻄﺎﺕ ﺍﶈﻠﻴﺔ ﺃﻭ ﺍﻟﻮﻃﻨﻴﺔ ﺍﳌﺨﺘﺼﺔ ﻋﻠﻰ ﺇﺟﺮﺍﺀ ﺃﻱ ﲝﺚ ﻋﻠﻰ ﺍﳊﻴﻮﺍﻧﺎﺕ‪.‬‬ ‫ﻭﻻ ﻳ‪‬ﺴﻤﺢ ﺑﺈﺟﺮﺍﺀ ﲝﻮﺙ ﻋﻠﻰ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺇﻻ ﻟﻠﺒﺎﺣﺜﲔ ﻭﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﺬﻳﻦ ﳝﻠﻜﻮﻥ ﺍﳌﺆﻫﻼﺕ ﻭﺍﳋﱪﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﻋﺪﻡ ﺇﺟﺮﺍﺀ ﲡﺎﺭﺏ ﻋﻠﻰ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺇﻻ ﰲ ﻣﺮﺍﻓﻖ ﻣﺆﻫﻠﺔ ﳍﺬﺍ ﺍﻟﻌﻤﻞ ﻭﻣﺮﺧﺺ ﳍﺎ ﺑﺄﺩﺍﺋﻪ‪ .‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ‬ ‫ﺿﻤﺎﻥ ﺍﻟﻌﻨﺎﻳﺔ ﺍﻟﻼﺯﻣﺔ ﲝﻴﻮﺍﻧﺎﺕ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻹﻳﻮﺍﺀ‪ ،‬ﻭﺍﻟﻈﺮﻭﻑ ﺍﻟﺒﻴﺌﻴﺔ‪ ،‬ﻭﺍﻟﺘﻐﺬﻳﺔ‪ ،‬ﻭﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺒﻴﻄﺮﻳﺔ‪.‬‬ ‫ﻭﻳﺸﺮﻑ ﻋﻠﻰ ﺭﻋﺎﻳﺔ ﺍﳊﻴﻮﺍﻧﺎﺕ ﻋﺎﺩﺓ ﺑﻴﻄﺮﻳﻮﻥ ﺧﱪﺍﺀ ﰲ ﻋﻠﻮﻡ ﺣﻴﻮﺍﻧﺎﺕ ﺍﻟﺘﺠﺎﺭﺏ‪ .‬ﻭﻣﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻷﺧﻼﻗﻴﺔ‬ ‫ﲡﻨ‪‬ﺐ ﺗﻌﺮﻳﺾ ﺍﳊﻴﻮﺍﻧﺎﺕ ﻟﻠﻤﻀﺎﻳﻘﺔ ﺃﻭ ﺍﳌﻌﺎﻧﺎﺓ ﺃﻭ ﺍﻷﱂ‪ ،‬ﺃﻭ ﲣﻔﻴﺾ ﺫﻟﻚ ﺇﱃ ﺃﺩﱏ ﺣﺪ ﳑﻜﻦ‪ .‬ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﱵ‬ ‫ﻗﺪ ﺗﺴﺒﺐ ﻟﻠﺤﻴﻮﺍﻥ ﺃﻛﺜﺮ ﻣﻦ ﺃﱂ ﺃﻭ ﻋﻨﺎﺀ ﳊﻈﻲ ﺃﻭ ﻃﻔﻴﻒ‪ ،‬ﻳﻨﺒﻐﻲ ﺇﺟﺮﺍﺅﻫﺎ ﺑﻌﺪ ﺇﻋﻄﺎﺋﻪ ﻣﻬﺪﺋﹰﺎ ﺃﻭ ﻣﺴﻜﹼﻨﹰﺎ ﺃﻭ‬ ‫ﳐﺪﺭﹰﺍ ﻭﻓﻘﹰﺎ ﻟﻠﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﺒﻴﻄﺮﻳﺔ ﺍﳌﻘﺒﻮﻟﺔ‪ .‬ﻭﻋﻨﺪ ﺍﻧﺘﻬﺎﺀ ﺍﻟﺘﺠﺮﺑﺔ ﺃﻭ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻼﺋﻢ ﺃﺛﻨﺎﺀﻫﺎ‪ ،‬ﻓﺈﻥ ﺍﳊﻴﻮﺍﻧﺎﺕ‬ ‫ﺍﻟﱵ ﺳﺘﺼﺎﺏ ﻣﻊ ﺫﻟﻚ ﺑﺄﱂ ﺃﻭ ﻣﻀﺎﻳﻘﺔ ﺃﻭ ﻋﻨﺎﺀ ﺃﻭ ﺇﻋﺎﻗﺔ ﺑﺪﺭﺟﺔ ﺷﺪﻳﺪﺓ ﺃﻭ ﳌﺪﺓ ﻃﻮﻳﻠﺔ ﻭﻻ ﳝﻜﻦ ﺗﻔﺮﳚﻬﺎ‪،‬‬ ‫ﻳﻨﺒﻐﻲ ﻗﺘﻠﻬﺎ ﺑﻄﺮﻳﻘﺔ ﻏﲑ ﻣﺆﳌﺔ‪.‬‬ ‫‪ 3.11.7‬ﺍﻷﻣﺎﻧﺔ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻳﻨﺒﻐﻲ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺪﻗﺔ ﻭﻋﻨﺎﻳﺔ ﻣﻦ ﺩﻭﻥ ﺃﻱ ﲢﻴ‪‬ﺰ ﺷﺨﺼﻲ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ‪ .‬ﻭﻛﻤﺎ ﻧﺎﻗﺸﻨﺎ ﰲ ﺍﻟﻔﺼﻞ ‪،4‬‬ ‫ﻓﺈﻥ ﺍﳌﻨﻬﺠﻴﺔ ﺍﳌﻼﺋﻤﺔ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻫﻲ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳌﺮﺍﻗﺒﺔ ﻭﻣﺰﺩﻭﺟﺔ ﺍﻟﺘﻌﻤﻴﺔ‪ ،‬ﺍﻟﱵ ﻻ ﻳﻌﺮﻑ ﺍﻟﺒﺎﺣﺜﻮﻥ‬ ‫ﻓﻴﻬﺎ ﻧﻮﻉ ﺍﻟﺪﻭﺍﺀ ﺍﻟﺬﻱ ﻳ‪‬ﻌﻄﻰ ﻷﻓﺮﺍﺩ ﺍﻟﺒﺤﺚ‪ .‬ﻭﰲ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺜﻼﺛﻲ ﺍﻟﺘﻌﻤﻴﺔ ‪ triple-blinded‬ﻻ ﻳﻌﺮﻑ‬ ‫ﺍﳌﺮﺿﻰ ﻭﻻ ﺍﳌﻌﺎﳉﻮﻥ ﻭﻻ ﺍﻹﺣﺼﺎﺋﻴﻮﻥ )ﺃﻭ ﻣﻦ ﻳﻘﻴﺴﻮﻥ ﺍﻟﻨﺘﺎﺋﺞ( ﺃﻱ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻣﻌﺮﺿﺔ ﻷﻱ ﻧﻮﻉ‬ ‫ﻣﻦ ﺍﻟﺘﺪﺧﻼﺕ‪ .‬ﻭﲦﺔ ﻣﻨﻬﺠﻴﺔ ﺃﺧﺮﻯ ﻫﻲ ﺍﻟﺘﻌﺸﻴﺔ ‪ randomization‬ﻭﻓﻴﻬﺎ ﻻ ﳝﻠﻚ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﳜﺼﺺ‬ ‫ﻋﻼﺟﺎﺕ ﻣﻌﻴﻨﺔ ﻷﻓﺮﺍﺩ ﺑﻌﻴﻨﻬﻢ‪ .‬ﻭﻟﻜﻦ ﻳﻜﻮﻥ ﺍﻟﻘﺮﺍﺭ ﻣﺘﺮﻭﻛﹰﺎ ﻟﻠﺘﻌﻴﲔ ﺍﻟﻌﺸﻮﺍﺋﻲ‪.‬‬ ‫ﺇﻥ ﺍﻟﻐﺶ ﺍﻟﻌﻠﻤﻲ ‪ scientific fraud‬ﺍﳌﺘﻌﻤﺪ ﻋﻤﻞ ﻣﺸﲔ ﺃﺧﻼﻗﻴﹰﺎ ﻭﻻ ﳝﻜﻦ ﺍﻏﺘﻔﺎﺭﻩ‪ .‬ﻭﺍﻟﻐﺶ ﻫﻮ ﺧﺪﺍﻉ‬ ‫ﻣﺘﻌﻤﺪ ﻗﺪ ﻳﺄﺧﺬ ﺷﻜﻞ ﺍﺧﺘﻼﻕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﺗﻠﻔﻴﻖ ﺍﳌﺮﺿﻰ ﺃﻭ ﲢﺮﻳﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﲝﻴﺚ ﺍﻋﻄﻲ ﺍﳊﻞ ﺍﳌﺮﻏﻮﺏ‪.‬‬ ‫ﻭﺍﻟﻀﻐﻂ ﺍﻟﺬﻱ ﻳﺴﺒﺒﻪ ﻣﺒﺪﺃ »ﺍﻟﻨﺸﺮ ﺃﻭ ﺍﻟﻔﻨﺎﺀ ‪ «publish or perish‬ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻛﺎﺩﳝﻴﺔ ﻗﺪ ﻳﻜﻮﻥ ﺃﺣﺪ‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺪﺍﻓﻌﺔ ﳍﺬﺍ ﺍﻟﺴﻠﻮﻙ‪ .‬ﻭﻛﺬﻟﻚ ﳑﺎﺭﺳﺎﺕ ﺷﺮﻛﺎﺕ ﺍﻷﺩﻭﻳﺔ ﺍﻟﱵ ﺗﺪﻓﻊ ﻣﻜﺎﻓﺄﺓ ﻟﻠﺒﺎﺣﺚ ﻣﻘﺎﺑﻞ ﻛﻞ‬ ‫ﻣﺮﻳﺾ ﻳﺸﺎﺭﻙ ﰲ ﲡﺮﺑﺔ ﺳﺮﻳﺮﻳﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﲤﻠﻚ ﺍﻟﻠﺠﺎﻥ ﺍﶈﻠﻴﺔ ﻷﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﻮﺙ ﺳﻠﻄﺔ ﺍﻟﺘﺪﻗﻴﻖ‬ ‫ﰲ ﺗﻨﻔﻴﺬ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻳﻜﻮﻥ ﳍﺎ ﺣﻖ ﺍﻹﺗﺼﺎﻝ ﺑﺎﻷﻓﺮﺍﺩ ﺍﳋﺎﺿﻌﲔ ﻟﻠﺒﺤﺚ‪.‬‬ ‫‪9‬‬

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‫ ﺍﻷﻣﺎﻧﺔ ﺍﳌﺎﻟﻴﺔ‬4.11.7 .‫ﻋﺎﺩﺓ ﻣﺎ ﺗﺘﻠﻘﻰ ﺑﺮﺍﻣﺞ ﻭﻣﺸﺮﻭﻋﺎﺕ ﺍﻟﺒﺤﻮﺙ ﲤﻮﻳﻠﻬﺎ ﻣﻦ ﺍﳊﻜﻮﻣﺎﺕ ﺃﻭ ﺍﻟﺼﻨﺎﺩﻳﻖ ﺍﳋﺎﺻﺔ ﺃﻭ ﺍﻟﺪﻭﻟﻴﺔ‬ .‫ ﻭﳚﺐ ﺗﻮﺛﻴﻖ ﺍﳌﺼﺮﻭﻓﺎﺕ‬.‫ﻭﻳﺘﻌﲔ ﺍﺳﺘﺨﺪﺍﻡ ﺃﻣﻮﺍﻝ ﺍﻟﺒﺤﻮﺙ ﻟﺘﻐﻄﻴﺔ ﺍﻟﻨﻔﻘﺎﺕ ﺍﳌﺘﻔﻖ ﻋﻠﻴﻬﺎ ﰲ ﺍﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺚ‬ .‫ﻭﻳﻠﺰﻡ ﺇﻋﺪﺍﺩ ﺗﻘﺎﺭﻳﺮ ﻣﺎﻟﻴﺔ ﺩﻭﺭﻳﺔ ﻭﺧﺘﺎﻣﻴﺔ ﺩﻗﻴﻘﺔ ﻭﺗﻘﺪﳝﻬﺎ‬

:‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ Hulley SB, Cummings SR. Implementing the study: Pre-testing, quality control, and protocol revisions. In: Hulley SB, Cumming SR, eds. Designing clinical research: an epidemiologic approach, 2nd edition. Philadelphia, Lippincott Williams & Wilkins, 2001: 259–271. Guidelines for good clinical practice (GCP) for trials on pharmaceutical products. Geneva, World Health Organization, 1995: 97–137 (WHO Technical Report Series, No. 850).

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‫ﺍﻟﻔﺼﻞ ‪8‬‬

‫ﻭﺻﻒ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻭﲢﻠﻴﻠﻬﺎ‬ ‫‪ 1.8‬ﻣﻘﺪﻣﺔ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺗ‪‬ﺠﻤﻊ ﺃﺛﻨﺎﺀ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ ﻗﺪ ﺗﻜﻮﻥ ﻛﺒﲑﺓ ﺍﳊﺠﻢ ﲝﻴﺚ ﲢﺘﺎﺝ ﺇﱃ ﺍﻟﺘﻠﺨﻴﺺ ﻭﺍﻟﻌﺮﺽ ﰲ‬ ‫ﺻﻴﻐﺔ ﳕﻄﻴﺔ ‪ format‬ﻭﺍﺿﺤﺔ ﻭﺩﻗﻴﻘﺔ‪ .‬ﻭﺗ‪‬ﺴﺘﻌﻤﻞ ﳍﺬﺍ ﺍﻟﻐﺮﺽ ﺃﺩﻭﺍﺕ ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ ﺍﻟﱵ ﺗﺸﻤﻞ‬ ‫ﺍﳉﺪﻭﻟﺔ ‪ tabulation‬ﻭﺍﳊﺴﺎﺑﺎﺕ ‪ calculations‬ﻭﺍﻷﺷﻜﺎﻝ ‪ figures‬ﻭﺍﻟﺘﺮﺍﺑﻂ ‪.correlation‬‬ ‫ﻭﺑﻌﺪ ﺃﻥ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺑﺘﻠﺨﻴﺺ ﺍﻟﻨﺘﺎﺋﺞ ﻭﻭﺻﻔﻬﺎ‪ ،‬ﺗﻜﻮﻥ ﺍﳋﻄﻮﺓ ﺍﻟﺘﺎﻟﻴﺔ ﻫﻲ ﲢﻠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﻭﰲ ﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﳛﺘﺎﺝ ﺍﻟﺒﺎﺣﺜﻮﻥ ﳌﻨﺎﻗﺸﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺍﻟﱵ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ ﳝﻜﻦ ﺃﻥ ﺗﻌﻤﻢ ﺇﱃ ﻣﺎ ﻳﺘﺠﺎﻭﺯ‬ ‫ﺣﺪﻭﺩ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺼﻐﲑﺓ ﻧﺴﺒﻴﺎﹰ ﻭﺍﻟﱵ ﺧﻀﻌﺖ ﻟﻠﺪﺭﺍﺳﺔ‪ .‬ﻭﻋﻠﻴﻬﻢ ﺃﻥ ﻳﻨﺎﻗﺸﻮﺍ ﻛﺬﻟﻚ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻔﺮﻭﻕ ﺃﻭ‬ ‫ﺍﻹﺭﺗﺒﺎﻃﺎﺕ ‪ associations‬ﺍﻟﱵ ﻭﺟﺪﺕ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻭﻟﻴﺪﺓ ﺍﳌﺼﺎﺩﻓﺔ‪ ،‬ﻭﻫﻜﺬﺍ ﻗﺪ ﺗﺼﺒﺢ ﻏﲑ ﺣﻘﻴﻘﻴﺔ‪.‬‬ ‫ﻭﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻹﺳﺘﻨﺒﺎﻃﻴﺔ ‪ inferential statistics‬ﺗﻘﺪﻡ ﺍﻷﺩﻭﺍﺕ ﺍﻟﱵ ﺗﺴﺎﻋﺪ ﰲ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﻫﺬﻩ ﺍﻷﺳﺌﻠﺔ‪.‬‬ ‫ﻭﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺳﻮﻑ ﻧ‪‬ﱪﺯ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﻳﺮﺗﻜﺰ ﻋﻠﻴﻬﺎ ﻭﺻﻒ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﻭﲢﻠﻴﻠﻬﺎ‪ .‬ﻭﻣﻦ ﺃﺟﻞ‬ ‫ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﻭﺿﻮﺡ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻟﱵ ﻧﺮﻳﺪ ﺗﻘﺪﳝﻬﺎ ﻓﺈﻧﻨﺎ ﻟﻦ ﻧﺘﻨﺎﻭﻝ ﺍﻟﺘﻔﺎﺻﻴﻞ ﺍﻟﺘﻘﻨﻴﺔ ﻭﻻ ﺍﳊﺴﺎﺑﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ‪.‬‬ ‫ﻭﻟﻺﻃﻼﻉ ﻋﻠﻰ ﺗﻠﻚ ﺍﳉﻮﺍﻧﺐ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻘﺎﺭﺉ ﺃﻥ ﻳﺮﺟﻊ ﺇﱃ ﻗﺎﺋﻤﺔ ﺍﳌﺮﺍﺟﻊ ﻭﺍﳌﺼﺎﺩﺭ ﺍﻹﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺁﺧﺮ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪.‬‬

‫‪ 2.8‬ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ‬ ‫ﳚﺐ ﺗﻠﺨﻴﺺ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺑﻄﺮﻳﻘﺔ ﻭﺍﺿﺤﺔ ﺣﱴ ﳝﻜﻦ ﲢﻠﻴﻠﻬﺎ ﻭﺗﻔﺴﲑﻫﺎ ﻋﻠﻰ ﳓﻮ ﺻﺤﻴﺢ‪.‬‬ ‫ﻭﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ ‪ descriptive statistics‬ﺗﺴﺎﻋﺪﻧﺎ ﻋﻠﻰ ﺍﺳﺘﻴﻌﺎﺏ ﺣﺠﻢ ﻛﺒﲑ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﻗﺪ‬ ‫ﻛﺎﻥ ﺃﻭﻝ ﻣﻦ ﺍﺳﺘﻌﻤﻠﻬﺎ ﺟﻮﻥ ﻏﺮﻭﻧﺖ ‪ John Graunt‬ﺍﻟﺬﻱ ﻛﺎﻥ ﻳﻌﻤﻞ ﺃﻣﲔ ﻣﺴﺘﻮﺩﻉ ﰲ ﻟﻨﺪﻥ ﰲ ﻣﻨﺘﺼﻒ‬ ‫ﺍﻟﻘﺮﻥ ﺍﻟﺴﺎﺑﻊ ﻋﺸﺮ )ﻭﻳﻔﺮ‪ .(2000 ،‬ﻭﺑﻌﻴﺪﹰﺍ ﻋﻦ ﻋﻤﻠﻪ ﺍﳌﻤﻞ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﺴﺘﻮﺩﻉ ﻭﺍﶈﺎﺳﺒﺔ‪ ،‬ﻧﺸﺄ ﻟﺪﻳﻪ ﺍﻫﺘﻤﺎﻡ‬ ‫ﺧﺎﺭﺟﻲ ﲟﺠﺎﻝ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪ .‬ﻭﻗﺪ ﻣﺎﺭﺱ ﻣﻮﻫﺒﺘﻪ ﲟﺮﺍﺟﻌﺔ ﻧﺸﺮﺓ ﻛﻨﺴﻴﺔ ﺃﺳﺒﻮﻋﻴﺔ ﻛﺎﻥ ﻳ‪‬ﺼﺪﺭﻫﺎ ﻛﻬﻨﺔ‬ ‫ﺍ ﻷﺑﺮﺷﻴﺎﺕ ﺍﶈﻠﻴﺔ‪ ،‬ﻭﻛﺎﻧﺖ ﺗﺘﻀﻤﻦ ﻗﻮﺍﺋﻢ ﺑﺄﻋﺪﺍﺩ ﺍﻟﻮﻻﺩﺍﺕ ﻭﺍﻟﺘﻌﻤﻴﺪﺍﺕ ﻭﺍﻟﻮﻓﻴﺎﺕ ﰲ ﻛﻞ ﺃﺑﺮﺷﻴﺔ‪ .‬ﻭﻛﺎﻧﺖ‬ ‫»ﺳﺠ‪‬ﻼﺕ ﺍﻟﻮﻓﻴﺎﺕ« ﻫﺬﻩ ﺗﻀﻢ ﻛﺬﻟﻚ ﻗﻮﺍﺋﻢ ﺑﺄﺳﺒﺎﺏ ﺍﻟﻮﻓﻴﺎﺕ‪ ،‬ﻭﻫﻜﺬﺍ ﺯﻭﺩﺕ ﻏﺮﻭﻧﺖ ﺑﻘﺪﺭ ﻫﺎﺋﻞ ﻣﻦ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺇﻥ ﻛﺎﻥ ﻳﻨﻘﺼﻪ ﺍﻟﺘﻨﻈﻴﻢ‪ ،‬ﺣﻮﻝ ﺩﺭﺍﻣﺎ ﺍﳌﻴﻼﺩ ﻭﺍﳌﻮﺕ ﺍﻟﱵ ﺗﺪﻭﺭ ﺭﺣﺎﻫﺎ ﻣﻦ ﺣﻮﻟﻪ‪ .‬ﻭﺑﺬﻝ ﻏﺮﻭﻧﺖ‬ ‫‪1‬‬

‫ﺟﻬﺪﹰﺍ ﻛﺒﲑﹰﺍ ﻟﺘﻨﻈﻴﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﻄﺮﻳﻘﺔ ﻟﻌﻠﻪ ﺍﺳﺘﻠﻬﻤﻬﺎ ﻣﻦ ﺍﻟﻄﺮﺍﺋﻖ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﰲ ﺗﺘﺒ‪‬ﻊ ﻗﻮﺍﺋﻢ ﺍﻟﺴﻠﻊ ﰲ‬ ‫ﻣﺴﺘﻮﺩﻋﻪ‪ .‬ﻭﻗﺪ ﺍﺑﺘﻜﺮ ﺟﺪﺍﻭﻝ ﳝﻜﻦ ﲢﺪﻳﺜﻬﺎ ﺑﺴﻬﻮﻟﺔ‪ .‬ﻭﺑﺬﻝ ﺟﻬﻮﺩﹰﺍ ﻣﻀﻨﻴﺔ ﻟﻴﺨﺘﺼﺮ ﻋﺪﻳﺪﹰﺍ ﻣﻦ ﳎﻠﺪﺍﺕ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺸﻮﺷﺔ ﰲ ﺟﺪﺍﻭﻝ ﻭﻓﻘﺮﺍﺕ ﳐﺘﺼﺮﺓ‪ .‬ﻭﺍﺳﺘﻄﺎﻉ ﺃﻥ ﻳﻘﺎﺭﻥ ﺑﲔ ﺍﻟﺘﻐﲑﺍﺕ ﺍﳌﻠﺤﻮﻇﺔ ﰲ ﺟﺪﺍﻭﻝ‬ ‫ﺍﻟﻮﻓﻴﺎﺕ ﻋﱪ ﺍﻟﺴﻨﲔ‪ .‬ﻭﻧﺸﺮ ﻏﺮﻭﻧﺖ ﺧﻼﺻﺔ ﻋﻤﻠﻪ ﰲ ﻛﺘﺎﺏ ﻋﻨﻮﺍﻧﻪ »ﻣﻼﺣﻈﺎﺕ ﻃﺒﻴﻌﻴﺔ ﻭﺳﻴﺎﺳﻴﺔ ﺣﻮﻝ‬ ‫ﺳﺠ‪‬ﻼﺕ ﺍﻟﻮﻓﻴﺎﺕ«‬

‫)‪(Natural and Political observations made upon the bills of mortality‬‬

‫ﻭﺫﻟﻚ ﰲ ﺳﻨﺔ ‪ .1662‬ﻭﻟﻘﺪ ﺍﺳﺘﺮﻋﻰ ﻛﺘﺎﺑﻪ ﻋﻠﻰ ﺍﻟﻔﻮﺭ ﺍﻫﺘﻤﺎﻡ ﻗﺎﺩﺓ ﺍﳊﻜﻮﻣﺔ ﻭﺍﻷﻫﺎﱄ ﺍﻟﺒﺎﺭﺯﻳﻦ‪ .‬ﻭﻳﻘﺎﻝ ﺇﻥ‬ ‫ﺍﳌﻠﻚ ﺷﺎﺭﻝ ﺍﻟﺜﺎﱐ ﺍﻧﺒﻬﺮ ﺑﻌﻤﻞ ﻏﺮﻭﻧﺖ ﺣﱴ ﺇﻧﻪ ﺍﻗﺘﺮﺡ ﺿﻤ‪‬ﻪ ﻟﻌﻀﻮﻳﺔ ﺍﳉﻤﻌﻴﺔ ﺍﳌﻠﻜﻴﺔ‬

‫‪Royal Society‬‬

‫ﺍﻟﺮﻓﻴﻌﺔ ﺍﻟﺸﺄﻥ ﻭﺍﻟﱵ ﻛﺎﻧﺖ ﻗﺪ ﺃﻧﺸﺌﺖ ﺣﺪﻳﺜﹰﺎ ﻟﺘﻜﻮﻥ ﻣﻨﺘﺪﻯ ﻳﻠﺘﻘﻲ ﻓﻴﻪ ﺃﺑﺮﺯ ﻋﻠﻤﺎﺀ ﺍﻷﻣﺔ ﻟﺘﺒﺎﺩﻝ ﺍﻷﻓﻜﺎﺭ‪.‬‬ ‫ﻭﻛﺎﻧﺖ ﻣﻬﻨﺔ ﻏﺮﻭﻧﺖ ﻛﺄﻣﲔ ﻣﺴﺘ ﻮﺩﻉ ﻗﺪ ﺃﺛﺎﺭﺕ ﺍﻋﺘﺮﺍﺿﺎﺕ ﻣﻦ ﺟﺎﻧﺐ ﺍﻷﻋﻀﺎﺀ‪ ،‬ﻭﻟﻜﻦ ﺍﳌﻠﻚ ﺗﻐﻠﹼﺐ ﻋﻠﻴﻬﺎ‪.‬‬ ‫ﻭﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻷﺩﻭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﻭﺻﻒ ﻭﺗﻠﺨﻴﺺ ﺍﻟﻨﺘﺎﺋﺞ‪ :‬ﺍﳉﺪﻭﻟﺔ‪ ،‬ﻭﺍﳊﺴﺎﺑﺎﺕ‪ ،‬ﻭﺍﳌﺨﻄﻄﺎﺕ‬ ‫ﺍﻟﺒﻴﺎﻧﻴﺔ‪ /‬ﺍﻷﺷﻜﺎﻝ‪ ،‬ﻭﺍﻟﺘﺮﺍﺑﻂ‪.‬‬

‫‪ 3.8‬ﺍﳉﺪﻭﻟﺔ‬ ‫ﻋﺎﺩﺓ ﻣﺎ ﺗﻜﻮﻥ ﺍﳋﻄﻮﺓ ﺍﻷﻭﱃ ﰲ ﺗﻠﺨﻴﺺ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻫﻲ ﲡﻤﻴﻌﻬﺎ ﰲ ﺟﺪﺍﻭﻝ ﺗﻠﺨﻴﺼﻴﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺇﻋﺪﺍﺩ‬ ‫ﺧﻄﺔ ﺍﳉﺪﺍﻭﻝ ﰲ ﻣﺮﺣﻠﺔ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻳﺴﺘﺨﺪﻡ ﺍﺻﻄﻼﺡ »ﺍﳉﺪﺍﻭﻝ ﺍﻟﺼﻮﺭﻳﺔ ‪«dummy tables‬‬ ‫ﻟﻮﺻﻒ ﺍﳉﺪﺍﻭﻝ ﺍﻟﻔﺎﺭﻏﺔ ﺍﻟﱵ ﱂ ﺗ‪‬ﻤﻸ ﺑﻌﺪ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﺃﺛﻨﺎﺀ ﺗﻨﻔﻴﺬ ﺍﻟﺒﺤﺚ ﺗ‪‬ﻤﻸ ﻫﺬﻩ ﺍﳉﺪﺍﻭﻝ ﺍﻟﺼﻮﺭﻳﺔ‬ ‫ﺑﺎﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﺎﺣﺔ ﻟﺘﻮﺿﻴﺢ ﻛﻴﻒ ﺗﺘﺸﻜﻞ ﺍﻟﻨﺘﺎﺋﺞ ﺑﺎﻟﺘﺪﺭﻳﺞ‪.‬‬

‫ﺟﺪﺍﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ‬ ‫ﺟﺪﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ ‪ frequency distribution table‬ﻫﻮ ﺟﺪﻭﻝ ﻳﻮﺿ‪‬ﺢ ﻓﻴﻪ ﺍﻟﺘﻜﺮﺍﺭ ﺍﻟﺬﻱ‬ ‫ﺗﻈﻬﺮ ﺑﻪ ﻗﻴﻤﺔ ﻣﻌ‪‬ﻴﻨﺔ ﰲ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﰲ ﺗﺼﻤﻴﻢ ﺟﺪﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺍﻟﻌﺪﺩﻳﺔ‪ ،‬ﻳﻠﺰﻡ ﻭﺟﻮﺩ ﺣﺪﻭﺩ‬ ‫ﻣﻨﺎﺳﺒﺔ ﻟﻜﻞ ﻓﺌﺔ ‪ .class‬ﻭﻋﺪﺩ ﺍﻟﻔﺌﺎﺕ ﻣﻬﻢ‪ .‬ﻓﺈﻥ ﻛﺎﻧﺖ ﺍﻟﻔﺌﺎﺕ ﺻﻐﲑﺓ ﺟﺪﹰﺍ ﻛﺎﻥ ﺍﳉﺪﻭﻝ ﺻﻌﺐ‬ ‫ﺍﻹﺳﺘﻌﻤﺎﻝ‪ .‬ﻭﺇﻥ ﻛﺎﻧﺖ ﻛﺒﲑﺓ ﺟﺪﹰﺍ ﻓﻘﺪ ﺗ‪‬ﻔﻘﺪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻧﺘﻴﺠﺔ ﻓﺮﻁ ﺍﻟﺘﻠﺨﻴﺺ‪ .‬ﻭﻋﻨﺪ ﺍﻹﺭﺗﻴﺎﺏ‪ ،‬ﻳﻔﻀﻞ‬ ‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﻔﺌﺎﺕ ﻣﺒﺪﺋﻴﺎﹰ ﲝﻴﺚ ﺗﻜﻮﻥ ﺻﻐﲑﺓ ﺑﺪﻻﹰ ﻣﻦ ﺃﻥ ﺗﻜﻮﻥ ﻛﺒﲑﺓ‪ .‬ﻓﺎﻟﻔﺌﺎﺕ ﺍﻟﺼﻐﲑﺓ ﳝﻜﻦ ﺑﺴﻬﻮﻟﺔ ﺇﺩﻣﺎﺟﻬﺎ‬ ‫ﻟﺘﻜﻮﻳﻦ ﻓﺌﺎﺕ ﺃﻛﱪ ﺇﻥ ﻟﺰﻡ ﺫﻟﻚ‪ .‬ﻭﳚﺐ ﺃﻳﻀﺎﹰ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻔﺌﺎﺕ ﻣﺘﻨﺎﻓﻴﺔ ‪ .mutually exclusive‬ﻣﺜﺎﻝ‬ ‫ﺫﻟﻚ‪ ،‬ﻋﻨﺪ ﺟﺪﻭﻟﺔ ﺑﻴﺎﻧﺎﺕ ﺣﻮﻝ ﺿﻐﻂ ﺍﻟﺪﻡ ﺍﻻﻧﺒﺴﺎﻃﻲ ﻓﺈﻧﻨﺎ ﳓﺪﺩ ﺍﻟﻔﺌﺎﺕ ﻟﺘﻜﻮﻥ ﻣﻦ ‪ 70‬ﺇﱃ ‪ 79‬ﻭﻣﻦ‬ ‫ﺇﱃ ‪ 89‬ﻭﻟﻴﺲ ﻣﻦ ‪ 70‬ﺇﱃ ‪ 80‬ﰒ ﻣﻦ ‪ 80‬ﺇﱃ ‪.90‬‬ ‫‪2‬‬

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‫ﺟﺪﺍﻭﻝ ﺍﻟﺘﺒﻮﻳﺒﺎﺕ ﺍﳌﺘﻘﺎﻃﻌﺔ‬ ‫ﳝﻜﻦ ﺃﻥ ﻳﺼﻒ ﺟﺪﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ ﻣﺘﻐﲑﺍﹰ ﻭﺍﺣﺪﺍﹰ ﰲ ﻭﻗﺖ ﻭﺍﺣﺪ‪ ،‬ﻛﺎﻟﺘﻮﺯﻳﻊ ﺍﻟﻌﻤﺮﻱ ﻣﺜﻼﹰ‪ .‬ﻭﲝﺴﺐ‬ ‫ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻛﺜﲑﺍﹰ ﻣﺎ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻟﻔﺤﺺ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻋﺪﺓ ﻣ‪‬ﺘﻐﲑﺍﺕ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ‪ ،‬ﻭﺫﻟﻚ‬ ‫ﻟﻮﺻﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻠﻰ ﳓﻮ ﺃﻓﻀﻞ ﺃﻭ ﻟﻠﺒﺤﺚ ﻋﻦ ﺃﻱ ﻓﺮﻭﻕ ﺃﻭ ﺃﻱ ﺍﺭﺗﺒﺎﻃﺎﺕ ‪ associations‬ﺫﺍﺕ ﺻﻠﺔ‪.‬‬ ‫ﻭﺟﺪﺍﻭﻝ ﺍﻟﺘﺒﻮﻳﺒﺎﺕ ﺍﳌﺘﻘﺎﻃﻌﺔ ‪ cross tabulation tables‬ﻗﺪ ﺗﻜﻮﻥ ﻭﺻﻔﻴﺔ ﺃﻭ ﲢﻠﻴﻠﻴﺔ‪ .‬ﻓﺎﻟﺘﺒﻮﻳﺒﺎﺕ‬ ‫ﺍﳌﺘﻘﺎﻃﻌﺔ ﺍﻟﻮﺻﻔﻴﺔ ﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﳍﺎ ﻟﻮﺻﻒ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺟﺪﻭﻝ ﻣﺮﻛﹼﺐ ﻳﺼﻒ ﺧﻠﻔﻴﺎﺕ ﺍﻷﻓﺮﺍﺩ ﻣﺜﻞ‬ ‫ﺍﻟﻌﻤﺮ ﻭﺍﳉﻨﺲ ﻭﺍﳌﻬﻨﺔ ﻭﻏﲑ ﺫﻟﻚ‪ .‬ﺃﻣﺎ ﺍﻟﺘﺒﻮﻳﺒﺎﺕ ﺍﳌﺘﻘﺎﻃﻌﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﻓﻴﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﳍﺎ ﻟﺘﻌﻴﲔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ‬ ‫ﺍ‪‬ﻤﻮﻋﺎﺕ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺟﺪﻭﻝ ﻳﻘ ﺎﺭﻥ ﺑﲔ ﺍﻷﻃﻔﺎﻝ ﻣﻨﺨﻔﻀﻲ ﺍﻟﻮﺯﻥ ﻋﻨﺪ ﺍﳌﻴﻼﺩ )ﺃﻗﻞ ﻣﻦ ‪ 2500‬ﻏﺮﺍﻡ( ﻭﺑﲔ‬ ‫ﺍﻷﻃﻔﺎﻝ ﺫﻭﻱ ﺍﻟﻮﺯﻥ ﺍﻟﻄﺒﻴﻌﻲ ﻋﻨﺪ ﺍﳌﻴﻼﺩ‪ ،‬ﺍﳌﻮﻟﻮﺩﻳﻦ ﻷﻣﻬﺎﺕ ﺗﻠﻘﲔ ﺭﻋﺎﻳﺔ ﻣﺎ ﻗﺒﻞ ﺍﻟﻮﻻﺩﺓ‪ ،‬ﻭﺃﻭﻟﺌﻚ ﺍﻟﻼﺋﻲ ﱂ‬ ‫ﻳﺘﻠﻘﲔ ﺗﻠﻚ ﺍﻟﺮﻋﺎﻳﺔ‪ .‬ﻭﻫﻨﺎﻙ ﺍﺗﻔﺎﻕ ﻣﻘﺒﻮﻝ ﰲ ﺣﺎﻻﺕ ﺍﻟﺘﺒﻮﻳﺒﺎﺕ ﺍﳌﺘﻘﺎﻃﻌﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﻫﻮ ﻭﺿﻊ ﻓﺌﺎﺕ ﺍﳌﺘﻐﲑ‬ ‫ﺍﻟﺘﺎﺑﻊ ‪) dependent variable‬ﺍﻟﻮﺯﻥ ﻋﻨﺪ ﺍﳌﻴﻼﺩ( ﻛﻌﻨﺎﻭﻳﻦ ﻟﻸﻋﻤﺪﺓ‪ ،‬ﻭﻓﺌﺎﺕ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ‬ ‫‪) independent variable‬ﺍﻟﺮﻋﺎﻳﺔ ﻗﺒﻞ ﺍﻟﻮﻻﺩﺓ( ﻛﻌﻨﺎﻭﻳﻦ ﻟﻠﺼﻔﻮﻑ‪ .‬ﻛﻤﺎ ﻳﺘﻌﲔ ﻛﺬﻟﻚ ﺇﺩﺭﺍﺝ ﳎﺎﻣﻴﻊ ﻛﻞ‬ ‫ﻣﻦ ﺍﻷﻋﻤﺪﺓ ﻭﺍﻟﺼﻔﻮﻑ‪ .‬ﻭﺇﺫﺍ ﺍﺳﺘﻌﻤﻠﺖ ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ ﻓﻴﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺣﺎﺻﻞ ﲨﻌﻬﺎ ‪.%100‬‬ ‫ﻭﺍﻟﺘﺒﻮﻳﺒﺎﺕ ﺍﳌﺘﻘﺎﻃﻌﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﻗﺪ ﺗﺮﻛﹼﺰ ﻋﻠﻰ ﺍﺳﺘﻜﺸﺎﻑ ﻣﺎ ﺑﲔ ﺍﳌﺘﻐﲑﺍﺕ ﻣﻦ ﺍﺭﺗﺒﺎﻃﺎﺕ ﺃﻭ ﻋﻼﻗﺎﺕ‪.‬‬ ‫ﻣﺜﺎﻝ ﺫﻟﻚ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺃﻋﻤﺎﺭ ﺍﻷﻣﻬﺎﺕ ﻭﻃﻮﻝ ﻣﺪﺓ ﺍﻹﺭﺿﺎﻉ ﻣﻦ ﺍﻟﺜﺪﻱ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﺗﺸﻤﻞ ﺍﻷﻋﻤﺪﺓ ﺛﻼﺙ‬ ‫ﻓﺌﺎﺕ ﳌﺪﺓ ﺍﻹﺭﺿﺎﻉ‪ 5-0 :‬ﺷﻬﻮﺭ‪ 11-6 ،‬ﺷﻬﺮﺍﹰ‪ 12 ،‬ﺷﻬﺮﹰﺍ ﺃﻭ ﺃﻛﺜﺮ‪ .‬ﻭﻳ‪‬ﻜﺘﺐ ﺍﻟﻌﻤﺮ ﰲ ﺻﻔﻮﻑ ﺍﻟﻔﺌﺎﺕ‬ ‫ﺍﻟﻌﻤﺮﻳﺔ‪ ،‬ﻣﺜﺎﻝ ﺫﻟﻚ‪ :‬ﺃﻗﻞ ﻣﻦ ‪ 40 ،39-30 ،29-20 ،20‬ﺃﻭ ﺃﻛﺜﺮ‪.‬‬ ‫ﻭﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﺒﻮﻳﺒﺎﺕ ﺍﳌﺘﻘﺎﻃﻌﺔ ﺗﻔﺮﺿﻬﺎ ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﳝﻜﻦ ﺃﺛﻨﺎﺀ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ ﺗﻮﻗﻊ‬ ‫ﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﶈﺘﻤﻠﺔ‪ .‬ﻛﻤﺎ ﳚﺐ ﺇﻋﺪﺍﺩ ﺟﺪﺍﻭﻝ ﺍﻟﺘﺒﻮﻳﺒﺎﺕ ﺍﳌﺘﻘﺎﻃﻌﺔ ﺍﻟﺼﻮﺭﻳﺔ‬

‫‪dummy cross-tabulations‬‬

‫ﺍﻟﱵ ﺗﻴﺴ ﺮ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ‪ ،‬ﻭﺗ‪‬ﺘﺮﻙ ﺍﳉﺪﺍﻭﻝ ﻓﺎﺭﻏﺔ ﺣﱴ ﺗ‪‬ﻤﻸ ﻋﻨﺪﻣﺎ ﺗﺘﺎﺡ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬

‫‪ 4.8‬ﺍﳊﺴﺎﺑﺎﺕ‬ ‫ﳝﻜﻦ ﺗﻠﺨﻴﺺ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻌﺪﺩﻳﺔ ﻋﻦ ﻃﺮﻳﻖ ﺣﺴﺎﺏ ﻧﺰ‪‬ﻋﺘﻬﺎ ﺍﳌﺮﻛﺰﻳﺔ ‪ central tendency‬ﻭﻗﺎﺑﻠﻴﺘﻬﺎ ﻟﻠﺘﻐﲑ‬ ‫‪ variability‬ﻭﺫﻟﻚ ﲝﺴﺎﺏ ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ ﻭﺍﻷﺟﺰﺍﺀ ﺍﻟﻨﺴﺒﻴﺔ ‪ proportions‬ﻭﻛﺬﻟﻚ ﲝﺴﺎﺏ ﺍﻟﻨﺴﺐ‬ ‫ﻭﺍﳌﻌﺪﻻﺕ‪ .‬ﻭﻗﺪ ﺗﻴﺴ‪‬ﺮ ﺍﻵﻥ ﺇﺟﺮﺍﺀ ﻫﺬﻩ ﺍﳊﺴﺎﺑﺎﺕ ﺑﻔﻀﻞ ﺑﺮﳎﻴﺎﺕ ﺍﳊﺎﺳﻮﺏ‪.‬‬ ‫‪3‬‬

‫ﺍﻟﻨـﺰﻋﺔ ﺍﳌﺮﻛﺰﻳﺔ‬ ‫ﺃﻛﺜﺮ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﺳﺘﻌﻤﺎ ﹰﻻ ﻟﻘﻴﺎﺱ ﺍﻟﱰﻋﺔ ﺍﳌﺮﻛﺰﻳﺔ ﻫﻮ ﺍﻟﻮﺳﻂ ﺍﳊﺴﺎﰊ ‪ .arithmetic mean‬ﻛﻤﺎ ﺃﻥ‬ ‫ﺍﻟﻨﺎﺻﻒ ‪ median‬ﻭﺍﳌﻨﻮﺍﻝ ‪ mode‬ﳘﺎ ﻣﻘﻴﺎﺳﺎﻥ ﻣﻔﻴﺪﺍﻥ ﻟﻠﱰﻋﺔ ﺍﳌﺮﻛﺰﻳﺔ ﻭﺇﻥ ﻛﺎﻧﺎ ﺃﻗﻞ ﺷﻴﻮﻋﺎﹰ‪.‬‬ ‫ﻭﻳﺴﻤﻰ ﺍﻟﻮﺳﻂ ﻛﺬﻟﻚ ﺑﺎﻟﻮﺳﻂ ﺍﳊﺴﺎﰊ‪ ،‬ﻭﻫﻮ ﻳ‪‬ﺤﺴﺐ ﲜﻤﻊ ﺍﻟﻘﻴﻢ ﺍﳌﻨﻔﺮﺩﺓ ﻭﻗﺴﻤﺔ ﺍﻟﻨﺎﺗﺞ ﻋﻠﻰ ﺍﻟﻌﺪﺩ‬ ‫ﺍﻟﻜﻠﻲ ﻟﻠﻘﻴﺎﺳﺎﺕ‪.‬‬ ‫ﺃﻣﺎ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻨﺎﺻﻔﺔ ‪ median‬ﰲ ﺗﻮﺯﻳﻊ ﻣﻌﻴ‪‬ﻦ ﻓﻬﻲ ﻧﻘﻄﺔ ﺍﳌﻨﺘﺼﻒ ﺍﻟﱵ ﻳﻘﻊ ﻧﺼﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﲢﺘﻬﺎ‬ ‫ﻭﺍﻟﻨﺼﻒ ﺍﻵﺧﺮ ﻓﻮﻗﻬﺎ‪.‬‬ ‫ﻭﺍﳌﻨﻮﺍﻝ ‪ mode‬ﻫﻮ ﺃﻛﺜﺮ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺗﻜﺮﺍﺭﹰﺍ ﺿﻤﻦ ﺗﻮﺯﻳﻊ ﻣﺎ‪.‬‬ ‫ﻓﺈﺫﺍ ﺟﺎﺀﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﺗﻮﺯﻳﻊ ﻣﻌﺘﺪﻝ ‪) normal distribution‬ﺃﻱ ﻣﻮﺯﻋﺔ ﺑﺎﻧﺘﻈﺎﻡ ﺣﻮﻝ ﺍﻟﻮﺳﻂ(‬ ‫ﻓﺤﻴﻨﺌﺬ ﻳﺘﻄﺎﺑﻖ ﺍﻟﻮﺳﻂ ﻣﻊ ﺍﻟﻨﺎﺻﻒ ﻭﻣﻊ ﺍﳌﻨﻮﺍﻝ‪ .‬ﻭﰲ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﳌﻠﺘﻮﻳﺔ )ﺃﻭ ﺍﳌﺘﺠﺎﻧﻔﺔ ‪ (skewed‬ﺣﻴﺚ‬ ‫ﺗﺘﻮﺯﻉ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﻐﲑ ﺍﻧﺘﻈﺎﻡ‪ ،‬ﻓﺈ‪‬ﺎ ﺗﺘﺒﺎﻋﺪ ﻭﻳﻜﻮﻥ ﳍﺎ ﲨﻴﻌﺎﹰ ﻣﺪﻟﻮﳍﺎ ﰲ ﻋﺮﺽ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬

‫ﻗﺎﺑﻠﻴﺔ ﺍﻟﺘﻐﲑ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻣﻌﺮﻓﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻮﺳﻄﻰ ﻟﺴﻠﺴﻠﺔ ﻣﻦ ﺍﻟﻘﻴﺎﺳﺎﺕ‪ ،‬ﻣﻦ ﺍﳌﻬﻢ ﺗﻜﻮﻳﻦ ﻓﻜﺮﺓ ﻋﻦ ﺩﺭﺟﺔ ﺗﻐﻴ‪‬ﺮ‬ ‫ﻣﻮﺍﻗﻌﻬﺎ ‪ variation‬ﺣﻮﻝ ﺍﻟﻮﺳﻂ‪ .‬ﻭﺗﻮﺟﺪ ﺛﻼﺙ ﻃﺮﻕ ﻟﻌﺮﺽ ﻗﺎﺑﻠﻴﺔ ﺗﻐﲑ ‪ variability‬ﻣﻮﻗﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺣﻮﻝ ﺍﻟﻮﺳﻂ‪ :‬ﺍﳌﺪﻯ ‪ ،range‬ﻭﺍﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ‪ standard deviation‬ﻭﺍﻟﺸﺮﺍﺋﺢ ﺍﳌﺌﻮﻳﺔ ‪.percentiles‬‬ ‫ﻭﺍﳌﺪﻯ ﳛﺪﺩ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻠﻴﺎ ﻭﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻧﻴﺎ‪ ،‬ﻭﻟﻜﻨﻪ ﻻ ﻳﺒﻴ‪‬ﻦ ﻛﺜﲑﹰﺍ ﻛﻴﻔﻴﺔ ﺍﻧﺘﺸﺎﺭ ﺍﳌﻼﺣﻈﺎﺕ ﺣﻮﻝ ﺍﻟﻮﺳﻂ‪.‬‬ ‫ﺃﻣﺎ ﺍﻟﺬﻱ ﻳﻮﺿﺢ ﻫﺬﺍ ﺍﻻﻧﺘﺸﺎﺭ ﻓﻬﻮ ﺍﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ‪.‬‬ ‫ﻭﳝﻜﻦ ﺣﺴﺎﺏ ﺍﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﲟﻌﺎﺩﻟﺔ ﲡﻤﻊ ﻣﺮﺑﻌﺎﺕ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻮﺳﻄﻰ ﻟﻠﻤﺠﻤﻮﻋﺔ ﻭﺑﲔ‬ ‫ﻛﻞ ﻗﻴﻤﺔ ﻣﻨﻔﺮﺩﺓ‪ .‬ﻭﻳﺴﻤﻰ ﻫﺬﺍ ﺍ‪‬ﻤﻮﻉ ﺑﺎﻟﺘﺒﺎﻳﻦ ﺃﻭ ﺍﻟﺘﻔﺎﻭﺕ ‪ .variance‬ﻭﺍﳉﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻟﻠﺘﺒﺎﻳﻦ ﻳﻌﻄﻲ‬ ‫ﺍﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ‪ .‬ﻭﻛﻠﻤﺎ ﺯﺍﺩﺕ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍﻟﻘﻴﻢ‪ ،‬ﻛﺎﻥ ﺍﻟﺘﻮﺯﻳﻊ ﺃﻛﺜﺮ ﺍﻧﺘﺸﺎﺭﹰﺍ ﻭﻛﺎﻥ ﺍﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ‬ ‫ﺃﻛﱪ‪ .‬ﻭﻟﻘﺪ ﻭﺟﺪ ﺧﱪﺍﺀ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺃﻥ ﺗﻮﺯﻳﻊ ﺍﳌﻼﺣﻈﺎﺕ ﺇﺫﺍ ﻛﺎﻥ ﻣﻌﺘﺪ ﹰﻻ ‪) normal‬ﺃﻱ ﺃﻥ ﺍﻟﻘﻴﻢ ﻣﻮﺯﻋﺔ‬ ‫ﻼ‬ ‫ﺑﺎﻧﺘﻈﺎﻡ ﺣﻮﻝ ﺍﻟﻮﺳﻂ( ﻓﺴﻮﻑ ﻳﻜﻮﻥ ﺍﳌﺪﻯ ﺍﻟﺬﻱ ﻳﻐﻄﻴﻪ ﺍﳓﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻭﺍﺣﺪ ﻓﻮﻕ ﺍﻟﻮﺳﻂ ﻭﲢﺘﻪ ﺷﺎﻣ ﹰ‬ ‫ﻟﻨﺴﺒﺔ ‪ %68‬ﻣﻦ ﺍﳌﻼﺣﻈﺎﺕ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﳌﺪﻯ ﺍﻟﺬﻱ ﻣﻘﺪﺍﺭﻩ ‪ 2 ‬ﺍﳓﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﺳﻮﻑ ﻳﻐﻄﻲ ﺣﻮﺍﱄ‬ ‫ﻣﻦ ﺍﳌﻼﺣﻈﺎﺕ‪ .‬ﻭﺍﳌﺪﻯ ﺍﻟﺬﻱ ﻣﻘﺪﺍﺭﻩ‬

‫‪‬‬

‫‪%95‬‬

‫‪ 3‬ﺍﳓﺮﺍﻓﺎﺕ ﻣﻌﻴﺎﺭﻳﺔ ﺳﻮﻑ ﻳﻐﻄﻲ ﺣﻮﺍﱄ ‪ %99.73‬ﻣﻦ‬

‫ﺍﳌﻼﺣﻈﺎﺕ‪ .‬ﻭﻫﻜﺬﺍ ﻓﺈﻥ ﺣﺴﺎﺏ ﺍﻟﻮﺳﻂ ﻭﺍﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﻳﻌﻄﻴﻨﺎ ﻣﻠﺨﺼﹰﺎ ﺟﻴﺪﹰﺍ ﻟﻠﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫‪4‬‬

‫ﻭﺍﻟﺸﺮﺍﺋﺢ ﺍﳌﺌﻮﻳﺔ ﺗﻘﺪﻡ ﻃﺮﻳﻘﺔ ﺃﺧﺮﻯ ﻟﺘﺄﻣﻞ ﺍﺧﺘﻼﻓﺎﺕ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ‪ .‬ﻭﻛﻤﺎ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻨﺎﺻﻔﺔ‬

‫‪median‬‬

‫ﻫﻲ ﺍﻟﺸﺮﳛﺔ ﺍﳌﺌﻮﻳﺔ ﺍﳋﻤﺴﲔ ﰲ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻓﺒﺎﻹﻣﻜﺎﻥ ﻛﺬﻟﻚ ﺗﻌﻴﲔ ﺍﻟﺸﺮﳛﺘﲔ ﺍﳌﺌﻮﻳﺘﲔ ﺍﳋﺎﻣﺴﺔ‬ ‫ﻭﺍﻟﺴﺒﻌﲔ ﻭﺍﳋﺎﻣﺴﺔ ﻭﺍﻟﺘﺴﻌﲔ‪ ،‬ﻭﳘﺎ ﺗﺒﻴ‪‬ﻨﺎﻥ ﺃﻥ ﻗﻴﺎﺳﹰﺎ ﻣﻌﻴﻨﹰﺎ ﻳﺰﻳﺪ ﻣﻘﺪﺍﺭﻩ ﻋﻦ ‪ %75‬ﺃﻭ ‪ %95‬ﻣﻦ ﺳﺎﺋﺮ ﺍﻟﻘﻴﻢ‬ ‫ﺍﻷﺧﺮﻯ‪ .‬ﻭﺍﳌﺪﻯ ﺍﻟﺮ‪‬ﺑﻴ‪‬ﻌﻲ ‪ interquartile range‬ﻫﻮ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺍﻟﺪﺭﺟﺎﺕ ‪ scores‬ﺍﻟﱵ ﲤﺜﻞ ﺍﻟﺸﺮﳛﺘﲔ‬ ‫ﺍﳌﺌﻮﻳﺘﲔ ﺍﳋﺎﻣﺴﺔ ﻭﺍﻟﻌﺸﺮﻳﻦ ﻭﺍﳋﺎﻣﺴﺔ ﻭﺍﻟﺴﺒﻌﲔ ﰲ ﺇﻃﺎﺭ ﺗﻮﺯﻳﻊ ﻣﺎ‪ .‬ﻭﲦﺔ ﻣﻴﺰﺓ ﻟﻠﺸﺮﺍﺋﺢ ﺍﳌﺌﻮﻳﺔ ﻫﻲ ﺃ‪‬ﺎ ﳝﻜﻦ‬ ‫ﺃﻥ ﺗﻄﺒ‪‬ﻖ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺫﺍﺕ ﺍﻟﺘﻮﺯﻳﻊ ﺍﳌﻠﺘﻮﻱ ‪ ،skewed‬ﻏﲑ ﺍﳌﻌﺘﺪﻝ‪ ،‬ﺣﻴﺚ ﺗﻜﻮﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻏﲑ ﻣﻮﺯﻋﺔ‬ ‫ﺑﺎﻧﺘﻈﺎﻡ ﺣﻮﻝ ﺍﻟﻮﺳﻂ‪.‬‬

‫ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ ﻭﺍﻷﺟﺰﺍﺀ ﺍﻟﻨﺴﺒﻴﺔ ﻭﺍﻟﻨﺴﺐ ﻭﺍﳌﻌﺪﻻﺕ‬ ‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ ‪ percentage‬ﻫﻲ ﻋﺪﺩ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﱵ ﳍﺎ ﺧﺎﺻﻴﺔ ﻣﻌﻴ‪‬ﻨﺔ ﻣﻘﺴﻮﻣﹰﺎ ﻋﻠﻰ ﺍﻟﻌﺪﺩ ﺍﻟﻜﻠﻲ‬ ‫ﻟﻠﻮﺣﺪﺍﺕ ﰲ ﺍﻟﻌﻴ‪‬ﻨﺔ‪ ،‬ﻭﻣﻀﺮﻭﺑﹰﺎ ﰲ ‪ .100‬ﻭﻻ ﺗﺪﺭﺝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻔﻘﻮﺩﺓ ‪ missing data‬ﻋﺎﺩﺓ ﰲ ﺣﺴﺎﺏ‬ ‫ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺗﻮﺧﻲ ﺍﳊﺬﺭ ﻋﻨﺪ ﻭﺻﻒ ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ ﺍﶈﺴﻮﺑﺔ ﻋﻠﻰ ﺃﻋﺪﺍﺩ ﺻﻐﲑﺓ‪ .‬ﻓﻔﻲ ﻣﺜﻞ ﻫﺬﻩ‬ ‫ﺍﳊﺎﻻﺕ ﻗﺪ ﻳﺒﺪﻭ ﺍﻟﻔﺮﻕ ﺍﻟﻌﺪﺩﻱ ﺍﻟﺼﻐﲑ ﻛﺒﲑﹰﺍ ﻛﻨﺴﺒﺔ ﻣﺌﻮﻳﺔ‪.‬‬ ‫ﻭﺍﳉﺰﺀ ﺍﻟﻨﺴﱯ ‪ proportion‬ﻫﻮ ﺗﻌﺒﲑ ﻋﺪﺩﻱ ﻳﻘﺎﺭﻥ ﺑﲔ ﺟﺰﺀ ﻣﻦ ﻭﺣﺪﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺑﲔ ﺍﻟﻜﻞ‪ .‬ﻭﳝﻜﻦ‬ ‫ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﳉﺰﺀ ﺍﻟﻨﺴﱯ ﻛﻜﺴﺮ )ﻣﺜﻼﹰ ‪ (5/2‬ﺃﻭ ﻛﺠﺰﺀ ﻋﺸﺮﻱ )ﻣﺜﻼﹰ ‪.(0.40‬‬ ‫ﻭﺍﻟﻨﺴﺒﺔ ‪ ratio‬ﻫﻲ ﺗﻌﺒﲑ ﻋﺪﺩﻱ ﻋﻦ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻭﳎﻤﻮﻋﺔ ﺃﺧﺮﻯ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ‬ ‫ﻧﺴﺒﺔ ﺍﻟﺬﻛﻮﺭ ﺇﱃ ﺍﻹﻧﺎﺙ ﰲ ﻋﻴﻨﺔ ﻣﺎ‪.‬‬ ‫ﻭﺍﳌﻌﺪﻝ ‪ rate‬ﻫﻮ ﺗﻌﺒﲑ ﻋﺪﺩﻱ ﻋﻦ ﺗﻜﺮﺍﺭ ﺣﺎﻟﺔ ﻣﺎ ﰲ ﳎﺘﻤﻊ ﻣﻌﲔ ﺧﻼﻝ ﻓﺘﺮﺓ ﳏﺪﺩﺓ ﻣﻦ ﺍﻟﺰﻣﻦ‪ .‬ﻭﰲ‬ ‫ﺍﻟﻌﻠﻮﻡ ﺍﻟﺼﺤﻴﺔ ﻫﻨﺎﻙ ﻣﻌﺪ‪‬ﻻﻥ ﻳﺴﺘﻌﻤﻼﻥ ﻛﺜﲑﺍﹰ ﳘﺎ ﻣﻌﺪﻝ ﺍﻟﻮﻗﻮﻉ ‪ incidence rate‬ﻭﻣﻌﺪﻝ ﺍﻹﻧﺘﺸﺎﺭ‬ ‫‪ .prevalence rate‬ﻭﻣﻌﺪﻝ ﺍﻟﻮﻗﻮﻉ ﻳﺼﻮ‪‬ﺭ ﻋﺪﺩ ﺍﻹﺻﺎﺑﺎﺕ ﺍﳉﺪﻳﺪﺓ ﲝﺎﻟﺔ ﻣﺮﺿﻴﺔ ﻣﻌﻴﻨﺔ ﰲ ﳎﺘﻤﻊ ﻣﺎ ﰲ ﻓﺘﺮﺓ‬ ‫ﺯﻣﻨﻴﺔ ﳏﺪﺩﺓ‪ .‬ﻭﻳﺼﻮﺭ ﻣﻌﺪﻝ ﺍﻹﻧﺘﺸﺎﺭ ﺍﻟﻌﺪﺩ ﺍﻹﲨﺎﱄ ﻟﻺﺻﺎﺑﺎﺕ ﲝﺎﻟﺔ ﻣﺮﺿﻴﺔ ﻣﻌﻴﻨﺔ ﰲ ﳎﺘﻤﻊ ﻣﺎ ﰲ ﻭﻗﺖ ﻣﻌﲔ‪.‬‬ ‫ﻭﳝﻜﻦ ﺗﺼﻮﻳﺮ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻨﺴﺐ ﻭﺍﳌﻌﺪﻻﺕ ﺑﻘﻴﺎﺱ ﻭﻓﻴﺎﺕ ﺍﻷﻣﻮﻣﺔ‪ .‬ﻓﺈﺫﺍ ﻧﺴﺒﻨﺎ ﻋﺪﺩ ﺍﻟﻨﺴﺎﺀ ﺍﻟﻼﰐ ﻳﺘﻮﻓﲔ‬ ‫ﺑﺴﺒﺐ ﺍﳊﻤﻞ ﻭﺍﻟﻮﻻﺩﺓ ﺇﱃ ﻋﺪﺩ ﺍﻟﻨﺴﺎﺀ ﺍﻟﻼﰐ ﻳﻀﻌﻦ ﻣﻮﺍﻟﻴﺪ ﺃﺣﻴﺎﺀ‪ ،‬ﻓﺈﻧﻨﺎ ﳓﺴﺐ ﻧﺴﺒﺔ‪ .‬ﺃﻣﺎ ﺇﺫﺍ ﻧﺴﺒﻨﺎﻫﻦ ﺇﱃ‬ ‫ﲨﻴﻊ ﺍﻟﻨﺴﺎﺀ ﺍﻟﻼﰐ ﰲ ﺳﻦ ﺍﻹﳒﺎﺏ ﻋﻠﻰ ﻣﺪﻯ ﻓﺘﺮﺓ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﺰﻣﻦ‪ ،‬ﻓﺈﻧﻨﺎ ﳓﺴﺐ ﻣﻌﺪﻻﹰ‪.‬‬

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‫ﻣﻦ ﺷﺄﻥ ﺍﻷﺷﻜﺎﻝ ‪ figures‬ﺃﻥ ﺗﻴﺴﺮ ﻗﺮﺍﺀﺓ ﺍﻟﻨﺘﺎﺋﺞ ﻭﻓﻬﻤﻬﺎ‪ .‬ﻭﻗﺪﳝﹰﺎ ﻗﺎﻝ ﺣﻜﻴﻢ ﺻﻴﲏ ﺇﻥ ﺻﻮﺭﺓ ﻭﺍﺣﺪﺓ‬ ‫ﺗﺴﺎﻭﻱ ﺃﻛﺜﺮ ﻣﻦ ﺃﻟﻒ ﻛﻠﻤﺔ‪ .‬ﻭﻫﻨﺎﻙ ﺃﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻷﺷﻜﺎﻝ ﺗﺸﻤﻞ ﻟﻮﺣﺔ ﺍﻟﺸﺮﺍﺋﻂ ‪ ،bar chart‬ﻭﺍﻟﺮﺳﻢ‬ ‫ﺍﻟﺪﺍﺋﺮﻱ ‪ ،pie chart‬ﻭﺍﳌﺪﺭﺝ ﺍﻟﺘﻜﺮﺍﺭﻱ ‪ histogram‬ﻭﺍﳋﻄﻮﻁ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪ line graphs‬ﻭﺍﳋﺮﺍﺋﻂ ‪.maps‬‬ ‫ﻭﻛﻠﻬﺎ ﻣﻔﻴﺪﺓ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﰲ ﻋﺮﺽ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﺍﳌﺪﺭﺝ ﺍﻟﺘﻜﺮﺍﺭﻱ ﳝﺎﺛﻞ ﻟﻮﺣﺔ ﺍﻟﺸﺮﺍﺋﻂ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﺸﺮﺍﺋﻂ ﻓﻴﻪ‬ ‫ﺗﻼﻣﺲ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﻌﻜﺲ ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫ﻭﺍﳋﻄﻮﺓ ﺍﻷﻭﱃ ﺍﻟﱵ ﻋﺎﺩﺓ ﻣﺎ ﺗ‪‬ﺘﺨﺬ ﰲ ﺗﺄﻣﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻠﺨﻴﺼﻬﺎ ﻫﻲ ﺭﲰﻬﺎ ﰲ ﻣﻨﺤﲎ ﻟﻠﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ‬ ‫‪ ،frequency distribution curve‬ﺣﻴﺚ ﳛﺪﺩ ﻣﻮﻗﻊ ﻛﻞ ﻣﺘﻐﲑ ﺣﺴﺐ ﺗﻜﺮﺍﺭ ﻭﺟﻮﺩﻩ‪ .‬ﻭﺳﻮﻑ ﻳﻮﺿﺢ‬ ‫ﺷﻜﻞ ﻫﺬﺍ ﺍﻟﺘﻮﺯﻳﻊ ﻛﺜﲑﹰﺍ ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻛﻤﺎ ﺳﺘﻜﻮﻥ ﻟﻪ ﻣﻀﺎﻣﻴﻨﻪ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﺤﻠﻴﻞ ﺍﻟﺬﻱ‬ ‫ﺳﻴﺠﺮﻯ ﻻﺣﻘﺎﹰ‪.‬‬ ‫ﻭﻋﻨﺪﻣﺎ ﻳ‪‬ﻜﻮﻥ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ ﻣﻨﺤﲎ ﺟﺮﺳ ‪‬ﻲ ﺍﻟﺸﻜﻞ ﻓﺈﻧﻪ ﻳﻮﺻﻒ ﺑﺄﻧﻪ ﻣﻌﺘﺪﻝ ﺃﻭ ﺗﻮﺯﻳﻊ ﻏﺎﻭﺱ‬ ‫‪ .Gaussian distribution‬ﻭﻛﺎﻥ ﻏﺎﻭﺱ ﻣﻦ ﺧﱪﺍﺀ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺍﻷﳌﺎﻥ‪ ،‬ﻭﻗﺪ ﻋﺎﺵ ﰲ ﺃﻭﺍﺋﻞ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ‬ ‫ﻋﺸﺮ‪ ،‬ﻭﺍﻗﺘﺮﺡ »ﻗﺎﻧﻮﻥ ﺍﻷﺧﻄﺎﺀ ‪ «low of errors‬ﺍﻟﺬﻱ ﻣﻔﺎﺩﻩ ﺃﻥ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﳌﺘﻜﺮﺭﺓ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺷﻲﺀ‬ ‫ﻣﺎﺩﻱ ﻭﺍﺣﺪ‪ ،‬ﺳﻮﻑ ﺗﻘﻊ ﰲ ﳕﻂ ﺃﻭ ﺗﻮﺯﻳﻊ ﳝﻜﻦ ﺍﻟﺘﻜﻬﻦ ﺑﻪ‪ .‬ﻭﻛﺎﻥ ﻗﺎﻧﻮﻥ ﻏﺎﻭﺱ ﺍﻷﺻﻠﻲ ﻳ‪‬ﻘﺼﺪ ﺑﻪ ﻗﻴﺎﺱ‬ ‫ﻧﻔﺲ ﺍﻟﺸﻲﺀ‪ ،‬ﻭﻟﻜﻨﻪ ﻃﺒﻖ ﻓﻴﻤﺎ ﺑﻌﺪ ﻋﻠﻰ ﳎﻤﻮﻋﺎﺕ ﻣﻦ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﱵ ﺃﺟﺮﻳﺖ ﻋﻠﻰ ﺃﺷﻴﺎﺀ ﳐﺘﻠﻔﺔ‪.‬‬ ‫ﻭﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻣﻨﺤﲎ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ ﻏﲑ ﻣﺘﻨﺎﻇﺮ ‪ asymmetrical‬ﻓﺈﻧﻪ ﻳﻮﺻﻒ ﺑﺄﻧﻪ ﺗﻮﺯﻳﻊ ﻣﻠﺘﻮٍ ﺃﻭ‬ ‫ﻣﺘﺠﺎﻧﻒ ‪ .skewed distribution‬ﻭﰲ ﺍﻟﺘﻮﺯﻳﻊ ﺍﳌﻠﺘﻮﻱ ﺗﻜﻮﻥ ﺍﳌﻨﺤﻨﻴﺎﺕ ﻏﲑ ﻣﺘﻨﺎﻇﺮﺓ‪ ،‬ﺣﻴﺚ ﳝﺘﺪ ﺃﺣﺪ‬ ‫ﺟﻮﺍﻧﺐ ﺍﳌﻨﺤﲎ ﻋﻠﻰ ﳓﻮ ﺃﻛﺜﺮ ﺍﺳﺘﻄﺎﻟﺔ‪.‬‬ ‫ﻭﰲ ﺃﺣﻴﺎﻥ ﺃﻗﻞ‪ ،‬ﳝﻜﻦ ﺃﻥ ﺗﻈﻬﺮ ﰲ ﻣﻨﺤﲎ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ ﺃﻛﺜﺮ ﻣﻦ ﻗﻤﺔ ﻭﺍﺣﺪﺓ‪.‬‬

‫‪ 6.8‬ﺍﻟﺘﺮﺍﺑﻂ‬ ‫ﰲ ﺳﻴﺎﻕ ﺍﻟﺘﺮﺍﺑﻂ ‪ correlation‬ﺗﺼﻨ‪‬ﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻠﻰ ﺃ‪‬ﺎ ﻣﺘﻐﲑﺍﺕ ﻣﺴﺘﻘﻠﺔ ‪ independent‬ﺃﻭ ﺗﺎﺑﻌﺔ‬ ‫‪ .dependent‬ﻓﺎﳌﺘﻐﲑﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ ﺃﻭ ﻣﺘﻐﲑﺍﺕ ﺍﳌﹸﺪﺧﻼﺕ ‪ input variables‬ﺗﻜﻮﻥ ﰲ ﺍﻟﻌﺎﺩﺓ ﺫﺍﺕ ﻗﻴﻢ‬ ‫ﻣﺴﺘﻘﻠﺔ ﻋﻦ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺘﺎﺑﻌﺔ ﺃﻭ ﻣﺘﻐﲑﺍﺕ ﺍﳌﹸﺨﺮﺟﺎﺕ ‪ .outcome variables‬ﻭﳌﺎ ﻛﺎﻧﺖ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ‬ ‫ﺗﺴﺒﻖ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺘﺎﺑﻌﺔ ﻓﻬﻲ ﻛﺜﲑﺍﹰ ﻣﺎ ﺗﺴﻤﻰ ﻋﻮﺍﻣﻞ ﺍﻟﺘﻜﻬﻦ ﺃﻭ ﺍﻟﺘﻨﺒﺆ ‪ .predictors‬ﻭﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺘﺎﺑﻌﺔ‬ ‫)ﻣﺘﻐﲑﺍﺕ ﺍﳌﺨﺮﺟﺎﺕ( ﳍﺎ ﺍﺳﺘﺠﺎﺑﺎﺕ ﻳ‪‬ﺘﻮﻗﻊ ﺣﺪﻭﺛﻬﺎ ﺍﻋﺘﻤﺎﺩﹰﺍ ﻋﻠﻰ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ‪ .‬ﻭﺗﻌﺘﱪ ﺍﳌﺘﻐﲑﺍﺕ‬ ‫‪6‬‬

‫ﺍﳌﺴﺘﻘﻠﺔ ﻣﻘﺪ‪‬ﻣﺎﺕ ‪ antecedents‬ﻟﻠﻤﺘﻐﲑﺍﺕ ﺍﻟﺘﺎﺑﻌﺔ ﺍﻟﱵ ﺗﺄﰐ ﺑﻌﺪﻫﺎ ﻭﺗﻮﺻﻒ ﺑﺄ‪‬ﺎ ﺗﺎﻟﻴﺎﺕ ‪.consequents‬‬ ‫ﻭﰲ ﳎﺎﻝ ﺍﻟﻮﺑﺎﺋﻴﺎﺕ ﻛﺜﲑﹰﺍ ﻣﺎ ﺗﺴﻤﻰ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ ﺑﻌﻮﺍﻣﻞ ﺍﻹﺧﺘﻄﺎﺭ ‪ risk factors‬ﺃﻭ ﻣﺘﻐﲑﺍﺕ ﺍﻟﺘﻌﺮﺽ‪.‬‬

‫ﳐﻄﻂ ﺍﻟﺘﺸﺘﺖ‬ ‫ﺣﲔ ﳚﻤﻊ ﺍﻟﺒﺎﺣﺚ ﳎﻤﻮﻋﺘﲔ ﻣﻦ ﺍﳌﻼﺣﻈﺎﺕ ﻭﻳﺮﻳﺪ ﺃﻥ ﻳﺮﻯ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺑﻴﻨﻬﻤﺎ‪ ،‬ﻓﺎﻷﻓﻀﻞ‬ ‫ﺃﻥ ﻳﻜﻮ‪‬ﻥ ﻣﻨﻬﺎ ﳐﻄﻂ ﺍﻟﺘﺸﺘﺖ ‪ scatter diagram‬ﺃﻭﻻﹰ‪ ،‬ﺣﻴﺚ ﳝﺜﻞ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﺮﺃﺳﻲ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻘﻴﺎﺳﺎﺕ‬ ‫ﺑﻴﻨﻤﺎ ﳝﺜﻞ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻷﻓﻘﻲ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ .‬ﻭﺍﻟﻨﻘﺎﻁ ﺍﻟﱵ ﺗﻈﻬﺮ ﰲ ﳐﻄﻂ ﺍﻟﺘﺸﺘﺖ ﻻ ﺗﻜﻮﻥ ﰲ ﺍﻟﻌﺎﺩﺓ‬ ‫ﻣﺼﻔﻮﻓﺔ ﰲ ﺧﻂ ﻭﺍﺣﺪ ﻣﺴﺘﻘﻴﻢ ﻭﻻ ﺗﻜﻮﻥ ﻣﺘﺒﺎﻋﺪﺓ ﻋﻠﻰ ﻣﺴﺎﻓﺎﺕ ﻣﺘﻤﺎﺛﻠﺔ ﻋﻠﻰ ﺟﺎﻧﱯ ﺧﻂ ﺍﻟﻮﺳﻂ‪ .‬ﻭﻟﻜﻨﻬﺎ‬ ‫ﻏﺎﻟﺒﺎﹰ ﻣﺎ ﺗﺒﺪﻭ ﰲ ﻣﺴﺎﺣﺔ ﺷﺒﻪ ﺑﻴﻀﺎﻭﻳﺔ‪ .‬ﻭﻣﻦ ﺷﺄﻥ ﳐﻄﻂ ﺍﻟﺘﺸﺘﺖ ﺃﻥ ﻳﻌﻄﻲ ﻓﻜﺮﺓ ﻋﻤﺎ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﺗﺮﺍﺑﻂ‬ ‫‪ correlation‬ﺑﲔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻋﻦ ﺍﲡﺎﻩ ﻫﺬﺍ ﺍﻟﺘﺮﺍﺑﻂ‪.‬‬ ‫ﻭﻋﺎﺩﺓ ﻣﺎ ﺗﺮﺳﻢ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ ﻋﻠﻰ ﳏﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ ‪) X-axis‬ﺍﻹﺣﺪﺍﺛﻲ ﺍﻷﻓﻘﻲ( ﻛﻤﺎ ﺗﺮﺳﻢ ﺍﳌﺘﻐﲑﺍﺕ‬ ‫ﺍﻟﺘﺎﺑﻌﺔ ﻋﻠﻰ ﳏﻮﺭ ﺍﻟﺼﺎﺩﺍﺕ ‪) Y-axis‬ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﺮﺃﺳﻲ(‪.‬‬

‫ﻣﻌﺎﻣﻞ ﺍﻟﺘﺮﺍﺑﻂ‬ ‫ﻋﻨﺪﻣﺎ ﳝﻜ ﻦ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺘﻐﻴ‪‬ﺮﻳﻦ ﺑﻴﺎﻧﻴﹰﺎ ﰲ ﺻﻮﺭﺓ ﺧﻂ ﻣﺴﺘﻘﻴﻢ‪ ،‬ﳝﻜﻦ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﺘﺮﺍﺑﻂ ﰲ ﺻﻮﺭﺓ‬ ‫ﻣﻌﺎﻣﻞ ﺍﻟﺘﺮﺍﺑﻂ ‪ .correlation coefficient‬ﻭﺍﻟﺘﺮﺍﺑﻂ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻃﺮﺩﻳﹰﺎ ﺃﻭ ﻋﻜﺴﻴﹰﺎ‪ .‬ﻓﺤﲔ ﻳﺰﺩﺍﺩ ﺃﺣﺪ‬ ‫ﺍﳌﺘﻐﲑﺍﺕ ﻣﻊ ﺯﻳﺎﺩﺓ ﺍﳌﺘﻐﲑ ﺍﻵﺧﺮ‪ ،‬ﻳﻜﻮﻥ ﺍﻟﺘﺮﺍﺑﻂ ﻃﺮﺩﻳﹰﺎ‪ .‬ﺃﻣﺎ ﺇﺫﺍ ﺍﳔﻔﺾ ﺃﺣﺪﳘﺎ ﻣﻊ ﺯﻳﺎﺩﺓ ﺍﻵﺧﺮ ﻓﺤﻴﻨﺌﺬ ﻳﻜﻮﻥ‬ ‫ﺍﻟﺘﺮﺍﺑﻂ ﻋﻜﺴﻴﹰﺎ‪ .‬ﻭﻳﺘﻢ ﻗﻴﺎﺱ ﻣﻌﺎﻣﻞ ﺍﻟﺘﺮﺍﺑﻂ )‪ (r‬ﻋﻠﻰ ﻣﻘﻴﺎﺱ ﻳﺘﺮﺍﻭﺡ ﻣﻦ ‪ 1+‬ﻣﺮﻭﺭﹰﺍ ﺑﺎﻟﺼﻔﺮ ﺇﱃ ‪ .1-‬ﻭﺍﻟﺘﺮﺍﺑﻂ ﺍﻟﺘﺎﻡ‬ ‫ﺑﲔ ﻣﺘﻐﲑﻳﻦ ﻳﻌﺒ‪‬ﺮ ﻋﻨﻪ ﺑﻘﻴﻤﺔ ‪ .1‬ﻭﻟﻴﻜﻦ ﻭﺍﺿﺤﹰﺎ ﺃﻥ ﺍﻟﺘﺮﺍﺑﻂ ﻳﻌﲏ ﺍﻹﻗﺘﺮﺍﻥ ﺃﻭ ﺍﻹﺭﺗﺒﺎﻁ ‪ association‬ﻭﻟﻜﻨﻪ ﻻ‬ ‫ﻳﻌﲏ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺍﻟﺘﺴﺒ‪‬ﺐ ‪ .causation‬ﺃﻣﺎ ﺍﻟﺘﺴﺒ‪‬ﺐ ﻓﻬﻮ ﺍﺳﺘﻨﺘﺎﺝ ﻳﺘﺮﻙ ﳌﺮﺣﻠﺔ ﺗﻔﺴﲑ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬

‫ﻣﻌﺎﺩﻟﺔ ﺍﻹﳓﺪﺍﺭ‬ ‫ﺍﻟﺘﺮﺍﺑﻂ ﺑﲔ ﻣﺘﻐﲑﻳﻦ ﻳﻌﲏ ﺃﻧﻪ ﺣﲔ ﻳﺘﻐﲑ ﺃﺣﺪﳘﺎ ﲟﻘﺪﺍﺭ ﻣﻌﻴ‪‬ﻦ ﻓﺈﻥ ﺍﻵﺧﺮ ﻳﺘﻐﲑ ﰲ ﺍﳌﺘﻮﺳﻂ ﲟﻘﺪﺍﺭ ﻣﻌﻴ‪‬ﻦ‪.‬‬ ‫ﻭﳝﻜﻦ ﻭﺻﻒ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ ﲟﻌﺎﺩﻟﺔ ﺑﺴﻴﻄﺔ ﺗﺴﻤﻰ ﻣﻌﺎﺩﻟﺔ ﺍﻹﳓﺪﺍﺭ )ﺃﻭ ﺍﻟﺘﺤﻮﻑ( ‪.regression equation‬‬ ‫ﻭﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﳌﻌﺎﺩﻟﺔ ﰲ ﺭﺳﻢ ﺧﻂ ﺍﻹﳓﺪﺍﺭ ‪ regression line‬ﻋﻠﻰ ﳐﻄﻂ ﺍﻟﺘﺸﺘﺖ‪ .‬ﻭﳌﺎ ﻛﺎﻥ ﺍﳋﻂ‬ ‫‪7‬‬

‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻣﺴﺘﻘﻴﻤﺎﹰ‪ ،‬ﻓﺴﻮﻑ ﳜﺘﺮﻕ ﻋﻠﻰ ﺍﻷﺭﺟﺢ ﺑﻀﻊ ﻧﻘﺎﻁ‪ ،‬ﺃﻭ ﻻ ﺷﻲﺀ‪ .‬ﻭﻣﻌﺎﻣﻞ ﺍﻹﳓﺪﺍﺭ )ﺃﻭ‬ ‫ﺍﻟﺘﺤﻮﻑ( ‪ regression coefficient‬ﻫﻮ ﻣﺼﻄﻠﺢ ﻳ‪‬ﺴﺘﻌﻤﻞ ﻟﺒﻴﺎﻥ ﺍﳌﻘﺪﺍﺭ ﺍﻟﺬﻱ ﳚﺐ ﺃﻥ ﻳ‪‬ﻀﺮﺏ ﻓﻴﻪ ﺍﻟﺘﻐﲑ‬ ‫ﺍﻟﺬﻱ ﳛﺪﺙ ﰲ ﺃﺣﺪ ﺍﳌﺘﻐﲑﺍﺕ )ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ( ﻟﻴﻌﻄﻲ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻐﲑ ﺍﳌﺘﻮﺳﻂ ﺍﳌﻘﺎﺑﻞ ﻟﻪ ﰲ ﺍﳌﺘﻐﲑ ﺍﻵﺧﺮ‬ ‫)ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ(‪ .‬ﻭﻫﻮ ﳝﺜﻞ ﺩﺭﺟﺔ ﻣﻴﻞ ﺧﻂ ﺍﻹﳓﺪﺍﺭ )ﺃﻭ ﺍﻟﺘﺤﻮﻑ( ﺇﱃ ﺃﻋﻠﻰ ﺃﻭ ﺇﱃ ﺃﺳﻔﻞ‪.‬‬

‫‪ 7.8‬ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻹﺳﺘﻨﺒﺎﻃﻴﺔ‬ ‫‪ 1.7.8‬ﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﺑﻌﺪ ﺗﻠﺨﻴﺺ ﺍﻟﻨﺘﺎﺋﺞ ﻭﻭﺻﻔﻬﺎ‪ ،‬ﻳﺘﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﻮﻥ ﳓﻮ ﺍﳋﻄﻮﺓ ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﻭﻫﻲ ﲢﻠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﻭﻫﻨﺎ ﻳﺘﺴﺎﺀﻝ‬ ‫ﺍﻟﺒﺎﺣﺜﻮﻥ ﻋﻤﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﳝﻜﻦ ﺃﻥ ﺗﻌﻤ‪‬ﻢ ﺧﺎﺭﺝ ﻧﻄﺎﻕ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻘﻠﻴﻠﺔ ﺍﻟﻌﺪﺩ ﻧﺴﺒﻴﹰﺎ ﻭﺍﻟﱵ ﲤﺖ‬ ‫ﺩﺭﺍﺳﺘﻬﺎ‪ .‬ﻭﻳﺸﺎﺭ ﺇﱃ ﺫﻟﻚ ﺑﺎﺻﻄﻼﺡ ﺍﻟﺼﻼﺣﻴﺔ ﺍﳋﺎﺭﺟﻴﺔ ‪ external validity‬ﺃﻭ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻌﻤﻴﻢ‬ ‫‪.generalizability‬‬ ‫ﻭﺍﻹﺣﺼﺎﺀﺍﺕ ﺗﺴﺎﻋﺪﻧﺎ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻹﺳﺘﻨﺒﺎﻁ‪ ،‬ﻭﻟﺬﻟﻚ ﺗﺴﻤﻰ ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻹﺳﺘﻨﺒﺎﻃﻴﺔ‬

‫‪inferential‬‬

‫‪ .statistics‬ﻭﺍﻹﺳﺘﻨﺒﺎﻁ ﻫﻮ ﺗﻌﻤﻴﻢ ﻳ‪‬ﺴﺘﻨﺘﺞ ﺑﺸﺄﻥ ﳎﺘﻤﻊ ﻣﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﺩﺭﺍﺳﺔ ﺟﺰﺀ ﺃﻭ ﻋﻴﻨﺔ ﻣﻨﻪ‪ .‬ﻭﺍﺻﻄﻼﺡ‬ ‫»ﺍ‪‬ﺘﻤﻊ ‪ «population‬ﰲ ﳎﺎﻝ ﺍﻹﺣﺼﺎﺀ ﻟﻪ ﻣﺪﻟﻮﻝ ﳜﺘﻠﻒ ﻋﻦ ﺍﻹﺳﺘﻌﻤﺎﻝ ﺍﻟﻌﺎﻡ ﻟﻠﻜﻠﻤﺔ‪ .‬ﻭﻟﻴﺲ ﺿﺮﻭﺭﻳﺎﹰ‬ ‫ﺃﻥ ﻳﺸﲑ ﻓﻘﻂ ﺇﱃ ﺑﺸﺮ ﺃﻭ ﺇﱃ ﻛﺎﺋﻨﺎﺕ ﺣﻴﺔ‪ .‬ﻭﳌﺎ ﻛﺎﻥ ﺍ‪‬ﺘﻤﻊ ﻳﺸﻤﻞ ﰲ ﺍﻟﻌﺎﺩﺓ ﺃﻓﺮﺍﺩﹰﺍ ﺃﻛﺜﺮ ﻋﺪﺩﹰﺍ ﳑﺎ ﳝﻜﻦ‬ ‫ﺩﺭﺍﺳﺘﻪ ﺑﺴﻬﻮﻟﺔ‪ ،‬ﻓﺈﻥ ﺍﻻﺳﺘﻘﺼﺎﺀ ﻏﺎﻟﺒﹰﺎ ﻣﺎ ﻳﻘﺘﺼﺮ ﻋﻠﻰ ﻋﻴﻨﺔ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﻋﻴﻨﺔ ﻣﻦ ﻫﺬﺍ ﺍ‪‬ﺘﻤﻊ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺍﻟﺘﺄﻛﻴﺪ‬ ‫ﻋﻠﻰ ﺃﻥ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻥ ﱂ ﺗﻜﻦ ﳑﺜﱢﻠﺔ ﻟﻠﻤﺠﺘﻤﻊ ﻓﺈﻥ ﺍﻹﺳﺘﻨﺒﺎﻁ ﺍﻟﺬﻱ ﻳ‪‬ﺒﲎ ﻋﻠﻰ ﻧﺘﻴﺠﻬﺎ ﺳﻮﻑ ﻳﻜﻮﻥ ﺧﺎﺩﻋﹰﺎ‪.‬‬ ‫ﻭﺳﻮﻑ ﺗﻜﻮﻥ ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﻋﺪﳝﺔ ﺍﻟﻨﻔﻊ ﺇﺫﺍ ﱂ ﺗﻜﻦ ﺍﻟﻌﻴﻨﺔ ﳑﺜﱢﻠﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﺬﻱ ﺃﺧﺬﺕ ﻣﻨﻪ‪.‬‬ ‫ﻓﺎﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﻻ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺼﺤﺢ ﺍﻷﺧﻄﺎﺀ ﺍﻟﱵ ﻧﺮﺗﻜﺒﻬﺎ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﻭﻟﻜﻦ‪ ،‬ﺣﱴ ﻣﻊ ﺍﻹﺧﺘﻴﺎﺭ ﺍﳉﻴﺪ ﻟﻠﻌﻴﻨﺎﺕ‪ ،‬ﻓﺈﻥ ﻧﺘﺎﺋﺞ ﺩﺭﺍﺳﺔ ﻋﻴﻨﺔ ﻭﺍﺣﺪﺓ ﺳﻮﻑ ﺗﻈﻞ ﺗﻌﺎﱐ ﺩﺭﺟﺔ ﻣﺎ ﻣﻦ‬ ‫ﺍﻟﺸﻚ ﺃﻭ ﺍﳌﺼﺎﺩﻓﺔ ‪ .chance‬ﻭﻫﺬﺍ ﺍﳋﻄﺄ ﰲ ﺍﻹﻋﺘﻴﺎﻥ )ﺍﳌﻌﺎﻳﻨﺔ( ‪ sampling error‬ﻻ ﳝﻜﻦ ﺍﺳﺘﺒﻌﺎﺩﻩ ﲤﺎﻣﺎﹰ‪،‬‬ ‫ﻭﻟﻜﻦ ﳝﻜﻦ ﺣﺴﺎﺏ ﻣﻘﺪﺍﺭﻩ ﺍﶈﺘﻤﻞ‪.‬‬ ‫ﺇﻥ ﺍﻹﺣﺼﺎﺀ ﺃﻗﺮﺏ ﺇﱃ ﺍﳊﺲ ﺍﻟﺴﻠﻴﻢ ‪ common sense‬ﻣﻨﻪ ﺇﱃ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪ .‬ﻭﺗﻌﻤﻴﻢ ﻧﺘﺎﺋﺞ ﺍﻟﻌﻴﻨﺔ ﻟﺘﻐﻄﻲ‬ ‫ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﺃﺧﺬﺕ ﻣﻨﻪ‪ ،‬ﻳﻌﺘﻤﺪ ﺃﺳﺎﺳﺎﹰ ﻋﻠﻰ ﻋﺎﻣﻠﻴ‪‬ﻦ‪ :‬ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﻗﺎﺑﻠﻴﺔ ﺗﻐﲑ ‪ variability‬ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﻭﺑﻄﺒﻴﻌﺔ‬ ‫ﺍﳊﺎﻝ‪ ،‬ﻟﻮ ﺃﻧﻨﺎ ﻓﺤﺼﻨﺎ ‪ %100‬ﻣﻦ ﺍ‪‬ﺘﻤﻊ ﻓﺴﻮﻑ ﲤﺜﻞ ﺍﻟﻨﺘﻴﺠﺔ ﺣﺎﻟﺔ ﺍ‪‬ﺘﻤﻊ ﻛﻠﻪ‪ .‬ﻭﻛﻠﻤﺎ ﻛﺎﻧﺖ ﺍﻟﻌﻴﻨﺔ ﺃﺻﻐﺮ‪،‬‬ ‫‪8‬‬

‫ﺗﻀﺎﺀﻟﺖ ﺍﺣﺘﻤﺎﻻﺕ ﺗﻌﻤﻴﻢ ﻧﺘﺎﺋﺠﻬﺎ‪ .‬ﻛﺬﻟﻚ ﻓﺈﻥ ﺍﻹﺧﺘﻼﻑ ﺍﻟﻜﺒﲑ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﰲ ﻧﺘﺎﺋﺞ ﺍﻟﻘﻴﺎﺳﺎﺕ‪ ،‬ﻳﻌﲏ ﺗﺮﺟﻴﺢ‬ ‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻌﻴ‪‬ﻨﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﺇﺫﺍ ﺟﺎﺀﺕ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﻣﺪﻯ ﻭﺍﺳﻊ ﺍﻟﻨﻄﺎﻕ‪ ،‬ﺃﻱ ﺑﺪﺭﺟﺔ ﻋﺎﻟﻴﺔ‬ ‫ﻣﻦ ﻗﺎﺑﻠﻴﺔ ﺍﻟﺘﻐﻴ‪‬ﺮ )ﺍﻟﺘﻐﻴ‪‬ﺮﻳﺔ ‪ ،(variability‬ﻓﺴﻮﻑ ﺗﻜﻮﻥ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺼﻐﲑﺓ ﺃﻗﻞ ﺍﺣﺘﻤﺎﻻﹰ ﻷﻥ ﲤﺜﻞ ﺣﺎﻟﺔ ﺍ‪‬ﺘﻤﻊ ﻛﻠﻪ‪.‬‬ ‫ﻭﻣﺎ ﺗﻔﻌﻠﻪ ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﻫﻮ ﺗﺮﲨﺔ ﻫﺬﺍ ﺍﳊﺲ ﺍﻟﺴﻠﻴﻢ ﺇﱃ ﺗﻌﺒﲑﺍﺕ ﻛﻤﻴﺔ ﻭﺫﻟﻚ ﲝﺴﺎﺏ ﻗﻴﻤﺔ ﺍﻹﺣﺘﻤﺎﻝ‬ ‫‪ .probability‬ﻭﳝﻜﻦ ﺗﺼﻮﻳﺮ ﺫﻟﻚ ﲟﻔﻬﻮﻡ ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ‪.standard error‬‬ ‫‪ 2.7.8‬ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ‬ ‫ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﻫﻮ ﻣﻘﻴﺎﺱ ﺇﺣﺼﺎﺋﻲ ﻻﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻜﻮﻥ ﻧﺘﻴﺠﺔ ﺍﻟﻌﻴﻨﺔ ﳑﺎﺛﻠﺔ ﻟﻨﺘﻴﺠﺔ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﺃﺧﺬﺕ‬ ‫ﻣﻨﻪ‪ .‬ﻭﻳﻌﺘﻤﺪ ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﻋﻠﻰ ﻋﺎﻣﻠﲔ ﳘﺎ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻭﺍﺧﺘﻼﻓﺎﺕ ﺍﻟﻘﻴﺎﺳﺎﺕ ﰲ ﺍﻟﻌﻴﻨﺔ ﻛﻤﺎ ﻳﺒﻴﻨﻬﺎ‬ ‫ﺍﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻥ ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﻟﻠﻮﺳﻂ ‪ mean‬ﻳ‪‬ﺤﺴﺐ ﻋﻠﻰ ﺃﻧﻪ ﺍﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ‬ ‫ﻣﻘﺴﻮﻣﹰﺎ ﻋﻠﻰ ﺍﳉﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻟﻌﺪﺩ ﺍﳌﻼﺣﻈﺎﺕ‪.‬‬ ‫ﺇﻥ ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﰲ ﺣﺪ ﺫﺍﺗﻪ ﻟﻴﺲ ﻟﻪ ﺇﻻ ﻣﺪﻟﻮﻝ ﳏﺪﻭﺩ‪ ،‬ﻭﺑﻜﻦ ﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﻟﻪ ﳊﺴﺎﺏ ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ‬ ‫‪ confidence interval‬ﺍﻟﱵ ﳍﺎ ﺗﻔﺴﲑ ﻣﻔﻴﺪ‪ .‬ﻭﰲ ﻋﺒﺎﺭﺓ ﺑﺴﻴﻄﺔ‪ ،‬ﻭ‪‬ﺟﺪ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻮﺳﻄﻰ ﻟﻠﻌﻴﻨﺔ‬

‫‪sample‬‬

‫‪ mean‬ﺯﺍﺋﺪ ﺃﻭ ﻧﺎﻗﺺ ‪ 1.96‬ﻣﻦ ﺧﻄﺌﻬﺎ ﺍﳌﻌﻴﺎﺭﻱ ﺗﻌﻄﻲ ﻓﺘﺮﺓ ﺛﻘﺔ ﻧﺴﺒﺘﻬﺎ ‪ %95‬ﺃﻱ ﺃﻥ ﻫﻨﺎﻙ ﺻﺪﻓﺔ ﻧﺴﺒﺘﻬﺎ‬ ‫‪ %5‬ﻓﻘﻂ ﻻ ﺗﺸﻤﻞ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ ﻓﻴﻬﺎ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻮﺳﻄﻰ ﻟﻠﻤﺠﺘﻤﻊ‪ .‬ﻭﻫﻜﺬﺍ ﻓﺈﻥ ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ ﻫﻲ ﻣﺪﻯ ﻣﻦ ﺍﻟﻘﻴﻢ‬ ‫ﻳﺸﻤﻞ ﻣﻌ‪‬ﻠﻢ )ﺑﺎﺭﺍﻣﺘﺮ( ﺍ‪‬ﺘﻤﻊ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﻣﻌﲔ ﻣﻦ ﺍﻹﺣﺘﻤﺎﻝ‪.‬‬ ‫ﻭﳝﻜﻦ ﺣﺴﺎﺏ ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ‪ ،‬ﻟﻴﺲ ﻓﻘﻂ ﻋﻠﻰ ﻗﻴﻤﺔ ﻭﺳﻄﻰ ‪ mean‬ﻭﻟﻜﻦ ﻛﺬﻟﻚ ﻋﻠﻰ ﺍﻟﻔﺮﻕ ﺑﲔ‬ ‫ﻭﺳﻄﲔ‪ ،‬ﻭﻋﻠﻰ ﻧﺴﺒﺔ ﻣﺌﻮﻳﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﻔﺮﻕ ﺑﲔ ﻧﺴﺒﺘﲔ ﻣﺌﻮﻳﺘﲔ‪ ،‬ﻭﻋﻠﻰ ﻣﻌﺎﻣﻞ ﺍﻟﺘﺮﺍﺑﻂ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺍﻟﺘﻤﻴﻴﺰ ﺑﻮﺿﻮﺡ ﺑﲔ ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﻭﺑﲔ ﺍﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ‪ .‬ﻓﺎﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﻣﻘﻴﺎﺱ ﻟﻘﺎﺑﻠﻴﺔ‬ ‫ﺍﻟﺘﻐﲑ ‪ variability‬ﰲ ﺍﻟﻌﻴﻨﺔ ﺍﳋﺎﺿﻌﺔ ﻟﻠﺪﺭﺍﺳﺔ‪ .‬ﺃﻣﺎ ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﻓﻬﻮ ﻣﻘﻴﺎﺱ ﻟﻌﺪﻡ ﺍﻟﻴﻘﲔ ﰲ ﺇﺣﺼﺎﺀ ﺍﻟﻌﻴﻨﺔ‪.‬‬ ‫ﻛﻤﺎ ﺃﻥ ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﻭﻋﻠﻰ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ‪ ،‬ﻫﻮ ﺍﻋﺘﺮﺍﻑ‬ ‫ﺑﺘﺮﺟﻴﺢ ﺃﻥ ﺍﻟﻌﻴﻨﺔ ﻟﻦ ﲢﺪﺩ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍ‪‬ﺘﻤﻊ ﺑﺎﻟﻀﺒﻂ‪ .‬ﻭﰲ ﻛﺜﲑ ﻣﻦ ﺍﳌﻨﺸﻮﺭﺍﺕ ﺗﺴﺘﻌﻤﻞ ﺍﻟﻌﻼﻣﺔ‬

‫‪‬‬

‫ﻟﻠﻮﺻﻞ ﺑﲔ ﺍﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﺃﻭ ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﻭﺑﲔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻮﺳﻄﻰ ﺍﻟﱵ ﻟﻮﺣﻈﺖ‪ .‬ﻭﻗﺪ ﻳﺆﺩﻱ ﺫﻟﻚ ﻟﻠﺨﻠﻂ ﻓﻴﻤﺎ‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺗﺸﲑ ﺇﱃ ﺍﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﺃﻭ ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ‪ .‬ﻭﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﱵ ﺗﺘﺒﻌﻬﺎ ﳎﻼﺕ ﻋﻠﻤﻴﺔ ﻋﺪﻳﺪﺓ ﰲ ﺍﻟﻮﻗﺖ‬

‫‪9‬‬

‫ﺍﻟﺮﺍﻫﻦ‪ ،‬ﻫﻲ ﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻦ ﺍﻟﻌﻼﻣﺔ ‪ ‬ﻣﻊ ﺗﺒﻴﺎﻥ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﺃﻭ ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﻫﻮ ﺍﳌﻘﺼﻮﺩ ﻋﻠﻰ‬ ‫ﺃﻥ ﻳﻜﻮﻥ ﺫﻟﻚ ﻭﺍﺿﺤﺎﹰ ﻭﺑﲔ ﻗﻮﺳﲔ ﻫﻜﺬﺍ‪ :‬ﻛﺎﻥ ﺍﻟﻮﺳﻂ ‪ 51‬ﻛﻴﻠﻮ ﻏﺮﺍﻡ )ﺇﳓﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪ 8.4‬ﻛﻴﻠﻮ ﻏﺮﺍﻡ(‪.‬‬

‫‪ 3.7.8‬ﺍﺧﺘﺒﺎﺭ ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ‬ ‫ﻧﺎﻗﺸﻨﺎ ﰲ ﺍﻟﻔﺼﻞ ‪ 4‬ﻛﻴﻒ ﺗﻮﺿﻊ ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ ‪ .research hypothesis‬ﻭﺭﲟﺎ ﻳﻜﻮﻥ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺷﺪﻳﺪﻱ‬ ‫ﺍﻹﻗﺘﻨﺎﻉ ﺑﺼﺤﺔ ﻓﺮﺿﻴ‪‬ﺘﻬﻢ‪ .‬ﺇﻻ ﺃﻥ ﺫﻟﻚ ﻻ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺆﺛﺮ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺼﺮﺍﻣﺔ ﺍﻟﱵ ﺗ‪‬ﺨﺘﱪ ‪‬ﺎ ﺍﻟﻔﺮﺿﻴﺔ‪ .‬ﻭﻟﻘﺪ‬ ‫ﻛﺘﺐ ﺍﻟﺴﲑ ﺑﻴﺘﺮ ﻣﺪﻭ‪‬ﺭ ﰲ ﻛﺘﺎﺑﻪ »ﻧﺼﻴﺤﺔ ﺇﱃ ﻋﺎ ٍﱂ ﺷﺎﺏ ‪ :«Advice to a young scientist‬ﻻ ﺃﺳﺘﻄﻴﻊ ﺃﻥ‬ ‫ﺃﻧﺼﺢ ﺃﻱ ﻋﺎﱂ ﻣﻬﻤﺎ ﻛ ﺎﻥ ﻋﻤﺮﻩ ﺑﻨﺼﻴﺤﺔ ﺧﲑﹰﺍ ﻣﻦ ﺃﻥ ﺃﻗﻮﻝ ﻟﻪ ﺇﻥ ﺷﺪ‪‬ﺓ ﺍﻹﻗﺘﻨﺎﻉ ﺑﺄﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺻﺤﻴﺤﺔ ﻻ ﺩﺧﻞ‬ ‫ﳍﺎ ﺑﻜﻮ‪‬ﺎ ﺻﺤﻴﺤﺔ ﺃﻭ ﻏﲑ ﺫﻟﻚ )ﻣﺪﻭ‪‬ﺭ‪ .(1979 ،‬ﻭﻋﻠﻰ ﺍﻟﻌﻠﻤﺎﺀ ﺃﻥ ﻳﺘﺠﻨﺒﻮﺍ ﺍﻟﺘﻌﺼﺐ ﻟﻠﻔﺮﺿﻴﺎﺕ ﺍﻟﱵ ﻳﺘﺒﻨﻮ‪‬ﺎ‪.‬‬ ‫ﻭﺍﻟﺴﺆﺍﻝ ﺍﳌﻬﻢ ﻫﻨﺎ ﻫﻮ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻔﺮﺿﻴﺔ ﺗﺴﺘﻄﻴﻊ ﺍﻟﺼﻤﻮﺩ ﺃﻣﺎ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻹﻧﺘﻘﺎﺩﻱ ﺍﳊﺎﺳﻢ‪.‬‬ ‫ﻣﻦ ﺃﺟﻞ ﺫﻟﻚ‪ ،‬ﻭﻭﻓﻘﹰﺎ ﻟﻠﻤﻨﻬﺠﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻻ ﻳﺘﻢ ﺍﺧﺘﺒﺎﺭ ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ ﻣﺒﺎﺷﺮﺓ‪ .‬ﻭﺇﳕﺎ ﻧﺒﺪﺃ ﺑﺎﻓﺘﺮﺍﺽ ﺃﻧﻪ ﻻ‬ ‫ﻳﻮﺟﺪ ﻓﺮﻕ ﺃﻭ ﺍﺭﺗﺒﺎﻁ ﺑﲔ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳋﺎﺿﻌﺔ ﻟﻠﻤﻘﺎﺭﻧﺔ‪ ،‬ﻭﻫﺬﻩ ﻫﻲ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ )‪.null hypothesis (HO‬‬ ‫ﻭﻫﻜﺬﺍ ﻓﺈﻥ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ ﻫﻲ ﻧﻘﻴﺾ ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ‪ ،‬ﺍﻟﱵ ﺗﺴﻤﻰ ﻛﺬﻟﻚ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ‪.‬‬ ‫ﻭﰲ ﺍﳌﻨﻬﺠﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﺣﱴ ﰲ ﺣﺎﻟﺔ ﻭﺟﻮﺩ ﻓﺮﻕ ﺃﻭ ﺍﺭﺗﺒﺎﻁ‪ ،‬ﻳﻨﺒﻐﻲ ﺍﻓﺘﺮﺍﺽ ﺃﻧﻪ ﻧﺎﺟﻢ ﻋﻦ ﻣﺼﺎﺩﻓﺔ ﺇﱃ ﺃﻥ‬ ‫ﻳﺆﻛﺪ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ ﺃﻧﻪ ﻻ ﳝﻜﻦ ﺗﻔﺴﲑﻩ ﺑﺎﳌﺼﺎﺩﻓﺔ‪ .‬ﻭﻣﻦ ﰒ ﺗ‪‬ﻘﺒﻞ ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ ﺑﺎﻻﺳﺘﺒﻌﺎﺩ‬

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‫‪ ، exclusion‬ﺇﺫﺍ ﺭﻓﺾ ﺍﻹﺧﺘﺒﺎﺭ ﺍﻹﺣﺼﺎﺋﻲ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ‪.‬‬ ‫ﺇﻥ ﺍﺳﺘﻌﻤﺎ ﻝ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ ﰲ ﺍﻟﻌﻤﻞ ﺍﻟﻌﻠﻤﻲ ﺃﺷﺒﻪ ﻣﺎ ﻳﻜﻮﻥ ﺑﺎﶈﺎﻛﻤﺔ ﺍﻟﻘﻀﺎﺋﻴﺔ ﺍﻟﱵ ﺗﻔﺘﺮﺽ ﺑﺮﺍﺀﺓ ﺍﳌﺘﻬﻢ‬ ‫ﺇﱃ ﺃﻥ ﻳﺜﺒﺖ ﺍﻟﻌﻜﺲ )ﺑﺮﺍﻭﻧﺮ ﻭﺁﺧﺮﻭﻥ‪ .(2001 ،‬ﻭﻣﺸﻜﻠﺔ ﺍﻟﺒﺎﺣﺚ ﺗ‪‬ﻤﺎﺛﻞ‪ ،‬ﻋﻠﻰ ﳓ ٍﻮ ﻣﺎ‪ ،‬ﺗﻠﻚ ﺍﻟﱵ ﺗﻮﺍﺟﻪ‬ ‫ﻗﺎﺽ ﳛﺎﻛﻢ ﻣﺘﻬﻤﺎﹰ‪ .‬ﻓﺎﳊﻘﻴﻘﺔ ﺍﳌﻄﻠﻘﺔ ﺣﻮﻝ ﺍﺭﺗﻜﺎﺏ ﺍﳌﺘﻬﻢ ﻟﻠﺠﺮﳝﺔ ﻻ ﳝﻜﻦ ﺗﺄﻛﻴﺪﻫﺎ‪ .‬ﻭﻟﺬﻟﻚ ﻳﺒﺪﺃ ﺍﻟﻘﺎﺿﻲ‬ ‫ﺑﺎﻓﺘﺮﺍﺽ ﺃﻥ ﺍﳌﺘﻬﻢ ﱂ ﻳﺮﺗﻜﺐ ﺍﳉﺮﳝﺔ‪ ،‬ﰒ ﻋﻠﻴﻪ ﺃﻥ ﻳﺮﻯ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺗﻮﺟﺪ ﺃﺩﻟﺔ ﻛﺎﻓﻴﺔ ﻟﺮﻓﺾ ﺍﻟﱪﺍﺀﺓ‬ ‫ﺍﳌﻔﺘﺮﺿﺔ‪ .‬ﻭﻣﻌﻴﺎﺭ ﺫﻟﻚ ﰲ ﻟﻐﺔ ﺍﻟﻘﻀﺎﺀ ﻫﻮ ﺃﻥ ﺗﻜﻮﻥ ﺍﻷﺩﻟﺔ »ﻓﻮﻕ ﻣﺴﺘﻮﻯ ﺍﻟﺸﻚ ﺑﺪﺭﺟﺔ ﻣﻌﻘﻮﻟﺔ‬

‫‪beyond‬‬

‫‪ .«reasonable doubt‬ﻭﻣﻊ ﺫﻟﻚ ﻗﺪ ﳜﻄﺊ ﺍﻟﻘﺎﺿﻲ ﺑﺈﺩﺍﻧﺔ ﻣﺘﻬﻢ ﺑﺮﻱﺀ ﺃﻭ ﺑﺘﱪﺋﺔ ﺷﺨﺺ ﻣﺬﻧﺐ‪ .‬ﻭﻭﻓﻘﺎﹰ‬ ‫ﻟﻨﻔﺲ ﺍﳌﻨﻄﻖ ﳝﻜﻦ ﺍﻟﻮﻗﻮﻉ ﰲ ﻧﻮﻋﲔ ﻣﻦ ﺍﻷﺧﻄﺎﺀ ﰲ ﺍﺧﺘﺒﺎﺭ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ ﰲ ﺍﳌﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺜﻴﺔ‪ ،‬ﻭﰲ ﺍﻹﺛﺒﺎﺕ‬ ‫ﺍﻹﺣﺼﺎﺋﻲ ﳌﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻨﺘﻴﺠﺔ ﳝﻜﻦ ﺃﻥ ﺗﺮﺟﻊ ﻟﻠﻤﺼﺎﺩﻓﺔ‪ .‬ﻭﺍﳋﻄﺄ ﺍﻷﻭﻝ ﻫﻮ ﻋﻨﺪﻣﺎ ﻧﺮﻓﺾ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ‬ ‫ﺑﻴﻨﻤﺎ ﺗﻜﻮﻥ ﺻﺤﻴﺤﺔ‪ .‬ﻭﻫﺬﺍ ﳝﺎﺛﻞ ﺧﻄﺄ ﺍﻟﻘﺎﺿﻲ ﺑﺮﻓﺾ ﺍﻟﱪﺍﺀﺓ ﻭﺇﺩﺍﻧﺔ ﺍﳌﺘﻬﻢ ﺍﻟﱪﻱﺀ‪ .‬ﻭﻳﺴﻤﻰ ﺫﻟﻚ ﰲ ﻟﻐﺔ‬ ‫‪10‬‬

‫ﺍﻹﺣﺼﺎﺀ ﺑﺎﳋﻄﺄ ﻣﻦ ﺍﻟﻄﺮﺍﺯ ﺍﻷﻭﻝ‪ .‬ﻭﻋﺪﻡ ﺭﻓﺾ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ ﻋﻨﺪﻣﺎ ﻻ ﺗﻜﻮﻥ ﺻﺤﻴﺤﺔ ﻳﺴﻤﻰ ﺑﺎﳋﻄﺄ ﻣﻦ‬ ‫ﺍﻟﻄﺮﺍﺯ ﺍﻟﺜﺎﱐ‪ .‬ﻭﻫﺬﺍ ﳝﺎﺛﻞ ﰲ ﺍﶈﺎﻛﻤﺔ ﺍﻟﻘﻀﺎﺋﻴﺔ ﻋﺪﻡ ﺇﺩﺍﻧﺔ ﻣﺘﻬﻢ ﻣﺬﻧﺐ ﺑﺎﻟﻔﻌﻞ‪ .‬ﻭﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ‬ ‫ﺍﳌﺴﺘﻌﻤﻠﺔ ﻟﺘﻘﺪﻳﺮ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻨﺘﺎﺋﺞ ﳝﻜﻦ ﺗﻔﺴﲑﻫﺎ ﺑﺎﳌﺼﺎﺩﻓﺔ‪ ،‬ﲤﺎﺛﻞ‪ ،‬ﺑﻄﺮﻳﻘﺔ ﻣﺎ‪ ،‬ﺍﶈﺎﻛﻤﺔ ﺍﻟﻘﻀﺎﺋﻴﺔ ﻟﺘﻘﺪﻳﺮ‬ ‫ﺃﻱ‪ ‬ﺇﺛﺒﺎﺕ »ﻓﻮﻕ ﻣﺴﺘﻮﻯ ﺍﻟﺸﻚ ﺑﺪﺭﺟﺔ ﻣﻌﻘﻮﻟﺔ«‪.‬‬ ‫ﻭﺍﺣﺘﻤﺎﻝ ﺍﺭﺗﻜﺎﺏ ﺧﻄﺄ ﻣﻦ ﺍﻟﻄﺮﺍﺯ ﺍﻷﻭﻝ ) ﺭﻓﺾ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ ﺣﲔ ﺗﻜﻮﻥ ﺻﺤﻴﺤﺔ ﺑﺎﻟﻔﻌﻞ‪ ،‬ﺃﻭ ﺇﺛﺒﺎﺕ‬ ‫ﻭﺟﻮﺩ ﺍﺭﺗﺒﺎﻁ ﻋﻨﺪﻣﺎ ﻻ ﻳﻮﺟﺪ ﺍﺭﺗﺒﺎﻁ( ﻳﺴﻤﻰ ﺃﻟﻔﺎ‪ .‬ﻭﻫﻨﺎﻙ ﺗﺴﻤﻴﺔ ﺃﺧﺮﻯ ﻟﻸﻟﻔﺎ ﻫﻲ ﻣﺴﺘﻮﻯ ﺍﳌﻌﻨﻮﻳﺔ‬ ‫ﺍﻹﺣﺼﺎﺋﻴﺔ ‪ .statistical significance‬ﻭﺍﺣﺘﻤﺎﻝ ﺍﺭﺗﻜﺎﺏ ﺧﻄﺄ ﻣﻦ ﺍﻟﻄﺮﺍﺯ ﺍﻟﺜﺎﱐ )ﻋﺪﻡ ﺭﻓﺾ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ‬ ‫ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺧﺎﻃﺌﺔ ﺑﺎﻟﻔﻌﻞ ﺃﻭ ﻋﺪﻡ ﺇﺛﺒﺎﺕ ﻭﺟﻮﺩ ﺍﺭﺗﺒﺎﻁ ﻋﻨﺪﻣﺎ ﻳﻮﺟﺪ ﺍﺭﺗﺒﺎﻁ ﺑﺎﻟﻔﻌﻞ( ﻳﺴﻤﻰ ﺑﻴﺘﺎ‪ .‬ﻭﺍﳌﻘـﺪﺍﺭ‬ ‫)‪ -1‬ﺑﻴﺘﺎ( ﻳﺴﻤﻰ ﺍﻟﻘﻮ‪‬ﺓ ‪ .power‬ﻭﻫﻜﺬﺍ ﻓﺈﻥ ﺍﻟﻘﻮ‪‬ﺓ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻟﺪﺭﺍﺳﺔ ﻣﺎ ﻫﻲ ﺍﺣﺘﻤﺎﻝ ﻣﻼﺣﻈﺔ ﺗﺄﺛﲑ ﻣﺎ )ﻟﻪ‬ ‫ﺣﺠﻢ ﺗﺄﺛﲑ ﻣﻌﲔ( ﺇﺫﺍ ﻭﺟﺪ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﺘﺄﺛﲑ‪.‬‬

‫‪ 8.8‬ﻣﺎﺫﺍ ﺗﻌﲏ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ؟‬ ‫‪ 1.8.8‬ﺍﻹﺣﺘﻤﺎﻝ‬ ‫ﻗﺎﻝ ﺍﻟﱪﺕ ﺃﻳﻨﺸﺘﲔ »ﺑﻘﺪﺭ ﻣﺎ ﺗﺸﲑ ﻗﻮﺍﻧﲔ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺇﱃ ﺍﳊﻘﻴﻘﺔ‪ ،‬ﻓﺈ‪‬ﺎ ﺗﻈﻞ ﻏﲑ ﻣﺆﻛﺪﺓ‪ .‬ﻭﺑﻘﺪﺭ ﻣﺎ‬ ‫ﺗﻜﻮﻥ ﻣﺆﻛﺪﺓ ﻓﺈ‪‬ﺎ ﻻ ﺗﺸﲑ ﺇﱃ ﺍﳊﻘﻴﻘﺔ«‪ .‬ﻭﻟﻴﺲ ﻫﻨﺎﻙ ﺗﺄﻛﻴﺪﺍﺕ ﰲ ﺍﻟﻌﻠﻢ‪ ،‬ﻭﺇﳕﺎ ﺗﻮﺟﺪ ﺍﺣﺘﻤﺎﻻﺕ‪ .‬ﻭﺍﻟﺸﻲﺀ‬ ‫ﺍﳌﺆﻛﺪ ﺣﻮﻝ ﺍﻟﻌﻠﻢ ﻫﻮ ﺍﻟﺸﻚ ﻭﻋﺪﻡ ﺍﻟﻴﻘﲔ ‪ .uncertainty‬ﻭﰲ ﺍﳌﻨﻬﺠﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﳓﺎﻭﻝ ﺃﻥ ﻧﻘﻠﹼﺺ ﺇﱃ ﺍﳊﺪ‬ ‫ﺍﻷﺩﱏ ﺍﺣﺘﻤﺎﻝ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺍﺭﺗﺒﺎﻁ ‪ association‬ﻋﻨﺪﻣﺎ ﻻ ﻳﻮﺟﺪ ﺍﺭﺗﺒﺎﻁ ﺑﺎﻟﻔﻌﻞ‪ .‬ﻭﳓﺎﻭﻝ ﺃﻥ ﻧﻘﻠﹼﺺ ﺇﱃ ﺍﳊﺪ‬ ‫ﺍﻷﺩﱏ ﺍﺣﺘﻤﺎﻝ ﺇﻏﻔﺎﻝ ﺍﺭﺗﺒﺎﻁ ﻋﻨﺪﻣﺎ ﻳﻮﺟﺪ ﺍﺭﺗﺒﺎﻁ ﺑﺎﻟﻔﻌﻞ‪ .‬ﻭﻻ ﻧﺴﺘﻄﻴﻊ ﺍﺳﺘﺒﻌﺎﺩ ﺍﺣﺘﻤﺎﻝ ﻫﺬﺍ ﺍﳋﻄﺄ ﻭﻟﻜﻦ‬ ‫ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﳝﻜﻨﻬﺎ ﺃﻥ ﺗﻌﻄﻴﻨﺎ ﺗﻘﺪﻳﺮﹰﺍ ﳌﻘﺪﺍﺭﻩ‪ .‬ﻭﻳﻌﺘﻤﺪ ﺍﺣﺘﻤﺎﻝ ﺍﺭﺗﻜﺎﺏ ﺧﻄﺄ ﻣﺎ ﻋﻠﻰ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‬ ‫ﺍﳋﺎﺿﻌﺔ ﻟﻠﺪﺭﺍﺳﺔ ﻣﻦ ﺃﺟﻞ ﺍﺧﺘﺒﺎﺭ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ‪ .‬ﻓﻜﻠﻤﺎ ﺯﺍﺩ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻗﻠﺖ ﺍﺣﺘﻤﺎﻻﺕ ﺍﺭﺗﻜﺎﺏ ﺍﳋﻄﺄ‪.‬‬ ‫ﻭﳍﺬﺍ ﻳﻌﺘﱪ ﺗﻌﻴﲔ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻋﻨﺼﺮﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫‪ 2.8.8‬ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ‬ ‫ﺍﺧﺘﺒﺎﺭ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ‪ statistical significance‬ﻫﻮ ﺍﺧﺘﺒﺎﺭ ﻟﺘﻘﺪﻳﺮ ﻣﺪﻯ ﺗﺮﺟﻴﺢ ﺃﻥ ﺗﻜﻮﻥ ﻧﺘﻴﺠﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﰎ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﻭﻟﻴﺪﺓ ﺍﳌﺼﺎﺩﻓﺔ‪) ،‬ﻣﺜﻼﹰ‪ ،‬ﻭﺟﻮﺩ ﻓﺮﻕ ﺑﲔ ﳎﻤﻮﻋﺘﲔ ﺃﻭ ﺍﺭﺗﺒﺎﻁ( ﻭﺑﺎﻟﺘﺎﱄ ﻻ ﳝﻜﻦ‬ ‫ﺍﻻﺳﺘﻨﺒﺎﻁ ﺑﻨﺎﺀ ﻋﻠﻴﻬﺎ‪.‬‬ ‫‪11‬‬

‫ﻭﺗﺮﺗﻜﺰ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻋﻠﻰ ﺍﳌﻨﻄﻖ ﺍﻟﺒﺴﻴﻂ ﻭﺍﳊﺲ ﺍﻟﺴﻠﻴﻢ ‪ .common sense‬ﻭﺗﺮﺟﻴﺢ ﺃﻥ‬ ‫ﻳﻜﻮﻥ ﺍﻟﻔﺮﻕ ﺣﻘﻴﻘﻴﺎﹰ ﻭﻟﻴﺲ ﻭﻟﻴﺪ ﺍﳌﺼﺎﺩﻓﺔ‪ ،‬ﻳﺮﺗﻜﺰ ﺇﱃ ﺣﺪ ﻛﺒﲑ ﻋﻠﻰ ﺛﻼﺛﺔ ﻣﻌﺎﻳﲑ‪ .‬ﺃﻭﳍﺎ ﻣﻘﺪﺍﺭ ﺍﻟﻔﺮﻕ ﺍﻟﺬﻱ‬ ‫ﻟﻮﺣﻆ‪ .‬ﻓﻤﻦ ﺍﳌﻨﻄﻘﻲ ﺗﻮﻗﹼﻊ ﺃﻧﻪ ﻛﻠﻤﺎ ﺯﺍﺩ ﺍﻟﻔﺮﻕ ﺯﺍﺩ ﺗﺮﺟﻴﺢ ﺃﻧﻪ ﻟﻴﺲ ﻭﻟﻴﺪ ﺍﳌﺼﺎﺩﻓﺔ‪ .‬ﻭﺛﺎﻧﻴﻬﺎ ﺩﺭﺟﺔ ﺍﺧﺘﻼﻓﺎﺕ‬ ‫ﺍﻟﻘﻴﻢ ﺍﻟﱵ ﺗﺴﻔﺮ ﻋﻨﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻓﺈﺫﺍ ﻭﻗﻌﺖ ﺍﻟﻘﻴﻢ ﰲ ﻣﺪﻯ ﻭﺍﺳﻊ ﺍﻟﻨﻄﺎﻕ ﻓﺈﻥ ﻓﺮﻭﻕ ﺍﻟﻘﻴﻢ ﺍﻟﻮﺳﻄﻰ‬

‫‪means‬‬

‫ﺳﺘﻜﻮﻥ ﻋﻠﻰ ﺍﻷﺭﺟﺢ ﻧﺎﲨﺔ ﻋﻦ ﺍﺧﺘﻼﻓﺎﺕ ﺑﺎﻟﺼﺪﻓﺔ‪ .‬ﻭﺍﳌﻌﻴﺎﺭ ﺍﻟﺜﺎﻟﺚ ﺷﺪﻳﺪ ﺍﻷﳘﻴﺔ‪ ،‬ﻭﻫﻮ ﺣﺠﻢ ﺍﻟﻌﻴ‪‬ﻨﺔ‬ ‫ﺍﳌﺪﺭﻭﺳﺔ‪ .‬ﻓﻜﻠﻤﺎ ﺯﺍﺩ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﺯﺍﺩﺕ ﺃﺭﺟﺤﻴﺔ ﲤﺜﻴﻞ ﻧﺘﺎﺋﺠﻬﺎ ﻟﻨﺘﺎﺋﺞ ﺍ‪‬ﺘﻤﻊ ﻛﻜﻞ‪ .‬ﻭﻣﻬﻤﺔ ﺍﻹﺣﺼﺎﺋﻴﲔ ﻫﻲ‬ ‫ﲢﻮﻳﻞ ﻫﺬﺍ ﺍﳌﻨﻄﻖ ﺍﻟﺒﺴﻴﻂ ﲝﺴﺎﺑﺎﺕ ﺭﻳﺎﺿﻴﺔ ﺇﱃ ﻣﻌﺎﺩﻟﺔ ﻛﻤﻴﺔ‪ ،‬ﻣﻦ ﺃﺟﻞ ﻭﺻﻒ ﻣﺴﺘﻮﻯ ﺍﻹﺣﺘﻤﺎﻝ‪.‬‬ ‫ﻭﻋﻨﺪ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻓﺈﻧﻨﺎ ﳓﺪﺩ ﻗﻴﻤﺔ ﺍﺧﺘﻴﺎﺭﻳﺔ ‪ arbitrary‬ﳌﺎ ﳝﻜﻨﻨﺎ ﻗﺒﻮﻟﻪ ﻋﻠﻰ ﺃﻧﻪ »ﺃﻟﻔﺎ« ﺃﻭ ﻣﺴﺘﻮﻯ‬ ‫ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ .‬ﺃﻱ ﺍﺣﺘﻤﺎﻝ ﺍﻟﻮﻗﻮﻉ ﰲ ﺧﻄﺄ ﻣﻦ ﺍﻟﻄﺮﺍﺯ ﺍﻷﻭﻝ )ﺑﺮﻓﺾ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ ﺣﲔ ﺗﻜﻮﻥ ﺻﺤﻴﺤﺔ‬ ‫ﺑﺎﻟﻔﻌﻞ ﺃﻭ ﺇﺛﺒﺎﺕ ﻭﺟﻮﺩ ﺍﺭﺗﺒﺎﻁ ﺣﲔ ﻻ ﻳﻮﺟﺪ ﺍﺭﺗﺒﺎﻁ(‪ .‬ﺑﻌﺪﺋﺬ ﺗﻌﻴ‪‬ﻦ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺣﺘﻤﺎﻟﻴﺔ‬ ‫‪ ، P value‬ﻭﻫﻲ ﲤﺜﻞ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻔﺮﻕ ﺃﻭ ﺍﻹﺭﺗﺒﺎﻁ ﺑﺎﳊﺠﻢ ﺍﻟﺬﻱ ﻟﻮﺣﻆ‪ ،‬ﻗﺪ ﺣﺪﺙ ﺑﺎﻟﺼﺪﻓﺔ‬ ‫ﻭﺣﺪﻫﺎ‪ .‬ﻭﺗ‪‬ﺮﻓﺾ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺣﺘﻤﺎﻟﻴﺔ ﺃﺻﻐﺮ ﻣﻦ ﺃﻟﻔﺎ‪ ،‬ﺃﻱ ﺍﳌﺴﺘﻮﻯ ﺍﶈﺪﺩ ﺳﻠﻔﹰﺎ ﻟﻠﻤﻌﻨﻮﻳﺔ‬ ‫ﺍﻹﺣﺼﺎﺋﻴﺔ‪ .‬ﻭﻳﻌﺒ‪‬ﺮ ﻋﻦ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺣﺘﻤﺎﻟﻴﺔ ‪ P‬ﻋﺎﺩﺓ ﰲ ﺻﻮﺭﺓ ﻧﺴﺒﺔ ﻣﺌﻮﻳﺔ‪ .‬ﻭﰲ ﺍﻟﻌﺎﺩﺓ ﺗﻌﺘﱪ ﺍﻟﻨﺘﻴﺠﺔ ﻏﲑ ﻧﺎﲨﺔ‬ ‫ﻋﻦ ﺍﳌﺼﺎﺩﻓﺔ ﻏﺎﻟﺒﺎﹰ‪ ،‬ﺃﻭ ﺫﺍﺕ ﻣﻌﻨﻮﻳﺔ ﺇﺣﺼﺎﺋﻴﺔ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺣﺘﻤﺎﻟﻴﺔ ‪ P‬ﺃﻗﻞ ﻣﻦ ‪ P) %5‬ﺃﻗﻞ ﻣﻦ ‪.(0.05‬‬ ‫ﻭﺗﻮﺻﻒ ﺍﻟﻨﺘﻴﺠﺔ ﺑﺄ‪‬ﺎ ﺫﺍﺕ ﻣﻌﻨﻮﻳﺔ ﻋﺎﻟﻴﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺣﺘﻤﺎﻟﻴﺔ ‪ P‬ﺃﻗﻞ ﻣﻦ ‪ .0.01‬ﺇﻥ ﻫﺬﻩ ﺍﳌﺴﺘﻮﻳﺎﺕ‬ ‫ﺍﻹﺣﺘﻤﺎﻟﻴﺔ ﻟﻴﺴﺖ ﺃﺭﻗﺎﻣﺎﹰ ﺳﺤﺮﻳﺔ‪ ،‬ﺇﳕﺎ ﻫﻲ ﻧﻘﺎﻁ ﻗﻄﻊ ﺇﺧﺘﻴﺎﺭﻳﺔ ‪ ،arbitrary cutoff points‬ﺑﺪﺃ ﺍﺳﺘﻌﻤﺎﳍﺎ‬ ‫ﺇﺣﺼﺎﺋﻲ ﺷﻬﲑ ﺃﲰﻪ ﻓﻴﺸﺮ ﰲ ﻋﺸﺮﻳﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ‪ .‬ﻭﻣﻦ ﺍﳌﻬﻢ ﺃﻥ ﻧﺘﺬﻛﺮ ﺃﻥ ﺣﺠﻢ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺣﺘﻤﺎﻟﻴﺔ ‪ P‬ﺃﻭ‬ ‫ﺗﺮﺟﻴﺢ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻨﺘﻴﺠﺔ ﻭﻟﻴﺪﺓ ﺍﳌﺼﺎﺩﻓﺔ‪ ،‬ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻗﻴﻤﺘﲔ‪ :‬ﻣﻘﺪﺍﺭ ﺍﻟﻔﺮﻕ‪ ،‬ﻭﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﳋﺎﺿﻌﺔ ﻟﻠﺪﺭﺍﺳﺔ‪.‬‬ ‫‪ 3.8.8‬ﻓﺘﺮﺍﺕ ﺍﻟﺜﻘﺔ‬ ‫ﺇﻥ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻟﻠﻨﺘﻴﺠﺔ ﰲ ﺩﺭﺍﺳﺔ ﻣﺎ ‪ ،‬ﻣﺜﻼﹰ ﻭﺟﻮﺩ ﻓﺮﻕ‪ ،‬ﺗﺒﻴ‪‬ﻦ ﻟﻨﺎ ﺃﻥ ﺍﻟﻔﺮﻕ ﻻ ﳝﻜﻦ ﺗﻔﺴﲑﻩ ﻋﻠﻰ‬ ‫ﺍﻷﺭﺟﺢ ﺑﺄﻧﻪ ﻭﻟﻴﺪ ﺍﳌﺼﺎﺩﻓﺔ‪ .‬ﻭﻟﻜﻨﻬﺎ ﻻ ﺗﺒﻴ‪‬ﻦ ﻣﻘﺪﺍﺭ ﻫﺬﺍ ﺍﻟﻔﺮﻕ ﰲ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﺳ‪‬ﺤﺒﺖ ﻣﻨﻪ ﺍﻟﻌﻴﻨﺔ ﺍﳌﺪﺭﻭﺳﺔ‪.‬‬ ‫ﻣﻦ ﺃﺟﻞ ﺫﻟﻚ ﰎ ﻭﺿﻊ ﻣﻔﻬﻮﻡ ﻓﺘﺮﺍﺕ ﺍﻟﺜﻘﺔ ‪ .confidence‬ﻭﻋﻠﻰ ﺧﻼﻑ ﺍﺧﺘﺒﺎﺭ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ ،‬ﻓﺈﻥ‬ ‫ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ )‪ (CI‬ﺗﺘﻴﺢ ﻟﻨﺎ ﺗﻘﺪﻳﺮ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﻮﺓ ﺍﻟﺒﻴ‪‬ﻨﺔ ‪ evidence‬ﺻﻠﺒﺔ ﺃﻭ ﺿﻌﻴﻔﺔ‪ ،‬ﻭﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻧﺘﻴﺠﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺣﺎﲰﺔ ﺃﻭ ﺃﻥ ﺍﳌﻮﺿﻮﻉ ﳛﺘﺎﺝ ﺇﱃ ﺇﺟﺮﺍﺀ ﺩﺭﺍﺳﺎﺕ ﺃﺧﺮﻯ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ ﺿﻴ‪‬ﻘﺔ‪ ،‬ﻛﺎﻧﺖ ﻗﻮﺓ‬ ‫‪12‬‬

‫ﺍﻟﺒﻴ‪‬ﻨﺔ ﺻﻠﺒﺔ‪ .‬ﺃﻣﺎ ﻓﺘﺮﺍﺕ ﺍﻟﺜﻘﺔ ﺍﻟﻮﺍﺳﻌﺔ ﻓﺘﺒﻴ‪‬ﻦ ﺃﻥ ﻫﻨﺎﻙ ﻗﺪﺭﹰﺍ ﺃﻛﱪ ﻣﻦ ﺍﻟﺸﻚ ﺣﻮﻝ ﺍﻟﻘﻴﻤﺔ ﺍﳊﻘﻴﻘﻴﺔ ﻟﻠﻨﺘﻴﺠﺔ‪.‬‬ ‫ﻭﻳﺴﺘﻄﻴﻊ ﺍﻹﺣﺼﺎﺋﻲ ﺃﻥ ﳛﺴﺐ ﻓﺘﺮﺍﺕ ﺍﻟﺜﻘﺔ ﻟﻨﺘﻴﺠﺔ ﺃﻱ ﺍﺧﺘﺒﺎﺭ ﺇﺣﺼﺎﺋﻲ‪.‬‬ ‫ﻭﻟﻨﺄﺧﺬ ﻣﺜﺎﻝ ﺑﺎﺣﺚ ﻭﺟ‪‬ﺪ ﺃﻥ ﻣﺴﺘﻮﻯ ﺍﳍﻴﻤﻮﻏﻠﻮﺑﲔ ﻳﺒﺪﻭ ﳐﺘﻠﻔﹰﺎ ﰲ ﺍﻟﺬﻛﻮﺭ ﻋﻨﻪ ﰲ ﺍﻹﻧﺎﺙ‪ .‬ﻓﻘﺪ ﻛﺎﻧﺖ‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﻮﺳﻄﻰ ‪ mean‬ﳌﺴﺘﻮﻯ ﺍﳍﻴﻤﻮﻏﻠﻮﺑﲔ ﻟﺪﻯ ﺍﻟﺬﻛﻮﺭ ‪ ،13.2‬ﺑﻴﻨﻤﺎ ﻛﺎﻧﺖ ﰲ ﺍﻹﻧﺎﺙ ‪ .11.7‬ﻭﻣﻦ ﺷﺄﻥ‬ ‫ﺍﺧﺘﺒﺎﺭ ﻟﻠﻤﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻳﺮﺗﻜﺰ ﻋﻠﻰ ﻗﻴﻤﺔ ﺇﺣﺘﻤﺎﻟﻴﺔ ‪ ، P‬ﺃﻥ ﻳﻔﻴﺪﻧﺎ ﻋﻦ ﻣﺪﻯ ﺗﺮﺟﺢ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﻔﺮﻕ‬ ‫ﺣﻘﻴﻘﻴﺎﹰ‪ ،‬ﺃﻭ ﺃﻥ ﻳﻜﻮﻥ ﻭﻟﻴﺪ ﺍﳌﺼﺎﺩﻓﺔ‪ .‬ﻭﻟﻜﻦ ﺍﻹﺧﺘﺒﺎﺭ ﺍﻹﺣﺼﺎﺋﻲ ﻻ ﳜﱪﻧﺎ ﲟﺪﻯ ‪ range‬ﺍﻟﻔﺮﻕ ﺍﻟﺬﻱ ﳝﻜﻦ‬ ‫ﺗﻮﻗﻌﻪ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﲔ ﺍﻟﻘﻴﻢ ﺍﻟﻮﺳﻄﻰ ﳌﺴﺘﻮﻳﺎﺕ ﺍﳍﻴﻤﻮﻏﻠﻮﺑﲔ ﻟﺪﻯ ﺍﻟﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ ﰲ ﺍ‪‬ﺘﻤﻊ‬ ‫ﻛﻜﻞ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﺪ ﺃﹸﺧﺬﺕ ﻋﻴﻨﺎﺕ ﺃﺧﺮﻯ ﻭﲤﺖ ﺩﺭﺍﺳﺘﻬﺎ‪ .‬ﺇﻥ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻘﻴﻤﺘﲔ ﺍﻟﻮﺳﻄﻴﲔ ﰲ ﻫﺬﻩ‬ ‫ﻼ ‪ 0.5‬ﺇﱃ ‪.2.5‬‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﺬﺍﺕ ﻫﻮ ‪ .1.5‬ﻭﻟﻜﻦ ﻓﺘﺮﺍﺕ ﺍﻟﺜﻘﺔ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣﺜ ﹰ‬ ‫ﻭﰲ ﺣﺎﻟﺔ ﺗﺴﺠﻴﻞ ﻓﺘﺮﺍﺕ ﺍﻟﺜﻘﺔ‪ ،‬ﺗ‪‬ﺤﺪﺩ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﺘﻘﺪﻳﺮﻳﺔ ﻋﻨﺪ ﻧﻘﻄﺔ ﻣﺎ‪ .‬ﻭﻳ‪‬ﺤﺪﺩ ﻛﺬﻟﻚ ﻣﺪﻯ ﻟﻠﻘﻴﻢ ﺍﳌﺘﻔﻘﺔ‬ ‫ﻣﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺍﻟﱵ ﳝﻜﻦ ﰲ ﻧﻄﺎﻗﻬﺎ ﺗﻮﻗﻊ ﻭﺟﻮﺩ ﺍﻟﻘﻴﻤﺔ ﺍﳊﻘﻴﻘﻴﺔ ﺍﳋﺎﺻﺔ ﺑﺎ‪‬ﺘﻤﻊ‪ .‬ﻭﻫﻜﺬﺍ ﻓﺈﻥ ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ‬

‫)‪(CI‬‬

‫ﺗﺘﻴﺢ ﻣﺪﻯ ﻣﻦ ﺍﻟﻨ ﺘﺎﺋﺞ ﺍﳌﻤﻜﻨﺔ ﻟﻠﻘﻴﻤﺔ ﺍﳋﺎﺻﺔ ﺑﺎ‪‬ﺘﻤﻊ‪ ،‬ﻭﻫﺬﺍ ﻋﻠﻰ ﺧﻼﻑ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﱵ ﺗﺒﻴ‪‬ﻦ ﻓﻘﻂ‬ ‫ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻨﺘﻴﺠﺔ ﳝﻜﻦ ﺃﻭ ﻻ ﳝﻜﻦ ﺃﻥ ﺗﻔﺴ‪‬ﺮ ﺑﺎﳌﺼﺎﺩﻓﺔ‪.‬‬ ‫ﻭﻛﻤﺎ ﳛﺪﺙ ﰲ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ ،‬ﳚﺐ ﺃﻥ ﳜﺘﺎﺭ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺩﺭﺟﺔ ﺍﻟﺜﻘﺔ ﺃﻭ ﺍﻟﻴﻘﲔ ﺍﻟﱵ ﻳﻘﺒﻠﻮﻥ‬ ‫ﺍﻟﺮﺑﻂ ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ‪ ،‬ﻭﺇﻥ ﻛﺎﻧﺖ ﻧﺴﺒﺔ ‪ %95‬ﻫﻲ ﺍﻹﺧﺘﻴﺎﺭ ﺍﻷﻋﻢ‪ .‬ﻛﻤﺎ ﺃﻥ ﻣﺴﺘﻮﻯ ﻣﻌﻨﻮﻳﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﺑﻨﺴﺒﺔ ‪ %5‬ﻫﻮ ﺍﻷﻛﺜﺮ ﺍﺳﺘﻌﻤﺎ ﹰﻻ‪.‬‬ ‫ﻭﻋﻤﻮﻣﺎﹰ‪ ،‬ﻋﻨﺪﻣﺎ ﻳﺼﻞ ﺍﻟﻔﺮﻕ ﺇﱃ ﺍﻟﺼﻔﺮ ﰲ ﻓﺘﺮﺓ ﺛﻘﺔ ﻧﺴﺒﺘﻬﺎ ‪ ،%95‬ﻓﺈﻥ ﺫﻟﻚ ﻳﻌﲏ ﺃﻧﻪ ﻻ ﳝﻜﻦ ﺭﻓﺾ‬ ‫ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪ .%5‬ﻓﺈﺫﺍ ﺭﺟﻌﻨﺎ ﻟﻠﻤﺜﺎﻝ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﻭﻭﺟﺪﻧﺎ ﺃﻥ ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ ﻟﻠﻔﺮﻕ ﰲ ﻣﺴﺘﻮﻯ‬ ‫ﺍﳍﻴﻤﻮﻏﻠﻮﺑﲔ ﺑﲔ ﺍﻟﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ ﻫﻲ ‪ 0.4 -‬ﺇﱃ ‪ ، 3 +‬ﻓﺈﻧﻨﺎ ﻻ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﺮﻓﺾ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ ﺍﻟﱵ ﺗﻔﺘﺮﺽ‬ ‫ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻕ‪ ،‬ﻭﺫﻟﻚ ﻷﻥ ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ ﺗﺸﻤﻞ ﺍﻟﺼﻔﺮ‪ .‬ﻭﳓﻦ ﻻ ﻧﺴﺘﻌﻤﻞ ﺍﻟﺸﺮﻃﺔ )‪ (-‬ﻋﻨﺪ ﻛﺘﺎﺑﺔ ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ‬ ‫ﻧﻈﺮﹰﺍ ﻹﻣﻜﺎﻥ ﺍﳋﻠﻂ ﰲ ﺍﻟﺘﻔﺴﲑ ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﻋﻼﻣﺔ ﺍﻟﺴﺎﻟﺐ )‪ (-‬ﰲ ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ‪ .‬ﻛﺬﻟﻚ ﻻ ﺗﺴﺘﻌﻤﻞ ﺍﻟﻌﻼﻣﺔ‬

‫‪‬‬

‫ﻧﻈﺮﺍﹰ ﻷﻥ ﺍﻟﻔﺘﺮﺍﺕ ﻻ ﺗﻜﻮﻥ ﰲ ﺍﻟﻌﺎﺩﺓ ﻣﺘﺴﺎﻭﻳﺔ‪.‬‬

‫ﻭﻓﺘﺮﺍﺕ ﺍﻟﺜﻘﺔ ﺗ‪‬ﻔﻴﺪ ﻛﺬﻟﻚ ﰲ ﲢﻠﻴﻞ ﺍﻟﺘﺮﺍﺑﻂ ‪ .correlation‬ﻭﻛﻤﺎ ﺳﺒﻖ ﺷﺮﺣﻪ ﰲ ﺍﻟﻘﺴﻢ ‪ ،6.8‬ﻳﻘﺎﺱ‬ ‫ﻣﻌﺎﻣﻞ ﺍﻟﺘﺮﺍﺑﻂ )‪ (r‬ﻋﻠﻰ ﻣﻘﻴﺎﺱ ﻳﺒﺪﺃ ﻣﻦ ‪ 1 +‬ﻭﳝﺮ ﺑﺎﻟﺼﻔﺮ ﻭﻳﻨﺘﻬﻲ ﺇﱃ ‪ .1 -‬ﻭﺍﻟﺘﺮﺍﺑﻂ ﺍﻟﺘﺎﻡ ﺑﲔ ﻣﺘﻐﲑﻳﻦ ﻳﻌﺒ‪‬ﺮ‬ ‫ﻋﻨﻪ ﺑﺎﻟﻘﻴﻤﺔ ‪ .1‬ﻭﺍﻹﺧﺘﺒﺎﺭ ﺍﻹﺣﺼﺎﺋﻲ ﻟﻠﻤﻌﻨﻮﻳﺔ ﻳﺒﲔ ﻟﻨﺎ ﺍﺣﺘﻤﺎﻝ ﻛﻮﻥ ﺩﺭﺟﺔ ﺍﻟﺘﺮﺍﺑﻂ ﺍﻟﱵ ﻭﺟﺪﺕ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫‪13‬‬

‫ﺗﻌﻮﺩ ﺃﻭ ﻻ ﺗﻌﻮﺩ ﻏﺎﻟﺒﹰﺎ ﻟﻠﻤﺼﺎﺩﻓﺔ‪ .‬ﻭﻟﻜﻨﻪ ﻻ ﻳﺒﻴ‪‬ﻦ‪ ،‬ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻣﺪﻯ ﻣﻌﺎﻣﻼﺕ ﺍﻟﺘﺮﺍﺑﻂ‬ ‫‪ correlation coefficients‬ﺍﻟﱵ ﳝﻜﻦ ﺗﻮﻗﻌﻬﺎ ﺇﺫﺍ ﺃﺟﺮﻱ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻷﺧﺮﻯ ﺍﳌﻤﺎﺛﻠﺔ ﻋﻠﻰ‬ ‫ﻧﻔﺲ ﺍ‪‬ﺘﻤﻊ‪ .‬ﻭﻟﻜﻦ ﻓﺘﺮﺍﺕ ﺍﻟﺜﻘﺔ ﺗﺒﲔ ﻫﺬﺍ ﺍﳌﺪﻯ‪ .‬ﺃﺿﻒ ﺇﱃ ﺫﻟﻚ ﺃﻥ ﻫﺬﺍ ﺍﳌﺪﻯ ﺇﻥ ﺗﻀﻤﻦ ﺻﻔﺮﹰﺍ ﻓﻼ ﳝﻜﻦ‬ ‫ﺭﻓﺾ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ ﺍﻟﱵ ﺗﻘﻮﻝ ﺑﺄﻧﻪ ﻻ ﻳﻮﺟﺪ ﺗﺮﺍﺑﻂ ﺣﻘﻴﻘﻲ ﰲ ﺍﻟﻮﺍﻗﻊ‪.‬‬ ‫ﻭﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﻳﻌﺒ‪‬ﺮ ﻋﻦ ‪‬ﺎﻳﱵ ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ ﺑﺄ‪‬ﻤﺎ ﺣﺪﻭﺩ ﺍﻟﺜﻘﺔ ‪ .confidence limits‬ﺇﻻ ﺃﻥ ﻛﻠﻤﺔ‬ ‫»ﺣﺪﻭﺩ« ﺗﻌﲏ ﺃﻧﻪ ﻟﻴﺲ ﻫﻨﺎﻙ ﺷﻲﺀ ﺑﻌﺪﻫﺎ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﻳﺴﺎﺀ ﻓﻬﻤﻬﺎ ﻷﻥ ﺍﻟﻘﻴﻤﺔ ﺍﳋﺎﺻﺔ ﺑﺎ‪‬ﺘﻤﻊ ﻟﻦ ﺗﺒﻘﻰ‬ ‫ﺑﻄﺒﻴﻌﺔ ﺍﳊﺎﻝ ﰲ ﻧﻄﺎﻕ ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ ﺩﺍﺋﻤﹰﺎ‪ .‬ﻓﺈﺫﺍ ﻛﻨﺎ ﻗﺪ ﻗﺒﻠﻨﺎ ﻣﺴﺘﻮﻯ ﻳﻘﲔ ﺑﻨﺴﺒﺔ ‪ %95‬ﻓﺴﻮﻑ ﺗﺘﺒﻘﻰ ﻣﺼﺎﺩﻓﺔ‬ ‫ﺑﻨﺴﺒﺔ ‪ %5‬ﻷﻥ ﳝﺘﺪ ﺍﳌﺪﻯ ﺇﱃ ﻣﺎ ﻭﺭﺍﺀ ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ‬ ‫‪ 4.8.8‬ﺍﻟﻘﻮﺓ ﺍﻹﺣﺼﺎﺋﻴﺔ‬ ‫ﺇﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﺼﻤﻤﺔ ﻟﻠﺒﺤﺚ ﻋﻦ ﻓﺮﻕ ﺃﻭ ﺍﺭﺗﺒﺎﻁ ﻣﺎ‪ ،‬ﻗﺪ ﻻ ﲡﺪ ﺷﻴﺌﹰﺎ ﻣﻦ ﺫﻟﻚ‪ .‬ﻭﺭﲟﺎ‪ ،‬ﺑﺪﻻﹰ ﻣﻦ ﺫﻟﻚ‪،‬‬ ‫ﲡﺪ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﻔﺮﻕ‪ ،‬ﻭﻟﻜﻦ ﺍﻹﺧﺘﺒﺎﺭ ﺍﻹﺣﺼﺎﺋﻲ ﻳﺒﲔ ﺃﻧﻪ ﻻ ﳝﻜﻦ ﺭﻓﺾ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ‪ .‬ﻭﻫﻜﺬﺍ ﻓﺈﻥ ﺃﻱ ﻓﺮﻕ‬ ‫ﺃﻭ ﺍﺭﺗﺒﺎﻁ ﻳﻮﺟﺪ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﻗﺪ ﻳﻜﻮﻥ ﻭﻟﻴﺪ ﺍﳌﺼﺎﺩﻓﺔ ﻭﻻ ﳝﻜﻦ ﺍﻹﺳﺘﻨﺒﺎﻁ ﺑﻨﺎﺀ ﻋﻠﻴﻪ‪ .‬ﻭﻻ ﳝﻜﻨﻨﺎ ﻗﺒﻮﻝ ﻫﺬﺍ‬ ‫ﺍﻹﺳﺘﻨﺘﺎﺝ ﻣﻦ ﺩﻭﻥ ﺍﻟﺘﺴﺎﺅﻝ ﻋﻤﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺭﺍﺳﺔ ﲤﻠﻚ ﺍﻟﻘﻮﺓ ﺍﻹﺣﺼﺎﺋﻴﺔ ‪ statistical power‬ﻟﻠﺘﻌﺮﻑ‬ ‫ﻋﻠﻰ ﺍﻟﺘﺄﺛﲑ ﺇﻥ ﻛﺎﻥ ﻫﻨﺎﻙ ﺗﺄﺛﲑ‪ .‬ﺇﻥ ﺣﺴﺎﺏ ﺍﻟﻘﻮﺓ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻳﺴﺎﻋﺪﻧﺎ ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﺍﺣﺘﻤﺎﻝ ﺇﻏﻔﺎﻝ‬

‫‪miss‬‬

‫ﻧﺘﻴﺠﺔ ﻣﺎ ﻋﻨﺪ ﺣﺠﻢ ﺗﺄﺛﲑ ﻣﻌﲔ‪.‬‬ ‫ﻭﺍﻟﻘﻮﺓ ‪ power‬ﻫﻲ ﻣﻔﻬﻮﻡ ﻣﻬﻢ ﰲ ﺗﻔﺴﲑ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺼﻔﺮﻳﺔ ‪ .null results‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺇﺫﺍ ﺃﺟﺮﻳﺖ‬ ‫ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﻋﻼﺟﲔ ﻭﱂ ﺗﺒﻴ‪‬ﻦ ﺃﻥ ﺃﺣﺪﳘﺎ ﺃﻓﻀﻞ ﻣﻦ ﺍﻵﺧﺮ‪ ،‬ﻓﺈﻥ ﺫﻟﻚ ﻗﺪ ﻳﺮﺟﻊ ﺇﱃ ﺍﻧﻌﺪﺍﻡ ﺍﻟﻘﻮﺓ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﻭﺭﲟﺎ ﻳﻜﻮﻥ ﺍﻟﺴﺒﺐ ﻫﻮ ﺻﻐﺮ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‪.‬‬ ‫ﻭﻛﻤﺎ ﺳﺒﻖ ﺷﺮﺣﻪ ﰲ ﺍﻟﻘﺴﻢ ‪ 7.4‬ﻣﻦ ﺍﻟﻔﺼﻞ ‪ ،4‬ﻓﺈﻥ ﺍﻟﻘﻮﺓ ﺍﻹﺣﺼﺎﺋﻴﺔ ﳊﺠﻢ ﺗﺄﺛﲑ ﻣﻌﲔ ﻳﻌﺮ‪‬ﻑ ﺇﺣﺼﺎﺋﻴﺎﹰ‬ ‫ﺑﺄﻧﻪ ‪ 1‬ﻧﺎﻗﺺ ﺍﺣﺘﻤﺎﻝ ﺇﻏﻔﺎﻝ ﻧﺘﻴﺠﺔ ﻣﺎ‪ ،‬ﺃﻱ ﺧﻄﺄ ﻣﻦ ﺍﻟﻄﺮﺍﺯ ﺍﻟﺜﺎﱐ‪ ،‬ﺃﻭ ﺑﻴﺘﺎ‪ .‬ﻭﻫﻮ ﳛﺪﺩ ﺑﺼﻔﺔ ﺇﺧﺘﻴﺎﺭﻳﺔ ﻋﻨﺪ‬ ‫‪ .0.8‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻧﻨﺎ ﻧﻘﺒﻞ ﺻﺪﻓﺔ ﺑﻨﺴﺒﺔ ‪ %20‬ﺑﺄﻥ ﻧﺘﻴﺠﺔ ﺃﻭ ﻓﺮﻗﺎﹰ ﻣﺎ ﺳﻮﻑ ﻳ‪‬ﻐﻔﻞ‪ .‬ﻭﻣﻦ ﺍﻟﺘﻘﺎﻟﻴﺪ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺴﺎﺭﻳﺔ ﺃﻥ ﻧﻘﺒﻞ ﻣﺴﺘﻮﻯ ﺛﻘﺔ ﺃﻗﻞ ﻟﻌﺪﻡ ﺇﻏﻔﺎﻝ ﻧﺘﻴﺠﺔ ﻣﺎ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﻨﺘﻴﺠﺔ ﺣﻘﻴﻘﻴﺔ‪ ،‬ﺑﺪ ﹰﻻ ﻣﻦ ﺃﻥ ﻧﻘﺒﻞ‬ ‫ﻧﺘﻴﺠﺔ ﻣﺎ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﻏﲑ ﺣﻘﻴﻘﻴﺔ‪ .‬ﻭﺭﲟﺎ ﻛﺎﻥ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﻣﻨﺎﻇﺮﹰﺍ ﻟﻠﺘﻘﺎﻟﻴﺪ ﺍﻟﻘﻀﺎﺋﻴﺔ ﺍﻟﱵ ﺗﻘﻀﻲ ﺑﺄﻥ ﺇﺩﺍﻧﺔ‬ ‫ﻣﺘﻬﻢ ﺑﺮﻱﺀ ﲤﺜﻞ ﺧﻄﺄ ﺃﺳﻮﺃ ﻣﻦ ﺗﱪﺋﺔ ﻣﺘﻬﻢ ﻣﺬﻧﺐ‪ ،‬ﻭﺗﺘﻄﻠﺐ ﻣﺰﻳﺪﹰﺍ ﻣﻦ ﺍﻟﺘﺄﻛﺪ‪.‬‬ ‫‪14‬‬

‫‪ 9.8‬ﺍﻧﺘﻘﺎﺀ ﺍﺧﺘﺒﺎﺭ ﺇﺣﺼﺎﺋﻲ‬ ‫ﻳﻮﺟﺪ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻟﺘﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻭﳝﻜﻦ ﺍﻹﻃﻼﻉ ﻋﻠﻰ ﺃﻧﻮﺍﻉ‬ ‫ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻭﺗﻄﺒﻴﻘﺎ‪‬ﺎ ﻭﻣﻨﻬﺠﻴﺎ‪‬ﺎ ﰲ ﺍﻟﻜﺘﺐ ﺍﳌﺮﺟﻌﻴﺔ‪ .‬ﻭﻟﻘﺪ ﺳﻬ‪‬ﻞ ﺍﳊﺎﺳﻮﺏ ﺍﻟﻌﻤﻞ ﺍﻹﺣﺼﺎﺋﻲ‬ ‫ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ‪ .‬ﻭﻳﻮﺟﺪ ﻋﺪﺩ ﻣﻦ ﺣﺰﻡ ﺍﻟﱪﳎﻴﺎﺕ ﺍﳌﺘﺎﺣﺔ ﻟﻸﻏﺮﺍﺽ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﻏﲑ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ .‬ﻭﺃﺣﺪ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ‬ ‫ﻳﺸﻴﻊ ﻭﺟﻮﺩﻫﺎ ﰲ ﺣﺰﻡ ﺍﻟﱪﳎﻴﺎﺕ‪ ،‬ﺑﺮﻧﺎﻣﺞ ﻣﻴﻜﺮﻭﺳﻮﻓﺖ ﺇﻛﺴﻴﻞ ‪ .Microsoft Excel‬ﻛﻤﺎ ﺃﻥ ﺇﰊ ﺇﻧﻔﻮ‬ ‫‪ Epi-Info‬ﻫﻮ ﺑﺮﻧﺎﻣﺞ ﺁﺧﺮ ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻪ ﳎﺎﻧﹰﺎ ﻣﻦ ﻣﺮﺍﻛﺰ ﻣﻜﺎﻓﺤﺔ ﺍﻷﻣﺮﺍﺽ ﻭﺍﻟﻮﻗﺎﻳﺔ ﻣﻨﻬﺎ ﰲ ﺃﻃﻠﻨﻄﺎ‬ ‫ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﻭﻣﻮﻗﻌﻬﺎ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﻫﻮ )‪ .(http://www.cdc.gov‬ﻭﻗﺪ ﰎ ﺗﻄﻮﻳﺮ ﻫﺬﺍ‬ ‫ﺍﻟﱪﻧﺎﻣﺞ ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻛﻨﻈﺎﻡ ﳌﻌﺎﳉﺔ ﺍﻟﻨﺼﻮﺹ ﻭﻗﺎﻋﺪﺓ ﻟﻠﺒﻴﺎﻧﺎﺕ ﻭﻧﻈﺎﻡ ﻟﻺﺣﺼﺎﺀ ﰲ‬ ‫ﳎﺎﻝ ﺍﻟﻮﺑﺎﺋﻴﺎﺕ ﻟﻴﺴﺘﻌﻤﻞ ﻋﻠﻰ ﺍﳊﻮﺍﺳﻴﺐ ﺍﻟﺪﻗﻴﻘﺔ ﺍﳌﻮﺍﻓﻘﺔ ﻷﺟﻬﺰﺓ ‪ .IBM‬ﻛﻤﺎ ﺃﻥ ﺣﺰﻣﺔ ﺍﻟﱪﳎﻴﺎﺕ‬ ‫ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ ‪ SPSS‬ﲢﻘﻖ ﻧﻮﺍﺯﻧﹰﺎ ﺟﻴﺪﹰﺍ ﺑﲔ ﺍﻟﻘﻮﺓ ﻭﺍﳌﺮﻭﻧﺔ ﻭﺳﻬﻮﻟﺔ ﺍﻹﺳﺘﻌﻤﺎﻝ‪ .‬ﻭﺣﺰﻣﺔ ‪ SAS‬ﻣﻦ‬ ‫ﺍﻟﱪﳎﻴﺎﺕ ﺍﻟﱵ ﺗﺴﺘﻌﻤﻞ ﻛﺜﲑﺍﹰ‪ .‬ﻭﻫﻨﺎﻙ ﺣﺰﻡ ﺃﺧﺮﻯ ﻣﺘﺎﺣﺔ‪.‬‬ ‫ﻭﲦﺔ ﻋﻴﺐ ﰲ ﺍﳊﻮﺳﺒﺔ ‪ ،computerization‬ﻫﻮ ﺃ‪‬ﺎ ﻗﺪ ﺗ‪‬ﻌﻄﻲ ﻟﻠﺒﺎﺣﺜﲔ ﺛﻘﺔ ﻋﻤﻴﺎﺀ ﰲ ﺍﻹﺣﺼﺎﺀﺍﺕ ﻋﻠﻰ‬ ‫ﺃ‪‬ﺎ ﻋﻠﻢ ﺩﻗﻴﻖ ﻭﳏﻜﻢ‪ .‬ﻭﻟﻜﻦ ﺍﻹﺣﺼﺎﺀﺍﺕ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﺍﻹﺣﺘﻤﺎﻻﺕ ﻭﻟﻴﺲ ﻋﻠﻰ ﻗﺎﻋﺪﺓ ﺍﻟﻴﻘﲔ‪ .‬ﻭﺍﳊﺴﺎﺑﺎﺕ‬ ‫ﺍﻹﺣﺼﺎﺋﻴﺔ ﺗﺮﺗﻜﺰ ﺇﱃ ﺣﺪ ﻣﺎ ﻋﻠﻰ ﺍﻓﺘﺮﺍﺿﺎﺕ‪ .‬ﻭﺍﻹﺧﺘﺒﺎﺭ ﺍﻹﺣﺼﺎﺋﻲ ﺍﳌﻌﻘﹼﺪ ﻻ ﻳﻌﲏ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻧﻪ ﺃﻛﺜﺮ‬ ‫ﺻﻼﺑﺔ‪ .‬ﻓﻘﺪ ﻳﻜﻮﻥ ﺍﻹﺧﺘﺒﺎﺭ ﺍﳌﻌﻘﹼﺪ ﻣﺒﻨﻴﹰﺎ ﻋﻠﻰ ﻋﺪﺩ ﺃﻛﱪ ﻣﻦ ﺍﻹﻓﺘﺮﺍﺿﺎﺕ‪ ،‬ﻭﺭﲟﺎ ﺗﻜﻮﻥ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺍﻟﻨﺎﲨﺔ ﻋﻨﻪ‬ ‫ﺃﻗﻞ ﺻﻼﺑﺔ ﻭﻟﻴﺲ ﺍﻟﻌﻜﺲ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻜﺒﲑﺓ‪ ،‬ﺍﻟﺘﻤﺎﺱ ﻣﺸﻮﺭﺓ ﺇﺣﺼﺎﺋﻲ ﳏﺘﺮﻑ ﻭﻃﻠﺐ ﻣﻌﻮﻧﺘﻪ ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳﺔ‪ .‬ﻭﻟﻜﻦ‬ ‫ﺍﻟﺒﺎﺣﺚ ﻫﻮ ﺍﻟﺬﻱ ﻳﻌﺮﻑ ﻧﻮﻉ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻷﺳﺌﻠﺔ ﺍﻟﱵ ﻳﺘﻌﲔ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳﻌﻲ ﲤﺎﻣﹰﺎ ﻣﺎ ﻭﺭﺍﺀ‬ ‫ﺍﳊﺴﺎﺑﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻣﻦ ﻣﻔﺎﻫﻴﻢ‪ ،‬ﻭﻣﻌﲎ ﻫﺬﻩ ﺍﳊﺴﺎﺑﺎﺕ ﻭﺣﺪﻭﺩﻫﺎ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﻛﺬﻟﻚ ﺃﻥ ﻳﻌﺮﻓﻮﺍ‬ ‫ﺍﻹﺻﻄﻼﺣﺎﺕ ﺍﻟﱵ ﻳﺴﺘﻌﻤﻠﻬﺎ ﺍﻹﺣﺼﺎﺋﻴﻮﻥ ﺣﱴ ﻳﺴﻬﻞ ﺍﻟﺘﻮﺍﺻﻞ ﻣﻌﻬﻢ‪ .‬ﻭﻋﻠﻴﻬﻢ ﺃﻥ ﻳﻔﻬﻤﻮﺍ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ‬ ‫ﻳﻀﻌﻬﺎ ﺍﻹﺣﺼﺎﺋﻴﻮﻥ ﰲ ﺍﻋﺘﺒﺎﺭﻫﻢ ﻋﻨﺪﻣﺎ ﻳﻘﺮﺭﻭﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻹﺧﺘﺒﺎﺭ ﺍﳌﻼﺋﻢ‪ ،‬ﻭﺍﳌﻨﻄﻖ ﺍﻟﺴﻠﻴﻢ ﺍﻟﺬﻱ ﺗﻘﻮﻡ ﻋﻠﻴﻪ‬ ‫ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ‪.‬‬ ‫ﻭﻋﻤﻮﻣﺎﹰ‪ ،‬ﻳﻌﺘﻤﺪ ﻧﻮﻉ ﺍﻹﺧﺘﺒﺎﺭ ﺍﻹﺣﺼﺎﺋﻲ ﺍﻟﺬﻱ ﺳﻴﻄﺒﻖ ﻋﻠﻰ ﻧﻮﻉ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺳﺘﺨﻀﻊ ﻟﻠﺘﺤﻠﻴﻞ‪،‬‬ ‫ﻭﻛﻴﻔﻴﺔ ﺗﻮﺯﻳﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻧﻮﻉ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺬﻱ ﻳﺘﻌﲔ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻪ‪.‬‬

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‫ﺃﻧﻮﺍﻉ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻳﺴﺘﻌﻤﻞ ﺍﻹﺣﺼﺎﺋﻴﻮﻥ ﺍﺻﻄﻼﺣﺎﺕ ﻣﻌﻴﻨﺔ ﻟﻮﺻﻒ ﺧﺼﺎﺋﺺ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺳﺘﺨﻀﻊ ﻟﻠﺘﺤﻠﻴﻞ‪ .‬ﻭﻳﺆﺛﺮ ﻧﻮﻉ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﺍﻧﻨﺘﻘﺎﺀ ﺍﻹﺧﺘﺒﺎﺭ ﺍﻹﺣﺼﺎﺋﻲ ﺍﻟﺬﻱ ﺳﻴﻄﺒﻖ‪.‬‬ ‫ﻭﻳ‪‬ﻨﻈﺮ ﺇﱃ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻛﻤﺘﻐﲑﺍﺕ ‪ variables‬ﻷﻏﺮﺍﺽ ﻭﺻﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ‪ .‬ﻭﺗﺼﻨ‪‬ﻒ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻠﻰ ﺃ‪‬ﺎ ﻋﺪﺩﻳﺔ ‪ numerical‬ﺃﻭ ﻓﺌﻮﻳﺔ ‪ .categorical‬ﻭﺗﺴﻤﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﺪﺩﻳﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻌﺮﻭﺿﺔ‬ ‫ﻛﺄﻋﺪﺍﺩ‪ .‬ﻭﻗﺪ ﺗﻜﻮﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻌﺪﺩﻳﺔ ﺇﻣﺎ ﻣﻨﻔﺼﻠﺔ ‪ discrete‬ﺃﻭ ﻣﺘﺼﻠﺔ ‪ .continuous‬ﻭﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺘﺼﻠﺔ‬ ‫ﻫﻲ ﺗﻠﻚ ﺍﻟﱵ ﺗﻘﺎﺱ ﲟﻘﻴﺎﺱ ﻣﺘﻮﺍﺻﻞ‪ .‬ﻭﻫﻲ ﺃﻋﺪﺍﺩ ﳝﻜﻦ ﲨﻌﻬﺎ ﻭﻃﺮﺣﻬﺎ ﻭﺿﺮ‪‬ﺎ ﻭﻗﺴﻤﺘﻬﺎ‪.‬‬ ‫ﺃﻣﺎ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﻔﺌﻮﻳﺔ ﻓﻬﻲ ﺗﻠﻚ ﺍﻟﱵ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﻛﻞ ﻓﺮﺩ ﻭﺍﺣﺪﹰﺍ ﻣﻦ ﻋﺪﺩ ﻣﻦ ﺍﻟﻔﺌﺎﺕ ﺍﳌﺘﻨﺎﻓﻴﺔ‬

‫‪mutually‬‬

‫‪ .exclusive classes‬ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻔﺌﻮﻳﺔ ﺇﻣﺎ ﺃﻥ ﺗﻜﻮﻥ ﺇﲰﻴﺔ ‪ nominal‬ﺃﻭ ﺗﺮﺗﻴﺒﻴﺔ ‪ .ordinal‬ﻭﰲ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻹﲰﻴﺔ ﻻ ﳝﻜﻦ ﺗﺮﺗﻴﺐ ﺍﻟﻔﺌﺎﺕ ﻭﺍﺣﺪﺓ ﻓﻮﻕ ﺍﻷﺧﺮﻯ‪ .‬ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﻔﺌﻮﻳﺔ ﺍﻹﲰﻴﺔ‪ ،‬ﺍﳉﻨﺲ )ﺫﻛﺮ ﺃﻭ‬ ‫ﺃﻧﺜﻰ( ﺃﻭ ﺍﳊﺎﻟﺔ ﺍﻟﺰﻭﺍﺟﻴﺔ )ﻣﺘﺰﻭﺝ‪ ،‬ﻏﲑ ﻣﺘﺰﻭﺝ‪ ،‬ﻣﻄﻠﻖ(‪ .‬ﺃﻣﺎ ﰲ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺮﺗﻴﺒﻴﺔ ﻓﻴﻤﻜﻦ ﺗﺮﺗﻴﺐ ﺍﳌﺘﻐﲑﺍﺕ‬ ‫ﻭﺍﺣﺪﺍﹰ ﻓﻮﻕ ﺍﻵﺧﺮ‪ .‬ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﻔﺌﻮﻳﺔ ﺍﻟﺘﺮﺗﻴﺒﻴﺔ ﺩﺭﺟﺎﺕ ﺍﻷﱂ )ﻃﻔﻴﻒ‪ ،‬ﻣﺘﻮﺳﻂ‪ ،‬ﻭﺧﻴﻢ(‪ ،‬ﺃﻭ ﻣﺮﺍﺣﻞ‬ ‫ﺍﻷﻭﺭﺍﻡ ) ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ‪ ،‬ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ ،‬ﺍﳌﺮﺣﻠﺔ ﺍﻟﺮﺍﺑﻌﺔ(‪.‬‬ ‫ﻼ ﰲ ﻓﺌﺎﺕ ﻋﻤﺮﻳﺔ‪ .‬ﻭﻋﻨﺪ‬ ‫ﻭﳝﻜﻦ ﲡﻤﻴﻊ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺘﺼﻠﺔ ﰲ ﳎﻤﻮﻋﺎﺕ ﻣﻦ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﻔﺌﻮﻳﺔ ﺍﳌﺮﺗﺒﺔ‪ ،‬ﻣﺜ ﹰ‬ ‫ﲡﻤﻴﻊ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺘﺼﻠﺔ ﻳﻨﺒﻐﻲ ﺍﺟﺘﻨﺎﺏ ﺗﺪﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺑﻌﻀﻬﺎ ﰲ ﺑﻌﺾ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺍﻟﻔﺌﺎﺕ ﺍﻟﻌﻤﺮﻳﺔ‬

‫‪4-1‬‬

‫ﺳﻨﻮﺍﺕ‪ ،‬ﰒ ‪ 9-5‬ﺳﻨﻮﺍﺕ‪ .‬ﻭﻫﻜﺬﺍ‪.‬‬ ‫ﻭﻳﻌﺘﻤﺪ ﻧﻮﻉ ﺍﻹﺧﺘﺒﺎﺭ ﺍﻹﺣﺼﺎﺋﻲ ﺍﻟﺬﻱ ﺳﻴﻄﺒﻖ‪ ،‬ﻋﻠﻰ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻌﻨﻴﺔ ﻋﺪﺩﻳﺔ ﺃﻭ ﻓﺌﻮﻳﺔ‪.‬‬

‫ﺗﻮﺯﻳﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺗﻮﺯﻳﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻟﻪ ﺃﳘﻴﺘﻪ ﻟﺪﻯ ﺍﻹﺣﺼﺎﺋﻴﲔ‪ .‬ﻭﺗﻘﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﺗﻮﺯﻳﻊ ﻣﻌﺘﺪﻝ ‪ normal distribution‬ﺇﺫﺍ‬ ‫ﻛﺎﻧﺖ ﻣﻨﺘﺸﺮﺓ ﺑﺎﻧﺘﻈﺎﻡ ﺣﻮﻝ ﺍﻟﻮﺳﻂ ‪ mean‬ﻭﻛﺎﻥ ﻣﻨﺤﲎ ﺗﻮﺯﻳﻌﻬﺎ ﺍﻟﺘﻜﺮﺍﺭﻱ ﺟﺮﺳ ‪‬ﻲ ﺍﻟﺸﻜﻞ ﺃﻭ ﺗﻮﺯﻳﻊ‬ ‫ﻏﺎﻭﺱ‪ .‬ﻭﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﲟﺜﻞ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻫﻲ ﺍﻷﻛﺜﺮ ﻭﺟﻮﺩﺍﹰ‪ ،‬ﻳﻄﺒﻖ ﺍﻹﺣﺼﺎﺋﻴﻮﻥ ﻣﺎ ﻳﺴﻤﻮﻧﻪ ﺇﺣﺼﺎﺀﺍﺕ‬ ‫ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﻌ‪‬ﻠﻤﻴﺔ ‪ .parametric tests‬ﻭﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻣﻨﺤﲎ ﺍﻟﺘﻮﺯﻳﻊ ﻣﻠﺘﻮﻳﹰﺎ )ﻣﺘﺠﺎﻧﻔﹰﺎ ‪(skewed‬‬ ‫ﻳﺴﺘﻌﻤﻞ ﺍﻹﺣﺼﺎﺋﻴﻮﻥ ﺃﻧﻮﺍﻋﹰﺎ ﺃﺧﺮﻯ ﻣﻦ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺗﺴﻤﻰ ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻼ ﻣﻌ‪‬ﻠﻤﻴﺔ ‪ non-parametric‬ﺃﻭ‬ ‫ﺍﻟﻼﺗﻮﺯﻳﻌﻴﺔ ‪.distribution free‬‬ ‫‪16‬‬

‫ﻧﻮﻉ ﺍﻟﻌﻴﻨﺔ‬ ‫ﲣﺘﻠﻒ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﻛﺬﻟﻚ ﻋﻨﺪﻣﺎ ﺗﺄﰐ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺃﻓﺮﺍﺩ ﻣﺴﺘﻘﻠﲔ ﺃﻭ ﻣﻦ ﻋﻴ‪‬ﻨﺎﺕ ﺫﺍﺕ ﺻﻠﺔ ﺑﺒﻌﻀﻬﺎ‪،‬‬ ‫ﻛﺘﻠﻚ ﺍﻟﱵ ﺗﺸﻤﻞ ﻗﻴﺎﺳﺎﺕ ﻣﺘﻜﺮﺭﺓ ﻟﻨﻔﺲ ﺍﻷﻓﺮﺍﺩ‪ .‬ﻭﲣﺘﻠﻒ ﻋﻨﻬﺎ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗ‪‬ﺠﺮﻯ ﻟﺘﺤﻠﻴﻞ ﻣﻼﺣﻈﺎﺕ‬ ‫ﻣﺘﺰﺍﻭﺟﺔ ‪ paired observations‬ﺃﻭ ﻏﲑ ﻣﺘﺰﺍﻭﺟﺔ‪ .‬ﻭﻧﻘﺼﺪ ﺑﺎﳌﻼﺣﻈﺎﺕ ﺍﳌﺘﺰﺍﻭﺟﺔ ﻗﻴﺎﺳﺎﺕ ﻣﺘﻜﺮﺭﺓ ﺗ‪‬ﺠﺮﻯ‬ ‫ﻋﻠﻰ ﻧﻔﺲ ﺍﻟﻔﺮﺩ‪ ،‬ﺃﻭ ﻣﻼﺣﻈﺎﺕ ﺗ‪‬ﺠﺮﻯ ﻋﻠﻰ ﺃﻓﺮﺍﺩ ﻭﻋﻠﻰ ﻋﻴﻨﺔ ﺷﺎﻫﺪﺓ ﻣﻘﺎﺑﻠﺔ ﳍﻢ ‪ .matched controls‬ﺃﻣﺎ‬ ‫ﺍﳌﻼﺣﻈﺎﺕ ﻏﲑ ﺍﳌﺘﺰﺍﻭﺟﺔ ﻓﺈ‪‬ﺎ ﺗ‪‬ﺠﺮﻯ ﻋﻠﻰ ﺃﻓﺮﺍﺩ ﻣﺴﺘﻘﻠﲔ‪ .‬ﻛﺬﻟﻚ ﻗﺪ ﻳﻠﺰﻡ ﻧﻮﻉ ﺁﺧﺮ ﻣﻦ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﻋﻨﺪﻣﺎ‬ ‫ﻳﻜﻮﻥ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺻﻐﲑﹰﺍ‪.‬‬

‫ﺍﻷﺳﺌﻠﺔ ﺍﻟﱵ ﺗﻠﺰﻡ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ‬ ‫ﻳﺒﺤﺚ ﺍﻹﺣﺼﺎﺋﻴﻮﻥ ﻋﻦ ﺇﺟﺎﺑﺎﺕ ﻟﻸﺳﺌﻠﺔ ﺍﻟﱵ ﻳﻄﺮﺣﻬﺎ ﻋﻠﻴﻬﻢ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻓﻘﻂ‪ .‬ﻓﻘﺪ ﻳ‪‬ﻄﻠﺐ ﻣﻨﻬﻢ ﺍﻟﺒﺤﺚ‬ ‫ﻋﻦ ﻓﺮﻭﻕ ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺃﻭ ﻋﻦ ﺍﺭﺗﺒﺎﻁ‪ .‬ﻭﺍﻧﺘﻘﺎﺀ ﺍﺧﺘﺒﺎﺭ ﺇﺣﺼﺎﺋﻲ ﻣﻨﺎﺳﺐ ﻟﻠﻔﺮﻭﻕ ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺳﻮﻑ‬ ‫ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻳﺒﺤﺜﻮﻥ ﻋﻦ ﻓﺮﻕ ﺑﲔ ﳎﻤﻮﻋﺘﲔ ﺃﻭ ﻳﻘﺎﺭﻧﻮﻥ ﺑﲔ ﺃﻛﺜﺮ ﻣﻦ ﳎﻤﻮﻋﺘﲔ‪.‬‬ ‫ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻳﺒﺤﺜﻮﻥ ﻋﻦ ﻋﻼﻗﺔ ﻭﺍﺭﺗﺒﺎﻁ )ﺍﻗﺘﺮﺍﻥ( ﻭﺗﺮﺍﺑﻂ‪ ،‬ﻓﺈﻥ ﺍﻧﺘﻘﺎﺀ ﺍﻹﺧﺘﺒﺎﺭ ﺍﻹﺣﺼﺎﺋﻲ ﺳﻮﻑ‬ ‫ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﻮﺍ ﻳﺒﺤﺜﻮﻥ ﻋﻦ ﺍﺭﺗﺒﺎﻁ ﺑﲔ ﻣﺘﻐﲑﻳﻦ ﻓﻘﻂ ﺃﻭ ﺃ‪‬ﻢ ﻣﻌﻨﻴﻮﻥ ﲟﺘﻐﲑﺍﺕ ﻋﺪﻳﺪﺓ‪ .‬ﻭﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﻭﺣﻴﺪ ﺍﳌﺘﻐﲑ ‪ univariate‬ﻫﻮ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺩﻭﺍﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﱵ ﺗﺴﺘﻌﻤﻞ ﻟﺘﻘﺪﻳﺮ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺘﻐﲑ ﻣﺴﺘﻘﻞ‬ ‫ﻭﺍﺣﺪ ﻭﻣﺘﻐﲑ ﺗﺎﺑﻊ ﻭﺍﺣﺪ‪ .‬ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﳌﺘﻌﺪﺩ ﺍﳌﺘﻐﲑﺍﺕ ‪ multivariate‬ﻳﻘﺪ‪‬ﺭ ﻗﻴﻤﺔ ﺍﻟﺘﺄﺛﲑ ﺍﳌﺴﺘﻘﻞ ﻟﻌﺪﺩ ﻣﻦ‬ ‫ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ ﻋﻠﻰ ﻣﺘﻐﲑ ﺗﺎﺑﻊ ﻭﺣﻴﺪ‪ ،‬ﻭﳛﺪﺩ ﺃﻫﻢ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ ﺍﻟﱵ ﳍﺎ ﺩﻭﺭ ﰲ ﺗﻔﺴﲑ ﺍﺧﺘﻼﻑ ﺍﳌﺘﻐﲑ‬ ‫ﺍﻟﺘﺎﺑﻊ‪ .‬ﻭﻫﻮ ﻳﺘﻴﺢ ﻛﺬﻟﻚ ﻟﻠﺒﺎﺣﺜﲔ ﺍﻟﺴﺮﻳﺮﻳﲔ ﺃﻥ ﻳﺼﺤﺤﻮﺍ ﺑﻴﺎﻧﺎ‪‬ﻢ ﻭﻓﻘﹰﺎ ﻟﻠﻔﺮﻭﻕ ﺑﲔ ﺧﺼﺎﺋﺺ ﺍﳌﺮﺿﻰ )ﺍﻷﻣﺮ‬ ‫ﺍﻟﺬﻱ ﻗﺪ ﻳﺆﺛﺮ ﻋﻠﻰ ﺣﺼﻴﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ(‪ .‬ﻭﺣﺴﺎﺏ ﺍﻹﳓﺮﺍﻑ )ﺍﻟﺘﺤﻮﻑ( ﺍﻟﻠﻮﺟﺴﱵ ‪ logistic regression‬ﻫﻮ‬ ‫ﻃﺮﻳﻘﺔ ﻳﺴﺘﻌﻤﻠﻬﺎ ﺍﻹﺣﺼﺎﺋﻴﻮﻥ ﻋﺎﺩﺓ ﰲ ﺍﻟﺘﺤﻠﻴﻞ ﺍﳌﺘﻌﺪﺩ ﺍﳌﺘﻐﲑﺍﺕ‪.‬‬ ‫ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺒﺎﺣ ﺜﻮﻥ ﻳﺒﺤﺜﻮﻥ ﻋﻦ ﺗﺄﺛﲑ ﻣﺘﻐﲑ ﻭﺍﺣﺪ ﻋﻠﻰ ﻣﺘﻐﲑ ﺁﺧﺮ ﻓﺈ‪‬ﻢ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺃﻥ ﻳﻘﺮﺭﻭﺍ ﻣﺎ ﺇﺫﺍ‬ ‫ﻛﺎﻧﻮﺍ ﺳﻮﻑ ﻳﺒﺤﺜﻮﻥ ﻋﻦ ﺍﻟﺘﺄﺛﲑ ﰲ ﺍﲡﺎﻩ ﻭﺍﺣﺪ ﻣﺘﻮﻗﻊ ﻓﻘﻂ‪ ،‬ﺃﻭ ﺑﺪﻭﻥ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻱ ﺍﲡﺎﻩ ﻣﺘﻮﻗﻊ‪ .‬ﻭﳝﻜﻦ‬ ‫ﻟﺬﻟﻚ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ ﺍﻟﱵ ﲢﺪﺩ ﻋﻼﻗﺔ ﻣﺎ‪ ،‬ﺇﻣﺎ ﻣﻮﺟ‪‬ﻬﺔ ‪ directional‬ﺃﻭ ﻏﲑ ﻣﻮﺟ‪‬ﻬﺔ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ‬ ‫ﺃﻥ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺘﺪﺧﲔ ﻭﺑﲔ ﺍﻷﻣﺮﺍﺽ ﺍﻟﻘﻠﺒﻴﺔ ﺍﻟﻮﻋﺎﺋﻴﺔ ﻻ ﳝﻜﻦ ﺇﻻ ﺃﻥ ﺗﻜﻮﻥ ﻣﻮﺟ‪‬ﻬﺔ‪ .‬ﻓﻼ ﳝﻜﻦ ﺍﻓﺘﺮﺍﺽ ﺃﻥ‬ ‫ﺍﻟﺘﺪﺧﲔ ﺳﻮﻑ ﻳﺆﺩﻱ ﺇﱃ ﺍﳔﻔﺎﺽ ﺍﻹﺻﺎﺑﺎﺕ ﺑﺎﻷﻣﺮﺍﺽ ﺍﻟﻘﻠﺒﻴﺔ ﺍﻟﻮﻋﺎﺋﻴﺔ‪ .‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﻓﺈﻥ ﺍﻟﻌﻼﻗﺔ ﺑﲔ‬ ‫‪17‬‬

‫ﻼ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻏﲑ ﻣﻮﺟ‪‬ﻬﺔ ‪ .non-directional‬ﻓﺎﳊﺎﻻﺕ‬ ‫ﺣﺒﻮﺏ ﻣﻨﻊ ﺍﳊﻤﻞ ﻭﺑﻌﺾ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺿﻴﺔ ﻣﺜ ﹰ‬ ‫ﺍﳌﺮﺿﻴﺔ ﻗﺪ ﺗﺰﺩﺍﺩ ﺃﻭ ﺗﻨﻘﺺ ﻧﺘﻴﺠﺔ ﻟﺘﻨﺎﻭﻝ ﺣﺒﻮﺏ ﻣﻨﻊ ﺍﳊﻤﻞ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﺍﺧﺘﺒﺎﺭ ﻓﺮﺿﻴﺔ ﻏﲑ ﻣﻮﺟﻬﺔ ﺳﻮﻑ‬ ‫ﳛﺘﺎﺝ ﺍﻹﺣﺼﺎﺋﻲ ﻟﺘﻄﺒﻴﻖ ﺍﺧﺘﺒﺎﺭ ﺫﻱ ﺫﻳﻠﲔ ‪ .two-tailed test‬ﻭﻋﺎﺩﺓ ﻣﺎ ﻳﺘﻄﻠﺐ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺬﻳﻠﲔ ﻋﻴﻨﺔ ﺃﻛﱪ‬ ‫ﺣﺠﻤﺎﹰ ﳑﺎ ﳛﺘﺎﺟﻪ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺬﻳﻞ ﺍﻟﻮﺍﺣﺪ‪.‬‬

‫‪ 10.8‬ﺃﻣﺜﻠﺔ ﻟﺒﻌﺾ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ‬ ‫ﻳﺼﻮﺭ ﺍﳌﺜﺎﻻﻥ ﺍﻟﺘﺎﻟﻴﺎﻥ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﺗﺴﺘﻨﺪ ﺇﻟﻴﻬﺎ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻭﺍﳌﻨﻄﻖ ﺍﻟﺬﻱ ﺗﻘﻮﻡ ﻋﻠﻰ ﺃﺳﺎﺳﻪ‪.‬‬

‫ﺍﺧﺘﺒﺎﺭ »ﰐ«‬ ‫ﻳ‪‬ﺴﺘﻌﻤﻞ ﺍﺧﺘﺒﺎﺭ »ﰐ« )‪ (t test‬ﰲ ﺣﺎﻟﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻌﺪﺩﻳﺔ ﻟﻴﺒﻴ‪‬ﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻔﺮﻕ ﺍﳌﻼﺣﻆ ﺑﲔ ﺍﻟﻘﻴﻢ‬ ‫ﺍﻟﻮﺳﻄﻰ ‪ means‬ﻤﻮﻋﺘﲔ ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭﻩ ﺫﺍ ﻣﻌﻨﻮﻳﺔ ﺇﺣﺼﺎﺋﻴﺔ‪ ،‬ﺍﻱ ﻻ ﻳ‪‬ﺤﺘﻤﻞ ﺃﻥ ﻳﻜﻮﻥ ﻭﻟﻴﺪ ﺍﳌﺼﺎﺩﻓﺔ‪ .‬ﻭﻫﺬﺍ‬ ‫ﻫﻮ ﺍﻹﺧﺘﺒﺎﺭ ﺍﳌﻔﻀﻞ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻋﺪﺩ ﺍﳌﻼﺣﻈﺎﺕ ﺃﻗﻞ ﻣﻦ ‪ ،60‬ﻭﻟﻜﻦ ﳚﺐ ﺍﺳﺘﻌﻤﺎﻟﻪ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻋﺪﺩ‬ ‫ﺍﳌﻼﺣﻈﺎﺕ ‪ 30‬ﺃﻭ ﺃﻗﻞ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ‪ ،‬ﻋﻨﺪ ﻣﻘﺎﺭﻧﺔ ﻃﻮﻝ ﺍﻟﻘﺎﻣﺔ ﰲ ﳎﻤﻮﻋﺘﲔ ﻣﻦ ﺍﻟﻨﺴﺎﺀ‪ ،‬ﺣﻴﺚ ﺗﺘﻜﻮﻥ ﺇﺣﺪﻯ‬ ‫ﺍ‪‬ﻤﻮﻋﺘﲔ ﻣﻦ ‪ 14‬ﺍﻣﺮﺃﺓ ﻭﺿﻌﻦ ﺑﺎﻟﻮﻻﺩﺓ ﺍﻟﻄﺒﻴﻌﻴﺔ‪ ،‬ﻭﺗﺘﻜﻮﻥ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﺧﺮﻯ ﻣﻦ ‪ 15‬ﺍﻣﺮﺃﺓ ﻭﺿﻌﻦ ﺑﻌﻤﻠﻴﺔ‬ ‫ﻗﻴﺼﺮﻳﺔ‪ .‬ﻭﻗﺪ ﻭ‪‬ﺟﺪ ﻓﺮﻕ ﰲ ﻣﺘﻮﺳﻂ ﻃﻮﻝ ﺍﻟﻘﺎﻣﺔ ﺑﲔ ﺍ‪‬ﻤﻮﻋﺘﲔ‪ ،‬ﻭﻧﺮﻳﺪ ﺃﻥ ﻧﻌﺮﻑ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻔﺮﻕ ﺫﺍ‬ ‫ﻣﻌﻨﻮﻳﺔ ﺇﺣﺼﺎﺋﻴﺔ ‪ significant‬ﺃﻭ ﻳﺮﺟﺢ ﺃﻥ ﻳﻜﻮﻥ ﻭﻟﻴﺪ ﺍﳌﺼﺎﺩﻓﺔ‪.‬‬ ‫ﻭﺃﺳﺎﺱ ﺍﺧﺘﺒﺎﺭ »ﰐ« ﻫﻮ ﻓﻜﺮﺓ ﻣﻨﻄﻘﻴﺔ ﻣﻔﺎﺩﻫﺎ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻮﺳﻄﲔ ﻛﺒﲑﺍﹰ‪ ،‬ﻭﻗﺎﺑﻠﻴﺔ ﺍﻟﺘﻐﲑ‬ ‫‪ variability‬ﺑﲔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺻﻐﲑﺓ‪ ،‬ﻭﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻛﺒﲑﹰﺍ ﺑﺪﺭﺟﺔ ﻣﻌﻘﻮﻟﺔ‪ ،‬ﺗﺮﺗﻔﻊ ﺃﺭﺟﺤﻴﺔ ﺃﻥ ﻻ ﻳﻜﻮﻥ ﺍﻟﻔﺮﻕ‬ ‫ﻧﺎﲡﺎﹰ ﻋﻦ ﻣﺼﺎﺩﻓﺔ‪ .‬ﻭﺗ‪‬ﺤﺴﺐ ﻗﻴﻤﺔ »ﰐ« ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻮﺳﻄﲔ ﻭﻗﺎﺑﻠﻴﺔ ﺍﻟﺘﻐﻴ‪‬ﺮ ﺑﲔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺫﻟﻚ‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻌﺎﺩﻟﺔ ﺧﺎﺻﺔ‪.‬‬ ‫ﻭﻟﻘﺪ ﰎ ﻭﺿﻊ ﺟﺪﻭﻝ ﺇﺣﺼﺎﺋﻲ ﺧﺎﺹ ﻳﻌﻄﻲ ﻗﻴﻤﺔ »ﰐ« ﻧﻈﺮﻳﺔ‪ ،‬ﻭﺫﻟﻚ ﺗﺒﻌﹰﺎ ﳌﺴﺘﻮﻯ ﺍﳌﻌﻨﻮﻳﺔ ﻣﻦ ﻧﺎﺣﻴﺔ‪،‬‬ ‫ﻭﳊﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﳌﺪﺭﻭﺳﺔ ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ‪ .‬ﻭﳛﺪﺩ ﺍﻟﺒﺎﺣﺚ ﻣﺴﺘﻮﻯ ﺍﳌﻌﻨﻮﻳﺔ )ﺍﻟﻘﻴﻤﺔ ﺍﻹﺣﺘﻤﺎﻟﻴﺔ ‪ ،P‬ﺃﻭ ﺇﺣﺘﻤﺎﻝ‬ ‫ﻭﺟﻮﺩ ﻓﺮﻕ ﺑﺎﳌﺼﺎﺩﻓﺔ ﻋﻨﺪﻣﺎ ﻻ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻓﺮﻕ ﺣﻘﻴﻘﻲ(‪ .‬ﻭﻋﺎﺩﺓ ﻣﺎ ﺗﺴﺘﻌﻤﻞ ﻗﻴﻤﺔ ﺇﺣﺘﻤﺎﻟﻴﺔ ‪ P‬ﻣﻘﺪﺍﺭﻫﺎ‬ ‫‪ .0.05‬ﻭﻳﺴﻤﻰ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺬﻱ ﻳﺴﺘﻌﻤﻠﻪ ﺍﻹﺣﺼﺎﺋﻴﻮﻥ ﺑﺎﺳﻢ »ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ«‪ .‬ﻭﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﺧﺘﺒﺎﺭ‬ ‫»ﰐ« ﲢﺴﺐ ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ ﲜﻤﻊ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺘﲔ ﻣﻄﺮﻭﺣﹰﺎ ﻣﻨﻬﺎ ‪ .2‬ﻭﻳﺮﺗﻜﺰ ﻣﻔﻬﻮﻡ ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ ﻋﻠﻰ‬ ‫ﻓﻜﺮﺓ ﻣﺆﺩﺍﻫﺎ ﺃﻧﻪ ﻧﻈﺮﹰﺍ ﻷﻥ ﳎﻤﻮﻉ ﺍﻟﻘﻴﻢ ﰲ ﻛﻞ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻘﻴﺎﺳﺎﺕ ﻳﻜﻮﻥ ﺛﺎﺑﺘﺎﹰ‪ ،‬ﻓﺈﻥ ﻛﻞ ﺍﻟﻘﻴﺎﺳﺎﺕ‬ ‫‪18‬‬

‫ﻣﻄﻮﺣﹰﺎ ﻣﻨﻬﺎ ‪ 1‬ﺗﻜﻮﻥ ﺣﺮﺓ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺃﻱ ﻗﻴﻤﺔ‪ .‬ﺇﻻ ﺃﻥ ﺍﻟﻘﻴﺎﺱ ﺍﻷﺧﲑ ﻻ ﳝﻜﻦ ﺇﻻ ﺃﻥ ﺗﻜﻮﻥ ﻟﻪ ﻗﻴﻤﺔ‬ ‫ﻭﺍﺣﺪﺓ‪ ،‬ﻭﻫﻲ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻮﺻﻴﻞ ﺍ‪‬ﻤﻮﻉ ﺇﱃ ﺍﻟﻘﻴﻤﺔ ﺍﻹﲨﺎﻟﻴﺔ ﺍﻟﺜﺎﺑﺘﺔ ‪‬ﻤﻮﻉ ﻛﻞ ﺍﻟﻘﻴﺎﺳﺎﺕ‪.‬‬ ‫ﺑﻌﺪ ﺫﻟﻚ ﺗﻘﺎﺭﻥ ﻗﻴﻤﺔ »ﰐ« ﺍﻟﱵ ﰎ ﺣﺴﺎ‪‬ﺎ ﺑﻘﻴﻤﺔ »ﰐ« ﺍﳌﻮﺟﻮﺩﺓ ﺑﺎﳉﺪﻭﻝ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻴﻤﺔ ﺍﶈﺴﻮﺑﺔ ﺃﻛﱪ‬ ‫ﻣﻦ ﺍﻟﻘﻴﻤﺔ ﺍﻟﱵ ﺑﺎﳉﺪﻭﻝ‪ ،‬ﻓﻴﻤﻜﻨﻨﺎ ﺣﻴﻨﺌﺬ ﺭﻓﺾ ﻧﻈﺮﻳﺔ ﺍﻟﻌﺪﻡ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﺬﻱ ﺍﺧﺘﺮﻧﺎﻩ‪.‬‬ ‫ﻟﻘﺪ ﻭ‪‬ﺿﻊ ﻣﻔﻬﻮﻡ ﺍﺧﺘﺒﺎﺭ »ﰐ« ﰲ ﺳﻨﺔ ‪ 1908‬ﲟﻌﺮﻓﺔ ﺍﻹﺣﺼﺎﺋﻲ ﺍﻟﱪﻳﻄﺎﱐ ﻏﻮﺳﻴﺖ ‪ Gosset‬ﺍﻟﺬﻱ ﻛﺎﻥ‬ ‫ﻳﻌﻤﻞ ﰲ ﻣﺼﻨﻊ ﻏﻴﻨﻴﺲ ‪ Guinness‬ﻟﻠﺒﲑﺓ )ﺍﳉﻌﺔ( ﻭﻟﻴﺲ ﻣﻊ ﺃﻱ ﻣﺆﺳﺴﺔ ﲝﺜﻴﺔ ﻣﻬﻤﺔ‪ .‬ﻭﻟﻘﺪ ﺍﺳﺘﺨﺪﻡ ﻣﺼﻨﻊ‬ ‫ﺍﻟﺒﲑﺓ ﺍﻟﺴﻴﺪ ﻏﻮﺳﻴﺖ ﻟﻴﻀﻊ ﻟﻪ ﺗﻘﻨﻴﺎﺕ ﺍﻋﺘﻴﺎﻥ ﺇﺣﺼﺎﺋﻴﺔ ﺑﻐﺮﺽ ﲢﺴﲔ ﻧﻮﻋﻴﺔ ﻭﺗﻜﺮﺍﺭﻳﺔ ﺇﺟﺮﺍﺀﺍﺕ ﺻﻨﻊ ﺍﻟﺒﲑﺓ‬ ‫ﺑﻪ‪ .‬ﻭﻟﻘﺪ ﻧﺸﺮ ﻏﻮﺳﻴﺖ ﻋﻤﻠﻪ ﲢﺖ ﻋﻨﻮﺍﻥ »ﺳﺘﻮﺩﻧﺖ ‪ .«student‬ﻭﻟﺬﻟﻚ ﻳﺸﺎﺭ ﺇﱃ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﺃﺣﻴﺎﻧﹰﺎ‬ ‫ﺑﺎﺳﻢ ﺇﺧﺘﺒﺎﺭ ﺳﺘﻮﺩﻧﺖ‪.‬‬

‫ﺍﺧﺘﺒﺎﺭ ﺧﻲ ﻣﺮﺑﻊ )‪(x2‬‬ ‫ﻳﺴﺘﻌﻤﻞ ﺍﺧﺘﺒﺎﺭ ﺧﻲ ﻣﺮﺑﻊ )ﻛﺎ ﺗﺮﺑﻴﻊ( ‪ Chi square‬ﰲ ﺣﺎﻟﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻔﺌﻮﻳﺔ ﳌﻌﺮﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫ﺍﻟﻔﺮﻭﻕ ﺍﳌﻼﺣﻈﺔ ﺑﲔ ﺍﻷﺟﺰﺍﺀ ﺍﻟﻨﺴﺒﻴﺔ ‪ proportions‬ﻟﻸﺣﺪﺍﺙ ﺍﻟﱵ ﺗﻘﻊ ﰲ ﺍ‪‬ﻤﻮﻋﺎﺕ‪ ،‬ﳝﻜﻦ ﺃﻥ ﺗﻌﺘﱪ ﺫﺍﺕ‬ ‫ﻣﻌﻨﻮﻳﺔ ﺇﺣﺼﺎﺋﻴﺔ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ‪ ،‬ﺩﺭﺍﺳﺔ ﰲ ﲡﺮﺑﺔ ﺳﺮﻳﺮﻳﺔ ﺗﻘﺎﺭﻥ ﺑﲔ ﺩﻭﺍﺀ ﺟﺪﻳﺪ ﻭﺑﲔ ﺩﻭﺍﺀ ﻣﻌﻴﺎﺭﻱ‪ ،‬ﺣﻴﺚ ﻭ‪‬ﺟﺪ‬ ‫ﺃﻥ ﺍﻷﺩﻭﻳﺔ ﺣﻘﻘﺖ ﲢﺴﻨﹰﺎ ﻛﺒﲑﹰﺍ ﰲ ﺑﻌﺾ ﺍﳌﺮﺿﻰ ﻭﺑﻌﺾ ﺍﻟﺘﺤﺴﻦ ﰲ ﻣﺮﺿﻰ ﺁﺧﺮﻳﻦ‪ ،‬ﻭﱂ ﳛﺪﺙ ﲢﺴﻦ ﰲ‬ ‫ﳎﻤﻮﻋﺔ ﺛﺎﻟﺜﺔ‪ .‬ﻭﻛﺎﻥ ﺃﺩﺍﺀ ﻛﻞ ﻣﻦ ﺍﻟﺪﻭﺍﺀﻳﻦ ﺍﳌﺨﺘﱪﻳﻦ ﳜﺘﻠﻒ ﻋﻦ ﺍﻵﺧﺮ‪ .‬ﻓﻬﻞ ﳝﻜﻦ ﺇﺭﺟﺎﻉ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ‪‬ﺮﺩ‬ ‫ﺍﳌﺼﺎﺩﻓﺔ؟ ﺇﻥ ﺍﳌﻨﻄﻖ ﻳﻘﻮﻝ ﺇﻧﻪ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻔﺮﻭﻕ ﻛﺒﲑﺓ ﻭﻛﺎﻧﺖ ﺍﻟﻌﻴﻨﺔ ﺫﺍﺗﻦ ﺣﺠﻢ ﻣﻌﻘﻮﻝ‪ ،‬ﻳﻘﻞ ﺗﺮﺟﻴﺢ ﺃﻥ‬ ‫ﺗﻜﻮﻥ ﺍﻟﻨﺘﺎﺋﺞ ﻭﻟﻴﺪﺓ ﺍﳌﺼﺎﺩﻓﺔ‪.‬‬ ‫ﻭﺍﻣﺘﺜﺎﻻﹰ ﻟﻔﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ‪ ،‬ﻧﻔﺘﺮﺽ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻕ‪ ،‬ﻭﳓﺴﺐ ﺍﻟﺘﻜﺮﺍﺭ ﺍﳌﺘﻮﻗﻊ ﻟﻜﻞ ﻧﺘﻴﺠﺔ )ﲢﺴﻦ ﻛﺒﲑ‪،‬‬ ‫ﺑﻌﺾ ﺍﻟﺘﺤﺴﻦ‪ ،‬ﱂ ﳛﺪﺙ ﲢﺴﻦ( ﺇﺫﺍ ﱂ ﻳﻜﻦ ﻫﻨﺎﻙ ﻓﺮﻕ ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‪ .‬ﰒ ﳓﺴﺐ ﻣﻘﺪﺍﺭ ﺍﻻﺧﺘﻼﻑ ﺑﲔ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﻼﺣﻈﺔ ﻭﺑﲔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﻮﻗﻌﺔ ﺇﺫﺍ ﱂ ﻳﻜﻦ ﻫﻨﺎﻙ ﻓﺮﻕ‪ .‬ﻭﳝﻜﻦ ﺑﻨﺎﺀ ﻋﻠﻰ ﺫﻟﻚ ﺣﺴﺎﺏ ﻗﻴﻤﺔ ﺧﻲ ﻣﺮﺑﻊ‬ ‫)ﻛﺎ ﺗﺮﺑﻴﻊ( ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻌﺎﺩﻟﺔ ﺧﺎﺻﺔ‪ .‬ﻭﻧﻈﺮﺍﹰ ﻷﻥ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍﻟﻘﻴﻢ ﺍﳌﻼﺣﻈﺔ ﻭﺗﻠﻚ ﺍﳌﺘﻮﻗﻌﺔ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ‬ ‫ﺳﺎﻟﺒﺔ ﺃﻭ ﻣﻮﺟﺒﺔ‪ ،‬ﻓﻴﺘﻌﲔ ﺗﺮﺑﻴﻊ ﺍﻟﻔﺮﻭﻕ ﻗﺒﻞ ﲨﻌﻬﺎ )ﻭﻣﻦ ﻫﻨﺎ ﺟﺎﺀ ﺍﺳﻢ ﺍﻻﺧﺘﺒﺎﺭ(‪.‬‬ ‫ﻭﻟﻘﺪ ﻭﺿﻊ ﺍﻹﺣﺼﺎﺋﻴﻮﻥ ﺟﺪﻭ ﹰﻻ ﺇﺣﺼﺎﺋﻴﹰﺎ ﺧﺎﺻﹰﺎ ﳝﻜﻦ ﺑﻪ ﺇﳚﺎﺩ ﻗﻴﻤﺔ ﺧﻲ ﻣﺮﺑﻊ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻘﺎﺑﻠﺔ ﻟﻠﻘﻴﻤﺔ‬ ‫ﺍﻹﺣﺘﻤﺎﻟﻴﺔ ‪ P‬ﺍﻟﱵ ﻳﻘﺒﻠﻬﺎ ﺍﻟﺒﺎﺣﺚ )ﻭﻫﻲ ﻋﺎﺩﺓ ‪ (0.05‬ﻭﳊﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﳌﺪﺭﻭﺳﺔ‪.‬‬ ‫‪19‬‬

‫ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﻗﻴﻤﺔ ﺧﻲ ﻣﺮﺑﻊ ‪ x2‬ﺍﻟﱵ ﰎ ﺣﺴﺎ‪‬ﺎ ﺃﻛﱪ ﻣﻦ ﺍﻟﻘﻴﻤﺔ ﺍﻹﻓﺘﺮﺍﺿﻴﺔ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﳉﺪﻭﻝ‪ ،‬ﻓﻴﻤﻜﻦ‬ ‫ﺣﻴﻨﺌﺬ ﺭﻓﺾ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻹﺣﺘﻤﺎﻝ ﺍﳌﻌﻴ‪‬ﻦ‪.‬‬

‫‪ 11.8‬ﻭﺻﻒ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ﻭﲢﻠﻴﻠﻬﺎ‬ ‫ﺇﻥ ﻭﺻﻒ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ﻭﲢﻠﻴﻠﻬﺎ ﳜﺘﻠﻔﺎﻥ ﻋﻤﺎ ﰲ ﺣﺎﻟﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻜﻤﻴﺔ )ﺑﻮﺏ ﻭﺁﺧﺮﻭﻥ‪.(2000 ،‬‬ ‫ﻓﺎﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻜﻴﻔﻴﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﻟﻴﺴﺖ ﻣﺼﻤﻤﺔ ﻟﺘﻜﻮﻥ ﳑﺜﱢﻠﺔ ﻣﻦ ﺣﻴﺚ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻌﻤﻴﻢ ﺍﻹﺣﺼﺎﺋﻲ‪ .‬ﻭﻫﻲ ﻻ‬ ‫ﺗﺴﺘﻔﻴﺪ ﻛﺜﲑﺍﹰ ﻣﻦ ﺗﻜﺒﲑ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻭﻳﺼﻒ ﺍﺻﻄﻼﺡ »ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﻨﻘﻞ ‪ «transferability‬ﺃﻭ ﺍﻟﺼﻼﺣﻴﺔ‬ ‫ﺍﳋﺎﺭﺟﻴﺔ‪ ،‬ﻣﺪﻯ ﻭﺣﺪﻭﺩ ﺇﻣﻜﺎﻧ ﻴﺔ ﺗﻄﺒﻴﻖ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺧﺎﺭﺝ ﺍﻟﺴﻴﺎﻕ ﺍﻟﺬﻱ ﺟﺮﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻴﻪ‪.‬‬ ‫ﻭﰲ ﺣﲔ ﺃﻥ ﺍﻟﺒﺤﺚ ﺍﻟﺘﺤﻠﻴﻠﻲ ﺍﻟﻜﻤﻲ ﻳﺒﺪﺃ ﺑﻮﺿﻊ ﻓﺮﺿﻴﺔ ﲝﺜﻴﺔ ﻭﻣﻦ ﰒ ﺍﺧﺘﺒﺎﺭﻫﺎ‪ ،‬ﻓﺈﻥ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﺍﻟﻜﻴﻔﻴﺔ ﺗﺘﻮﻟﺪ ﻏﺎﻟﺒﹰﺎ ﻣﻦ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫ﻭﲞﻼﻑ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻜﻤﻴﺔ‪ ،‬ﺗﺘﻌﺎﻣﻞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻜﻴﻔﻴﺔ ﻣﻊ ﻧﺼﻮﺹ ﻣﻜﺘﻮﺑﺔ‪ .‬ﻓﻔﻲ ﺃﺛﻨﺎﺀ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻗﺪ‬ ‫ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺘﺪﻭﻳﻦ ﻣﺬﻛﺮﺍﺗﻪ ﻭﻣﻼﺣﻈﺎﺗﻪ‪ ،‬ﻣﺴﺘﻌﻤﻼﹰ ﳍﺬﺍ ﺍﻟﻐﺮﺽ ﺇﻃﺎﺭﺍﹰ ﻣﻌﺪﺍﹰ ﺳﻠﻔﺎﹰ ﺃﻭ ﻗﺎﺋﻤﺔ ﻣﺮﺍﺟﻌﺔ‬ ‫‪ checklist‬ﺃﻭ ﺷﺮﺍﺋﻂ ﲰﻌﻴﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻧﺴ‪‬ﺦ ﺍﻟﺸﺮﺍﺋﻂ ﺍﻟﺴﻤﻌﻴﺔ ﻓﻮﺭ ﺍﻹﻧﺘﻬﺎﺀ ﻣﻦ ﺇﺟﺮﺍﺀ ﺍﻹﺳﺘﺠﻮﺍﺏ‬

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‫ﺃﻭ ﳎﻤﻮﻋﺔ ﺍﳌﻨﺎﻗﺸﺔ‪ .‬ﻭﺍﻟﺘﺴﺠﻴﻼﺕ ﺍﳋﻄﻴﺔ ‪ transcripts‬ﻭﺍﳌﺬﻛﺮﺍﺕ ﺍﳌﺪ‪‬ﻭﻧﺔ ﲤﺜﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﻡ ﻟﻠﺒﺤﺚ‬ ‫ﺍﻟﻜﻴﻔﻲ‪ .‬ﻭﻫﻲ ﺗﻜﻮ‪‬ﻥ ﺗﺴﺠﻴﻼﹰ ﻭﺻﻔﻴﺎﹰ ﻟﻠﺒﺤﺚ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﲢﺘﺎﺝ ﺇﱃ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﻟﺘﻔﺴﲑ‪ ،‬ﻭﻏﺎﻟﺒﺎﹰ ﻣﺎ ﻳﺴﺘﻐﺮﻕ ﺫﻟﻚ‬ ‫ﻭﻗﺘﺎﹰ ﻃﻮﻳﻼﹰ ﻭﻳﺘﻄﻠﺐ ﺟﻬﺪﺍﹰ ﺟﻬﻴﺪﺍﹰ‪ .‬ﻭﻳﻄﺮﺡ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻜﻴﻔﻴﺔ ﲢﺪ‪‬ﻳﺎﺕ ﲣﺘﻠﻒ ﻋﻤﺎ ﺗﻄﺮﺣﻪ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻟﻜﻤﻴﺔ‪ .‬ﻭﻛﺜﲑﺍﹰ ﻣﺎ ﺗﺘﻜﻮﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺣﺠﻢ ﻛﺒﲑ ﻣﻦ ﺍﻟﻨﺼﻮﺹ ﺍﻟﺴﺮﺩﻳﺔ ‪.narrative text‬‬

‫ﺍﻟﻐﻤﺮ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﳋﻄﻮﺓ ﺍﻷﻭﱃ ﰲ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻜﻴﻔﻴﺔ ﻫﻲ ﺃﻥ ﻳﺘﻌﺮﻑ ﺍﻟﺒﺎﺣﺚ‪ ،‬ﻋﻠﻰ ﳓﻮ ﻛﺎﻣﻞ‪ ،‬ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫ﻭﺗﻌﺮﻑ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻋﺎﺩﺓ ﺑﺎﺳﻢ ﺍﻟﻐﻤﺮ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ ‪ .data immersion‬ﻭﻫﻲ ﺗﻌﲏ ﺃﻥ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻘﺮﺃ‬ ‫ﺍﳌﺬﻛﺮﺍﺕ ﻭﺍﻟﻨ‪‬ﺴﺦ ﺍﳋﻄﻴﺔ‪ ،‬ﻭﻳﻌﻴﺪ ﻗﺮﺍﺀ‪‬ﺎ ﺇﱃ ﺃﻥ ﻳﺄﻟﻒ ﳏﺘﻮﻳﺎ‪‬ﺎ ﲤﺎﻣﹰﺎ‪ .‬ﻭﳚﺐ ﺃﻥ ﻻ ﺗﺆﺟﻞ ﻫﺬﻩ ﺍﳋﻄﻮﺓ ﺣﱴ‬ ‫ﺗﺘﺎﺡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﲨﻴﻌﻬﺎ‪ ،‬ﻓﺒﺎﻹﻣﻜﺎﻥ ﻣﺒﺎﺷﺮ‪‬ﺎ ﺑﻴﻨﻤﺎ ﳚﺮﻱ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﺑﻞ ﺇﻥ ﺫﻟﻚ ﳝﻜﻦ ﺃﻥ ﻳﻔﻴﺪ ﰲ ﺇﻋﺎﺩﺓ‬ ‫ﺗﺸﻜﻴﻞ ﺍﻟﻌﻤﻞ ﺍﳉﺎﺭﻱ ﰲ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺗﻨﻘﻴﺢ ﺍﳌﻨﻬﺠﻴﺔ‪ .‬ﻭﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﻡ ﻳﺴﺎﻋﺪ ﺍﻟﺒﺎﺣﺜﲔ‬ ‫ﻋﻠﻰ ﺍﺳﺘﻌﺮﺍﻑ ﺍﻟﻘﻀﺎﻳﺎ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻭﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﻣﻦ ﺃﺟﻠﻬﺎ ﻳﺘﻌﲔ ﻓﺤﺺ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﲢﻠﻴﻠﻬﺎ‪.‬‬ ‫‪20‬‬

‫ﺗﺮﻣﻴﺰ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﳋﻄﻮﺓ ﺍﻟﺘﺎﻟﻴﺔ ﻫﻲ ﺍﻟﺘﺮﻣﻴﺰ ‪ .coding‬ﻭﰲ ﺍﻹﺳﺘﺒﻴﺎﻥ ﺍﻟﻜﻤﻲ ﻳ‪‬ﺠﺮﻯ ﺍﻟﺘﺮﻣﻴﺰ ﺑﺎﻷﻋﺪﺍﺩ‪ .‬ﺃﻣﺎ ﰲ ﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﺍﻟﻜﻴﻔﻲ ﻓﻴﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺃﺟﺰﺍﺀ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺗﺮﻛﻴﺒﺎﺕ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﻟﺘﻤﻴﻴﺰ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺑﻌﻼﻣﺎﺕ ﳑﻴﺰﺓ‪ ،‬ﻭﳝﻜﻦ ﻓﻴﻤﺎ ﺑﻌﺪ ﺍﺳﺘﺮﺟﺎﻋﻬﺎ ﻭﲡﻤﻴﻌﻬﺎ‪ .‬ﻭﺍﻟﺮﻣﻮﺯ ﺍﳌﺴﺘﻌﻤﻠﺔ ﺗﺴﻤﻰ ﺍﻟﻮﺍﲰﺎﺕ ‪.labels‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﲡﻨﺐ ﺍﳌﺰﺍﻟﻖ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺮﻣﻴﺰ‪ .‬ﻓﺎﻹﻓﺮﺍﻁ ﰲ ﺍﻟﺘﺮﻣﻴﺰ ﳝﻜﻦ ﺃﻥ ﻳ‪‬ﺨﻔﻲ ﺑﻌﺾ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﻮﺣ‪‬ﺪﺓ‪ .‬ﻛﻤﺎ ﺃﻥ‬ ‫ﺍﻻﺧﺘﺼﺎﺭ ﺍﻟﺸﺪﻳﺪ ﰲ ﺍﻟﺘﺮﻣﻴﺰ ﻗﺪ ﻳ‪‬ﺠﱪ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺇﻗﺤﺎﻡ ﻧﺘﺎﺋﺞ ﺟﺪﻳﺪﺓ ﰲ ﺍﻟﺮﻣﻮﺯ ﺍﳌﻮﺟﻮﺩﺓ‪ ،‬ﰲ ﺣﲔ ﺃ‪‬ﺎ ﻻ‬ ‫ﺗﺘﺴﻖ ﻣﻌﻬﺎ ﲤﺎﻣﺎﹰ‪.‬‬ ‫ﻭﺍﻟﱪﳎﻴﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍﳊﺪﻳﺜﺔ ﳝﻜﻦ ﺃﻥ ﺗﺴﻬ‪‬ﻞ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻜﻴﻔﻲ ﺇﱃ ﺣﺪ ﻛﺒﲑ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺇﺟﺮﺍﺀﺍﺕ ﻣﻌﺎﳉﺔ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ‪ .‬ﻭﻳﻌﺘﻤﺪ ﺍﻟﻨﻮﻉ ﺍﳌﻄﻠﻮﺏ ﻣﻦ ﺍﻟﱪﳎﻴﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻋﻠﻰ ﺩﺭﺟﺔ ﺗﻌﻘﻴﺪ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻓﻔﻲ ﺑﻌﺾ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﳝﻜﻦ ﺇﺟﺮﺍﺀ ﺍﻟﺘﺤﻠﻴﻞ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻌﺎﰿ ﻟﻠﻜﻠﻤﺎﺕ ﺑﻪ ﺃﺩﻭﺍﺕ ﻟﻠﺒﺤﺚ ﻭﺍﻟﻨﺴﺦ ﻭﺍﻟﻠﺼﻖ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ‬ ‫ﺍﻟﺸﺎﺷﺔ ﺍ‪‬ﺰﺃﺓ ‪ .split screen‬ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻷﻛﺜﺮ ﺗﻌﻘﻴﺪﹰﺍ ﲢﺘﺎﺝ ﺇﱃ ﺑﺮﳎﻴﺎﺕ ﻣﺼﻤﻤﺔ ﺧﺼﻴﺼﹰﺎ ﻟﺘﺤﻠﻴﻞ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻜﻴﻔﻴﺔ‪.‬‬ ‫ﻭﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﺑﺪ ﹰﻻ ﻣﻦ ﻃﺒﺎﻋﺔ ﻛﻞ ﺭﻣﺰ ﰲ ﻧﺺ ﳛﻔﻆ ﺑﺎﳊﺎﺳﻮﺏ‪ ،‬ﳝﻜﻦ ﻟﻠﱪﳎﻴﺎﺕ ﺍﳋﺎﺻﺔ ﺃﻥ‬ ‫ﲢﺘﻔﻆ ﺑﺴﺠﻞ ﻟﻠﺮﻣﻮﺯ ﺍﻟﱵ ﻭ‪‬ﺿﻌﺖ‪ ،‬ﻭﺗﺘﻴﺢ ﻟﻠﺒﺎﺣﺚ ﺃﻥ ﳜﺘﺎﺭ ﻣﺎ ﻳﺸﺎﺀ ﻣﻦ ﺑﲔ ﺍﻟﺮﻣﻮﺯ ﺍﳌﺴﺠﻠﺔ ﰲ ﺍﻟﻘﻮﺍﺋﻢ‬ ‫‪ menus‬ﺍﳌﻮﺩﻋﺔ‪ .‬ﻭﺇﱃ ﺟﺎﻧﺐ ﺗﺴﻬﻴﻞ ﺍﻟﺘﺮﻣﻴﺰ‪ ،‬ﻣﻦ ﺷﺄﻥ ﺫﻟﻚ ﺃﻥ ﻳﺘﻔﺎﺩﻯ ﺍﳋﻄﺄ ﰲ ﻃﺒﺎﻋﺔ ﺍﻟﺮﻣﺰ ﰲ ﻛﻞ ﻣﺮﺓ‬ ‫ﻭﻳﺴﺎﻋﺪ ﰲ ﲡﻤﻴﻊ ﻣﻘﺎﻃﻊ ﺍﻟﻨﺺ ﻹﺟﺮﺍﺀ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺤﻠﻴﻞ‪ .‬ﻭﻗﺪ ﻳﺴﺎﻋﺪ ﻛﺬﻟﻚ ﰲ ﺇﺟﺮﺍﺀ ﻣﺮﺍﺟﻌﺔ ﺃﻭﺗﻮﻣﺎﺗﻴﻜﻴﺔ‬ ‫ﻟﻮﺍﺳﻢ ﺗﺮﻣﻴﺰﻱ ﻣﻌﻴ‪‬ﻦ ﻋﱪ ﻛﺎﻣﻞ ﺍﻟﻨﺺ ﺍﻟﺬﻱ ﺳﺒﻖ ﺗﺮﻣﻴﺰﻩ‪ .‬ﻛﻤﺎ ﺃﻥ ﺇﺩﺧﺎﻝ ﺗﻐﻴﲑ ﻭﺍﺣﺪ ﰲ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ‬ ‫‪ master list‬ﺳﻮﻑ ﻳﺆﺩﻱ ﺇﱃ ﺗﻐﻴﲑ ﻛﻞ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ‪ occurrences‬ﻫﺬﺍ ﺍﻟﺮﻣﺰ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﻭﻇﻴﻔﺔ ﺃﺧﺮﻯ ﳝﻜﻦ ﺃﻥ ﺗﺆﺩﻳﻬﺎ ﺍﻟﱪﳎﻴﺎﺕ ﺍﳋﺎﺻﺔ ﻫﻲ ﺇﻧﺸﺎﺀ ﻓﻬﺎﺭﺱ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﻓﻬﺎﺭﺱ ﻣﺘﻘﺎﻃﻌﺔ‬ ‫‪ .cross-indexes‬ﻭﺍﻟﻔﻬﺮﺱ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻫﻮ ﻗﺎﺋﻤﺔ ﻛﻠﻤﺎﺕ ﺗﻀﻢ ﻛﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻟﻨﺺ ﻭﻣﻮﺍﻗﻌﻬﺎ ﻣﻦ‬ ‫ﺣﻴﺚ ﺍﻟﻨﺺ ﺍﳌﻌﲏ ﺃﻭ ﺭﻗﻢ ﺍﻟﺴﻄﺮ ﺃﻭ ﻣﻜﺎﻥ ﺍﻟﻜﻠﻤﺔ ﰲ ﺍﻟﺴﻄﺮ‪ .‬ﻭﻋﻨﺪ ﲤﺎﻡ ﻓﻬﺮﺳﺔ ﺍﻟﻨﺼﻮﺹ ﻳﺼﺒﺢ ﻣﻦ ﺍﻟﺴﻬﻞ‬ ‫ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﻭﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﻛﻠﻤﺎﺕ ﻣﻌﻴﻨﺔ ﺃﻭ ﺗﺮﻛﻴﺒﺎﺕ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﰒ ﺍﻟﺘﺤﺮﻙ ﺇﱃ ﻣﻮﺍﻗﻌﻬﺎ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬ ‫ﻭﺑﺈﻣﻜﺎﻥ ﺍﻟﱪﳎﻴﺎﺕ ﻛﺬﻟﻚ ﺃﻥ ﺗﻜﻮ‪‬ﻥ ﻋﺪﻳﺪﺍﹰ ﻣﻦ ﺍﻹﺭﺗﺒﺎﻃﺎﺕ ﺍﻟﺘﺸﻌﺒﻴﺔ ‪ hyperlinks‬ﰲ ﺍﻟﻨﺺ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ‬ ‫ﻳﺘﻴﺢ ﺍﻹﺣﺎﻻﺕ ﺍﳌﺘﻘﺎﻃﻌﺔ ﺃﻭ ﺍﻟﺮﺑﻂ ﺑﲔ ﺟﺰﺀ ﻣﻦ ﺍﻟﻨﺺ ﰲ ﺃﺣﺪ ﺍﳌﻠﻔﺎﺕ ﻭﺑﲔ ﺟﺰﺀ ﺁﺧﺮ ﰲ ﻧﻔﺲ ﺍﳌﻠﻒ ﺃﻭ ﰲ‬ ‫ﻣﻠﻒ ﺁﺧﺮ‪ .‬ﻭﻣﻦ ﺷﺄﻥ ﺍﻹﺭﺗﺒﺎﻃﺎﺕ ﺍﻟﺘﺸﻌﺒﻴﺔ ﺃﻥ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺍﻟﺘﻘﺎﻁ ﺍﻹﺭﺗﺒﺎﻃﺎﺕ ﺍﻟﻔﻜﺮﻳﺔ ﺍﻟﱵ ﺗﻼﺣ‪‬ﻆ ﺑﲔ ﺃﻗﺴﺎﻡ‬ ‫‪21‬‬

‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻣﻊ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺍﻟﻨﺺ ﺍﳌﺴﺮﻭﺩ‪ .‬ﻭﻗﺪ ﺗﻔﻴﺪ ﺍﻹﺭﺗﺒﺎﻃﺎﺕ ﺍﻟﺘﺸﻌﺒﻴﺔ ﻛﺬﻟﻚ ﻋﻨﺪ ﺇﺟﺮﺍﺀ‬ ‫ﻣﻨﺎﻗﺸﺎﺕ ﰲ ﲨﺎﻋﺎﺕ ﺑﺆﺭﻳﺔ ﳐﺘﻠﻔﺔ‪ .‬ﻛﻤﺎ ﳝﻜﻦ ﺃﻥ ﺗﺼﻞ ﺑﲔ ﺍﻟﺮﻣﻮﺯ ﻭﺍﻷﻗﺴﺎﻡ ﺍﳌﺘﺼﻠﺔ ‪‬ﺎ ﺑﻌﻀﻬﺎ ﺑﺒﻌﺾ‪.‬‬ ‫ﻭﺗﺘﻮﺍﻓﺮ ﺍﻵﻥ ﺣﺰﻡ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﱪﳎﻴﺎﺕ ‪ .software‬ﻭﻟﻘﺪ ﻗﺎﻣﺖ ﻣﺮﺍﻛﺰ ﻣﻜﺎﻓﺤﺔ ﺍﻷﻣﺮﺍﺽ ﻭﺍﻟﻮﻗﺎﻳﺔ ﻣﻨﻬﺎ‬ ‫‪ CDC‬ﰲ ﺃﻃﻠﻨﻄﺎ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺑﺘﻄﻮﻳﺮ ﺣﺰﻡ ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﳎﺎﻧﹰﺎ ﻋﻠﻰ ﺍﳋﻂ ﻣﻦ ﻣﻮﻗﻌﻬﺎ‬ ‫ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ )‪ .(http://www.cdc.gov‬ﻛﻤﺎ ﺗﺘﺎﺡ ﺑﺮﳎﻴﺎﺕ ﲡﺎﺭﻳﺔ ﰲ ﺍﻷﺳﻮﺍﻕ‪.‬‬

‫ﺍﻟﻔﺮﺯ ﺍﻟﺘﺮﻣﻴﺰﻱ‬ ‫ﺍﳋﻄﻮﺓ ﺍﻟﺘﺎﻟﻴﺔ ﺑﻌﺪ ﺍﻟﺘﺮﻣﻴﺰ ﻫﻲ ﺇﺟﺮﺍﺀ ﻓﺮﺯ ﺗﺮﻣﻴﺰﻱ ‪ coding sort‬ﺑﺘﺠﻤﻴﻊ ﺍﳌﻘﺎﻃﻊ ‪ blocks‬ﺫﺍﺕ ﺍﻟﺮﻣﻮﺯ‬ ‫ﺍﳌﺘﻤﺎﺛﻠﺔ ﺑﺎﻟﻨﺺ ﰲ ﻣﻠﻔﺎﺕ ﺟﺪﻳﺪﺓ ﻟﻠﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﳝﻜﻦ ﺇﺟﺮﺍﺀ ﺍﻟﻔﺮﺯ ﺍﻟﺘﺮﻣﻴﺰﻱ ﻳﺪﻭﻳﹰﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺗﻘﻨﻴﺎﺕ ﺍﻟﺘﺄﻟﻖ‬ ‫‪ highlighting‬ﻭﺍﻟﻘﺺ ﻭﺍﻟﻠﺼﻖ ﺑﱪﻧﺎﻣﺞ ﺣﺎﺳﻮﰊ ﺑﺴﻴﻂ ﳌﻌﺎﳉﺔ ﺍﻟﻜﻠﻤﺎﺕ‪ .‬ﻛﻤﺎ ﳝﻜﻦ ﺇﺟﺮﺍﺅﻩ ﺑﱪﳎﻴﺎﺕ‬ ‫ﻟﺘﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻜﻴﻔﻴﺔ‪ .‬ﻭﺑﻌﺪ ﺍﺳﺘﺨﻼﺹ ﻛﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﲟﻮﺿﻮﻉ ﻣﻌﲔ ﻭﺍﻟﺮﺑﻂ ﺑﻴﻨﻬﺎ ﰲ ﻋﻤﻠﻴﺔ ﻓﺮﺯ‬ ‫ﺗﺮﻣﻴﺰﻱ‪ ،‬ﻳﻜﻮﻥ ﺍﻟﺒﺎﺣﺚ ﻣﺴﺘﻌﺪﹰﺍ ﻹﻣﻌﺎﻡ ﺍﻟﻨﻈﺮ ﻋﻦ ﻗﺮﺏ ﰲ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫ﻭﺇﺩﺧﺎﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻜﻴﻔﻴﺔ ﰲ ﺟﺪﺍﻭﻝ ﻭﺃﺷﻜﺎﻝ ﺑﻴﺎﻧﻴﺔ ﻛﺜﲑﺍﹰ ﻣﺎ ﻳﺴﻤﻰ »ﺍﺧﺘﺰﺍﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫‪data‬‬

‫‪ .«reduction‬ﻭﺍﳉﺪﻭﻝ ﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋﻠﻰ ﻛﻠﻤﺎﺕ )ﻭﻟﻴﺲ ﻋﻠﻰ ﺃﻋﺪﺍﺩ ﻛﻤﺎ ﰲ ﺣﺎﻟﺔ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻤﻲ(‬ ‫ﻳﺴﻤﻰ »ﺍﳌﺼﻔﻮﻓﺔ ‪ .«matrix‬ﻭﺍﳌﺼﻔﻮﻓﺔ ﺗﺴﺎﻋﺪ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﲡﻤﻴﻊ ﻋﺪﻳﺪ ﻣﻦ ﺃﺟﺰﺍﺀ ﺍﻟﻨﺺ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‬ ‫ﺑﺒﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﰲ ﻣﻜﺎﻥ ﻭﺍﺣﺪ‪ ،‬ﻭﺫﻟﻚ ﻟﺘﻘﻠﻴﺺ ﻣﻘﺪﺍﺭ ﻛﺒﲑ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻌﻘﺪﺓ ﺇﱃ ﺣﺠﻢ ﻣﻌﻘﻮﻝ‪ .‬ﻭﻫﻨﺎﻙ‬ ‫ﺑﻌﺾ ﺣِﺰﻡ ﺍﻟﱪﳎﻴﺎﺕ ﺍﻟﱵ ﺗﻴﺴﺮ ﺗﻜﻮﻳﻦ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﺼﻔﻮﻓﺎﺕ‪ ،‬ﻛﻤﺎ ﳝﻜﻦ ﺗﻜﻮﻳﻨﻬﺎ ﺑﻄﺮﻳﻘﺔ ﻳﺪﻭﻳﺔ‪ .‬ﻭﰲ ﺑﻌﺾ‬ ‫ﺍﻷﺣﻴﺎﻥ ﳝﻜﻦ ﺗﺼﻨﻴﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻜﻴﻔﻴﺔ ﰲ ﻓﺌﺎﺕ‪ ،‬ﻭﳝﻜﻦ ﻋﺪ‪‬ﻫﺎ ﻭﻋﺮﺿﻬﺎ ﰲ ﺟﺪﺍﻭﻝ‪ .‬ﻛﻤﺎ ﺃﻥ ﺇﺟﺎﺑﺎﺕ‬ ‫ﺍﻷﺳﺌﻠﺔ ﺍﳌﻔﺘﻮﺣﺔ ﰲ ﺍﻹﺳﺘﺒﻴﺎﻧﺎﺕ ﻛﺜﲑﺍﹰ ﻣﺎ ﺗ‪‬ﺠﻤﻊ ﰲ ﻓﺌﺎﺕ‪ ،‬ﻭﺗ‪‬ﻠﺨﺺ ﰲ ﺟﺪﺍﻭﻝ‪ .‬ﻭﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻟﻜﻴﻔﻴﺔ ﳝﻜﻦ ﺭﺳﻢ ﳐﻄﻂ ﺗﻮﺿﻴﺤﻲ ‪ diagram‬ﻋﻠﻰ ﻫﻴﺌﺔ ﻟﻮﺣﺔ ‪‬ﺎ ﺧﺎﻧﺎﺕ ﺃﻭ ﺩﻭﺍﺋﺮ ﲢﻮﻱ ﻣﺘﻐﲑﺍﺕ ﻭﺃﺳﻬﻤﹰﺎ‬ ‫ﺗﺒﲔ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺍﳌﺘﻐﲑﺍﺕ‪ .‬ﻭﺧﺮﺍﺋﻂ ﺍﻹﻧﺴﻴﺎﺏ ‪ flow charts‬ﻫﻲ ﺃﻧﻮﺍﻉ ﺧﺎﺻﺔ ﻣﻦ ﺍﳌﺨﻄﻄﺎﺕ‬ ‫ﺍﻟﺘﻮﺿﻴﺤﻴﺔ ﺗﺼﻮﺭ ﺍﻟﺘﺘﺎﺑﻊ ﺍﳌﻨﻄﻘﻲ ﻟﻺﺟﺮﺍﺀﺍﺕ ﺃﻭ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬

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:‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ Briscoe MH. A researcher’s guide to scientific and medical illustrations. New York, Springer-Verlag, 1990. Browner WS et al. Getting ready to estimate sample size: hypotheses and underlying principles. In: Hulley SB, Cummings SR, eds. Designing clinical research: an epidemiologic approach, 2nd edition. Philadelphia, Lippincott Williams & Wilkins, 2001: 51–62. Gardner MJ, Altman DG. Statistics with confidence: confidence intervals and statistical guidelines. London, BMJ Books, 1997. Gehlbach SH. Interpreting the medical literature. 3rd edition. New York, McGraw-Hill Inc., 1993: 138. Hill AB. Principles of medical statistics, 9th edition. New York, Oxford University Press, 1971. Malterad K. Qualitative research: standards, challenges, and guidelines. Lancet, 2001, 358: 483–88. Medawar PB. Advice to a young scientist. New York, Basic Books, 1979: 39. Pope C, Ziebland S, Mays V. Qualitative research in health care: Analysing qualitative data. British Medical Journal, 2000, 320:114– 116. Swinscow TDV, Campbell MJ. Statistics at square one. 10th edition. London, BMJ Books, 2002.

Weaver JH. Conquering statistics: numbers without the crunch. Cambridge, Massachusetts, Perseus Publishing, 2000: 5–12.

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‫ﺍﻟﻔﺼﻞ ‪9‬‬

‫ﺗﻔﺴﲑ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ‬ ‫‪ 1.9‬ﻣﻘﺪﻣﺔ‬ ‫ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻳﺼﻔﻮﺍ ﻧﺘﺎﺋﺠﻬﻢ ﺑﻮﺿﻮﺡ ﲝﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺍﻵﺧﺮﻭﻥ ﺃﻥ ﻳﻘﺎﺭﻧﻮﺍ ﺑﻴﻨﻬﺎ ﻭﺑﲔ‬ ‫ﻧﺘﺎﺋﺠﻬﻢ‪ .‬ﻭﻋﻠﻴﻬﻢ ﻛﺬﻟﻚ ﺃﻥ ﳛﻠﹼﻠﻮﺍ ﺍﻟﻨﺘﺎﺋﺞ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻄﺮﻕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﳌﻼﺋﻤﺔ‪ ،‬ﻟﻴﺤﺎﻭﻟﻮﺍ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺍﺣﺘﻤﺎﻝ‬ ‫ﺃ‪‬ﺎ ﻗﺪ ﺗﻜﻮﻥ ﻭﻟﻴﺪﺓ ﺍﳌﺼﺎﺩﻓﺔ ﻭﺃ‪‬ﺎ ﺭﲟﺎ ﺗﻜﻮﻥ ﻏﲑ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻜﺮﺍﺭ ﰲ ﺩﺭﺍﺳﺎﺕ ﺃﻛﱪ‪ .‬ﻭﻟﻜﻦ ﺫﻟﻚ ﻻ ﻳﻜﻔﻲ‪.‬‬ ‫ﻓﺎﻟﻨﺘﺎﺋﺞ ﲢﺘﺎﺝ ﺇﱃ ﺍﻟﺘﻔﺴﲑ ﺑﻄﺮﻳﻘﺔ ﻣﻮﺿﻮﻋﻴﺔ ﺣﺎﲰﺔ ﻗﺒﻞ ﺗﻘﺪﻳﺮ ﻣﻀﺎﻣﻴﻨﻬﺎ ﻭﻗﺒﻞ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﻣﻨﻬﺎ‪.‬‬ ‫ﻭﺗﻔﺴﲑ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﻟﻴﺲ ﺑﺎﻷﻣﺮ ﺍﻟﺬﻱ ﻳﻬﻢ ﺍﻟﺒﺎﺣﺜﲔ ﻭﺣﺪﻫﻢ‪ .‬ﻓﺎﳌﻬﻨﻴﻮﻥ ﺍﻟﺼﺤﻴﻮﻥ ﻋﻨﺪﻣﺎ ﻳﻘﺮﺃﻭﻥ ﺃﻭ‬ ‫ﻳﺴﻤﻌﻮﻥ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺴﺘﻄﻴﻌﻮﺍ ﺗﻔﺴﲑﻫﺎ ﺑﺄﻧﻔﺴﻬﻢ ﻋﻠﻰ ﳓﻮ ﺻﺤﻴﺢ‪ ،‬ﻭﺃﻥ ﻳﻘﺪ‪‬ﺭﻭﺍ ﻣﺎ ﻓﻴﻬﺎ ﻣﻦ‬ ‫ﻣﻀﺎﻣﲔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺃﻋﻤﺎﳍﻢ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻟﺼﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻋﻠﻰ ﻭﻋﻲ ﺑﺎﳌﺰﺍﻟﻖ ﺍﳌﻤﻜﻨﺔ ﰲ ﺗﻔﺴﲑ ﻧﺘﺎﺋﺞ‬ ‫ﺍﻟﺒﺤﻮﺙ‪ ،‬ﻭﺃﻥ ﳛﺘﺮﺳﻮﺍ ﻋﻨﺪﻣﺎ ﻳﺴﺘﺨﻠﺼﻮﻥ ﻣﻨﻬﺎ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﻳﺴﺘﺨﺪﻣﻮ‪‬ﺎ ﰲ ﺭﺳﻢ ﺍﻟﺴﻴﺎﺳﺎﺕ‪.‬‬

‫‪ 2.9‬ﺗﻔﺴﲑ ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ‬ ‫ﺇﻥ ﺍﻟﻮﺳﻂ ‪ mean‬ﺃﻭ ﺍﳌﺘﻮﺳﻂ ‪ average‬ﻻ ﻳﻜﻮﻥ ﻟﻪ ﻣﺪﻟﻮﻝ ﺇﻻ ﺇﺫﺍ ﻭﻗﻌﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﻣﻨﺤﲎ ﺗﻮﺯﻳﻊ‬ ‫ﻣﻌﺘﺪﻝ ‪ .normal distribution curve‬ﺃﻱ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﻣﻮﺯﻋﺔ ﺑﺎﻧﺘﻈﺎﻡ ﺣﻮﻝ ﺍﻟﻮﺳﻂ‪ .‬ﻭﻟﻠﻮﺳﻂ ﺃﻭ‬ ‫ﺍﳌﺘﻮﺳﻂ ﰲ ﺣﺪ ﺫﺍﺗﻪ ﻗﻴﻤﺔ ﳏﺪﻭﺩﺓ‪ .‬ﻭﻫﻨﺎ ﻙ ﻓﻜﺎﻫﺔ ‪‬ﺗُﺮﻭﻯ ﻋﻦ ﺭﺟﻞ ﻳﻀﻊ ﺇﺣﺪﻯ ﻗﺪﻣﻴﻪ ﻋﻠﻰ ﺛﻠﺞ ﻭﺍﻟﻘﺪﻡ‬ ‫ﺍﻵﺧﺮﻯ ﰲ ﻣﺎﺀ ﻳﻐﻠﻲ‪ .‬ﺇﻥ ﻫﺬﺍ ﺍﻟﺮﺟﻞ‪ ،‬ﺑﺎﳌﻔﻬﻮﻡ ﺍﻹﺣﺼﺎﺋﻲ‪ ،‬ﻳﻜﻮﻥ ﰲ ﺍﳌﺘﻮﺳﻂ ﰲ ﺣﺎﻟﺔ ﻣﺴﺘﺮﳛﺔ‪ .‬ﻭﳚﺐ‬ ‫ﻣﻌﺮﻓﺔ ﻣﺪﻯ ‪ range‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻮﺯﻳﻌﻬﺎ )ﻣﻌﱪﺍﹰ ﻋﻨﻪ ﺑﺎﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ(‪ .‬ﻭﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﺗﻜﻮﻥ ﻣﻌﺮﻓﺔ‬ ‫ﺃﻋﺪﺍﺩ ﺍﻷﻓﺮﺍﺩ ﺃﻭ ﺍﻟ ﻘﻴﻢ ﺍﻟﺸﺎﺫﺓ ﺃﻭ ﻧﺴﺒﻬﺎ ﺍﳌﺌﻮﻳﺔ ﺃﻛﺜﺮ ﺃﳘﻴﺔ ﻣﻦ ﻣﻌﺮﻓﺔ ﻗﻴﻤﺔ ﺍﻟﻮﺳﻂ‪.‬‬ ‫ﻭﻻ ﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ ﰲ ﺗﻌﺮﻳﻒ ﺍﳌﺮﺽ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻋﺪﻡ ﺍﲣﺎﺫ ﺍﳌﺘﻮﺳﻂ ﻣﻌﻴﺎﺭﹰﺍ ﻟﺘﻌﻴﲔ ﻣﺎ‬ ‫ﻫﻮ »ﻃﺒﻴﻌﻲ«‪ .‬ﻭﻛﺬﻟﻚ ﻻ ﻳﺴﺘﻌﻤﻞ ﺍﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﻛﺘﻌﺮﻳﻒ ﻟﻠﻤﺪﻯ »ﺍﻟﻄﺒﻴﻌﻲ«‪ .‬ﻭﻣﻦ ﺍﳋﻄﺄ ﺍﺳﺘﻌﻤﺎﻝ‬ ‫ﻧﻘﻄﺔ ﺍﻟﻘﻄﻊ ‪ cut-off point‬ﰲ ﺗﻮﺯﻳﻊ ﺇﺣﺼﺎﺋﻲ ﻟﺘﻌﺮﻳﻒ ﻣﺮﺽ‪ .‬ﻭﺫﻟﻚ ﻣﻬﻢ ﺑﺼﻔﺔ ﺧﺎﺻﺔ ﰲ ﺑﻴﺎﻧﺎﺕ ﺍﳌﺨﺘﱪ‬ ‫ﺣﻴﺚ ﻳﻜﻮﻥ ﺍﳌﺪﻯ »ﺍﻟﻄﺒﻴﻌﻲ« ﻣﺮﺗﻜﺰﹰﺍ ﰲ ﺍﻟﻐﺎﻟﺐ ﻋﻠﻰ ﻗﻴﺎﺳﺎﺕ ﺃﺟﺮﻳﺖ ﻋﻠﻰ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻷﺷﺨﺎﺹ‬ ‫ﺍﻷﺻﺤﺎﺀ‪ .‬ﻭﻳﺮﺗﻜﺰ ﺍﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﻋﻠﻰ ﻗﻴﻢ ‪ %95‬ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﺗﺒﺪﻭ ﻋﻠﻴﻬﻢ ﻋﻼﻣﺎﺕ ﺍﻟﺼﺤﺔ ﺍﻟﺴﻮﻳﺔ‪.‬‬ ‫‪1‬‬

‫ﺃ ﻣﺎ ﺍﻟﻘﻴﻢ ﺍﻟﺒﻌﻴﺪﺓ ﻓﺘﻌﺘﱪ ﻏﲑ ﻃﺒﻴﻌﻴﺔ ﻣﻊ ﺃ‪‬ﺎ ﻻ ﺗﻌﲏ ﻭﺟﻮﺩ ﻣﺮﺽ‪ .‬ﻭﻣﻊ ﺍﻹﲡﺎﻩ ﻣﺆﺧﺮﹰﺍ ﺇﱃ ﺍﺳﺘﻌﻤﺎﻝ ﺳﻠﺴﻠﺔ‬ ‫ﻃﻮﻳﻠﺔ ﻣﻦ ﺍﻟﻔﺤﻮﺹ ﺍﳌﺨﱪﻳﺔ ﻟﻜﻞ ﻣﺮﻳﺾ‪ ،‬ﻓﺈﻥ ﺍﺣﺘﻤﺎﻻﺕ ﻣﺎ ﻳﺴﻤﻰ ﺑﺎﻟﻘﻴﻢ ﻏﲑ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻗﺪ ﺍﺭﺗﻔﻌﺖ‪ .‬ﻓﻤﺜﻼﹰ‪،‬‬ ‫ﻋﻨﺪﻣﺎ ﻳﺼﻨ‪‬ﻒ ‪ %5‬ﻣﻦ ﻛﻞ ‪ 20‬ﻓﺤﺼﹰﺎ ﻛﻴﻤﻴﺎﺋﻴﹰﺎ ﺣﻴﻮﻳﺎﹰ‪ ،‬ﻋﻠﻰ ﳓﻮ ﺭﻭﺗﻴﲏ‪ ،‬ﺑﺄ‪‬ﺎ ﻗﻴﻢ ﻏﲑ ﻃﺒﻴﻌﻴﺔ‪ ،‬ﻓﺈﻥ ﺍﺣﺘﻤﺎﻝ‬ ‫ﺣﺼﻮﻝ ﺍﻟﺸﺨﺺ ﻏﲑ ﺍﳌﺮﻳﺾ ﻋﻠﻰ ﻗﻴﻢ ﻃﺒﻴﻌﻴﺔ ﰲ ﺍﻟﻔﺤﻮﺹ ﺍﻟﻌﺸﺮﻳﻦ ﲨﻴﻌﻬﺎ ﺳﻴﻜﻮﻥ ﺑﻨﺴﺒﺔ ‪ %36‬ﻓﻘﻂ‬ ‫)ﻏﻴﻠﺒﺎﺥ‪ .(1993 ،‬ﻭﻣﻦ ﺷﺄﻥ ﺍﳌﺨﻄﻄﺎﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪ graphs‬ﺃﻥ ﲢﺮ‪‬ﻑ ﺍﻹﻧﻄﺒﺎﻉ ﺍﻟﺒﺼﺮﻱ ﻋﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺇﺫﺍ ﻣﺎ‬ ‫ﻭﺿﻊ ﻣﻘﻴﺎﺱ ﻛﻞ ﻣﻦ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﺴﻴﲏ ﻭﺍﻟﺼﺎﺩﻱ ‪ x and y axes‬ﺑﻄﺮﺍﺋﻖ ﳐﺘﻠﻔﺔ‪ .‬ﺇﻥ ﺍﻹﺭﺗﺒﺎﻁ‬ ‫‪ association‬ﺃﻭ ﺍﻟﺘﺮﺍﺑﻂ ‪ correlation‬ﻻ ﻳﻌﲏ ﺍﻟﺘﺴﺒ‪‬ﺐ‪ .‬ﻭﻻﺑﺪ ﻣﻦ ﺗﻔﺴﲑ ﺃﻱ ﺍﺭﺗﺒﺎﻁ ﺃﻭ ﺗﺮﺍﺑﻂ ﻳ‪‬ﻼﺣﻆ‪.‬‬ ‫ﻭﻧﻈﺮﹰﺍ ﻷﳘﻴﺔ ﻫﺬﻩ ﺍﳌﺴﺄﻟﺔ ﻓﺴﻮﻑ ﻧﺘﻨﺎﻭﳍﺎ ﺑﺎﻟﺘﻔﺼﻴﻞ ﰲ ﻗﺴﻢ ﺁﺧﺮ ﻣﻦ ﺃﻗﺴﺎﻡ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪.‬‬

‫‪ 3.9‬ﺗﻔﺴﲑ »ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ«‬ ‫ﻗﺎﻝ ﺃﻳﻨﺸﺘﲔ » ﻟﻴﺲ ﻛﻞ ﻣﺎ ﳝﻜﻦ ﻋﺪ‪‬ﻩ ﻟﻪ ﺷﺄﻥ‪ ،‬ﻭﻟﻴﺲ ﻛﻞ ﻣﺎ ﻟﻪ ﺷﺎﻥ ﳝﻜﻦ ﻋﺪ‪‬ﻩ«‪ .‬ﺇﻥ ﺍﻟﻨﺘﻴﺠﺔ ﺫﺍﺕ‬ ‫ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ‪ statistically significant‬ﺗﻌﲏ ﺑﺒﺴﺎﻃﺔ ﺃ‪‬ﺎ ﳛﺘﻤﻞ ﺃﻥ ﺗﻜﻮﻥ ﻧﺎﲨﺔ ﻋﻦ ﺷﻲﺀ ﻏﲑ‬ ‫ﺍﳌﺼﺎﺩﻓﺔ‪ .‬ﻭﺍﳌﻌﻨﻮﻳﺔ ﻻ ﺗﻌﲏ ﺍﻷﳘﻴﺔ‪.‬‬ ‫ﻭﺿﻤﺎﻧﹰﺎ ﳊﺴﻦ ﺗﻔﺴﲑ ﺍﻟﻨﺘﺎﺋﺞ ﻳﻨﺒﻐﻲ ﺫﻛﺮ ﻗﻴﻢ ﺇﺣﺘﻤﺎﻟﻴﺔ ‪ P‬ﻣﻀﺒﻮﻃﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻹﺧﺘﺒﺎﺭ ﺍﻹﺣﺼﺎﺋﻲ ﺍﻟﺬﻱ‬ ‫ﻃﺒﻖ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﻳﺴﺘﻌﻤﻞ ﺍﺻﻄﻼﺡ ﺍﻟﻘﻴﻢ ﺍﻹﺣﺘﻤﺎﻟﻴﺔ ﺍﻟﻴﺘﻴﻤﺔ ‪ orphaned P values‬ﻟﻮﺻﻒ ﺍﻟﻘﻴﻢ‬ ‫ﺍﻹﺣﺘﻤﺎﻟﻴﺔ ﺍﻟﱵ ﺗﺬﻛﺮ ﻣﻦ ﺩﻭﻥ ﺑﻴﺎﻥ ﺍﻹﺧﺘﺒﺎﺭ ﺍﻹﺣﺼﺎﺋﻲ ﺍﳌﺴﺘﻌﻤﻞ‪.‬‬ ‫ﻭﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﺗ‪‬ﻔﻬﻢ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﰲ ﻣﻨﻈﻮﺭﻫﺎ ﺍﻟﺼﺤﻴﺢ‪ .‬ﻓﻼ ﳝﻜﻦ ﺍﻟﻨﻈﺮ ﺇﱃﺣﺠﻢ ﺍﻟﻘﻴﻢ‬ ‫ﺍﻹﺣﺘﻤﺎﻟﻴﺔ ‪ P‬ﻋﻠﻰ ﺃ‪‬ﺎ ﻣﺆﺷﺮ ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬ ‫ﻓﺄﳘﻴﺔ ﺍﻟﻨﺘﻴﺠﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻨﺘﻴﺠﺔ ﺫﺍ‪‬ﺎ ﻭﻋﻠﻰ ﻣﻀﻤﻮ‪‬ﺎ ‪ .implication‬ﻭﻗﺪ ﺗﻜﻮﻥ ﺍﻟﻨﺘﺎﺋﺞ ﺫﺍﺕ ﻣﻌﻨﻮﻳﺔ‬ ‫ﺇﺣﺼﺎﺋﻴﺔ ﺑﻴﻨﻤﺎ ﺗﻜﻮﻥ ﻗﻠﻴﻠﺔ ﺍﻷﳘﻴﺔ ﺃﻭ ﻏﲑ ﻣﻬﻤﺔ ﻋﻠﻰ ﺍﻹﻃﻼﻕ‪ .‬ﻭﺇﳊﺎﻕ ﻗﻴﻤﺔ ﺇﺣﺘﻤﺎﻟﻴﺔ ‪ P‬ﻋﺎﻟﻴﺔ ﲟﻼﺣﻈﺎﺕ‬ ‫ﺗﺎﻓﻬﺔ ﻻ ﻳﺆﺛﺮ ﻛﺜﲑﺍﹰ ﰲ ﻣﺴﺘﻮﻯ ﺃﳘﻴﺘﻬﺎ‪ .‬ﻭﺍﻟﻔﺮﻕ ﺫﻭ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ ،‬ﺃﻭ ﺣﱴ ﺫﻭ ﺍﳌﻌﻨﻮﻳﺔ ﺍﳌﺮﺗﻔﻌﺔ ﻻ ﻳﻌﲏ‬ ‫ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻥ ﺍﻟﻨﺘﻴﺠﺔ ﻣﻬﻤﺔ ﺳﺮﻳﺮﻳﺎﹰ‪ .‬ﻓﺎﻟﻔﺮﻕ ﻻ ﻳ‪‬ﻌﺘﱪ ﻓﺮﻗﺎﹰ ﺇﻻ ﺇﺫﺍ ﺃﺣﺪﺙ ﺇﺧﺘﻼﻓﺎﹰ‪.‬‬ ‫ﻭﻗﺪ ﻻ ﺗﻜﻮﻥ ﺍﻟﻔﺮﻭﻕ ﺫﺍﺕ ﻣﻌﻨﻮﻳﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻭﻟﻜﻨﻬﺎ ﻣﻊ ﺫﻟﻚ ﺗﻈﻞ ﻣﻬﻤﺔ‪ .‬ﻭﻗﺪ ﺗﻜﻮﻥ ﺍﻟﻔﺮﻭﻕ ﺣﻘﻴﻘﻴﺔ‬ ‫ﻭﻟﻜﻨﻬﺎ ﺑﺴﺒﺐ ﺻﻐﺮ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻻ ﺗﻜﻮﻥ ﺫﺍﺕ ﻣﻌﻨﻮﻳﺔ ﺇﺣﺼﺎﺋﻴﺔ‪ .‬ﻓﻌﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺣﺘﻤﺎﻟﻴﺔ ‪ P‬ﰲ ﺍﳌﺪﻯ‬ ‫ﻏﲑ ﺫﻱ ﺍﳌﻌﻨﻮﻳﺔ ﻓﺈﻥ ﺫﻟﻚ ﻳﻌﲏ ﺃﻧﻪ ﻟﻴﺴﺖ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺃﻭ ﺃﻥ ﻋﺪﺩ ﺃﻓﺮﺍﺩ ﺍﻟﺒﺤﺚ ﱂ ﻳﻜﻦ ﻛﺒﲑﺍﹰ ﺑﺎﻟﻘﺪﺭ ﺍﻟﺬﻱ‬ ‫ﻳ‪‬ﻈﻬﺮ ﺍﻟﻔﺮﻕ‪ .‬ﻭﻛﻤﺎ ﺫﻛﺮﻧﺎ ﰲ ﺍﻟﻔﺼﻞ ‪ 8‬ﺭﲟﺎ ﱂ ﺗﻜﻦ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻟﻘﻮ‪‬ﺓ ﺍﻟﱵ ﺗﻜﻔﻲ ﻹﻇﻬﺎﺭ ﺗﺄﺛﲑ ‪‬ﺬﺍ ﺍﳊﺠﻢ‪.‬‬ ‫‪2‬‬

‫‪ 4.9‬ﺍﻟﺘﺤﻴ‪‬ﺰ‬ ‫ﻛﻞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺗﻨﻄﻮﻱ ﻋﻠﻰ ﺍﺣﺘﻤﺎﻻﺕ ﺍﻟﺘﺤﻴ‪‬ﺰ ‪) bias‬ﺍﻟﺬﻱ ﻳﻌﺮ‪‬ﻑ ﺣﺮﻓﻴﹰﺎ ﺑﺄﻧﻪ ﺍﳓﺮﺍﻑ ﻧﻈﺎﻣﻲ ﻋﻦ‬ ‫ﺍﳊﻘﻴﻘﺔ(‪ .‬ﻭﺍﻟﺘﺤﻴ‪‬ﺰ ﻫﻮ ﺧﻄﺄ ﻧﻈﺎﻣﻲ ‪) systematic error‬ﻋﻠﻰ ﻧﻘﻴﺾ ﺍﳋﻄﺄ ﺍﻟﻌﺸﻮﺍﺋﻲ ﺍﻟﻨﺎﺟﻢ ﻋﻦ ﻣﺼﺎﺩﻓﺔ(‪.‬‬ ‫ﻭﻳﻌﺒ‪‬ﺮ ﻋﻦ ﺗﺄﺛﲑ ﺍﻟﺘﺤﻴ‪‬ﺰ ﺑﺄﻥ ﺷﻴﺌﹰﺎ ﻣﺎ »ﱂ ﻳﻌﺪ ﻳ‪‬ﻘﺎﺭﻥ ﺑﺄﻣﺜﺎﻟﻪ ‪.«like is no longer compared with like‬‬ ‫ﻭﺍﻟﺘﺤﻴ‪‬ﺰ ﻟﻪ ﺍﲡﺎﻩ‪ ،‬ﻓﻬﻮ ﺇﻣﺎ ﻳﺰﻳﺪ ﻗﻴﻤﺔ ﺍﻟﺘﻘﺪﻳﺮ ‪ estimate‬ﺃﻭ ﳜﻔﹼﻀﻬﺎ‪ ،‬ﻭﻟﻜﻨﻪ ﻻ ﻳﻔﻌﻞ ﺍﻹﺛﻨﲔ ﻣﻌﺎﹰ‪ .‬ﻭﻫﺬﺍ‬ ‫ﲞﻼﻑ ﻧﺘﺎﺋﺞ ﺍﻟﺼﺪﻓﺔ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﳍﺎ ﺃﻱ ﺗﺄﺛﲑ ﻋﻠﻰ ﻗﻴﻤﺔ ﺍﻟﺘﻘﺪﻳﺮ‪.‬‬ ‫ﻭﺇﺫﺍ ﱂ ﺗ ﻜﻦ ﻋﻴ‪‬ﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﳑﺜﱢﻠﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﺬﻱ ﺃﹸﺧﺬﺕ ﻣﻨﻪ‪ ،‬ﻓﺈﻥ ﺍﻻﺳﺘﻨﺒﺎﻁ ﻣﻦ ﺍﻟﻨﺘﻴﺠﺔ ﻗﺪ ﻳﻜﻮﻥ‬ ‫ﺧﺎﺩﻋﺎﹰ‪ .‬ﻭﻻ ﺗﻜﻮﻥ ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﻣﻔﻴﺪﺓ ﺇﺫﺍ ﱂ ﺗﻜﻦ ﺍﻟﻌﻴ‪‬ﻨﺔ ﳑﺜﻠﺔ ﻟﻠﻤﺠﺘﻤﻊ‪ .‬ﻓﺎﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﻻ‬ ‫ﺗﺼﺤﺢ ﺃﺧﻄﺎﺀﻧﺎ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻟﺬﻟﻚ ﻳﻨﺒﻐﻲ ﺍﳊﺮﺹ ﻛﻞ ﺍﳊﺮﺹ ﻋﻨﺪ ﺗﺼﻤﻴﻢ ﺍﻟﺪﺭﺍﺳﺔ ﻟﻀﻤﺎﻥ ﺃﻥ‬ ‫ﺗﻜﻮﻥ ﺍﻟﻌﻴ‪‬ﻨﺔ ﳑﺜﱢﻠﺔ ‪‬ﺘﻤﻌﻬﺎ‪ .‬ﻭﻻ ﳝﻜﻦ ﻣﻌﺎﳉﺔ ﺍﻟﺘﺤﻴ‪‬ﺰ ﺃﻭ ﺗﺼﺤﻴﺤﻪ ﺑﺎﻹﺣﺼﺎﺀﺍﺕ‪ .‬ﻭﺧﲑ ﻃﺮﻳﻘﺔ ﻟﻠﺤﻤﺎﻳﺔ ﻣﻨﻪ‬ ‫ﻫﻲ ﺍﻟﺘﻔﻜﲑ ﰲ ﺍﺣﺘﻤﺎﻻﺕ ﺣﺪﻭﺛﻪ ﻭﺍﻟﺘﺨﻄﻴﻂ ﻻﺳﺘﺒﻌﺎﺩﻫﺎ‪ .‬ﻭﺍﺳﺘﻌﻤﺎﻝ ﺑﺮﺍﻣﺞ ﺣﺎﺳﻮﺑﻴﺔ ﻣﻌﻘﹼﺪﺓ ﻻ ﻳﻀﻤﻦ‬ ‫ﺻﻼﺣﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻓﻜﻤﺎ ﻳﻘﻮﻟﻮﻥ ﰲ ﻟﻐﺔ ﺍﳊﺎﺳﻮﺏ »ﺇﺫﺍ ﻓﺴﺪﺕ ﺍﳌﺪﺧﻼﺕ ﻓﺴﺪﺕ ﺍﳌﺨﺮﺟﺎﺕ‬

‫‪garbage in‬‬

‫‪ ،« garbage out‬ﺃﻱ ﺃﻧﻚ ﺇﺫﺍ ﻏﺬﹼﻳﺖ ﺍﳊﺎﺳﻮﺏ ﲟﻌﻠﻮﻣﺎﺕ ﺧﺎﻃﺌﺔ ﻓﺴﻮﻑ ﺗﺘﻠﻘﻰ ﻣﻨﻪ ﻧﺘﺎﺋﺞ ﺧﺎﻃﺌﺔ ﻛﺬﻟﻚ‪.‬‬ ‫ﻭﺇﺫﺍ ﺗﻌﺬﹼﺭ ﺍﺟﺘﻨﺎﺏ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﺤﻴ‪‬ﺰ ﲤﺎﻣﹰﺎ ﰲ ﲣﻄﻴﻂ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻴﺠﺐ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺫﻛﺮ ﺫﻟﻚ ﻋﻨﺪ ﻋﺮﺽ ﻧﺘﺎﺋﺞ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﳛﺪﺙ ﺍﻟﺘﺤﻴ‪‬ﺰ ﻋﻨﺪﻣﺎ ﺗﻜﻮ ﻥ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﳋﺎﺿﻌﺔ ﻟﻠﻤﻘﺎﺭﻧﺔ ﳐﺘﻠﻔﺔ ﻧﻈﺎﻣﻴﹰﺎ ﺑﻄﺮﻳﻘﺔ ﺗﺘﺼﻞ‬ ‫ﲝﺼﻴﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻛﻤﺎ ﳝﻜﻦ ﺃﻥ ﻳﻘﻊ ﺃﻫﻢ ﺃﻧﻮﺍﻉ‬

‫ﺍﻟﺘﺤﻴ‪‬ﺰ ﻋﻨﺪ ﻣﺴﺘﻮﻳﲔ‪ :‬ﻣﺴﺘﻮﻱ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻓﺮﺍﺩ )ﲢﻴ‪‬ﺰ‬

‫ﺍﻹﺧﺘﻴﺎﺭ( ﻭﻣﺴﺘﻮﻱ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ )ﲢﻴ‪‬ﺰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻭ ﺍﻟﻘﻴﺎﺳﺎﺕ(‪.‬‬ ‫ﻭﲢﻴ‪‬ﺰ ﺍﻹﺧﺘﻴﺎﺭ ‪ selection bias‬ﻫﻮ ﻓﺮﻕ ﻧﻈﺎﻣﻲ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﺍﳌﺨﺘﺎﺭﻳﻦ ﻟﻠﺪﺭﺍﺳﺔ ﻭﺑﲔ ﻣﻦ ﱂ ﻳﺘﻢ‬ ‫ﺍﺧﺘﻴﺎﺭﻫﻢ‪ .‬ﻭﺍﻧﻘﻄﺎﻉ ﺍﳌﺘﺎﺑﻌﺔ ﳝﻜﻦ ﺃﻥ ﻳﺴﺒﺐ ﲢﻴ‪‬ﺰ ﺍﻹﺧﺘﻴﺎﺭ‪ .‬ﻭﺍﻟﺘﺂﻛﻞ ‪ attrition‬ﻫﻮ ﺍﳌﺼﻄﻠﺢ ﺍﳌﺴﺘﻌﻤﻞ ﻟﻮﺻﻒ‬ ‫ﺍﻟﻨﻘﺼﺎﻥ ﰲ ﻋﺪﺩ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻳﺴﺘﻤﺮﻭﻥ ﰲ ﺇﻃﺎﺭ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﳛﺪﺙ ﲢﻴ‪‬ﺰ ﺍﻟﺘﺂﻛﻞ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻓﺮﻕ‬ ‫ﻧﻈﺎﻣﻲ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻳﻨﺴﺤﺒﻮﻥ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺑﲔ ﻣﻦ ﻳﺴﺘﻜﻤﻠﻮ‪‬ﺎ‪ .‬ﻓﻤﺜﻼﹰ‪ ،‬ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﺗﺼﻴﺒﻬﻢ ﻣﻀﺎﻋﻔﺎﺕ‬ ‫ﺃﻭ ﺁﺛﺎﺭ ﺟﺎﻧﺒﻴﺔ ﻳﻜﻮﻧﻮﻥ ﺃﻛﺜﺮ ﺍﺣﺘﻤﺎﻻﹰ ﻟﻺﻧﺴﺤﺎﺏ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﲢﻴ‪‬ﺰ ﺍﻹﺳﺘﺠﺎﺑﺔ ‪ response bias‬ﻫﻮ ﻧﻮﻉ‬ ‫ﺧﺎﺹ ﻣﻦ ﲢﻴ‪‬ﺰ ﺍﻹﺧﺘﻴﺎﺭ ﺣﻴﺚ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﻧﻈﺎﻣﻴﺔ ﺑﲔ ﺍ‪‬ﻴﺒﲔ ﻋﻠﻰ ﺍﺳﺘﺒﻴﺎﻥ ﻣﺎ ﻭﺑﲔ ﻏﲑ ﺍ‪‬ﻴﺒﲔ‪.‬‬ ‫ﻭﻳﻘﻊ ﲢﻴ‪‬ﺰ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺃﻭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﻃﺮﻕ ﺍﻟﻘﻴﺎﺱ ﺃﻭ ﲢﺼﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳐﺘﻠﻔﺔ ﺑﺎﺳﺘﻤﺮﺍﺭ ﰲ‬ ‫ﺍﳉﻤﺎﻋﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ ﺍﳌﺮﺿﻰ‪ .‬ﻭﻣﻦ ﺃﻧﻮﺍﻋﻪ ﲢﻴ‪‬ﺰ ﺍﻟﺘﺬﻛﹼﺮ ‪ ،recall bias‬ﺍﻟﺬﻱ ﻳﻮﺟﺪ‪ ،‬ﻣﺜﻼﹰ‪ ،‬ﻋﻨﺪﻣﺎ ﻳﺮﺟ‪‬ﺢ ﺃﻥ‬ ‫‪3‬‬

‫ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﺣﺎﻟﺔ ﻣﺮﺿﻴﺔ ﻣﺎ ﺳﻮﻑ ﻳﺬﻛﺮﻭﻥ ﺗﻌﺮﺿﻬﻢ ﻟﻠﻤﺘﻐﲑ ﺍﳋﺎﺿﻊ ﻟﻠﺪﺭﺍﺳﺔ ﺃﻛﺜﺮ ﳑﻦ ﻟﻴﺴﺖ‬ ‫ﻟﺪﻳﻬﻢ ﺗﻠﻚ ﺍﳊﺎﻟﺔ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ‪ ،‬ﺇﺫﺍ ﺣﺎﻭﻟﺖ ﺩﺭﺍﺳﺔ ﻣﺎ ﺃﻥ ﺗﻘﺎﺭﻥ ﺑﲔ ﺗﻜﺮﺍﺭ ﺗﻨﺎﻭﻝ ﺣﺒﻮﺏ ﻣﻨﻊ ﺍﳊﻤﻞ ﰲ‬ ‫ﺍﳌﺎﺿﻲ ﺑﲔ ﻧﺴﺎﺀ ﺃﺩﺧﻠﻦ ﺍﳌﺴﺘﺸﻔﻰ ﻹﺻﺎﺑﺘﻬﻦ ﺑﺎﻟﺘﻬﺎﺏ ﺍﻟﻮﺭﻳﺪ ﺍﳋﺜﺎﺭﻱ ‪ thrombophlebitis‬ﻭﺑﲔ ﳎﻤﻮﻋﺔ‬ ‫ﻣﻦ ﺍﻟﻨﺴﺎﺀ ﺃﺩﺧﻠﻦ ﺍﳌﺴﺘﺸﻔﻰ ﻷﺳﺒﺎﺏ ﺃﺧﺮﻯ‪ .‬ﻓﻤﻦ ﺍﳌﻤﻜﻦ ﲤﺎﻣﺎﹰ‪ ،‬ﺃﻥ ﺍﳌﺼﺎﺑﺎﺕ ﺑﺎﻟﺘﻬﺎﺏ ﺍﻟﻮﺭﻳﺪ ﺍﳋﺜﺎﺭﻱ‪ ،‬ﺇﻥ‬ ‫ﻛﻦ ﻳﻌﻠﻤﻦ ﺑﻮﺟﻮﺩ ﺍﺭﺗﺒﺎﻁ ‪ association‬ﺑﲔ ﺍﻹﺳﺘﺮﻭﺟﻴﻨﺎﺕ ﻭﺑﲔ ﺍﻹﺻﺎﺑﺔ ﺑﺎﻟﺘﺨﺜﺮ‪ ،‬ﻗﺪ ﻳ‪‬ﺒﻠﻐﻦ ﻋﻦ ﺍﺳﺘﻌﻤﺎﳍﻦ‬ ‫ﳊﺒﻮﺏ ﻣﻨﻊ ﺍﳊﻤﻞ ﻋﻠﻰ ﳓﻮ ﺃﻛﻤﻞ ﻣﻦ ﻏﲑ ﺍﳌﺼﺎﺑﺎﺕ ‪‬ﺬﻩ ﺍﳊﺎﻟﺔ‪ .‬ﻭﲦﺔ ﻧﻮﻉ ﺧﺎﺹ ﻣﻦ ﲢﻴ‪‬ﺰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻮ‬ ‫ﲢﻴ‪‬ﺰ ﺍﻟﺘﻘﺼﻲ ﺃﻭ ﺍﺷﺘﺒﺎﻩ ﺍﻟﺘﺸﺨﻴﺺ ‪ surveillance or diagnostic suspicion bias‬ﺍﻟﺬﻱ ﻳﺼﺎﺩ‪‬ﻑ ﰲ‬ ‫ﺣﺎﻟﺔ ﺍﺧﺘﺒﺎﺭ ﺃﺷﺨﺎﺹ ﻟﺪﻳﻬﻢ ﻋﺎﻣﻞ ﺍﺧﺘﻄﺎ ٍﺭ ﻣﺎ ﲝﺜﹰﺎ ﻋﻦ ﻧﺘﻴﺠﺘﻪ‪ ،‬ﻋﻠﻰ ﳓﻮ ﺃﻛﺜﺮ ﺗﻜﺮﺍﺭﹰﺍ ﺃﻭ ﲟﺰﻳﺪ ﻣﻦ ﺍﻟﺪﻗﺔ ﻋﻤ‪‬ﻦ‬ ‫ﻟﻴﺲ ﻟﺪﻳﻬﻢ ﻋﺎﻣﻞ ﺍﻹﺧﺘﻄﺎﺭ ﺍﳌﻌﲏ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻥ ﺍﻟﻨﺴﺎﺀ ﺍﻟﻼﰐ ﻳﺘﻨﺎﻭﻟﻦ ﻣﻮﺍﻧﻊ ﺍﳊﻤﻞ ﺍﳍﺮﻣﻮﻧﻴﺔ ﻗﺪ ﳜﻀﻌﻦ‬ ‫ﻟﻠﺘﺤﺮﻱ ﻷﻭﺭﺍﻡ ﻋﻨﻖ ﺍﻟﺮﺣﻢ ﻋﻠﻰ ﳓﻮ ﺃﻛﺜﺮ ﺗﻜﺮﺍﺭﹰﺍ ﻭﺃﻛﺜﺮ ﺩﻗﺔ ﻣﻦ ﺍﻟﻨﺴﺎﺀ ﺍﻷﺧﺮﻳﺎﺕ‪ .‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺆﺩﻱ ﺇﱃ‬ ‫ﺗﺸﺨﻴﺺ ﺣﺎﻻﺕ ﺃﻛﺜﺮ‪.‬‬

‫‪ 5.9‬ﺍﻟﺘﺸﻮﻳﺶ‬ ‫ﺑﻌﺒﺎﺭﺓ ﺑﺴﻴﻄﺔ‪ ،‬ﻋﻮﺍﻣﻞ ﺍﻟﺘﺸﻮﻳﺶ ‪ confounders‬ﻫﻲ ﻛﻞ »ﺍﻷﺷﻴﺎﺀ ﺍﻷﺧﺮﻯ« ﺍﻟﱵ ﳝﻜﻨﻬﺎ ﺗﻔﺴﲑ ﻧﺘﺎﺋﺞ‬ ‫ﺍﻟﺒﺤﺚ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﺍﳌ ﺪﻗﻖ ﺃﻥ ﻳﺒﺤﺚ ﻋﻦ ﻛﻞ ﺍﻟﺘﻔﺴﲑﺍﺕ ﺍﳌﻤﻜﻨﺔ ﻟﻠﻨﺘﺎﺋﺞ ﻗﺒﻞ ﺃﻥ ﻳﺴﺘﺨﻠﺺ ﺍﺳﺘﻨﺘﺎﺟﺎﺗﻪ‪.‬‬ ‫ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺼﺤﻴﺢ‪ ،‬ﻳﻨﺒﻐﻲ ﻋﺪﻡ ﺍﻓﺘﺮﺍﺽ ﺗﻔﺴﲑ ﻭﺍﺣﺪ ﻟﻠﻨﺘﺎﺋﺞ ﺑﻴﻨﻤﺎ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﺗﻔﺴﲑﺍﺕ‬ ‫ﺃﺧﺮﻯ ﳏﺘﻤﻠﺔ‪.‬‬ ‫ﻓﻤﺜﻼﹰ‪ ،‬ﻗﺪ ﻳﺘﺒﲔ ﰲ ﺩﺭﺍﺳﺔ ﻣﺎ‪ ،‬ﺃﻥ ﺧﻄﺮ ﺍﻹﺻﺎﺑﺔ ﺑﺴﺮﻃﺎﻥ ﺍﻟﺮﺋﺔ ﺃﻛﺜﺮ ﺍﺭﺗﻔﺎﻋﺎﹰ ﰲ ﺍﻟﻌﻤﺎﻝ ﺍﻟﻴﺪﻭﻳﲔ‪.‬‬ ‫ﻓﺎﻟﺒﺎﺣﺚ ﺍﳌﺪﻗﻖ ﻟﻦ ﻳﻔﺘﺮﺽ ﺃﻥ ﺍﻟﻌﻤﻞ ﺍﻟﻴﺪﻭﻱ ﺳﻮﻑ ﻳﻌﺮﺽ ﺍﻟﻌﻤﺎﻝ ﻟﺴﺮﻃﺎﻥ ﺍﻟﺮﺋﺔ ﻗﺒﻞ ﺃﻥ ﻳﺒﺤﺚ ﻋﻦ‬ ‫ﻼ ﻟﺘﺪﺧﲔ ﺍﻟﺴﺠﺎﺋﺮ‪ ،‬ﻭﺃﻥ ﺍﻟﺘﺪﺧﲔ‬ ‫ﺗﻔﺴﲑﺍﺕ ﺃﺧﺮﻯ‪ .‬ﻭﺭﲟﺎ ﺗﻜﻮﻥ ﺍﻟﻨﺘﻴﺠﺔ‪ ،‬ﻣﺜﻼﹰ‪ ،‬ﺃﻥ ﺍﻟﻌﻤﺎﻝ ﺍﻟﻴﺪﻭﻳﲔ ﺃﻛﺜﺮ ﻣﻴ ﹰ‬ ‫ﻭﻟﻴﺲ ﺍﻟﻌﻤﻞ ﺍﻟﻴﺪﻭﻱ ﻫﻮ ﺍﳌﺮﺗﺒﻂ ﺑﺴﺮﻃﺎﻥ ﺍﻟﺮﺋﺔ‪.‬‬ ‫ﻭﲦﺔ ﻣﺜﺎﻝ ﺁﺧﺮ ﻫﻮ ﻭﺟﻮﺩ ﺍﺭﺗﺒﺎﻁ ﺑﲔ ﺍﻟﻌﺪﻭﻯ ﺑﻔﲑﻭﺱ ﺍﳊﻸ ‪ herpes virus‬ﻭﺑﲔ ﺳﺮﻃﺎﻥ ﻋﻨﻖ ﺍﻟﺮﺣﻢ‪.‬‬ ‫ﻓﻔﲑﻭﺱ ﺍﳊﻸ ﻭﻋﺪﺩ ﻣﻦ ﻋﻮﺍﻣﻞ ﺍﻟﻌﺪﻭﻯ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﻗﺪ ﺗﺴﺒﺐ ﺍﻹﺻﺎﺑﺔ ﺑﺴﺮﻃﺎﻥ ﻋﻨﻖ ﺍﻟﺮﺣﻢ‪ ،‬ﻛﻠﻬﺎ ﺗﻨﺘﻘﻞ‬ ‫ﻋﻦ ﻃﺮﻳﻖ ﺍﻹﺗﺼﺎﻝ ﺍﳉﻨﺴﻲ‪ .‬ﻭﻫﻨﺎﻙ ﺑﻴ‪‬ﻨﺎﺕ ﻗﻮﻳﺔ ﻋﻠﻰ ﺃﻥ ﺍﻟﻔﲑﻭﺱ ﺍﳊﻠﻴﻤﻲ ﺍﻟﺒﺸﺮﻱ‬

‫‪4‬‬

‫‪human papilloma‬‬

‫‪ virus‬ﻳﺴﺒﺐ ﺍﻹﺻﺎﺑﺔ ﺑﺴﺮﻃﺎﻥ ﻋﻨﻖ ﺍﻟﺮﺣﻢ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺍﺭﺗﻔﺎﻉ ﻣﻌﺪﻝ ﺍﻧﺘﺸﺎﺭ ﻓﲑﻭﺱ ﺍﳊﻸ ﺑﲔ‬ ‫ﻼ ﺑﻄﺮﻳﻖ ﻏﲑ ﻣﺒﺎﺷﺮ‬ ‫ﺍﳌﺼﺎﺑﺎﺕ ﺑﺴﺮﻃﺎﻥ ﻋﻨﻖ ﺍﻟﺮﺣﻢ ﳎﺮﺩ ﻧﺘﻴﺠﺔ ﻟﺘﺰﺍﻳﺪ ﺍﻟﻨﺸﺎﻁ ﺍﳉﻨﺴﻲ‪ ،‬ﻭﻫﻜﺬﺍ ﻳﻜﻮﻥ ﻣﺘﺼ ﹰ‬ ‫ﺑﺴﺒﺐ ﺣﻘﻴﻘﻲ‪ ،‬ﻳﻜﻮﻥ ﻫﻮ ﺍﻵﺧﺮ ﻣﻨﻘﻮ ﹰﻻ ﺟﻨﺴﻴﹰﺎ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﺛﻼﺙ ﻃﺮﺍﺋﻖ ﳌﻌﺎﳉﺔ ﺍﻟﺘﺸﻮﻳﺶ‪ :‬ﺍﻟﺘﻔﻜﲑ ﻓﻴﻪ ﰲ ﻣﺮﺣﻠﺔ ﲣﻄﻴﻂ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺗﺼﻤﻴﻤﻬﺎ‪ ،‬ﻭﻗﻴﺎﺱ‬ ‫ﻭﺗﺴﺠﻴﻞ ﻭﺟﻮﺩ ﻋﺎﻣﻞ ﺍﻟﺘﺸﻮﻳﺶ ﺃﺛﻨﺎﺀ ﺗﻨﻔﻴﺬ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺃﺧﺬﻩ ﰲ ﺍﳊﺴﺒﺎﻥ ﺃﺛﻨﺎﺀ ﺍﻟﺘﺤﻠﻴﻞ‪.‬‬ ‫ﻭﺧﻠﻴﻂ ﺍﳊﺎﻻﺕ ﺃﻭ ﺍﳌﺮﺿﻰ‪ ،‬ﺍﻟﺬﻱ ﻳﺸﲑ ﺇﱃ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺃﺳﺎﺳﻴﺔ ﺑﲔ ﺃﻓﺮﺍﺩ ﺍﻟﺒﺤﺚ‪ ،‬ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻣﻦ‬ ‫ﻋﻮﺍﻣﻞ ﺍﻟﺘﺸﻮﻳﺶ‪ .‬ﻭﻫﻨﺎﻙ ﻃﺮﻳﻘﺔ ﻣﻬﻤﺔ ﻟﺘﻜﻮﻳﻦ ﳎﻤﻮﻋﺔ ﺷﺎﻫﺪﺓ ‪ control group‬ﻋﻦ ﻃﺮﻳﻖ ﻣﺰﺍﻭﺟﺔ ﺃﻓﺮﺍﺩ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﻭﺍﺣﺪ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﻋﻮﺍﻣﻞ ﺍﻟﺘﺸﻮﻳﺶ‪ ،‬ﺗﻠﻚ ﻫﻲ ﻃﺮﻳﻘﺔ ﺍﳌﻘﺎﺑﻠﺔ ‪ .matching‬ﻭﳝﻜﻦ ﺑﺪﻻﹰ‬ ‫ﻣﻦ ﺫﻟﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻃﺮﻳﻘﺔ ﺟﺪﻭﻝ ﺍﻟﺘﺤﻜﻢ ‪ ،control-table method‬ﺣﻴﺚ ﻳﺘﻢ ﺍﻟﺘﻘﺴﻴﻢ ﺇﱃ ﻃﺒﻘﺎﺕ ﰲ‬ ‫ﻭﻗﺖ ﻻﺣﻖ‪ .‬ﻭﺑﺪ ﹰﻻ ﻣﻦ ﺗﺮﺗﻴﺐ ﺍﻷﻓﺮﺍﺩ ﰲ ﲨ ﺎﻋﺎﺕ ﻭﻓﻘﹰﺎ ﻟﺘﺼﻤﻴﻢ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻳﺘﻢ ﺣﺴﺎﺏ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺇﻃﺎﺭ‬ ‫ﺗﻘﺴﻴﻤﺎﺕ ﳏﺪﺩﺓ‪ .‬ﻭﻋﻨﺪ ﻭﺟﻮﺩ ﺃﻛﺜﺮ ﻣﻦ ﺑﻀﻌﺔ ﻣﺘﻐﲑﺍﺕ ﺗﺸﻮﻳﺸﻴﺔ‪ ،‬ﺗﺴﺘﻌﻤﻞ ﻃﺮﻳﻘﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺗﺴﻤﻰ ﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﺍﳌﺘﻌﺪﺩ ﺍﳌﺘﻐﲑﺍﺕ ‪.multivariate analysis‬‬ ‫ﻭﻟﻨﻀﺮﺏ ﻣﺜﻼﹰ ﻟﺘﺤﻠﻴﻞ ﻋﻮﺍﻣﻞ ﺍﻟﺘﺸﻮﻳﺶ ﺑﺪﺭﺍﺳﺔ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻮﺿﻊ ﺍﻟﻮﻇﻴﻔﻲ ﻟﻸﻣﻬﺎﺕ ﻭﺑﲔ ﻣﺪﺓ‬ ‫ﺍﻹﺭﺿﺎﻉ ﻣﻦ ﺍﻟﺜﺪﻱ‪ .‬ﻓﻘﺪ ﻳﻈﻬﺮ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺍﻟﻨﺴﺎﺀ ﺍﻟﻌﺎﻣﻼﺕ ﻛﻞ ﺍﻟﻮﻗﺖ ﺃﻗﻞ ﺍﺣﺘﻤﺎ ﹰﻻ ﻷﻥ ﻳ‪‬ﺮﺿﻌﻦ‬ ‫ﺃﻃﻔﺎﳍﻦ ﻣﺪﺓ ﻃﻮﻳﻠﺔ ﺑﺎﳌﻘﺎﺭﻧﺔ ﺑﺎﻟﻌﺎﻣﻼﺕ ﺑﻌﺾ ﺍﻟﻮﻗﺖ ﻭﺑﻐﲑ ﺍﻟﻌﺎﻣﻼﺕ‪ .‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﻗﺪ ﻳﻜﻮﻥ ﺍﳌﺴﺘﻮﻯ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ ﻟﻸﻡ ﺃﺣﺪ ﻣﺘﻐﲑﺍﺕ ﺍﻟﺘﺸﻮﻳﺶ ﻧﻈﺮﹰﺍ ﻷﻧﻪ ﳝﻜﻦ ﺃﻥ ﻳﺆﺛﺮ ﰲ ﺍﻟﻨﺘﻴﺠﺔ )ﻣﺪﺓ ﺍﻹﺭﺿﺎﻉ ﻣﻦ ﺍﻟﺜﺪﻱ( ﻭﺭﲟﺎ‬ ‫ﻳﺮﺗﺒﻂ ﻛﺬﻟﻚ ﺑﺎﻟﻮﺿﻊ ﺍﻟﻮﻇﻴﻔﻲ ﻟﻸﻡ‪ .‬ﻭﻫﻜﺬﺍ‪ ،‬ﻗﺒﻞ ﺇﻟﻘﺎﺀ ﺍﻟﻠﻮﻡ ﻋﻠﻰ ﺍﻟﻮﺿﻊ ﺍﻟﻮﻇﻴﻔﻲ ﻟﻸﻡ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻘِﺼﺮ‬ ‫ﻣﺪﺓ ﺍﻹﺭﺿﺎﻉ‪ ،‬ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﻳﺆﺧﺬ ﰲ ﺍﳊﺴﺒﺎﻥ ﻣﺴﺘﻮﻯ ﺗﻌﻠﻴﻢ ﺍﻷﻡ ﻛﻌﺎﻣﻞ ﺗﺸﻮﻳﺶ‪ .‬ﻭﳝﻜﻦ ﻛﺬﻟﻚ‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﻃﺮﻳﻘﺔ ﺍﻟﺘﻘﺴﻴﻢ ﺇﱃ ﻃﺒﻘﺎﺕ ‪ .stratification‬ﻓﻴﻤﻜﻦ ﺇﻧﺸﺎﺀ ﺟﺪﻭﻝ ﻟﻠﺘﺒﻮﻳﺒﺎﺕ ﺍﳌﺘﻘﺎﻃﻌﺔ‬

‫‪cross-‬‬

‫ﻼ‪ :‬ﺍﻟﻼﰐ ﱂ ﻳﺪﺧﻠﻦ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﺃﻭ ﺩﺭﺳ‪‬ﻦ ﳌﺪﺓ‬ ‫‪ tabulation table‬ﻟﻸﻣﻬﺎﺕ ﲝﺴﺐ ﻣﺴﺘﻮﻳﺎﺗﻪ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻣﺜ ﹰ‬ ‫ﺃﻗﻞ ﻣﻦ ﲬﺲ ﺳﻨﻮﺍﺕ‪ ،‬ﺃﻭ ﺩﺭﺳ‪‬ﻦ ﳌﺪﺓ ‪ 9-5‬ﺳﻨﻮﺍﺕ‪ ،‬ﺃﻭ ﺩﺭﺳ‪‬ﻦ ﳌﺪﺓ ‪ 10‬ﺳﻨﻮﺍﺕ ﺃﻭ ﺃﻛﺜﺮ‪ .‬ﻭﰲ ﻛﻞ ﺟﺪﻭﻝ‬ ‫ﻧﺘﺄﻣﻞ ﻣﺪﺓ ﺍﻹﺭﺿﺎﻉ ﻣﻦ ﺍ ﻟﺜﺪﻱ ﺑﲔ ﺍﻷﻣﻬﺎﺕ ﺍﻟﻌﺎﻣﻼﺕ ﻛﻞ ﺍﻟﻮﻗﺖ ﺃﻭ ﺑﻌﺾ ﺍﻟﻮﻗﺖ ﺃﻭ ﻏﲑ ﺍﻟﻌﺎﻣﻼﺕ‪.‬‬ ‫ﻭﲦﺔ ﻃﺮﻳﻘﺔ ﺑﺪﻳﻠﺔ ﻟﺒﺤﺚ ﻫﺬﺍ ﺍﻟﻌﺎﻣﻞ ﺍﻟﺘﺸﻮﻳﺸﻲ ﻫﻲ ﻃﺮﻳﻘﺔ ﺍﳌﻘﺎﺑﻠﺔ ‪ matching‬ﰲ ﻣﺮﺣﻠﺔ ﺍﻟﺘﺼﻤﻴﻢ ﻭﻋﻨﺪ‬ ‫ﺍﻟﺘﻨﻔﻴﺬ‪ .‬ﻓﻤﻘﺎﺑﻞ ﻛﻞ ﺍﻣﺮﺃﺓ ﻋﺎﻣﻠﺔ ﺃﻣﻀﺖ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻗﻞ ﻣﻦ ﲬﺲ ﺳﻨﻮﺍﺕ‪ ،‬ﳔﺘﺎﺭ ﺍﻣﺮﺃﺓ ﻻ ﺗﻌﻤﻞ ﻣﻦ ﻧﻔﺲ‬ ‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ‪.‬‬ ‫‪5‬‬

‫‪ 6.9‬ﺇﺛﺒﺎﺕ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺴﺒﺒﻴﺔ‬ ‫ﺇﻥ ﺍﺭﺗﺒﺎﻁ ﻣﺘﻐﲑﻳ‪‬ﻦ ﻻ ﻳﻌﲏ ﺍﻟﺘﺴﺒ‪‬ﺐ ‪ causation‬ﺑﺎﻟﻀﺮﻭﺭﺓ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﻋﺪﻡ ﺗﻔﺴﲑﻩ ﺑﺄﻧﻪ ﻋﻼﻗﺔ ﺳﺒﺒﻴﺔ‪ .‬ﻟﻘﺪ‬ ‫ﻇﻞ ﺍﻟﻌﻠﻤﺎﺀ ﺗﺎﺭﳜﻴﹰﺎ ﻳﻌﺎﳉﻮﻥ ﻫﺬﻩ ﺍﻟﻘﻀﻴﺔ ﻣﻨﺬ ﺑﺪﺃ ﺧﱪﺍﺀ ﺍﻷﺣﻴﺎﺀ ﺍ‪‬ﻬﺮﻳﺔ ﻳﻜﺘﺸﻔﻮﻥ ﻭﻳﺴﺠﻠﻮﻥ ﻭﺟﻮﺩ ﺍﺭﺗﺒﺎﻁ‬ ‫ﺑﲔ ﺑﻌﺾ ﺍﻷﺣﻴﺎﺀ ﺍ‪‬ﻬﺮﻳ ﺔ ﻭﺑﲔ ﺑﻌﺾ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺿﻴﺔ‪ .‬ﻭﰲ ﺳﻨﺔ ‪ 1882‬ﺃﻛﹼﺪ ﻛﻮﺥ ‪ Koch‬ﺃﻧﻪ ﻣﻦ ﺃﺟﻞ‬ ‫ﺍﻋﺘﺒﺎﺭ ﻛﺎﺋﻦ ﻣﻌ ٍﺪ ﻣﺴﺒﺒﹰﺎ ﻟﻠﻤﺮﺽ‪ ،‬ﳚﺐ ﺗﻮﺍﻓﺮ ﺍﳌﻌﺎﻳﲑ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪ ‬ﳚﺐ ﺃﻥ ﻳﻮﺟﺪ ﻫﺬﺍ ﺍﻟﻜﺎﺋﻦ ﰲ ﻛﻞ ﺣﺎﻟﺔ ﻣﻦ ﺣﺎﻻﺕ ﺍﳌﺮﺽ‪،‬‬ ‫‪ ‬ﳚﺐ ﺍﺳﺘﻔﺮﺍﺩ )ﻋﺰﻝ( ﺍﻟﻜﺎﺋﻦ ﻭﺇﳕﺎﺅﻩ ﰲ ﻣﺰﺭﻋﺔ ﻧﻘﻴﺔ‪،‬‬ ‫‪ ‬ﳚﺐ ﺃﻥ ﻳﺴﺒﺐ ﺍﻟﻜﺎﺋﻦ ﻣﺮﺿﺎﹰ ﻣﻌ‪‬ﻴﻨﺎﹰ ﻋﻨﺪ ﺣﻘﻨﻪ ﰲ ﺣﻴﻮﺍﻥ‪،‬‬ ‫‪ ‬ﳚﺐ ﻋﻨﺪﺋﺬ ﺍﺳﺘﺮﺟﺎﻉ ﺍﻟﻜﺎﺋﻦ ﻣﻦ ﺍﳊﻴﻮﺍﻥ‪ ،‬ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻪ‪.‬‬ ‫ﻭﳝﻜﻦ ﺃﻥ ﻳﻈﻬﺮ ﺍﺭﺗﺒﺎﻁ ﺯﺍﺋﻒ ﻣﻦ ﺧﻼﻝ ﺛﻼﺙ ﺁﻟﻴﺎﺕ ﻫﻲ ﺍﳌﺼﺎﺩﻓﺔ ﻭﺍﻟﺘﺤﻴ‪‬ﺰ ﻭﺍﻟﺘﺸﻮﻳﺶ‪ .‬ﻭﻟﻜﻦ ﺣﱴ‬ ‫ﺑﻌﺪ ﺍﺳﺘﺒﻌﺎﺩ ﺍﺣﺘﻤﺎﻻﺕ ﻭﺟﻮﺩ ﻫﺬﻩ ﺍﻵﻟﻴﺎﺕ ﺍﻟﺜﻼﺙ ﺑﺄﻗﺼﻰ ﻣﺎ ﻧﺴﺘﻄﻴﻌﻪ ﻣﻦ ﺟﻬﺪ‪ ،‬ﺳﻮﻑ ﻧﻈﻞ ﲝﺎﺟﺔ ﺇﱃ‬ ‫ﻣﻌﺎﻳﲑ ﺃﺧﺮﻯ ﻟﺘﺤﻮﻳﻞ ﺍﻹﺭﺗﺒﺎﻁ ﺇﱃ ﺗﺴﺒ‪‬ﺐ‪ .‬ﻭﻟﻘﺪ ﺍﻗﺘﺮﺡ ﺳﲑ ﺃﻭﺳﱳ ﺑﺮﺍﺩﻓﻮﺭﺩ ﻫﻴﻞ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻼﻣﺢ ﺍﻟﱵ‬ ‫ﻳﻨﺒﻐﻲ ﺍﻟﺒﺤﺚ ﻋﻨﻬﺎ ﻟﺘﻘﺮﻳﺮ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﻼﻗﺔ ﺳﺒﺒﻴﺔ ﺃﻭ ﻫﻲ ﳎﺮﺩ ﺍﺭﺗﺒﺎﻁ ‪) association‬ﻫﻴﻞ ‪ .(1965‬ﻭﻻ‬ ‫ﺗﺰﺍﻝ ﺗﻠﻚ ﺍﳌﻼﻣﺢ ﺻﺎﳊﺔ ﻟﻠﺘﻄﺒﻴﻖ‪ ،‬ﻭﺗﺴﻤﻰ ﻣﻌﺎﻳﲑ ﺑﺮﺍﻓﻮﺭﺩ ﻫﻴﻞ‪ ،‬ﻭﻫﻲ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬ ‫‪ ‬ﻗﻮﺓ ﺍﻹﺭﺗﺒﺎﻁ‬ ‫‪ ‬ﺍﺗﺴﺎﻕ ﺍﻟﺒﻴ‪‬ﻨﺔ ﺍﳌﻼﺣﻈﺔ‬ ‫‪ ‬ﻧﻮﻋﻴﺔ ﺍﻟﻌﻼﻗﺔ‬ ‫‪ ‬ﻭﻗﺘﻴﺔ ﺍﻟﻌﻼﻗﺔ‬ ‫‪ ‬ﺍﳌﺪﺭﻭﺝ ﺍﻟﺒﻴﻮﻟﻮﺟﻲ ﻟﻠﺠﺮﻋﺔ ﻭﺍﻟﺘﺄﺛﲑ‬ ‫‪ ‬ﺍﳌﻌﻘﻮﻟﻴﺔ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ‬ ‫‪ ‬ﲤﺎﺳﻚ ﺍﻟﺒﻴ‪‬ﻨﺔ‬ ‫‪ ‬ﺍﻟﺘﺄﻛﺪ ﺍﻟﺘﺠﺮﻳﱯ‬ ‫‪ ‬ﺍﻟﱪﻫﻨﺔ ﺑﺎﻟﺘﻨﺎﻇﺮ‬ ‫ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺷﺮﺡ ﳍﺬﻩ ﺍﳌﻌﺎﻳﲑ‪:‬‬ ‫‪6‬‬

‫‪ ‬ﻗﻮﺓ ﺍﻹﺭﺗﺒﺎﻁ )‪ :(strength of association‬ﺍﻹﺭﺗﺒﺎﻁ ﺍﻟﻘﻮﻱ ﺑﲔ ﺳﺒﺐ ﻣﻔﺘﺮﺽ‬ ‫ﻼ ﲞﻄﺮ ﻧﺴﱯ ﻛﺒﲑ ﺃﻭ ﺧﻄﺮ ﻣﻄﻠﻖ‪ ،‬ﻫﻮ ﺑﻴ‪‬ﻨﺔ ﺃﻓﻀﻞ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ‬ ‫ﻭﺗﺄﺛﲑ‪ ،‬ﻛﻤﺎ ﻳﻌﺒ‪‬ﺮ ﻋﻨﻪ ﻣﺜ ﹰ‬ ‫ﺍﻟﺴﺒﺒﻴﺔ‪ ،‬ﻣﻦ ﺍﻹﺭﺗﺒﺎﻁ ﺍﻟﻀﻌﻴﻒ‪.‬‬ ‫‪ ‬ﺇﺗﺴﺎﻕ ﺍﻟﺒﻴ‪‬ﻨﺔ ﺍﳌﻼﺣﻈﺔ )‪ :(consistency of the observed evidence‬ﻋﻨﺪ ﺇﺟﺮﺍﺀ‬ ‫ﺩﺭﺍﺳﺎﺕ ﻣﺘﻌﺪﺩﺓ ﰲ ﺃﻭﻗﺎﺕ ﳐﺘﻠﻔﺔ ﻭﰲ ﻣﻮﺍﻗﻊ ﳐﺘﻠﻔﺔ ﻋﻠﻰ ﺃﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳌﺮﺿﻰ‪،‬‬ ‫ﻭﺗﻨﺘﻬﻲ ﻛﻠﻬﺎ ﺇﱃ ﻧﻔﺲ ﺍﻹﺳﺘﻨﺘﺎﺝ‪ ،‬ﻓﺈﻥ ﺫﻟﻚ ﻳﻌﺰﺯ ﺍﻟﺒﻴ‪‬ﻨﺔ ﻋﻠﻰ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﺳﺒﺒﻴﺔ‪.‬‬ ‫‪ ‬ﻧﻮﻋﻴﺔ ﺍﻟﻌﻼﻗﺔ )‪ :(specificity of the relationship‬ﺍﻟﻨﻮﻋﻴﺔ )ﺃﻱ ﻭﺟﻮﺩ ﺳﺒﺐ ﻭﺍﺣﺪ‬ ‫ﻟﺘﺄﺛﲑ ﻭﺍﺣﺪ( ﺃﻛﺜﺮ ﻣﺎ ﺗﻮﺟﺪ ﻣﻊ ﺍﻷﻣﺮﺍﺽ ﺍﳊﺎﺩﺓ‪ .‬ﻭﻟﻜﻦ ﻣﻊ ﺍﻷﻣﺮﺍﺽ ﺍﻷﺧﺮﻯ‪ ،‬ﻏﺎﻟﺒﹰﺎ ﻣﺎ‬ ‫ﺗﻮﺟﺪ ﺃﺳﺒﺎﺏ ﻣﺘﻌﺪﺩﺓ ﻟﻠﺘﺄﺛﲑ ﺍﻟﻮﺍﺣﺪ‪ .‬ﻭﻗﺪ ﺗﻈﻬﺮ ﺁﺛﺎﺭ ﻣﺘﻌﺪﺩﺓ ﻟﻨﻔﺲ ﺍﻟﺴﺒﺐ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ‬ ‫ﺍﻹﺭﺗﺒﺎﻁ ﺑﲔ ﺍﻟﺘﺪﺧﲔ ﻭﺑﲔ ﺳﺮﻃﺎﻥ ﺍﻟﺮﺋﺔ‪ .‬ﻓﺎﻟﺘﺪﺧﲔ ﻳﺴﺒﺐ ﺃﻣﺮﺍﺿﺎﹰ ﺃﺧﺮﻯ‪ ،‬ﻭﻟﺴﺮﻃﺎﻥ‬ ‫ﺍﻟﺮﺋﺔ ﺃﺳﺒﺎﺏ ﺃﺧﺮﻯ‪ .‬ﻭﺍﻟﻨﻮﻋﻴﺔ ﺍﻟﻘﻮﻳﺔ ﺩﻟﻴﻞ ﻋﻠﻰ ﺍﻟﺘﺴﺒ‪‬ﺐ‪ ،‬ﻭﻟﻜﻦ ﻏﻴﺎ‪‬ﺎ ﻟﻴﺲ ﺇﻻ ﺑﻴ‪‬ﻨﺔ‬ ‫ﺿﻌﻴﻔﺔ ﺿﺪ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﺍﻟﺴﺒﺐ ﻭﺍﻟﺘﺄﺛﲑ‪.‬‬ ‫‪ ‬ﻭﻗﺘﻴﺔ ﺍﻟﻌﻼﻗﺔ )‪ :(temporality of the relationship‬ﺍﻷﺳﺒﺎﺏ ﺗﺴﺒﻖ ﺍﻟﺘﺄﺛﲑﺍﺕ‬ ‫ﺑﻄﺒﻴﻌﺔ ﺍﳊﺎﻝ‪ .‬ﻭﻟﻜﻦ ﻫﺬﺍ ﺍﳌﺒﺪﺃ ﺍﻟﻮﺍﺿﺢ ﻛﺜﲑﹰﺍ ﻣﺎ ﻳ‪‬ﻐﻔﻞ ﻋﻨﺪ ﺗﻔﺴﲑ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺴﺘﻌﺮﺿﺔ‬ ‫‪ cross-sectional‬ﺃﻭ ﺩﺭﺍﺳﺎﺕ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺍﻗﺒﺔ ﺑﺎﻟﺸﻮﺍﻫﺪ ‪ ،case-control‬ﺣﻴﺚ‬ ‫ﻳﻘﺎﺱ ﺍﻟﺴﺒﺐ ﻭﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ ﰲ ﻧﻔﺲ ﺍﻟﻨﻘﻄﺔ ﻣﻦ ﺍﻟﺰﻣﻦ‪.‬‬ ‫‪ ‬ﺍﳌﺪﺭﻭﺝ ﺍﻟﺒﻴﻮﻟﻮﺟﻲ ﻟﻠﺠﺮﻋﺔ ﻭﺍﻟﺘﺄﺛﲑ‬ ‫)‪ :response‬ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺍﳉﺮﻋﺔ ﻭﺍﻟﺘﺄﺛﲑ ﻋﻨﺪﻣﺎ ﻳﻮﺟﺪ ﺍﺭﺗﺒﺎﻁ ﺑﲔ ﻣﻘﺎﺩﻳﺮ ﻣﺘﻔﺎﻭﺗﺔ ﻣﻦ‬ ‫ﺍﻟﺴﺒﺐ ﺍﳌﻔﺘﺮﺽ ﻭﺑﲔ ﻣﻘﺎﺩﻳﺮ ﻣﺘﻔﺎﻭﺗﺔ ﻣﻦ ﺍﻟﺘﺄﺛﲑ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ‪ ،‬ﻣﻨﺤﲎ ﺍﳉﺮﻋﺔ ﻭﺍﻟﺘﺄﺛﲑ‬ ‫ﺍﻟﺬﻱ ﺗ‪‬ﺮﺳﻢ ﻓﻴﻪ ﻣﻌﺪﻻﺕ ﺍﻹﺻﺎﺑﺔ ﺑﺴﺮﻃﺎﻥ ﺍﻟﺮﺋﺔ ﰲ ﻣﻘﺎﺑﻞ ﻋﺪﺩ ﺍﻟﺴﺠﺎﺋﺮ ﺍﳌﺪﺧﻨﺔ‪.‬‬ ‫‪(biological gradient of the dose-‬‬

‫‪ ‬ﺍﳌﻌﻘﻮﻟﻴﺔ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ )‪ :(biological plausibility‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺇﺛﺒﺎﺕ ﻋﻼﻗﺔ ﺍﻟﺴﺒﺐ‬ ‫ﺑﺎﻟﺘﺄﺛﲑ ﻣﺘﺴﻘﹰﺎ ﻣﻊ ﻣﻌﺮﻓﺘﻨﺎ ﺑﺂﻟﻴﺎﺕ ﺍﳌﺮﺽ ﻛﻤﺎ ﻧﻔﻬﻤﻬﺎ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺮﺍﻫﻦ‪ ،‬ﻓﺈﻥ ﻫﺬﻩ‬ ‫ﺍﳌﻌﻘﻮﻟﻴﺔ ﺗﺘﺴﻢ ﺑﺄﳘﻴﺔ ﻛﺒﲑﺓ ﻋﻨﺪ ﺗﻘﺪﻳﺮ ﻋﻼﻗﺔ ﺍﻟﺘﺴﺒ‪‬ﺐ‪ .‬ﻏﲑ ﺃﻧﻨﺎ ﳚﺐ ﺃﻥ ﻻ ﻧﻨﺴﻰ ﺃﻥ ﻣﺎ‬ ‫ﻳ‪‬ﻌﺘﱪ ﻣﻌﻘﻮ ﹰﻻ ﺑﻴﻮﻟﻮﺟﻴﹰﺎ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﻌﺎﺭﻑ ﺍﻟﻄﺒﻴﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺮﺍﻫﻦ‪.‬‬ ‫‪ ‬ﲤﺎﺳﻚ ﺍﻟﺒﻴ‪‬ﻨﺔ )‪ :(coherence of the evidence‬ﻳﺮﺟ‪‬ﺢ ﺃﻥ ﻳﻜﻮﻥ ﻋﺎﻣ ﹲﻞ ﻣﺎ ﻫﻮ ﻣﺴﺒﺐ‬ ‫ﺽ ﻣﺎ‪ ،‬ﺇﺫﺍ ﺃﺩﻯ ﺍﺳﺘﺒﻌﺎﺩ ﺍﻟﺴﺒﺐ ﺇﱃ ﺍﳔﻔﺎﺽ ﺍﺧﺘﻄﺎﺭ ﺍﻹﺻﺎﺑﺔ ﺑﺎﳌﺮﺽ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ‪ ،‬ﺇﺫﺍ‬ ‫ﻣﺮ ٍ‬ ‫‪7‬‬

‫ﻛ ﻒ ﺍﻟﻨﺎﺱ ﻋﻦ ﺍﻟﺘﺪﺧﲔ‪ ،‬ﻓﻬﻞ ﻳﺆﺩﻱ ﺫﻟﻚ ﺇﱃ ﺧﻔﺾ ﺍﺣﺘﻤﺎﻻﺕ ﺍﻹﺻﺎﺑﺔ ﺑﺴﺮﻃﺎﻥ‬ ‫ﺍﻟﺮﺋﺔ؟‬ ‫‪ ‬ﺍﻟﺘﺄﻛﻴﺪ ﺍﻟﺘﺠﺮﻳﱯ )‪ :(experimental confirmation‬ﻳﻜﻮﻥ ﺍﻹﺭﺗﺒﺎﻁ ﺍﻟﺴﺒﺒـﻲ ﺃﻛﺜﺮ‬ ‫ﺗﺮﺟﺤﹰﺎ ﺇﺫﺍ ﺩﻋﻤﺘﻪ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺠﺎﺭﺏ ﺍﳊﻴﻮﺍﻧﻴﺔ‪.‬‬ ‫‪ ‬ﺍﻟﱪﻫﻨﺔ ﺑﺎﻟﺘﻨﺎﻇﺮ )‪ :(reasoning by analogy‬ﺗﺘﻌﺰﺯ ﺣﺠﺔ ﺍﻟﺘﻨﺎﻇﺮ ﻟﺼﺎﱀ ﻋﻼﻗﺔ ﺍﻟﺴﺒﺐ‬ ‫ﻭﺍﻟﺘﺄﺛﲑ‪ ،‬ﺇﺫﺍ ﻭ‪‬ﺟﺪﺕ ﺃﻣﺜﻠﺔ ﻷﺳﺒﺎﺏ ﻭﺗﺄﺛﲑﺍﺕ ﻣﺆﻛﺪﺓ‪ ،‬ﻭﻳﺘﺒﲔ ﺃ‪‬ﺎ ﻣﻨﺎﻇﺮﺓ ﻟﻸﺳﺒﺎﺏ‬ ‫ﻭﺍﻟﺘﺄﺛﲑﺍﺕ ﳏﻞ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

‫‪7.9‬‬

‫ﺗﻔﺴﲑ ﻧﻘﺎﻁ ﺍﻹﻧﺘﻬﺎﺀ ﻟﻘﻴﺎﺱ ﺍﻟﻨﺘﻴﺠﺔ‬

‫ﺇﻥ ﺍﺳﺘﻌﻤﺎﻝ ﻧﻘﻄﺔ ﺍﻧﺘﻬﺎﺀ ‪ end point‬ﻭﺍﺣﺪﺓ ﻗﺪ ﻳ‪‬ﻐﻔﻞ ﺍﻟﺘﺄﺛﲑ ﺍﶈﺘﻤﻞ ﻋﻠﻰ ﻣﺘﻐﲑﺍﺕ ﺃﺧﺮﻯ ﺭﲟﺎ ﻳﻜﻮﻥ ﳍﺎ‬ ‫ﺗﺄﺛﲑ ﺳﺮﻳﺮﻱ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﺳﺠﻠﺖ ﺇﺣﺪﻯ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳔﻔﺎﺿﹰﺎ ﺑﻨﺴﺒﺔ ‪ %44‬ﰲ ﺍﻟﻨﻮﺑﺎﺕ ﺍﻟﻘﻠﺒﻴﺔ ﺑﲔ‬ ‫ﺍﻷﻃﺒﺎﺀ ﺍﻟﺬﻳﻦ ﻳﺘﻨﺎﻭﻟﻮﻥ ﺟﺮﻋﺔ ﻣﻨﺨﻔﻀﺔ ﻣﻦ ﺍﻷﺳﱪﻳﻦ‪ .‬ﻭﻟﻜﻦ ﻛﺎﻥ ﻫﻨﺎﻙ ﺍﲡﺎﻩ ﳓﻮ ﺗﺼﺎﻋﺪ ﺍﻟﺴﻜﺘﺔ ﺍﻟﻨـﺰﻓﻴﺔ‬ ‫‪ haemorrhagic stroke‬ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﺍﳌﻌﺎﻟﹶﺠﲔ‪ ،‬ﻛﻤﺎ ﺃﻥ ﻣﻌﺪﻝ ﺍﻟﻮﻓﻴﺎﺕ ﺍﻹﲨﺎﱄ ﻷﺳﺒﺎﺏ ﻗﻠﺒﻴﺔ ﻭﻋﺎﺋﻴﺔ ﱂ‬ ‫ﻳﻨﺨﻔﺾ‪ .‬ﻭﻫﻜﺬﺍ ﻳﺒﺪﻭ ﺃﻥ ﺍﻻﺳﱪﻳﻦ ﻳﺆﺩﻱ ﺟﻴﺪﹰﺍ ﻣﻬﻤﺔ ﺗﺜﺒﻴﻂ ﺍﻟﺼﻔﻴﺤﺎﺕ ﺍﻟﺪﻣﻮﻳﺔ‪ ،‬ﻭﻟﻜﻦ ﺍﺧﺘﻴﺎﺭ ﻧﻘﻄﺔ ﺍﻧﺘﻬﺎﺀ‬ ‫ﻭﺍﺣﺪﺓ ﻛﺎﻥ ﺳﻴﺤﺠﺐ ﺗﺄﺛﲑﺍﺗﻪ ﺍﻷﺧﺮﻯ ﺍﳌﻤﻜﻨﺔ )ﺍﻟﻠﺠﻨﺔ ﺍﻟﺘﻮﺟﻴﻬﻴﺔ ‪‬ﻤﻮﻋﺔ ﺍﻟﺒﺤﺚ ﺍﳋﺎﺻﺔ ﺑﺪﺭﺍﺳﺔ ﺻﺤﺔ‬ ‫ﺍﻷﻃﺒﺎﺀ‪.(1989 ،‬‬ ‫ﻭﻣﻦ ﺍﳌﻬﻢ ﻛﺬﻟﻚ ﺗﺄﻣ‪‬ﻞ ﻭﻗﺖ ﻭﻗﻮﻉ ﻧﻘﻄﺔ ﺍﻹﻧﺘﻬﺎﺀ ﺃﻭ ﺍﻟﻨﺘﻴﺠﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﺘﺪﺧﻞ‪ .‬ﻓﺎﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﲢﺪﺙ‬ ‫ﺑﻌﺪ ﺗﻮﻗﻒ ﺍﻷﻓﺮﺍﺩ ﻋﻦ ﺗﻌﺎﻃﻲ ﺩﻭﺍﺀ ﻣﺎ ﲟﺪﺓ ﻃﻮﻳﻠﺔ‪ ،‬ﺃﻭ ﻗﺒﻞ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳ‪‬ﺘﻮﻗﻊ ﻓﻴﻪ ﻣﻨﻄﻘﻴﹰﺎ ﺣﺪﻭﺙ ﻣﺮﺩﻭﺩ‬ ‫ﺗﺪﺧﻞ ﻣﺎ‪ ،‬ﻣﻦ ﺷﺄ‪‬ﺎ ﺃﻥ ﺗﻌﻘﹼﺪ ﺍﻟﺘﻔﺴﲑ‪.‬‬ ‫ﻭﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﺗﺴﺘﻌﻤﻞ ﻧﻘﺎﻁ ﺍﻧﺘﻬﺎﺀ ﺑﺪﻳﻠﺔ ‪ surrogate end points‬ﻣﻦ ﺃﺟﻞ ﺗﻌﻴﲔ ﺍﻟﻨﺘﻴﺠﺔ‪ ،‬ﻭﳚﺐ‬ ‫ﺗﻮﺧﻲ ﺍﳊﺬﺭ ﻋﻨﺪ ﺍﻹﺳﺘﻘﺮﺍﺀ ‪ extrapotlation‬ﻣﻦ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ‪ .‬ﻭﳝﻜﻦ ﺗﻌﺮﻳﻒ ﻧﻘﻄﺔ ﺍﻹﻧﺘﻬﺎﺀ ﺍﻟﺒﺪﻳﻠﺔ‬ ‫ﺑﺄ‪‬ﺎ ﻣﺘﻐﲑ ﻳﺴﻬﻞ ﻧﺴﺒﻴﺎﹰ ﻗﻴﺎﺳﻪ‪ .‬ﻭﻫﻮ ﻳﺘﻜﻬﻦ ﺑﻨﺘﻴﺠﺔ ﻧﺎﺩﺭﺓ ﺃﻭ ﺑﻌﻴﺪﺓ ﻭﻟﻜﻨﻪ ﰲ ﺣﺪ ﺫﺍﺗﻪ ﻟﻴﺲ ﻣﻘﻴﺎﺳﹰﺎ ﻣﺒﺎﺷﺮﹰﺍ‬ ‫ﻟﻠﻀﺮﺭ ﻭﻻ ﻟﻠﻔﺎﺋﺪﺓ ﺍﻟﺴﺮﻳﺮﻳﺔ‪ .‬ﻭﻻﺳﺘﻌﻤﺎﻝ ﻧﻘﺎﻁ ﺍﻹﻧﺘﻬﺎﺀ ﻣﻴﺰﺗﺎﻥ ﺭﺋﻴﺴﻴﺘﺎﻥ ﳘﺎ‪ :‬ﺃ‪‬ﺎ ﳝﻜﻦ ﺃﻥ ﲣﻔﺾ ﺇﱃ ﺣﺪ‬ ‫ﻛﺒﲑ ﺣﺠﻢ ﺍﻟﻌﻴ‪‬ﻨﺔ ﻭﻣﺪﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺑﺎﻟﺘﺎﱄ ﺗﻜﺎﻟﻴﻔﻬﺎ‪ .‬ﻛﻤﺎ ﺃ‪‬ﺎ ﳝﻜﻦ ﺃﻥ ﺗﻴﺴ‪‬ﺮ ﺗﻘﻴﻴﻢ ﺍﳌﻌﺎﳉﺎﺕ ﰲ ﺃﻭﺿﺎﻉ ﻳﻜﻮﻥ‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻷﻭﻟﻴﺔ ﻓﻴﻬﺎ ﺇﻣﺎ ﻣﻔﺮﻁ ﺍﻹﻧﺘﻬﺎﻙ ﺃﻭ ﻻ ﺃﺧﻼﻗﻲ‪ .‬ﻭﺣﱴ ﺗﻜﻮﻥ ﻧﻘﻄﺔ ﺍﻹﻧﺘﻬﺎﺀ ﺍﻟﺒﺪﻳﻠﺔ ﻣﻘﻴﺎﺳًﹶﺎ‬ ‫ﺟﻴﺪﹰﺍ ﻟﻠﻨﺘﻴﺠﺔ‪ ،‬ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﳍﺎ ﻗﻴﻤﺔ ﺗﻨﺒﺆﻳﺔ )ﺗﻜﻬﻨﻴﺔ( ﺇﳚﺎﺑﻴﺔ ﻗﻮﻳﺔ ﻭﻗﻴﻤﺔ ﺗﻨﺒﺆﻳﺔ ﺳﻠﺒﻴﺔ ﻗﻮﻳﺔ‪ .‬ﺃﻱ ﺃ‪‬ﺎ ﳚﺐ ﺃﻥ‬ ‫‪8‬‬

‫ﺗﻜﻮﻥ ﺣﺴﺎﺳﺔ ‪ sensitive‬ﻭﻧﻮﻋﻴﺔ ‪ .specific‬ﻭﻻ ﻳﻜﻔﻲ ﺃﻥ ﺗﻜﻮﻥ ﻧﻘﻄﺔ ﺍﻹﻧﺘﻬﺎﺀ ﻣﻌﻘﻮﻟﺔ ﺑﻴﻮﻟﻮﺟﻴﹰﺎ ﺣﱴ‬ ‫ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﺳﺮﻳﺮﻳﺔ ﺑﻨﺎﺀ ﻋﻠﻴﻬﺎ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻧﻘﺎﻁ ﺍﻹﻧﺘﻬﺎﺀ ﻗﺎﺑﻠﺔ ﻟﺮﺻﺪ ﲢﻘﻖ ﺍﳉﻮﺩﺓ‬ ‫‪ .quality control‬ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﻧﻘﺎﻁ ﺍﻹﻧﺘﻬﺎﺀ ﺍﻟﺒﺪﻳﻠﺔ‪ ،‬ﺍﺳﺘﻌﻤﺎﻝ ﻣﺮﺗﺴﻢ )ﺑﺮﻭﻓﻴﻞ( ﺍﻟﺪﻫﻨﻴﺎﺕ ﻛﺒﺪﻳﻞ ﻟﻠﻤﺮﺽ‬ ‫ﺍﻟﻘﻠﱯ ﺍﻟﻮﻋﺎﺋﻲ‪ ،‬ﻭﺍﺳﺘﻌﻤﺎﻝ ﺗﻌﺪﺍﺩ ﺍﻟﻠﻤﻔﺎﻭﻳﺎﺕ ‪ CD4‬ﻟﻠﺘﻜﻬﻦ ﺑﺎﻟﺒﻘﺎﺀ ﻋﻠﻰ ﻗﻴﺪ ﺍﳊﻴﺎﺓ ﰲ ﺣﺎﻻﺕ ﺍﻟﻌﺪﻭﻯ‬ ‫ﺑﻔﲑﻭﺱ ﺍﻟﻌﻮﺯ ﺍﳌﻨﺎﻋﻲ ﺍﻟﺒﺸﺮﻱ ‪.HIV‬‬

‫‪ 8.9‬ﺗﻔﺴﲑ ﺩﺭﺍﺳﺎﺕ ﻋﻮﺍﻣﻞ ﺍﻹﺧﺘﻄﺎﺭ‬ ‫ﺩﺭﺍﺳﺎﺕ ﻋﻮﺍﻣﻞ ﺍﻹﺧﺘﻄﺎﺭ ‪ risk factors‬ﳍﺎ ﺃﳘﻴﺘﻬﺎ ﰲ ﺍﻟﻮﻗﺎﻳﺔ ﻣﻦ ﺍﻷﻣﺮﺍﺽ‪ .‬ﻭﻛﺜﲑﹰﺍ ﻣﺎ ﺗﺸ ‪‬ﺪ ﺍﻧﺘﺒﺎﻩ‬ ‫ﺍﳉﻤﺎﻫﲑ ﻭﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ‪ .‬ﻭﺇﺫﺍ ﱂ ﺗﻔﺴ‪‬ﺮ ﻋﻠﻰ ﳓﻮ ﺻﺤﻴﺢ ﻓﻘﺪ ﺗﺆﺩﻱ ﺇﱃ ﺑﻠﺒﻠﺔ ﺇﻋﻼﻣﻴﺔ‪ .‬ﻭﻻ ﳝﻜﻦ ﺗﻔﺴﲑ‬ ‫ﻋﻮﺍﻣﻞ ﺍﻹﺧﺘﻄﺎﺭ ﻣﻦ ﺩﻭﻥ ﻓﻬﻢ ﺻﺤﻴﺢ ﻟﻠﻤﻔﺎﻫﻴﻢ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﳋﻄﺮ ﺍﻷﺳﺎﺳﻲ‪ ،‬ﺍﳋﻄﺮ ﺍﻟﻨﺴﱯ‪ ،‬ﻓﺘﺮﺍﺕ ﺍﻟﺜﻘﺔ‪ ،‬ﺍﳋﻄﺮ‬ ‫ﺍﳌﻨﺴﻮﺏ‪ ،‬ﻣﻮﺍﺯﻧﺔ ﺍﻷﺧﻄﺎﺭ ﻣﻊ ﺍﻟﻔﻮﺍﺋﺪ‪.‬‬

‫ﺍﳋﻄﺮ ﺍﻷﺳﺎﺳﻲ‬ ‫ﺗﻌﺒ‪‬ﺮ ﺑﻴﺎﻧﺎﺕ ﺍﳋﻄﺮ ﺍﻷﺳﺎﺳﻲ ‪ basic risk statements‬ﻋﻦ ﺇﻣﻜﺎﻥ ﻭﻗﻮﻉ ﺣﺪﺙ ﻣﻌﻴ‪‬ﻦ ﺩﺍﺧﻞ ﳎﺘﻤﻊ‬ ‫ﻣﻌﻴ‪‬ﻦ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻥ ﺩﺭﺍﺳﺔ ﻣﺒﺎﺩﺭﺓ ﺻﺤﺔ ﺍﳌﺮﺃﺓ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬

‫‪US Women’s Health Initiative‬‬

‫‪ Study‬ﻧﺸﺮﺕ ﰲ ﲤﻮﺯ‪ /‬ﻳﻮﻟﻴﻮ ‪ 2002‬ﺃﻥ ﺍﻟﻨﺴﺎﺀ ﺍﻟﻼﺋﻲ ﻳﺘﻌﺎﻃﲔ ﻋﻼﺟﺎﹰ ﻫﺮﻣﻮﻧﻴﺎﹰ ﺗﻌﻮﻳﻀﻴﺎﹰ ﺑﻌﺪ ﺳﻦ ﺍﻹﻳﺎﺱ‬ ‫ﻳﺼﻴﺒﻬﻦ ﺳﺮﻃﺎﻥ ﺍﻟﻘﻮﻟﻮﻥ ﻭﺍﳌﺴﺘﻘﻴﻢ ﲟﻌﺪﻝ ﻗﺪﺭﻩ ﻋﺸﺮﺓ ﻣﻦ ﻛﻞ ﻣﺌﺔ ﺃﻟﻒ ﺍﻣﺮﺃﺓ ﰲ ﺍﻟﺴﻨﺔ‪ .‬ﺇﻻ ﺃﻥ ﻫﺬﺍ ﺍﳋﻄﺮ‬ ‫ﺍﻷﺳﺎﺳﻲ ﻻ ﻳﻌﲏ ﺍﻟﻜﺜﲑ‪ ،‬ﺇﻻ ﺇﺫﺍ ﻋﺮﻓﻨﺎ ﻋﺪﺩ ﺍﻟﻨﺴﺎﺀ ﺍﻟﻼﺋﻲ ﳝﻜﻦ ﺃﻥ ﺗﺼﻴﺒﻬﻦ ﻧﻔﺲ ﺍﳊﺎﻟﺔ ﻣﻦ ﺩﻭﻥ ﺗﻌﺎﻃﻲ ﺍﻟﻌﻼﺝ‬ ‫ﺍﳍﺮﻣﻮﱐ ﺍﻟﺘﻌﻮﻳﻀﻲ‪ .‬ﻭﺑﻐﲑ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺔ ﻟﻦ ﻧﺴﺘﻄﻴﻊ ﺗﻔﺴﲑ ﺗﻠﻚ ﺍﻟﻨﺘﻴﺠﺔ‪ .‬ﻓﺎﻟﻨﺘﻴﺠﺔ ﻗﺪ ﺗﺒﻴ‪‬ﻦ ﺃﻥ ﻫﻨﺎﻙ ﺧﻄﺮﺍﹰ‪،‬‬ ‫ﻭﻟﻜﻨﻬﺎ ﺃﻳﻀﺎﹰ ﻗﺪ ﺗﺒﻴ‪‬ﻦ ﻭﺟﻮﺩ ﺗﺄﺛﲑ ﻭﻗﺎﺋﻲ ﻟﻠﻌﻼﺝ‪ .‬ﻭﰲ ﳎﻤﻮﻋﺔ ﺍﳌﺮﺍﻗﺒﺔ ﲟﺎﺩﺓ ﻏﻔﻞ ﺍﻟﱵ ﲤﺖ ﻣﺘﺎﺑﻌﺘﻬﺎ ﰲ ﻧﻔﺲ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺟﺪ ﺃﻥ ﻣﻌﺪﻝ ﺍﻟﻮﻗﻮﻉ ‪ incidence‬ﻛﺎﻥ ‪ .16‬ﻭﺫﻟﻚ ﻳﻌﲏ ﺃﻥ ﺍﻟﻌﻼﺝ ﺍﳍﺮﻣﻮﱐ ﺍﻟﺘﻌﻮﻳﻀﻲ ﻛﺎﻥ ﻳﻘﻲ‬ ‫ﺑﺎﻟﻔﻌﻞ ﻣﻦ ﺍﻹﺻﺎﺑﺔ ﺑﺴﺮﻃﺎﻥ ﺍﻟﻘﻮﻟﻮﻥ ﻭﺍﳌﺴﺘﻘﻴﻢ )ﳎﻤﻮﻋﺔ ﺍﻟﺼﻴﺎﻏﺔ ﻟﺒﺎﺣﺜﻲ ﻣﺒﺎﺩﺭﺓ ﺻﺤﺔ ﺍﳌﺮﺃﺓ‪.(2002 ،‬‬

‫ﺍﳋﻄﺮ ﺍﻟﻨﺴﱯ‬ ‫ﺍﳋﻄﺮ ﺍﻟﻨﺴﱯ ‪ relative risk‬ﻫﻮ ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﻭﻗﻮﻋﺎﺕ ﺍﻟﻨﺘﻴﺠﺔ ﰲ ﺍ‪‬ﻤﻮﻋﺔ ﺍﳌﻌﺮﺿﺔ ﻭﺑﲔ ﻭﻗﻮﻋﺎ‪‬ﺎ ﰲ‬ ‫ﺍ‪‬ﻤﻮﻋﺔ ﻏﲑ ﺍﳌﻌﺮﺿﺔ‪.‬‬ ‫‪9‬‬

‫ﻭﻧﺴﺒﺔ ﺍﻟﺘﺮﺟﻴﺢ ‪ odds ratio‬ﻫﻲ ﺍﺻﻄﻼﺡ ﻳﺴﺘﻌﻤﻞ ﰲ ﺩﺭﺍﺳﺎﺕ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺍﻗﺒﺔ ﺑﺎﻟﺸﻮﺍﻫﺪ ﻛﻤﻘﻴﺎﺱ‬ ‫ﻷﺭﺟﺤﻴﺔ ‪ odds‬ﻭﺟﻮﺩ ﻋﺎﻣﻞ ﺍﻹﺧﺘﻄﺎﺭ ﺑﲔ ﺍﳌﺼﺎﺑﲔ ﺑﺎﳌﺮﺽ ﻣﻘﺴﻮﻣﹰﺎ ﻋﻠﻰ ﺃﺭﺟﺤﻴﺔ ﻭﺟﻮﺩﻩ ﺑﲔ ﻏﲑ ﺍﳌﺼﺎﺑﲔ‬ ‫ﺑﺎﳌﺮﺽ‪.‬‬

‫ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ‬ ‫ﻧﺎﻗﺸﻨﺎ ﰲ ﺍﻟﻔﺼﻞ ‪ 8‬ﺍﳌﻔﻬﻮﻡ ﺍﻹﺣﺼﺎﺋﻲ ﻟﻔﺘﺮﺓ ﺍﻟﺜﻘﺔ ‪ .confidence interval‬ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﺗﺴﺠﻞ ﻗﻴﻤﺔ‬ ‫ﺍﳋﻄﺮ ﺍﻟﻨﺴﱯ ﺃﻭ ﻧﺴﺒﺔ ﺍﻟﺘﺮﺟﻴﺢ ﻣﻦ ﺩﻭﻥ ﺫﻛﺮ ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ ﻻ ﳝﻜﻦ ﺃﻥ ﺗﻔﺴﺮ ﺗﻔﺴﲑﹰﺍ ﻭﺍﻓﻴﹰﺎ‪ .‬ﻓﻴﺠﺐ ﺩﺍﺋﻤﹰﺎ ﺫﻛﺮ‬ ‫ﻓﺘﺮﺍﺕ ﺍﻟﺜﻘﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳋﻄﺮ ﺍﻟﻨﺴﱯ ﻭﻧﺴﺒﺔ ﺍﻟﺘﺮﺟﻴﺢ‪ .‬ﻭﺍ ﻟﺴﻤﺔ ﺍﳌﻬﻤﺔ ﺍﻟﱵ ﻳﺘﻌﲔ ﺍﻟﺒﺤﺚ ﻋﻨﻬﺎ ﻟﺪﻯ ﺗﻘﺪﻳﺮ ﻓﺘﺮﺓ‬ ‫ﺍﻟﺜﻘﺔ ﻫﻲ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺣﺪﻭﺩﻫﺎ ﺗﺸﻤﻞ ﺍﻟﻮﺍﺣﺪ ‪ .unity‬ﻓﺎﳋﻄﺮ ﺍﻟﻨﺴﱯ ﺃﻭ ﻧﺴﺒﺔ ﺍﻟﺘﺮﺟﻴﺢ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﻗﻴﻤﺘﻬﺎ‬ ‫‪ ،1‬ﻓﺈﻥ ﺫﻟﻚ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﺍﺭﺗﺒﺎﻁ ‪ association‬ﺑﲔ ﻋﺎﻣﻞ ﺍﻹﺧﺘﻄﺎﺭ ﻭﺑﲔ ﺍﳌﺮﺽ‪ .‬ﻭﺍﳋﻄﺮ ﺍﻟﻨﺴﱯ ﻗﺪ‬ ‫ﻳﻜﻮﻥ ﺃﻛﱪ ﺑﻜﺜﲑ ﻣﻦ ‪ ،1.0‬ﻭﻟﻜﻦ ﺇﺫﺍ ﲡﺎﻭﺯﺕ ﻓﺘﺮﺓ ﺛﻘﺔ ﻧﺴﺒﺘﻬﺎ ‪ %95‬ﺍﻟﻘﻴﻤﺔ ‪ ،1‬ﻓﻴﻤﻜﻦ ﺃﻥ ﻧﺴﺘﻨﺘﺞ ﻣﻦ‬ ‫ﺫﻟﻚ ﺃﻥ ﺯﻳﺎﺩﺓ ﺍﳋﻄﺮ ﺍﻟﻨﺴﱯ ﻟﻴﺲ ﺫﺍﺕ ﻣﻌﻨﻮﻳﺔ ﺇﺣﺼﺎﺋﻴﺔ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻭﻟﻴﺪﺓ ﺍﳌﺼﺎﺩﻓﺔ‪.‬‬

‫ﺍﳋﻄﺮ ﺍﳌﻨﺴﻮﺏ‬ ‫ﻻ ﳝﻜﻦ ﺗﻔﺴﲑ ﺃﳘﻴﺔ ﻋﺎﻣﻞ ﺍﺧﺘﻄﺎﺭ ‪ risk factor‬ﻋﻠﻰ ﺃﺳﺎﺱ ﻣﻘﺪﺍﺭ ﺍﳋﻄﺮ ﺍﻟﻨﺴﱯ‪ ،‬ﻣﻦ ﺩﻭﻥ ﺭﺑﻄﻬﺎ ﲟﻌﺪﻝ‬ ‫ﺍﻧﺘﺸﺎﺭ ﺍﳊﺎﻟﺔ ﺍﳌﺮﺿﻴﺔ ﺍﳌﻌﻨﻴﺔ‪ .‬ﻭﺍﺻﻄﻼﺡ ﺍﳋﻄﺮ ﺍﳌﻨﺴﻮﺏ ‪ attributable risk‬ﻫﻮ ﺗﻘﺪﻳﺮ ﻛﻤﻲ ﳌﺪﻯ ﺇﺳﻬﺎﻡ‬ ‫ﻋﺎﻣﻞ ﺍﺧﺘﻄﺎﺭ ﻣﻌﲔ ﰲ ﺇﺣﺪﺍﺙ ﺍﳌﺮﺽ ﰲ ﳎﺘﻤﻊ ﻣﺎ‪ .‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﻣﺜﺎﻻﻥ ﻳﺼﻮﺭﺍﻥ ﺃﳘﻴﺔ ﺣﺴﺎﺏ ﺍﳋﻄﺮ ﺍﳌﻨﺴﻮﺏ‪.‬‬ ‫ﺍﳋﻄﺮ ﺍﻟﻨﺴﱯ ﻟﻺﺻﺎﺑﺔ ﺑﺴﺮﻃﺎﻥ ﺍﻟﺮﺋﺔ ﺑﺴﺒﺐ ﺍﻟﺘﺪﺧﲔ‪ ،‬ﺃﻛﱪ ﺑﻜﺜﲑ ﻣﻦ ﺍﳋﻄﺮ ﺍﻟﻨﺴﱯ ﳊﺪﻭﺙ ﺍﺣﺘﺸﺎﺀ‬ ‫ﻋﻀﻠﺔ ﺍﻟﻘﻠﺐ ‪ myocardial infarction‬ﺑﲔ ﺍﳌﺪﺧﻨﲔ‪ .‬ﺇﻻ ﺃﻥ ﺃﻣﺮﺍﺽ ﺍﻟﻘﻠﺐ ﺃﻛﺜﺮ ﺷﻴﻮﻋﹰﺎ ﻣﻦ ﺳﺮﻃﺎﻥ‬ ‫ﺍﻟﺮﺋﺔ‪ .‬ﻭﻫﻜﺬﺍ ﻓﺮﻏﻢ ﺃﻥ ﺍﳋﻄﺮ ﺍﳌﺮﺗﺒﻂ ﺑﺄﻣﺮﺍﺽ ﺍﻟﻘﻠﺐ ﻭﺑﺎﻟﺘﺪﺧﲔ ﺻﻐﲑ ﺍﳌﻘﺪﺍﺭ‪ ،‬ﺇﻻ ﺃﻥ ﺃﳘﻴﺘﻪ ﻟﻠﺼﺤﺔ‬ ‫ﺍﻟﻌﻤﻮﻣﻴﺔ ﻳﻀﺨﻤﻬﺎ ﻭﻗﻮﻋﻪ ﲟﻌﺪﻝ ﺃﻛﱪ ﻧﺴﺒﻴﹰﺎ‪.‬‬ ‫ﻭﺍﻟﻨﺴﺎﺀ ﺍﻟﻼﰐ ﻳﺘﻌﺎﻃﲔ ﺣﺒﻮﺏ ﻣﻨﻊ ﺍﳊﻤﻞ ﺃﻛﺜﺮ ﺍﺣﺘﻤﺎ ﹰﻻ ﻟﻺﺻﺎﺑﺔ ﺑﻨﻮﺑﺔ ﻗﻠﺒﻴﺔ ﳑﻴﺘﺔ ﻣﻦ ﺍﻟﻠﻮﺍﰐ ﻻ ﻳﺘﻨﺎﻭﻟﻦ‬ ‫ﻫﺬﻩ ﺍﳊﺒﻮﺏ‪ .‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﻓﺈﻥ ﻣﻌﺪﻝ ﺍﻹﺻﺎﺑﺔ ﺑﺄﻣﺮﺍﺽ ﻋﻀﻠﺔ ﺍﻟﻘﻠﺐ ﻣﻨﺨﻔﺾ ﺑﲔ ﺍﻟﻨﺴﺎﺀ ﺍﻟﻠﻮﺍﰐ ﰲ‬ ‫ﺳﻦ ﺍﻹﳒﺎﺏ )ﻣﺴﺘﻌﻤﻼﺕ ﺍﳊﺒﻮﺏ( ﻭﳝﻜﻦ ﺃﻥ ﻳﺘﺮﺟﻢ ﻫﺬﺍ ﺍﳋﻄﺮ ﺍﻟﻨﺴﱯ ﺍﳌﺮﺗﻔﻊ ﺇﱃ ﺧﻄﺮ ﻣﻨﺴﻮﺏ ﻻ ﻳﺘﺠﺎﻭﺯ‬ ‫ﺑﻀﻊ ﻭﻓﻴﺎﺕ ﻣﻦ ﻛﻞ ﻣﺌﺔ ﺃﻟﻒ ﻣﻦ ﻣﺴﺘﻌﻤﻼﺕ ﺍﳊﺒﻮﺏ ﰲ ﻛﻞ ﻋﺎﻡ‪.‬‬ ‫‪10‬‬

‫ﻣﻮﺍﺯﻧﺔ ﺍﻷﺧﻄﺎﺭ ﻣﻊ ﺍﻟﻔﻮﺍﺋﺪ‬ ‫ﻼ ﻋﻠﻰ‬ ‫ﻻ ﳝﻜﻦ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻷﺧﻄﺎﺭ ﻭﺣﺪﻫﺎ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﻓﻮﺍﺋﺪ ﻛﺬﻟﻚ‪ .‬ﻭﻳﻨﻄﺒﻖ ﺫﻟﻚ ﻣﺜ ﹰ‬ ‫ﺣﺎﻟﺔ ﺣﺒﻮﺏ ﻣﻨﻊ ﺍﳊﻤﻞ ﺍﻟﱵ ﳍﺎ ﳐﺎﻃﺮ ﺻﺤﻴﺔ‪ ،‬ﻭﳍﺎ ﻛﺬﻟﻚ ﻓﻮﺍﺋﺪ ﺻﺤﻴﺔ ﺗﺮﺟﺢ ﻛﻔﺘﻬﺎ ﻋﻦ ﻛﻔﺔ ﺍﳌﺨﺎﻃﺮ ﺍﶈﺘﻤﻠﺔ‪.‬‬

‫‪9.9‬‬

‫ﺗﻔﺴﲑ ﺩﺭﺍﺳﺎﺕ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ‬

‫ﻳﺴﺘﺨﺪﻡ ﺍﺻﻄﻼﺡ ﺍﻹﺧﺘﺒﺎﺭ ﺍﻟﺘﺸﺨﻴﺼﻲ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪ ،‬ﻟﻮﺻﻒ ﻗﻴﻤﺔ ‪‬ﻋﺮ‪‬ﺽ ﻣﺎ )ﺃﻭ ﳎﻤﻮﻋﺔ ﺃﻋﺮﺍﺽ( ﺃﻭ‬ ‫ﻋﻼﻣﺎﺕ ﺃﻭ ﺍﺳﺘﻘﺼﺎﺀ ﺧﺎﺹ ﰲ ﺗﺸﺨﻴﺺ ﺣﺎﻟﺔ ﺳﺮﻳﺮﻳﺔ ﺃﻭ ﻭﺿﻊ ﺻﺤﻲ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﺗﻘﺪﻳﺮ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ‬ ‫ﻟﻺﺧﺘﺒﺎﺭﺍﺕ ﳚﺐ ﻣﻘﺎﺭﻧﺘﻬﺎ ﲟﻌﻴﺎﺭ ﺍﻟﺬﻫﺐ ‪ ،gold standard‬ﺃﻱ ﺑﺄﻓﻀﻞ ﺍﺧﺘﺒﺎﺭ ﻣﺘﺎﺡ ﺣﺎﻟﻴﺎﹰ‪ .‬ﻭﺑﻐﲑ ﺫﻟﻚ ﻻ‬ ‫ﺗﻮﺟﺪ ﻃﺮﻳﻘﺔ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺃﻥ ﺍﻹﺧﺘﺒﺎﺭ ﻳﺴﺘﻄﻴﻊ ﺗﺸﺨﻴﺺ ﺍﳊﺎﻟﺔ ﺍﳌﻌﻨﻴﺔ‪ .‬ﺃﻣﺎ ﺍﻟﻘﻮﻝ ﺑﻮﺟﻮﺩ ﺍﺭﺗﺒﺎﻃﺎﺕ ﺫﺍﺕ‬ ‫ﻣﻌﻨﻮﻳﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﺎﻟﻴﺔ ﺑﲔ ﺍﻹﺧﺘﺒﺎﺭ ﻭﺑﲔ ﺍﻟﺘﺸﺨﻴﺺ ﻓﻼ ﻳﻜﻔﻲ‪ .‬ﻭﻣﻦ ﺍﻷﳘﻴﺔ ﲟﻜﺎﻥ ﺗﻘﺪﱘ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ‬ ‫ﻣﺪﻯ ﺧﻄﺄ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﰲ ﺗﺼﻨﻴﻒ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﺃﻱ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺗﺸﺨﻴﺺ ﻣﺮﺽ ﻣﺎ ﰲ ﺣﲔ ﺃﻥ‬ ‫ﺍﳌﺮﺽ ﻏﲑ ﻣﻮﺟﻮﺩ‪ ،‬ﺃﻭ ﻋﺪﻡ ﺗﺸﺨﻴﺼﻪ ﺑﻴﻨﻤﺎ ﻳﻜﻮﻥ ﻣﻮﺟﻮﺩﹰﺍ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﻫﺬﺍ ﺗﺴﺘﻌﻤﻞ ﻣﻔﺎﻫﻴﻢ ﺍﳊﺴﺎﺳﻴﺔ‬ ‫ﻭﺍﻟﻨﻮﻋﻴﺔ ﻭﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻨﺒﺆﻳﺔ ﻭﺍﻟﻜﻔﺎﻳﺔ‪.‬‬

‫ﺍﳊﺴﺎﺳﻴﺔ‬ ‫ﺍﳊﺴﺎﺳﻴﺔ ‪ sensitivity‬ﻫﻲ ﻗﺪﺭﺓ ﺍﺧﺘﺒﺎﺭ ﻣ ﺎ ﻋﻠﻰ ﲤﻴﻴﺰ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﺍﳌﺮﺽ‪ .‬ﻭﺍﳊﺴﺎﺳﻴﺔ‬ ‫ﺍﳌﻨﺨﻔﻀﺔ ﺗﻌﲏ ﺃﻧﻪ ﺳﺘﻜﻮﻥ ﻫﻨﺎﻙ ﺣﺎﻻﺕ ﺳﻠﺒﻴﺔ ﻛﺎﺫﺑﺔ ﻋﺪﻳﺪﺓ‪.‬‬

‫ﺍﻟﻨﻮﻋﻴﺔ‬ ‫ﺍﻟﻨﻮﻋﻴﺔ ‪ specificity‬ﻫﻲ ﻗﺪﺭﺓ ﺍﺧﺘﺒﺎﺭ ﻣﺎ ﻋﻠﻰ ﲤﻴﻴﺰ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻻ ﳛﻤﻠﻮﻥ ﺍﳌﺮﺽ ﺑﺄ‪‬ﻢ ﺳﻠﺒﻴﻮﻥ‪.‬‬ ‫ﻭﺍﻟﻨﻮﻋﻴﺔ ﺍﳌﻨﺨﻔﻀﺔ ﺗﻌﲏ ﺃﻧﻪ ﺳﺘﻜﻮﻥ ﻫﻨﺎﻙ ﺣﺎﻻﺕ ﺇﳚﺎﺑﻴﺔ ﻛﺎﺫﺑﺔ ﻋﺪﻳﺪﺓ‪.‬‬

‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻨﺒﺆﻳﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻨﺒﺆﻳﺔ )ﺍﻟﺘﻜﻬﻨﻴﺔ( ‪ predictive value‬ﻻﺧﺘﺒﺎﺭ ﻣﺎ ﺗﻌﻄﻲ ﺍﻟﺘﻜﺮﺍﺭﻳﺔ ﺍﻟﱵ ﻳﺘﺴﻢ ‪‬ﺎ ﺍﺧﺘﺒﺎﺭ ﺇﳚﺎﰊ‬ ‫ﰲ ﺍﻟﺪﻻﻟﺔ ﻋﻠﻰ ﻭﺟﻮﺩ ﺍﳌﺮﺽ ﺑﺎﻟﻔﻌﻞ‪ .‬ﻭﻣﻦ ﺍﻷﻓﻀﻞ ﻭﺻﻔﻪ ﺑﺎﻟﻘﻴﻤﺔ ﺍﻟﺘﻨﺒﺆﻳﺔ ﺍﻹﳚﺎﺑﻴﺔ )ﺃﻣﺎ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻨﺒﺆﻳﺔ ﺍﻟﺴﻠﺒﻴﺔ‬ ‫ﻓﻘﻠﻴﻼﹰ ﻣﺎ ﺗﺴﺘﻌﻤﻞ(‪.‬‬ ‫‪11‬‬

‫ﺍﻟﻜﻔﺎﻳﺔ‬ ‫ﺍﻟﻜﻔﺎﻳﺔ ‪ efficiency‬ﻫﻲ ﺗﻘﺪﻳﺮ ﺇﲨﺎﱄ ﻟﻘﺪﺭﺓ ﺍﺧﺘﺒﺎﺭ ﻣﺎ ﻋﻠﻰ ﺗﺼﻨﻴﻒ ﺍﳌﺮﺿﻰ ﻋﻠﻰ ﳓﻮ ﺻﺤﻴﺢ‪ .‬ﻭﻳﺘﻢ‬ ‫ﺗﻘﺪﻳﺮ ﻗﻴﻤﺘﻬﺎ ﲜﻤﻊ ﺃﻋﺪﺍﺩ ﺍﻟﺘﺼﻨﻴﻔﲔ ﺍﳊﻘﻴﻘﻴﲔ )ﺍﻹﳚﺎﰊ ﺍﳊﻘﻴﻘﻲ ﻭﺍﻟﺴﻠﱯ ﺍﳊﻘﻴﻘﻲ( ﻭﻗﺴﻤﺔ ﺣﺎﺻﻞ ﺍﳉﻤﻊ‬ ‫ﻋﻠﻰ ﺍﻟﻌﺪﺩ ﺍﻹﲨﺎﱄ ﻟﻠﻤﺮﺿﻰ ﺍﳌﻔﺤﻮﺻﲔ‪.‬‬

‫ﻣﻮﺍﺯﻧﺔ ﺍﳊﺴﺎﺳﻴﺔ ﻣﻊ ﺍﻟﻨﻮﻋﻴﺔ‬ ‫ﻻ ﳝﻜﻦ ﺗﻮﻗﻊ ﺃﻥ ﺗﻜﻮﻥ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﺗﺸﺨﻴﺼﻴﺔ ﺗﺎﻣﺔ ﺍﻹﺣﻜﺎﻡ‪ .‬ﻓﺰﻳﺎﺩﺓ ﺣﺴﺎﺳﻴﺔ ﺍﺧﺘﺒﺎﺭ ﻣﺎ ﺗﺆﺩﻱ ﻏﺎﻟﺒﺎﹰ‬ ‫ﺇﱃ ﺍﳔﻔﺎﺽ ﻧﻮﻋﻴﺘﻪ‪ ،‬ﻭﺍﻟﻌﻜﺲ ﺑﺎﻟﻌﻜﺲ‪ .‬ﻭﻻ ﳝﻜﻦ ﲢﺪﻳﺪ ﻗﻴﻤﺔ ﺃﻱ ﺍﺧﺘﺒﺎﺭ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﳊﺴﺎﺳﻴﺔ ﻭﺍﻟﻨﻮﻋﻴﺔ‬ ‫ﻭﺣﺪﳘﺎ‪ ،‬ﺃﻭ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﺸﺎﻣﻠﺔ‪ .‬ﺇﺫ ﺃﻥ ﺍﻟﻜﺜﲑ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻧﺘﺸﺎﺭ ﺍﳊﺎﻟﺔ ﺍﳌﺮﺿﻴﺔ‪ ،‬ﻭﻫﻜﺬﺍ ﻓﺈﻥ ﺍﻟﻘﻴﻤﺔ‬ ‫ﺍﻟﺘﻨﺒﺆﻳﺔ ﺗﻘﻊ ﲢﺖ ﺗﺄﺛﲑ ﻣﻌﺪﻝ ﺍﻹﻧﺘﺸﺎﺭ‪ .‬ﻭﺣﱴ ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ ﺍﻟﺼﻐﲑﺓ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻹﳚﺎﺑﻴﺔ ﺍﻟﻜﺎﺫﺑﺔ ﳝﻜﻦ ﺃﻥ‬ ‫ﺗﺘﻀﺨﻢ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﳌﺮﺽ ﻧﺎﺩﺭ ﺍﻟﻮﺟﻮﺩ‪.‬‬ ‫ﻭﳚﺐ ﺍﻹﺧﺘﻴﺎﺭ ﺑﲔ ﺍﳊﺴﺎﺳﻴﺔ ﻭﺍﻟﻨﻮﻋﻴﺔ‪ .‬ﻭﺍﻟﻘﺮﺍﺭ ﻫﻨﺎ ﻟﻴﺲ ﺇﺣﺼﺎﺋﻴﹰﺎ‪ .‬ﻭﻟﻜﻨﻪ ﺳﺮﻳﺮﻱ ﻭﺍﻗﺘﺼﺎﺩﻱ‪ .‬ﻓﻌﻨﺪﻣﺎ‬ ‫ﻳﺆﺩﻱ ﺇﻏﻔﺎﻝ ﻣﺮﺽ ﺇﱃ ﻧﺘﺎﺋﺞ ﺣﺮﺟﺔ ﻓﺴﻮﻕ ﺗﻜﻮﻥ ﺍﻟﻐﻠﺒﺔ ﻟﻠﺤﺴﺎﺳﻴﺔ‪ .‬ﺃﻣﺎ ﺇﻥ ﻛﺎﻥ ﻋﺐﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻹﳚﺎﺑﻴﺔ‬ ‫ﺍﻟﻜﺎﺫﺑﺔ ﻳﻔﻮﻕ ﻣﺰﺍﻳﺎ ﺍﻛﺘﺸﺎﻑ ﻛﻞ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺿﻴﺔ‪ ،‬ﻓﻬﻨﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﳍﺪﻑ ﻫﻮ ﺭﻓﻊ ﻣﺴﺘﻮﻯ ﺍﻟﻨﻮﻋﻴﺔ‬ ‫‪.specificity‬‬ ‫ﻭﻣﻊ ﺗﻮﺟﻴﻪ ﺍﻫﺘﻤﺎﻡ ﻣﺘﺰﺍﻳﺪ ﳓﻮ ﺍﳉﻮﺍﻧﺐ ﺍﻹﻗﺘﺼﺎﺩﻳﺔ ﻟﻠﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻓﻘﺪ ﺻﺎﺭﺕ ﺍﻟﺘﻜﻠﻔﺔ ﺃﺣﺪ ﺍﻟﺸﻮﺍﻏﻞ‬ ‫ﰲ ﺗﻘﻴﻴﻢ ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺤﺮﻱ ‪ .screening‬ﻭﺍﳌﺜﺎﻝ ﺍﻟﺘﺎﱄ ﺣﻮﻝ ﺍﻹﺧﺘﺒﺎﺭ ﺍﳌﺼﻠﻲ ﺍﻹﻟﺰﺍﻣﻲ ﻗﺒﻞ ﺍﻟﺰﻭﺍﺝ ﲝﺜﹰﺎ ﻋﻦ‬ ‫ﻋﺪﻭﻯ ﻓﲑﻭﺱ ﺍﻟﻌﻮﺯ ﺍﳌﻨﺎﻋﻲ ﺍﻟﺒﺸﺮﻱ ‪ HIV‬ﻳﺼﻮ‪‬ﺭ ﻫﺬﻩ ﺍﻟﻘﻀﻴﺔ‪ .‬ﻓﺎﻹﺧﺘﺒﺎﺭ ﺍﳌﺴﺘﻌﻤﻞ ﻗﺪ ﺗﺒﻠﻎ ﺣﺴﺎﺳﻴﺘﻪ‬ ‫‪ %98‬ﻭﻧﻮﻋﻴﺘﻪ ‪ ،%99‬ﻭﻫﻜﺬﺍ ﻳﺒﺪﻭ ﺃﻧﻪ ﺍﺧﺘﺒﺎﺭ ﻣﺘﻤﻴﺰ‪ .‬ﻭﻟﻜﻦ ﰲ ﳎﺘﻤﻊ ﻳﻨﺘﺸﺮ ﻓﻴﻪ ﺍﻟﻔﲑﻭﺱ ‪ HIV‬ﲟﻌﺪﻝ‬ ‫ﻣﻨﺨﻔﺾ‪ ،‬ﺣﱴ ﺍﳌﻌﺪﻝ ﺍﳌﻨﺨﻔﺾ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻹﳚﺎﺑﻴﺔ ﺍﻟﻜﺎﺫﺑﺔ ﺳﻮﻑ ﻳﻌﲏ ﺃﻥ ﻋﺪﺩﹰﺍ ﻛﺒﲑﹰﺍ ﻣﻦ ﺍﻟﻨﺎﺱ ﺳﻮﻑ‬ ‫ﻳﻨـﺰﻋﺠﻮﻥ ﺑﺪﻭﻥ ﺿﺮﻭﺭﺓ‪ .‬ﻭﻫﻮ ﻳﻌﲏ ﻛﺬﻟﻚ ﺃﻧﻪ ﳚﺐ ﺍﺧﺘﺒﺎﺭ ﻋﺪﺩ ﻫﺎﺋﻞ ﻣﻦ ﺍﻟﻨﺎﺱ ﻣﻦ ﺃﺟﻞ ﺍﻛﺘﺸﺎﻑ ﺣﺎﻟﺔ‬ ‫ﻭﺍﺣﺪﺓ ﺗﻜﻮﻥ ﺇﳚﺎﺑﻴﺔ ﺣﻘﻴﻘﻴﺔ ‪ .true positive‬ﻭﺳﻮﻑ ﻳﺘﻄﻠﺐ ﺍﻷﻣﺮ ﺇﺟﺮﺍﺀ ﺗﻘﺪﻳﺮ ﻟﺘﻜﻠﻔﺔ ﺗﺸﺨﻴﺺ ﺣﺎﻟﺔ‬ ‫ﻭﺍﺣﺪﺓ‪.‬‬ ‫ﻭﻛﺜﲑ ﻣﻦ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﻳ‪‬ﻌﻄﻲ ﻧﺘﺎﺋﺞ ﻣﺘﻮﺍﺻﻠﺔ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﳌﺼﻠﻴﺔ ﻟﻠﻤﺴﺘﻀﺪ ﺍﻟﻨﻮﻋﻲ‬ ‫ﻟﻠﱪﻭﺳﺘﺎﺗﺔ )‪ (PSA‬ﻛﺎﺧﺘﺒﺎﺭ ﻟﺘﺤﺮﻱ ﺍﻹﺻﺎﺑﺔ ﺑﺴﺮﻃﺎﻥ ﺍﻟﱪﻭﺳﺘﺎﺗﺔ‪ .‬ﻭﰲ ﻫﺬﻩ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﳚﺐ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﺣﻮﻝ‬ ‫‪12‬‬

‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﱵ ﺗﺸﻜﻞ ﻧﺘﻴﺠﺔ ﺇﳚﺎﺑﻴﺔ‪ ،‬ﻭﺗﺴﻤﻰ ﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ ﻧﻘﻄﺔ ﺍﻟﻘﻄﻊ ‪ .cut-off point‬ﻭﻳﺘﻄﻠﺐ ﺍﲣﺎﺫ ﻫﺬﺍ ﺍﻟﻘﺮﺍﺭ‬ ‫ﺍﻹﺧﺘﻴﺎﺭ ﺑﲔ ﺯﻳﺎﺩﺓ ﺍﻟﻨﻮﻋﻴﺔ ﻭﺑﲔ ﺍﳔﻔﺎﺽ ﺍﳊﺴﺎﺳﻴﺔ ﺃﻭ ﺍﻟﻌﻜﺲ‪ .‬ﻭﻣﻨﺤﻨﻴﺎﺕ ﺧﺼﺎﺋﺺ ﻣﻌﺎﻣِﻼﺕ ﺍﳌﺴﺘﻘﺒِﻞ‬ ‫‪ (ROC) receiver operator characteristic curves‬ﺗﻔﻴﺪ ﰲ ﺗﺼﻮﺭ ﻭﺍﺧﺘﻴﺎﺭ ﻧﻘﺎﻁ ﺍﻟﻘﻄﻊ ﻻﺧﺘﺒﺎﺭﺍﺕ‬ ‫ﺍﻟﺘﺤﺮﻱ‪ .‬ﻭﻗﺪ ﺟﺎﺀﺕ ﻫﺬﻩ ﺍﻟﺘﺴﻤﻴﺔ ﻣﻦ ﺍﺳﺘﻌﻤﺎﳍﺎ ﺍﻷﻭﻝ ﰲ ﳎﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺎﺕ‪ .‬ﻭﻫﺬﻩ ﺍﳌﻨﺤﻨﻴﺎﺕ ﻫﻲ ﻃﺮﻳﻘﺔ‬ ‫ﺑﻴﺎﻧﻴﺔ ﻟﺘﺼﻮﻳﺮ ﺍﳋﻴﺎﺭﺍﺕ ﺍﻟﱵ ﺗ‪‬ﺠﺮﻯ ﺑﲔ ﲢﺴﲔ ﺣﺴﺎﺳﻴﺔ ﺍﻹﺧﺘﺒﺎﺭ ﺃﻭ ﻧﻮﻋﻴﺘﻪ ﻟﺪﻯ ﺍﺧﺘﻴﺎﺭ ﻗﻴﻢ ﻧﻘﺎﻁ ﻗﻄﻊ ﳐﺘﻠﻔﺔ‪.‬‬ ‫ﻓﺒﺎﻟﻨﺴﺒﺔ ﻟﻜﻞ ﻧﻘﻄﺔ ﻗﻄﻊ ﻳﻘﻮﻡ ﺍﻹﺣﺼﺎﺋﻲ ﺑﺮﺳﻢ ﻗﻴﻤﺔ ﺍﳊﺴﺎﺳﻴﺔ ﻋﻠﻰ ﺍﶈﻮﺭ ﺍﻟﺮﺃﺳﻲ‪ ،‬ﻭﻳﺮﺳﻢ ﻋﻠﻰ ﺍﶈﻮﺭ ﺍﻷﻓﻘﻲ‬ ‫ﻗﻴﻤﺔ ‪ 1‬ﻣﻄﺮﻭﺣﺔ ﻣﻨﻪ ﻗﻴﻤﺔ ﻧﻮﻋﻴﺔ ﺍﻻﺧﺘﺒﺎﺭ )ﺃﻱ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻹﳚﺎﺑﻴﺔ ﺍﻟﻜﺎﺫﺑﺔ( )ﻧﻴﻮﻣﺎﻥ ﻭﺁﺧﺮﻭﻥ‪.(2001 ،‬‬

‫‪ 10.9‬ﺗﻔﺴﲑ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺗﺴﺠﻞ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺪﺧﻼﺕ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﺩﺭﺍﺳﺎﺕ ﻏﲑ ﻣﺮﺍﻗﺒﺔ ‪ uncontrolled‬ﻻ ﺗﻌﲏ ﺍﻟﻜﺜﲑ‪ .‬ﻭﰲ ﻛﺜﲑ ﻣﻦ ﺍﳊﺎﻻﺕ ﺭﲟﺎ‬ ‫ﻳﺆﺩﻱ ﻋﺪﻡ ﺗﻌﺎﻃﻲ ﺃﻱ ﻋﻼﺝ ﺇﱃ ﻧﺘﺎﺋﺞ ﳑﺎﺛﻠﺔ‪.‬‬ ‫ﻭﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺮﺍﻗﺒﺔ ‪ controlled‬ﺍﳌﺮﺗﻜﺰﺓ ﻋﻠﻰ ﻣﻘﺎﺭﻧﺔ ﻋﻼﺝ ﲟﺎﺩﺓ ﻏﻔﻞ‪ ،‬ﻻ ﺗﻌﲏ ﺍﻟﻜﺜﲑ ﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫ﻫﻨﺎﻙ ﻋﻼﺟﺎﺕ ﺃﺧﺮﻯ ﻣﺘﺎﺣﺔ‪ .‬ﻓﺎﻟﻨﺘﺎﺋﺞ ﳚﺐ ﺃﻥ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﺃﺩﻭﻳﺔ ﻟﻠﻤﻘﺎﺭﻧﺔ ﺗﻜﻮﻥ ﻣﺘﺎﺣﺔ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ‪.‬‬ ‫ﺇﻥ ﺗﻔﻀﻴﻞ ﺩﻭﺍﺀ ﻋﻠﻰ ﺁﺧﺮ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﻳﺮﺗﻜﺰ ﻋﻠﻰ ﺟﺎﻧﺐ ﻭﺍﺣﺪ ﻓﻘﻂ ﻣﻦ ﺟﻮﺍﻧﺐ ﺃﺩﺍﺋﻪ‪ ،‬ﺑﻞ ﳚﺐ ﺃﻥ‬ ‫ﺗﻌﻄﻰ ﻧﻔﺲ ﺍﻷﳘﻴﺔ ﻷﺭﺑﻌﺔ ﻋﻨﺎﺻﺮ ﻫﻲ‪ :‬ﺍﳌﺄﻣﻮﻧﻴﺔ ‪ ،safety‬ﻭﺍﻟﺘﺤﻤﻞ ‪ ،tolerability‬ﻭﺍﻟﻨﺠﺎﻋﺔ ‪،efficacy‬‬ ‫ﻭﺍﻟﺜﻤﻦ ‪.price‬‬ ‫ﻭﻗﺪ ﺗ‪‬ﺜﺒﺖ ﺩﺭﺍﺳﺔ ﻣﺎ ﺃﻥ ﺩﻭﺍﺀ ﺟﺪﻳﺪ‪ ‬ﺍﺳﻔﺮ ﻋﻦ ﲢﺴ‪‬ﻦ ﺃﻛﱪ ﳑﺎ ﳛﻘﻘﻪ ﺍﻟﺪﻭﺍﺀ ﺍﳌﺴﺘﻌﻤﻞ ﻭﺍﳌﺘﺎﺡ ﺣﺎﻟﻴﺎﹰ‪.‬‬ ‫ﻭﻳ‪‬ﺜﺒﺖ ﺍﻹﺧﺘﺒﺎﺭ ﺍﻹﺣﺼﺎﺋﻲ ﺃﻥ ﻫﺬﺍ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﺪﻭﺍﺀﻳﻦ ﻟﻪ ﻣﻌﻨﻮﻳﺔ ﺇﺣﺼﺎﺋﻴﺔ‪ .‬ﻓﻤﺎ ﻳﻘﻮﻟﻪ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ‬ ‫ﺍﻹﺣﺼﺎﺋﻲ ﻫﻮ ﺃﻥ ﺍﻟﻔﺮﻕ ﰲ ﺍﻟﻨﺘﺎﺋﺞ ﻻ ﻳ‪‬ﺤﺘﻤﻞ ﺃﻥ ﻳﻜﻮﻥ ﻭﻟﻴﺪ ﺍﻟﺼﺪﻓﺔ‪ ،‬ﻭﺃﻥ ﺍﺣﺘﻤﺎﻝ ﻛﻮﻧﻪ ﻧﺘﻴﺠﺔ ﻣﺼﺎﺩﻓﺔ ﻳﻘﻞ‬ ‫ﻋﻦ ‪ .%5‬ﻭﺗ‪‬ﺮﻳﻨﺎ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺣﺘﻤﺎﻟﻴﺔ ‪ ، P value‬ﻣﺪﻯ ﺍﺑﺘﻌﺎﺩ ﺍﺣﺘﻤﺎﻝ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻔﺮﻕ ﺑﻄﺮﻳﻖ ﺍﻟﺼﺪﻓﺔ‪.‬‬ ‫ﻏﲑ ﺃﻥ ﺫﻟﻚ ﻻ ﻳﻌﲏ ﺃﻥ ﺍﻟﻨﺘﻴﺠﺔ ﻣﻬﻤﺔ ﺳﺮﻳﺮﻳﺎﹰ‪ .‬ﻓﺎﻟﻘﻴﻤﺔ ﺍﻹﺣﺘﻤﺎﻟﻴﺔ ‪ P‬ﻻ ﺗﻘﻮﻝ ﺷﻴﺌﹰﺎ ﺣﻮﻝ ﻣﻘﺪﺍﺭ ﺍﻟﻔﺮﻕ ﺑﲔ‬ ‫ﺍﻟﻌﻼﺟﲔ‪ ،‬ﻭﻛﻴﻒ ﺃﻥ ﻧﻘﻄﺔ ﺗﻘﺪﻳﺮ ﺍﻟﻔﺮﻕ ﺳﻮﻑ ﺗﺘﻐﲑ ﰲ ﺣﺎﻟﺔ ﺩﺭﺍﺳﺔ ﻋﻴﻨﺎﺕ ﺃﺧﺮﻯ ﻣﻦ ﻧﻔﺲ ﺍ‪‬ﺘﻤﻊ‪ .‬ﻭﳍﺬﺍ‬ ‫ﺍﻟﻐﺮﺽ ﳓﺘﺎﺝ ﺇﱃ ﻣﻌﺮﻓﺔ ﻓﺘﺮﺍﺕ ﺍﻟﺜﻘﺔ ﻟﻠﻔﺮﻕ ﺑﲔ ﺃﺩﺍﺀ ﺍﻟﺪﻭﺍﺀﻳﻦ‪ .‬ﻭﺳﻮﻑ ﺗ‪‬ﻈﻬﺮ ﻓﺘﺮﺍﺕ ﺍﻟﺜﻘﺔ ﺍﳌﺪﻯ ﺍﳌﺮﺟﺢ‬ ‫ﳌﻘﺪﺍﺭ ﺍﻟﻔﺮﻕ ﰲ ﺃﺩﺍﺀ ﺍﻟﺪﻭﺍﺀﻳﻦ‪.‬‬ ‫ﻭﺣﱴ ﻟﻮ ﺛﺒﺖ ﺃﻥ ﺩﻭﺍﺀ ﻣﺎ ﺃﻓﻀﻞ ﻣﻦ ﺩﻭﺍﺀ ﺁﺧﺮ‪ ،‬ﻓﺴﻮﻑ ﻳﻈﻞ ﺍﻟﺴﺆﺍﻝ ﻗﺎﺋﻤﹰﺎ ﺣﻮﻝ ﻣﺪﻟﻮﻝ ﺫﻟﻚ ﺑﺎﻟﻨﺴﺒﺔ‬ ‫ﻟﻠﻤﺮﻳﺾ ﺍﻟﻮﺍﺣﺪ ﺃﻭ ﻟﻠﻄﺒﻴﺐ ﺍﻟﻮﺍﺣﺪ‪ .‬ﻭﻳﺘﻌﲔ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﳛﺼﻲ ﺍﻟﻌﺪﺩ ﺍﳌﻄﻠﻮﺏ ﻣﻌﺎﳉﺘﻪ ﻣﻦ ﺍﳌﺮﺿﻰ ﺣﱴ‬ ‫‪13‬‬

‫ﻼ ﻣﺎ ﺧﻔﹼﺾ ﺍﳋﻄﺮ ﺍﳌﻄﻠﻖ‬ ‫ﳝﻜﻦ ﲢﻘﻴﻖ ﺍﳌﺰﺍﻳﺎ ﺍﻟﻌﻼﺣﻴﺔ ﻟﻠﺘﺪﺧﻞ ﺍﳉﺪﻳﺪ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻟﻮ ﺃﻥ ﺗﺪﺧ ﹰ‬ ‫‪ absolute risk‬ﻟﻠﻮﻓﺎﺓ ﺑﻨﺴﺒﺔ ‪ ،%4‬ﻓﺈﻥ ﺫﻟﻚ ﻳﻌﲏ ﺃﻥ »ﺍﻟﻌﺪﺩ ﺍﳌﻄﻠﻮﺏ ﻣﻌﺎﳉﺘﻪ« ﺑﺎﻟﺘﺪﺧﻞ ﺍﳉﺪﻳﺪ ﻣﻦ ﺃﺟﻞ‬ ‫ﺍﺟﺘﻨﺎﺏ ﻭﻗﻮﻉ ﻭﻓﺎﺓ ﻭﺍﺣﺪﺓ ﻫﻮ ‪ .25‬ﺇﻥ ﻋﺒﺎﺭﺓ »ﺍﻟﻌﺪﺩ ﺍﳌﻄﻠﻮﺏ ﻣﻌﺎﳉﺘﻪ« ﺗﻨﻄﻮﻱ ﻋﻠﻰ ﻣﻀﺎﻣﲔ ﻣﻬﻤﺔ ﺑﺎﻟﻨﺴﺒﺔ‬ ‫ﻟﻠﺘﻜﻠﻔﺔ ﻋﻨﺪ ﺗﻔﺴﲑ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺪﺧﻞ‪.‬‬ ‫‪ 11.9‬ﺗﻔﺴﲑ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻜﻴﻔﻴﺔ‬ ‫ﺗﺸﻤﻞ ﻃﺮﻕ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻜﻴﻔﻴﺔ‪ ،‬ﺗﻔﺴﲑ ﻧﺼﻮﺹ ﻣﻜﺘﻮﺑﺔ ﻣﺴﺘﻘﺎﺓ ﻣﻦ ﺃﺣﺎﺩﻳﺚ ﺃﻭ ﻣﻼﺣﻈﺎﺕ‪.‬‬ ‫ﻭﻋﻨﺪ ﺗﻔﺴﲑ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻜﻴﻔﻴﺔ ﻳﻨﺒﻐﻲ ﻟﻠﺒﺎﺣﺜﲔ ﺃﻥ ﳝﻌﻨﻮﺍ ﺍﻟﻨﻈﺮ ﰲ ﻣﺼﺪﺍﻗﻴ‪‬ﺘﻬﺎ ‪ ،credibility‬ﻭﺗﺒﻌﻴ‪‬ﺘﻬﺎ‬ ‫‪ ،dependability‬ﻭﺇﻣﻜﺎﻧﻴﺔ ﺗﺄﻛﻴﺪﻫﺎ ‪ ،confirmability‬ﻭﺇﻣﻜﺎﻧﻴﺔ ﻧﻘﻠﻬﺎ ‪.transferability‬‬ ‫ﻭﺍﳌﺼﺪﺍﻗﻴﺔ ﺗﻌﲏ ﺗﻔﺴﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻜﻴﻔﻴﺔ ﻋﻠﻰ ﳓﻮ ﻳﻌﻄﻲ ﺇﻳﻀﺎﺣﺎﺕ ﺗﺘﺴﻖ ﻣﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺟ‪‬ﻤﻌﺖ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﻋﺮﺽ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﻠﺒﻴﺔ ﻋﺮﺿﹰﺎ ﻭﺍﻓﻴﺎﹰ ﻭﻣﻨﺎﻗﺸﺘﻬﺎ‪ ،‬ﻣﻊ ﲝﺚ ﺃﻱ ﺗﻔﺴﲑﺍﺕ ﺑﺪﻳﻠﺔ‪ .‬ﻭﻛﻤﺎ ﰲ ﺣﺎﻟﺔ ﺍﻟﺒﺤﺚ‬ ‫ﺍﻟﻜﻤﻲ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺒﺤﺚ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻋﻦ ﻣﺘﻐﲑﺍﺕ ﺍﻟﺘﺸﻮﻳﺶ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻗﺪ ﺗﻜﺸﻒ ﺇﺣﺪﻯ ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﺃﻥ ﺍﻟﺒﻴﻮﺕ ﺍﻟﱵ ﺗ‪‬ﺮﺵ ﳌﻜﺎﻓﺤﺔ ﺍﳌﻼﺭﻳﺎ )ﺍﻟﱪﺩﺍﺀ( ﺗﺮﺗﻔﻊ ﻓﻴﻬﺎ ﻣﻌﺪﻻﺕ ﺍﻹﺻﺎﺑﺔ ﺑﺎﳌﻼﺭﻳﺎ ﺇﺫﺍ ﰎ ﺭﺷﻬﺎ ﺑﻌﺪ‬ ‫ﺍﻟﻈﻬﲑﺓ‪ .‬ﻓﺮﲟﺎ ﻳﻜﻮﻥ ﻋﻤﺎﻝ ﺍﻟﺮﺵ ﻗﺪ ﺍﺳﺘﻬﻠﻜﻮﺍ ﻣﻌﻈﻢ ﳏﻠﻮﻝ ﺍﻟﺮﺵ ﰲ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺼﺒﺎﺣﻴﺔ‪ ،‬ﻭﻫﻜﺬﺍ ﱂ ﻳﺘﺒﻖ ﻣﻌﻬﻢ‬ ‫ﺇﻻ ﺍﻟﻘﻠﻴﻞ ﻟﻔﺘﺮﺓ ﻣﺎ ﺑﻌﺪ ﺍﻟﻈﻬﲑﺓ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﺿﻤﺎﻥ ﻣﺼﺪﺍﻗﻴﺔ ﺍﻟﺘﻔﺴﲑ‪ ،‬ﻳﻨﺒﻐﻲ ﻟﻠﺒﺎﺣﺚ ﺃﻥ ﻳﻠﻌﺐ ﺩﻭﺭ »ﳏﺎﻣﻲ‬ ‫ﺍﳋﺼﻢ ‪ «devil’s advocate‬ﺍﻟﺬﻱ ﳝﻌﻦ ﺍﻟﻨﻈﺮ ﰲ ﻛﻞ ﺍﻟﺘﻔﺴﲑﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﶈﺘﻤﻠﺔ ﻟﻠﻨﺘﺎﺋﺞ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﻣﺮﺍﺟﻌﺔ ﻣﺼﺎﺩﺭ ﺍﻟﺘﺤﻴ‪‬ﺰ ﺍﳌﻤﻜﻨﺔ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﲢﻴ‪‬ﺰ ﺍﳌﻼﺣِﻆ‪ ،‬ﺃﻭ ﺗﺄﺛﲑ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺃﻭﺿﺎﻉ ﺍﻟﺒﺤﺚ‪.‬‬ ‫ﻓﺨﻠﻔﻴﺔ ﺍﻟﺒﺎﺣﺚ ﻭﻣﺮﻛﺰﻩ ﺳﻮﻑ ﻳﺆﺛﺮﺍﻥ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ‪ .‬ﻭﻳﺪﺧﻞ ﺍﻟﺒﺎﺣﺚ ﺩﺍﺋﻤﹰﺎ ﺳﺎﺣﺔ ﺍﻟﺒﺤﺚ‬ ‫ﺑﺄﻓﻜﺎﺭ ﻣﺴﺒﻘﺔ ﻋﻦ ﻛﻞ ﺷﻲﺀ‪ .‬ﻭﻻ ﳝﻜﻦ ﺍﺳﺘﺒﻌﺎﺩ ﻫﺬﺍ ﺍﻟﺘﺤﻴ‪‬ﺰ ﰲ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ‪ ،‬ﻭﻟﻜﻦ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﻛﺸﻔﻪ‬ ‫ﺑﻌﻤﻠﻴﺔ ﺗﺴﻤﻰ ﺍﻹﻧﻌﻜﺎﺳﻴﺔ ‪ ، reflexivity‬ﻭﺗﺒﺪﺃ ﺍﻹﻧﻌﻜﺎﺳﻴﺔ ﺑﺘﺤﺪﻳﺪ ﺍﻷﻓﻜﺎﺭ ﺍﳌﺴﺒﻘﺔ ﺍﻟﱵ ﻳﺄﰐ ‪‬ﺎ ﺍﻟﺒﺎﺣﺚ ﺇﱃ‬ ‫ﺍﳌﺸﺮﻭﻉ‪ ،‬ﻭﻫﻲ ﲤﺜﻞ ﺧﱪﺍﺗﻪ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﳌﻬﻨﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﺍﳌﻌﺘﻘﺪﺍﺕ ﺍﻟﱵ ﻳﺘﺒﻨﺎﻫﺎ ﻗﺒﻞ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻣﺎ ﻟﺪﻳﻪ ﻣﻦ‬ ‫ﻣﺆﻫﻼﺕ ﻻﺳﺘﻜﺸﺎﻑ ﳎﺎﻝ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻃﻮﺍﻝ ﺧﻄﻮﺍﺕ ﻋﻤﻠﻴﺔ ﺍﻟﺒﺤﺚ ﻳﻨﺒﻐﻲ ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺗﺄﺛﲑ ﺍﻟﺒﺎﺣﺚ‪ ،‬ﻭﻣﻦ ﰒ‬ ‫ﻣﺸﺎﺭﻛﺘﻪ ﻓﻴﻪ ﻓﻴﻤﺎ ﺑﻌﺪ‪ .‬ﻭﻳﺘﻌﲔ ﺃﺧﺬ ﻫﺬﻩ ﺍﻟﺘﺄﺛﲑﺍﺕ ﰲ ﺍﳊﺴﺒﺎﻥ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﲝﺪﻭﺩ ﺍﻟﺪﺭﺍﺳﺔ‬

‫‪limitations‬‬

‫ﻭﺟﻮﺍﻧﺐ ﻗﻮ‪‬ﺎ ﻭﺇﻣﻜﺎﻧﻴﺔ ﻧﻘﻞ ﻧﺘﺎﺋﺠﻬﺎ ‪.transferability‬‬ ‫ﻭﺍﻟﺘﺒﻌﻴﺔ ‪ dependability‬ﺗﻌﲏ ﺃﻧﻪ ﳝﻜﻦ ﺗﻜﺮﻳﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﺍﻟﺘﻜﺮﻳﺮ ‪ replication‬ﻻ ﻳﻜﻮﻥ ﻟﻠﻨﺘﺎﺋﺞ‬ ‫ﺑﺎﻟﻀﺮﻭﺭﺓ‪ ،‬ﻭﺇﳕﺎ ﻟﻠﻌﻤﻠﻴﺔ ﺍﻟﱵ ﺃﺩﺕ ﺇﱃ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺍﻵﺧﺮﻭﻥ ﺗﻜﺮﺍﺭ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫‪14‬‬

‫ﻢ‬‫ﻭﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﺄﻛﻴﺪ ﺗﻌﲏ ﺃﻥ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻵﺧﺮﻳﻦ ﳝﻜﻨﻬﻢ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻳﺴﺘﻄﻴﻌﻮﻥ ﺇﺟﺮﺍﺀ ﲢﻠﻴﻼ‬ ‫ ﻣﻦ ﻣﺮﺍﺟﻌﺔ‬،‫ﻤﻌﺔ‬‫ ﺍﺳﺘﻨﺎﺩﹰﺍ ﺇﱃ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍ‬،‫« ﳝﻜﹼﻦ ﺍﻵﺧﺮﻳﻦ‬audit trail ‫ ﻭﻣﻔﻬﻮﻡ »ﺳﺠﻞ ﺍﳌﺮﺍﺟﻌﺔ‬.‫ﻋﻠﻴﻬﺎ‬ .‫ﻗﺮﺍﺭﺍﺕ ﺍﻟﺘﺤﻠﻴﻼﺕ ﻭﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺻﻮﺍﺏ ﺍﻟﺘﻔﺴﲑﺍﺕ‬ ‫ ﻭﺭﲟﺎ ﻳﺘﻌﺬﺭ‬.‫ﻭﺇﻣﻜﺎﻳﺔ ﺍﻟﺘﻘﻞ ﺗﻌﲏ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺍﺳﺘﻨﺒﺎﻁ ﺍﺳﺘﺪﻻﻻﺕ ﺗﺴﺮﻱ ﻋﻠﻰ ﳎﺘﻤﻌﺎﺕ ﺃﺧﺮﻯ‬ ‫ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ﻳﺆﻛﺪ‬.context-specific ‫ﺫﻟﻚ ﻷﻥ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ﻏﺎﻟﺒﺎﹰ ﻣﺎ ﻳﻜﻮﻥ ﺧﺎﺻﺎﹰ ﺑﺴﻴﺎﻕ ﻣﻌﲔ‬ ‫ ﺗﻮﺟﺪ‬،‫ ﻭﻣﻊ ﺫﻟﻚ‬.‫ ﻭﻋﻠﻰ ﺍﻟﺘﺒﺼﺮ ﺍﻟﺪﺍﺧﻠﻲ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﺘﻌﻤﻴﻢ‬، breadth ‫ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻌﺮﺽ‬depth ‫ﻋﻠﻰ ﺍﻟﻌﻤﻖ‬ .‫ﺘﻤﻌﺎﺕ ﺍﻷﺧﺮﻯ‬‫ ﳝﻜﻦ ﺃﻥ ﺗﺴﺎﻋﺪ ﰲ ﻓﻬﻢ ﺃﻭﺿﺎﻉ ﺍ‬،‫ﺩﺭﻭﺱ ﻣﺴﺘﻔﺎﺩﺓ ﰲ ﻣﺜﻞ ﻫﺬﻩ ﺍﳊﺎﻻﺕ‬

:‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ Altman DG, et al. The revised CONSORT statement for reporting randomized trials: explanation and elaboration. Annals of Internal Medicine, 2001, 134: 663–694. Bossuyut PM, et al. Towards complete and accurate reporting of studies of diagnostic accuracy: the STARD initiative. British Medical Journal, 2003, 326: 41–44. Newman B, Browner WS, Cummings SR. Designing studies of medical tests. In: Hulley SB, Cumming SR, eds. Designing clinical research: an eidemiologic approach, 2nd edition. Philadelphia, Lippincott Williams & Wilkins, 2001: 175–192. Byrne DW. Publishing your medical research paper. Baltimore, Lippincott Williams & Wilkins, 1998. Devers KJ, Sofaer S, Rundall TG, eds. Qualitative methods in health services research: A special supplement to HSR. Health Services Research 1999, 34 (5) Part II: 1083–1263. Doll R, Hill AB, Mortality in relation to smoking: ten years’ observation of British doctors. British Medical Journal, 1964, 1:1399– 1460. Einstein A. http://www.memorable quotations.com/einstein.htm 15

(accessed 30/04/2004). Gehlbach SH. Interpreting the medical literature, 3rd edition. New York, McGraw-Hill Inc., 1993. Greenhalgh T. How to read a paper: the basics of evidence-based medicine. London, BMJ Books, 1997. Hill BA. The environment and disease: association or causation? Proceedings of the Royal Society of Medicine, 1965, 58: 295–300. Huff D. How to lie with statistics. London, Penguin Books, 1991. Malterad K. Qualitative research: standards, challenges, and guidelines. Lancet, 2001, 358: 483–88. Schulz KF, Grimes DA. Uses and abuses of screening tests. Lancet, 2002, 359: 881–884. Steering Committee of the Physicians’ Health Study Research Group: Final report on the aspirin component of the ongoing physicians’ health study. New England Journal of Medicine, 1989, 321:129. Writing group for the Women’s Health Initiative investigators. Risks and benefits of estrogen plus progestin in healthy postmenopausal women: principal results from the Women’s Health Initiative randomized controlled trial. Journal of the American Medical Association, 2002, 288: 312–333.

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‫ﺍﻟﻔﺼﻞ ‪10‬‬

‫ﺇﺑﻼﻍ ﺍﻟﺒﺤﻮﺙ‬ ‫ﻟﻮ ﻛﺎﻧﺖ ﻣﻌﻚ ﺗﻔﺎﺣﺔ ﻭﻣﻌﻲ ﺗﻔﺎﺣﺔ ﺃﺧﺮﻯ‪ ،‬ﻭﻟﻮ ﺃﻧﻨﺎ ﺗﺒﺎﺩﻟﻨﺎ ﻫﺎﺗﲔ ﺍﻟﺘﻔﺎﺣﺘﲔ‪ ،‬ﻓﺴﻮﻑ ﺗﻈﻞ ﻣﻊ‬ ‫ﻛﻞ ﻭﺍﺣﺪ ﻣﻨﺎ ﺗﻔﺎﺣﺔ ﻭﺍﺣﺪﺓ‪ .‬ﺃﻣﺎ ﻟﻮ ﻛﺎﻧﺖ ﻟﺪﻳﻚ ﻓﻜﺮﺓ ﻭﻋﻨﺪﻱ ﻓﻜﺮﺓ ﺃﺧﺮﻯ ﻭﺗﺒﺎﺩﻟﻨﺎ ﻫﺎﺗﲔ‬ ‫ﺍﻟﻔﻜﺮﺗﲔ‪ ،‬ﻓﺴﻮﻑ ﺗﻜﻮﻥ ﻟﺪﻯ ﻛﻞ ﻣﻨﺎ ﻓﻜﺮﺗﺎﻥ‪.‬‬ ‫ﺟﻮﺭﺝ ﺑﺮﻧﺎﺭﺩﺷﻮ‬

‫‪ 1.10‬ﻣﻘﺪﻣﺔ‬ ‫ﻻ ﻳﻜﺘﻤﻞ ﺍﻟﺒﺤﺚ ﺣﱴ ﺗﺘﻢ ﻛﺘﺎﺑﺘﻪ ﻭﺍﳌﺸﺎﺭﻛﺔ ﰲ ﻧﺘﺎﺋﺠﻪ‪ ،‬ﻟﻴﺲ ﻓﻘﻂ ﻣﻊ ﺍﻟﻌﻠﻤﺎﺀ ﺍﻵﺧﺮﻳﻦ ﺍﻟﺬﻳﻦ ﻗﺪ‬ ‫ﻳ‪‬ﻀﻴﻔﻮﻥ ﺇﻟﻴﻪ ﻟﺘﺤﻘﻴﻖ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻘﺪﻡ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﻟﻜﻦ ﺃﻳﻀﹰﺎ ﻣﻊ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻗﺪ ﻳﺴﺘﻔﻴﺪﻭﻥ ﻣﻨﻪ‪ ،‬ﻭﺍﻟﺬﻳﻦ ﻗﺪ‬ ‫ﻳﺴﺘﻌﻤﻠﻮﻧﻪ‪ ،‬ﻭﺍﻟﺬﻳﻦ ﺃﺳﻬﻤﻮﺍ ﻓﻴﻪ‪ .‬ﻭﰲ ﻋﻠﻢ ﺍﻻﺷﺘﻘﺎﻕ ﻭﺃﺻﻮﻝ ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﻓﺈﻥ ﻛﻠﻤﺔ ﻛﻤﻴﻮﻧﻮ‬

‫‪communo‬‬

‫ﺍﻟﻼﺗﻴﻨﻴﺔ ﺗﺮﺗﺒﻂ ﺑﺎﻟﺘﻘﺎﺳﻢ ﻭﺍﳌﺸﺎﺭﻛﺔ‪ .‬ﻭﻛﻠﻤﺘﺎ ﺍﻹﺑﻼﻍ ‪ communication‬ﻭﺍﳌﺸﺎﺭﻛﺔ ‪ ،sharing‬ﳘﺎ ﻛﻠﻤﺘﺎﻥ‬ ‫ﺗﺸﺘﺮﻛﺎﻥ ﰲ ﻧﻔﺲ ﺍﳌﻔﻬﻮﻡ‪.‬‬ ‫ﺇﻥ ﺇﺑﻼﻍ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﻭﺍﺟﺐ ﺃﺧﻼﻗﻲ‪ .‬ﻭﻋﻠﻰ ﳏﺮﺭﻱ ﺍ‪‬ﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺃﻥ ﻳﻌﻤﻠﻮﺍ ﺑﻜﻞ ﺍﻫﺘﻤﺎﻡ ﻋﻠﻰ‬ ‫ﻧﺸﺮ ﺃﻱ ﺩﺭﺍﺳﺔ ﺟﺎﺩﺓ ﺣﻮﻝ ﺳﺆﺍﻝ ﻣﻬﻢ ﻳﻜﻮﻥ ﺫﺍ ﺻﻠﺔ ﺑﻘﺮﺍﺋﻬﻢ‪ ،‬ﺳﻮﺍﺀ ﺃﻛﺎﻧﺖ ﻧﺘﺎﺋﺠﻬﺎ ﺳﻠﺒﻴﺔ ﺃﻭ ﺇﳚﺎﺑﻴﺔ‪.‬‬ ‫ﻭﺍﻹﺣﺠﺎﻡ ﻋﻦ ﺗﻘﺪﱘ ﺃﻭ ﻧﺸﺮ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺫﺍﺕ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﻠﺒﻴﺔ ﻳﺴﻬﻢ ﰲ ﺗﺮﺳﻴﺦ ﲢﻴ‪‬ﺰ ﺍﻟﻨﺸﺮ‪ .‬ﻭﻟﻘﺪ ﻛﺎﻧﺖ‬ ‫ﺷﺮﻛﺎﺕ ﺇﻧﺘﺎﺝ ﺍﳌﺴﺘﺤﻀﺮﺍﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ ﺗ‪‬ﺘﻬﻢ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﺑﺄ‪‬ﺎ ﺗ‪‬ﺤﺠﺐ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﺗﺜﺒﺖ ﺃﻥ‬ ‫ﻣﻨﺘﺠﺎ‪‬ﺎ ﻟﻴﺴﺖ ﰲ ﻣﺴﺘﻮﻯ ﺍﳌﺄﻣﻮﻧﻴﺔ ﺍﻟﺬﻱ ﺗ‪‬ﻌﻠﻦ ﻋﻨﻪ‪.‬‬ ‫ﻭﰲ ﺍﻟﻌﺎﺩﺓ‪ ،‬ﻳﺒﻠﻎ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻧﺘﺎﺋﺠﻬﻢ ﺇﱃ ﺍﻟﻌﻠﻤﺎﺀ ﺍﻵﺧﺮﻳﻦ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻨﺸﺮ ﰲ ﺍ‪‬ﻼﺕ ﺍﶈﻜﹼﻤﺔ‬

‫‪peer-‬‬

‫‪ ،reviewed journals‬ﻭﻋﺮﺿﻬﺎ ﰲ ﺍﻹﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻭﻗﺪ ﺃﺣﺪﺛﺖ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﺛﻮﺭﺓ ﰲ ﻧﺸﺮ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺑﻄﺮﻕ ﱂ ﲣﻄﺮ ﻋﻠﻰ ﺍﻟﺒﺎﻝ ﻣﻦ ﻗﺒﻞ‪ .‬ﻭﺇﺫﺍ ﻛ ﺎﻥ ﺍﻟﺒﺤﺚ ﻗﺪ ﺣﺼﻞ ﻋﻠﻰ ﲤﻮﻳﻞ‪ ،‬ﻓﻌﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ‬ ‫ﺍﻟﺘﺰﺍﻡ ﺑﺄﻥ ﻳﻘﺪﻣﻮﺍ ﺗﻘﺎﺭﻳﺮ ﺩﻭﺭﻳﺔ ﻋﻨﻪ ﻟﻠﻮﻛﺎﻟﺔ ﺍﳌﻤﻮﻟﺔ‪.‬‬ ‫ﺇﻥ ﺍﻟﻐﺮﺽ ﺍﻷﺳﺎﺳﻲ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻫﻮ ﺍﻟﻨﻬﻮﺽ ﺑﺎﻟﺼﺤﺔ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﻫﺬﺍ ﺍﻟﻐﺮﺽ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻻ‬ ‫ﻳﻜﺘﻔﻲ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺑﺈﺑﻼﻍ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﺇﱃ ﺍﻟﻌﻠﻤﺎﺀ ﺍﻵﺧﺮﻳﻦ ﻓﻘﻂ‪ .‬ﺇﺫ ﻳﺘﻌﲔ ﺃﻥ ﺗﺼﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻛﺬﻟﻚ ﺇﱃ‬ ‫ﺍﳌﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ‪ .‬ﺃﻣﺎ ﺍﻟﺒﺤﻮﺙ ﺫﺍﺕ ﺍﳌﻀﺎﻣﲔ ﺍﻟﻌﻤﻠﻴﺔ ﻓﻴﺠﺐ ﺇﻣﻌﺎﻥ ﺍﻟﻨﻈﺮ ﻓﻴﻬﺎ ﻭﲡﻤﻴﻌﻬﺎ ﰒ ﺗﻘﺪﳝﻬﺎ ﰲ ﺻﻮﺭﺓ‬

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‫ﻣﺮﺍﺟﻌﺎﺕ ‪ reviews‬ﻣﺮﺗﻜﺰﺓ ﻋﻠﻰ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ‪ ،‬ﻭﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﻷﻓﻀﻞ ﺍﳌﻤﺎﺭﺳﺎﺕ‪ .‬ﻭﻫﻨﺎﻙ ﻭﻋ ‪‬ﻲ ﻣﺘﺰﺍﻳﺪ ﺑﻮﺟﻮﺩ‬ ‫ﻓﺠﻮﺓ ﻓﺎﺻﻠﺔ ﺑﲔ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻭﺑﲔ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ‪.‬‬ ‫ﻭﺇﺫﺍ ﺃﺭﻳﺪ ﻟﻠﺒﺤﺚ ﺃﻥ ﻳ‪‬ﺴﻬﻢ ﰲ ﻭﺿﻊ ﺳﻴﺎﺳﺎﺕ ﻋﺎﻣﺔ ﻣﺴﺘﻨﲑﺓ‪ ،‬ﻓﻴﺠﺐ ﺇﺑﻼﻏﻪ ﺑﺎﻟﺸﻜﻞ ﺍﳌﻨﺎﺳﺐ ﺇﱃ‬ ‫ﺻﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ‪ .‬ﻓﺈﺭﺳﺎﻝ ﺗﻘﺮﻳﺮ ﺇﻟﻴﻬﻢ ﻻ ﻳﻜﻔﻲ‪ ،‬ﻭﺇﳕﺎ ﳚﺐ ﻋﺮﺽ ﺍﻟﺒﺤﺚ ﻋﻠﻴﻬﻢ ﻭﻣﻨﺎﻗﺸﺘﻪ ﻣﻌﻬﻢ‪.‬‬ ‫ﻭﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺇﺑﻼﻍ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﻤﺮﺿﻰ‪ .‬ﺇﺫ ﻳﺘﻌﲔ ﺃﻥ ﻳﺸﺘﺮﻛﻮﺍ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺴﺘﻨﲑﺓ ﺣﻮﻝ‬ ‫ﺍﺧﺘﻴﺎﺭﺍ‪‬ﻢ ﺍﻟﻌﻼﺟﻴﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﺬﻛﺮ ﺍﳌﻬﻨﻴﻮﻥ ﺍﻟﺼﺤﻴﻮﻥ ﺩﺍﺋﻤﺎﹰ ﺃ‪‬ﻢ ﻻ ﻳﻌﺎﳉﻮﻥ ﺃﻣﺮﺍﺿﺎﹰ‪ ،‬ﻭﺇﳕﺎ ﻳﺘﻌﺎﻣﻠﻮﻥ ﻣﻊ‬ ‫ﻣﺮﺿﻰ ﳍﻢ ﺃﻓﻀﻠﻴﺎ‪‬ﻢ ﻭﻗﻴﻤ‪‬ﻬﻢ ﻭﺣﻘﻮﻗﻬﻢ‪ .‬ﻭﺍﳌﺮﻳﺾ ﺍﳌﺴﺘﻨﲑ ﻛﺬﻟﻚ‪ ،‬ﺳﻮﻑ ﻳﻜﻮﻥ ﺃﻛﺜﺮ ﺍﻟﺘﺰﺍﻣﺎﹰ ﺑﺎﻟﻌﻼﺝ‬ ‫ﺍﳌﻮﺻﻮﻑ ﺍﻟﺬﻱ ﻳﻄﺒﻘﻪ ﺍﳌﺮﺿﻰ ﺫﺍﺗﻴﺎﹰ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﺧﺎﺭﺝ ﺍﳌﺴﺘﺸﻔﻴﺎﺕ‪ .‬ﻭﻋﺎﺩﺓ ﻣﺎ ﲢﺘﻮﻱ ﻋﺒﻮﺍﺕ ﺍﻷﺩﻭﻳﺔ‬ ‫ﻋﻠﻰ ﻧﺸﺮﺍﺕ ﺩﺍﺧﻠﻴﺔ ﻹﻋﻼﻡ ﺍﳌﺮﻳﺾ‪ .‬ﻭﲣﻀﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺴﺠﻠﺔ ﰲ ﺗﻠﻚ ﺍﻟﻨﺸﺮﺍﺕ ﻟﻠﺘﺪﻗﻴﻖ ﺍﻟﻮﺛﻴﻖ ﻣﻦ ﺳﻠﻄﺎﺕ‬ ‫ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺪﻭﺍﺋﻲ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺩﻗﺘﻬﺎ‪ .‬ﻭﺍﻟﺴﻠﻮﻙ ﺍﻟﺼﺤﻲ ﰲ ﺃﳕﺎﻁ ﺍﳊﻴﺎﺓ ﳏﺪ‪‬ﺩ ﻗﻮﻱ ﻟﻠﺤﺎﻟﺔ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﺭﲟﺎ ﻳﻜﻮﻥ‬ ‫ﺃﻛﺜﺮ ﺃﳘﻴﺔ ﻣﻦ ﺗﻘﺪﱘ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺒﻌﺾ ﺍﳊﺎﻻﺕ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﺗﺰﻭﻳﺪ ﺍﻟﻨﺎﺱ ﲟﻌﻠﻮﻣﺎﺕ ﻋﻠﻤﻴﺔ‬ ‫ﺻﺤﻴﺤﺔ ﺳﻮﻑ ﻳﺴﺘﺤﺜﻬﻢ ﻋﻠﻰ ﺍﻧﺘﻬﺎﺝ ﺃﳕﺎﻁ ﺍﳊﻴﺎﺓ ﺍﻟﺼﺤﻴﺔ ﻋﻠﻰ ﺍﻷﺭﺟﺢ‪ .‬ﻭﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﺗﻨﻄﻠﻖ ﺍﻟﺪﻋﻮﺓ‬ ‫ﺇﱃ ﺗﺜﻘﻴﻒ ﺍﻟﻨﺎﺱ ﺣﻮﻝ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺘﺪﺧﻼﺕ ﻛﻄﺮﻳﻘﺔ ﻟﺘﻐﻴﲑ ﺳﻠﻮﻙ ﺍﳌﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ ﺍﻟﺬﻳﻦ ﻗﺪ ﻳﺘﺮﺍﺧﻮﻥ ﰲ ﺗﻐﻴﲑ‬ ‫ﻃﺮﻗﻬﻢ ﺍﻟﻌﻼﺟﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﻻ ﻳﺮﻏﺒﻮﻥ ﰲ ﺗﺒﲏ ﺍﻷﺳﺎﻟﻴﺐ ﺍﳊﺪﻳﺜﺔ‪ .‬ﻭﺗﻄﺒ‪‬ﻖ ﺷﺮﻛﺎﺕ ﺍﳌﻨﺘﺠﺎﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ ﺣﺎﻟﻴﺎﹰ‬ ‫ﻫﺬﺍ ﺍﻟﻨﻬﺞ ﺍﻟﺬﻱ ﻳﺮﻛﹼﺰ ﻋﻠﻰ ﺍﳌﺮﻳﺾ ﰲ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻟﱵ ﺗﺒﺜﻬﺎ ﻋﱪ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ‪.‬‬ ‫ﻭﻣﻦ ﺣﻖ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﻟﱵ ﺳﺎﳘﺖ ﰲ ﺍﻟﺒﺤﺚ ﺃﻥ ﺗﻌﺮﻑ ﺣﺼﻴﻠﺘﻪ ﻭﻣﻀﺎﻣﻴﻨﻪ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻨﺎﺱ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ‬ ‫ﺃﻥ ﻳﻌﻤﻠﻮﺍ ﻋﻠﻰ ﺟﺬﺏ ﺍﻫﺘﻤﺎﻡ ﺍﳉﻤﺎﻫﲑ ﲟﺎ ﻳﻘﻮﻣﻮﻥ ﺑﻌﻤﻠﻪ ﻭﻣﺎ ﻳﺮﺟﻮﻥ ﺃﻥ ﻳﺘﺤﻘﻖ ﻣﻦ ﻭﺭﺍﺋﻪ‪ .‬ﻓﻤﻦ ﻧﺎﺣﻴﺔ‪،‬‬ ‫ﳛﺘﺎﺝ ﺍﻟﻌﻤﻞ ﺍﻟﻌﻠﻤﻲ ﺇﱃ ﻣﻨﺎﺥ ﻋﺎﻡ ﻣﺸﺠﻊ‪ .‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻣﺘﺰﺍﻳﺪﺓ ﻟﻀﻤﺎﻥ ﺛﻘﺔ ﺍﻟﻨﺎﺱ ﰲ‬ ‫ﺍﻟﻌﻤﻞ ﺍﻟﻌﻠﻤﻲ ﻭﺍﳊﻔﺎﻅ ﻋﻠﻴﻬﺎ‪ .‬ﻓﺎﻟﺒﺤﻮﺙ ﻻ ﳝﻜﻦ ﺃﻥ ﺗﺰﺩﻫﺮ ﺇﻻ ﰲ ﻣﻨﺎﺥ ﻋﻠﻤﻲ ﻣﺴﺎﻋﺪ‪ .‬ﻭﻗﺪ ﺭ‪‬ﻭﻱ ﻋﻦ‬ ‫ﺍﻟﺮﺋﻴﺲ ﻣﺎﻭ ﺃﻧﻪ ﻗﺎﻝ ﻭﻫﻮ ﻳﺘﺤﺪﺙ ﻋﻦ ﺍﻟﺜﻮﺭﻳﲔ »ﺇﻥ ﺍﻷﲰﺎﻙ ﲢﺘﺎﺝ ﺇﱃ ﲝﺮ ﺗﺴﺒﺢ ﻓﻴﻪ«‪ .‬ﻭﻛﺬﻟﻚ ﺍﳊﺎﻝ‬ ‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﻠﻢ‪ ،‬ﻓﻬﻮ ﲝﺎﺟﺔ ﺇﱃ ﲝﺮ ﻳﺒﺤﺮ ﻓﻴﻪ‪ .‬ﻭﻫﻮ ﻟﻦ ﻳﺰﺩﻫﺮ ﺇﻻ ﺇﺫﺍ ﺳﺎﺩﺕ ﺛﻘﺎﻓﺔ ﺍﻟﺒﺤﺚ ﰲ ﺍ‪‬ﺘﻤﻊ‪ .‬ﻭﻣﺎﱂ‬ ‫ﻳﻠﻖ ﺍﻟﻨﺸﺎﻁ ﺍﻟﻌﻠﻤﻲ ﺗﻘﺪﻳﺮﹰﺍ ﻗﻮﻳﹰﺎ ﰲ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻓﺈﻥ ﺗﻄﺒﻴﻖ ﺍﳊﻠﻮﻝ ﺍﳌﺪﻓﻮﻋﺔ ﺑﺎﻟﺘﻜﻮﻟﻮﺟﻴﺎ ﳌﺸﺎﻛﻞ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ‬ ‫ﺳﻮﻑ ﻳﻜﻮﻥ ﺃﻛﺜﺮ ﺻﻌﻮﺑﺔ ﳑﺎ ﻳﻨﺒﻐﻲ ﻟﻪ ﺃﻥ ﻳﻜﻮﻥ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻐﻠﻐﻞ ﺍﻟﻌﻠﻢ ﲟﺰﻳﺪ ﻣﻦ ﺍﻻﺳﺘﻘﺮﺍﺭ ﰲ ﺛﻨﺎﻳﺎ ﺍﻟﻮﻋﻲ‬ ‫ﺍﳉﻤ‪‬ﺎﻋﻲ ﻟﻠﻤﺠﺘﻤﻊ‪ .‬ﻓﻔﻲ ﻣﺜﻞ ﻫﺬﺍ ﺍﳌﻨﺎﺥ ﺍﳌﺸﺠﻊ‪ ،‬ﳝﻜﻦ ﺃﻥ ﻳﺘﻄﻮﻉ ﺍﻟﻨﺎﺱ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﲝﻮﺙ ﻳﻌﺮﻓﻮﻥ ﺃﻥ‬ ‫ﻣﺮﺩﻭﺩﻫﺎ ﺍﻟﻌﻠﻤﻲ ﺳﻮﻑ ﻳﺮﺟﻊ ﺇﱃ ﺃﺷﺨﺎﺹ ﺁﺧﺮﻳﻦ ﻭﻟﻴﺲ ﺇﻟﻴﻬﻢ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺗﻔﻬ‪‬ﻢ ﺍﳉﻤﺎﻫﲑ ﻟﻠﻌﻠﻢ‬ ‫ﻭﺑﲔ ﺗﻘﺪﻳﺮﻫﺎ ﻟﻠﻌﻠﻢ‪ .‬ﻓﻠﻴﺲ ﻣﻬﻤﹰﺎ ﺃﻥ ﺗﺘﻔﻬﻢ ﺍﳉﻤﺎﻫﲑ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﱪﻭﺗﲔ ﻭﺍﻟﱪﻭﺗﻮﻥ ﻣﻦ ﺃﺟﻞ ﺗﻘﺪﻳﺮ ﺍﻟﻌﻠﻢ‪.‬‬ ‫‪2‬‬

‫ﻭﻳﻘﺪﻡ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺇﺭﺷﺎﺩﺍﺕ ﻋﺎﻣﺔ ﻟﻠﺒﺎﺣﺜﲔ ﺣﻮﻝ ﺇﺑﻼﻍ ﻧﺘﺎﺋﺞ ﲝﻮﺛﻬﻢ ﺇﱃ ﺍﻟﻌﻠﻤﺎﺀ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻭﻛﺎﻻﺕ‬ ‫ﺍﻟﺘﻤﻮﻳﻞ‪ ،‬ﻭﺍﳌﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ‪ ،‬ﻭﺻﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ‪ ،‬ﻭﺍﳌﺮﺿﻰ‪ ،‬ﻭﺇﱃ ﺍﳉﻤﻬﻮﺭ ﻋﺎﻣﺔ‪.‬‬

‫‪ 2.10‬ﺇﺑﻼﻍ ﺍﻟﻌﻠﻤﺎﺀ‬ ‫‪ 1.2.10‬ﺍﻟﻨﺸﺮ ﰲ ﺍ‪‬ﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻳﻬﺪﻑ ﺍﻟﻌﻠﻤﺎﺀ ﺩﺍﺋﻤﹰﺎ ﺇﱃ ﻧﺸﺮ ﻧﺘﺎﺋﺞ ﲝﻮﺛﻬﻢ ﰲ ﳎﻼﺕ ﻋﻠﻤﻴﺔ ﳏﻜﹼﻤﺔ ‪ peer-reviewed‬ﻭﻣﻔﻬﺮﺳﺔ‬ ‫‪ indexed‬ﻭﳍﺎ ﻋﺎﻣﻞ ﺗﺄﺛﲑ ‪ impact factor‬ﻣﺮﺗﻔﻊ‪ .‬ﻭﺍ‪‬ﻼﺕ ﺍﶈﻜﹼﻤﺔ ﻫﻲ ﺗﻠﻚ ﺍ‪‬ﻼﺕ ﺍﻟﱵ ﻳﺘﻮﱃ ﳏﻜﹼﻤﻮﻥ‬ ‫ﻣﺴﺘﻘﻠﻮﻥ ﻓﺤﺺ ﻣﻘﺎﻻ‪‬ﺎ ﻟﻠﺘﺤﻘﹼﻖ ﻣﻦ ﺟﻮﺩ‪‬ﺎ ﻭﻓﺎﺋﺪ‪‬ﺎ‪ ،‬ﻭﻫﻲ ﻟﺬﻟﻚ ﲢﻈﻰ ﺑﺘﻘﺪﻳﺮ ﻛﺒﲑ ﻣﻦ ِﻗﺒ‪‬ﻞ ﺍﻟﺒﺎﺣﺜﲔ‪.‬‬ ‫ﻭﺍﳌﻘﺎﻻﺕ ﺍﳌﻨﺸﻮﺭﺓ ﰲ ﳎﻼﺕ ﻣﻔﻬﺮﺳﺔ ﲟﻌﺮﻓﺔ ﺧﺪﻣﺎﺕ ﺍﻟﻔﻬﺮﺳﺔ ‪ ،indexing services‬ﻣﺜﻞ ﺍﻟﻔﻬﺮﺱ ﺍﻟﻄﱯ‬ ‫‪ ،Index Medicus‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺍﻵﺧﺮﻭﻥ ﺍﺳﺘﺮﺟﺎﻋﻬﺎ ‪ retrievable‬ﻭﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ‪ ،accessible‬ﺍﻷﻣﺮ‬ ‫ﺍﻟﺬﻱ ﳛﻘﻖ ﳍﺎ ﺍﻧﺘﺸﺎﺭﹰﺍ ﺃﻛﱪ ﰲ ﺍ‪‬ﺘﻤﻊ ﺍﻟﻌﻠﻤﻲ‪ .‬ﻭﻳﺘﻢ ﺗﺼﻨﻴﻒ ﻣﺮﺍﺗﺐ ﺍ‪‬ﻼﺕ ﲝﺴﺐ ﻋﺎﻣﻞ ﺍﻟﺘﺄﺛﲑ ﺍﳋﺎﺹ ﺑﻜﻞ‬ ‫ﻣﻨﻬﺎ‪ .‬ﻭﻋﺎﻣﻞ ﺍﻟﺘﺄﺛﲑ ﻣﺼﻄﻠﺢ ﻳﺸﲑ ﺇﱃ ﻣﺘ ﻮﺳﻂ ﻋﺪﺩ ﺍﳌﺮﺍﺕ ﺍﻟﱵ ﻳ‪‬ﺴﺘﺸﻬﺪ ﻓﻴﻬﺎ ﲟﻘﺎﻻﺕ ﻣﻨﺸﻮﺭﺓ ﰲ ﺍ‪‬ﻼﺕ‪.‬‬ ‫ﻭﺳﻮﻑ ﻧﻨﺎﻗﺶ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﻭﻋﻴﻮﺑﻪ ﲟﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ ﰲ ﺍﻟﻔﺼﻞ ‪ 14‬ﺍﳋﺎﺹ ﺑﺘﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻟﺒﺤﺚ ﻭﺗﻘﻴﻴﻤﻪ‪.‬‬ ‫ﻼ ﻟﻠﻨﺸﺮ ﰲ ﺍ‪‬ﻼﺕ ﺍﻟﺪﻭﻟﻴﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺇﺩﺭﺍﻙ ﺃﻥ ﻛﺜﲑﹰﺍ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺍﳍﺎﻣﺔ ﺗ‪‬ﺠﺮﻯ ﻭﻻ ﲡﺪ ﺳﺒﻴ ﹰ‬ ‫ﻓﺎ‪‬ﻼ ﺕ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﻨﺸﺮ ﺟﺰﺀﹰﺍ ﻓﻘﻂ ﻣﻦ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﺗ‪‬ﻘﺪﻡ ﺇﻟﻴﻬﺎ‪ .‬ﻛﻤﺎ ﻳ‪‬ﺤﺘﻤﻞ ﺃﻳﻀﹰﺎ ﺃﻥ ﻳﻜﻮﻥ‬ ‫ﻫﻨﺎﻙ ﲢﻴ‪‬ﺰ ﻟﻨﺸﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻦ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺼﻨﺎﻋﻴﺔ‪ .‬ﻭﻟﻜ ‪‬ﻦ ﺃﺩﻭﺍﺕ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲢﻤﻞ ﺁﻣﺎ ﹰﻻ‬ ‫ﻋﻈﻴﻤﺔ ﻟﺒﺤ‪‬ﺎﺙ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﺑﺄﻥ ﻳﺘﻤﻜﻨﻮﺍ ﻣﻦ ﻧﺸﺮ ﻧﺘﺎﺋﺞ ﺃﲝﺎﺛﻬﻢ ﰲ ﻧﻄﺎﻕ ﺃﻛﺜﺮ ﺍﺗﺴﺎﻋﺎﹰ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﺗﻔﻬ‪‬ﻢ ﻣﺘﺰﺍﻳﺪ ﳊﻘﻮﻕ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻣﻦ ِﻗﺒ‪‬ﻞ ﺍﻷﻛﺎﺩﳝﻴﲔ ﻭﻣﺆﺳﺴﺎ‪‬ﻢ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﻣﺘﺰﺍﻳﺪﺓ ﺑﺈﺟﺮﺍﺀﺍﺕ‬ ‫ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺮﺧﻴﺺ‪ .‬ﻭﻫﻨﺎﻙ ﲤﻴﻴﺰ ﺑﲔ ﻣﺎ ﻳﺴﺘﺤﻖ ﺑﺮﺍﺀﺓ ﺍﺧﺘﺮﺍﻉ ﻭﻣﺎﻻ ﻳﺴﺘﺤﻖ‪ .‬ﻭﻧﺸﺮ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﻠﻤﻴﺔ ﻳﻄﺮﺡ‬ ‫ﺗﻠﻚ ﺍﻟﻨﺘﺎﺋﺞ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪ ﺍﻟﻌﺎﻡ ﻭﻳﻬﺪﺩ ﺗﻄﺒﻴﻖ ﺣﻘﻮﻕ ﺍﻻﺧﺘﺮﺍﻉ‪ .‬ﻭﺇﺫﺍ ﱂ ﺗﻜﻦ ﻫﻨﺎﻙ ﲪﺎﻳﺔ ﳍﺬﻩ ﺍﳊﻘﻮﻕ‪،‬‬ ‫ﻓﺴﻮﻑ ﺗﻔﻘﺪ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻫﺘﻤﺎﻣﻬﺎ ﺑﺄﻋﻤﺎﻝ ﺍﻻﻛﺘﺸﺎﻑ‪ .‬ﻟﺬﻟﻚ ﻳﺘﻢ ﺍﻵﻥ ﲢﺮﻱ ﻣﻨﺸﻮﺭﺍﺕ ﺍﳌﺮﺍﻛﺰ ﺍﳉﺎﻣﻌﻴﺔ‬ ‫ﺍﻟﻜﱪﻯ ﲝﺜﹰﺎ ﻋﻦ ﺍﻻﻛﺘﺸﺎﻓﺎﺕ ﺍﻟﱵ ﺗﺴﺘﺤﻖ ﺑﺮﺍﺀﺍﺕ ﺍﺧﺘﺮﺍﻉ ﻗﺒﻞ ﺩﻓﻌﻬﺎ ﻟﻠﻨﺸﺮ‪ .‬ﻭﻛﺜﲑ ﻣﻦ ﺍﳉﺎﻣﻌﺎﺕ ﻳﺴﺘﺨﺪﻡ‬ ‫ﺍﻵﻥ ﳏﺎﻣﲔ ﻣﺘﺨﺼﺼﲔ ﰲ ﺑﺮﺍﺀﺍﺕ ﺍﻹﺧﺘﺮﺍﻉ‪.‬‬ ‫ﻭﻳﻘﺪﻡ ﺍﻟﻔﺼﻞ ‪ 11‬ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﻣﻔﺼﻠﺔ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ‪ .‬ﻭﻳﺘﻨﺎﻭﻝ ﺍﻟﻔﺼﻞ ‪ 12‬ﻛﻴﻔﻴﺔ‬ ‫ﻧﺸﺮﻫﺎ‪.‬‬ ‫‪3‬‬

‫‪ 2.2.10‬ﻋﺮﻭﺽ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻋﺮﺽ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﳎﺎﻝ ﻣﻬﻢ ﺁﺧﺮ ﻟﻠﺘﻮﺍﺻﻞ ﺍﻟﻌﻠﻤﻲ‪ .‬ﻭﻟﻘﺪ ﻛﺎﻥ ﻫﻮ ﺍ‪‬ﺎﻝ‬ ‫ﺍﻟﺮﺋﻴﺴﻲ ﻟﻠﺘﻮﺍﺻﻞ ﺑﲔ ﺍﻟﻌﻠﻤﺎﺀ ﻟﺴﻨﻮﺍﺕ ﻃﻮﻳﻠﺔ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳ‪‬ﺪﺭﺏ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺃﻧﻔﺴﻬﻢ ﻋﻠﻰ ﻓﻦ ﺗﻘﺪﱘ ﺍﻟﻌﺮﺽ‬ ‫ﺍﻟﻌﻠﻤﻲ‪ .‬ﻭﻫﻨﺎﻙ ﻣﺰﺍﻳﺎ ﻭﻋﻴﻮﺏ ﻟﺘﻘﺪﱘ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺑﺎﳌﻘﺎﺭﻧﺔ ﺑﺎﻟﻨﺸﺮ‪ .‬ﻭﻣﻦ ﺑﲔ‬ ‫ﺍﳌﺰﺍﻳﺎ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻌﺮﻭﺿﺔ ﺗﻜﻮﻥ ﺣﺪﻳﺜﺔ ) ﻓﻌﺎﺩﺓ ﻣﺎ ﲤﻀﻲ ﻣﺪﺓ ﻃﻮﻳﻠﺔ ﻗﺒﻞ ﻧﺸﺮ ﻣﻘﺎﻟﺔ ﻣﺎ ﰲ ﳎﻠﺔ ﻣﻌﺮﻭﻓﺔ(‪،‬‬ ‫ﻭﺃﻥ ﺗﻘﺪﱘ ﺍﻟﻌﺮﻭﺽ ﻳﺘﻴﺢ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻤﻨﺎﻗﺸﺔ ﻭﺗﻮﺟﻴﻪ ﺍﻷﺳﺌﻠﺔ ﻟﻠﻤﺆﻟﻔﲔ‪ ،‬ﻛﻤﺎ ﻳﺘﻴﺢ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻘﺎﺀ ﺍﻟﺒﺎﺣﺜﲔ‬ ‫ﺍﻵﺧﺮﻳﻦ ﺍﳌﻌﻨﻴﲔ ﺑﻨﻔﺲ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻭﻳﻌﺰﺯ ﺍﻟﺮﻭﺍﺑﻂ ﺍﻟﺸﺒﻜﻴﺔ ﰲ ﳎﺎﻝ ﺍﻟﺒﺤﻮﺙ‪ .‬ﻭﻣﻦ ﻋﻴﻮﺏ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺃﻥ‬ ‫ﺍﻟﻌﺮﻭﺽ ﺍﻟﻌﻠﻤﻴﺔ ﻻ ﲣﻀﻊ ﻟﻨﻔﺲ ﻣﺴﺘﻮﻯ ﺍﻟﺘﺤﻜﻴﻢ »ﻣﺮﺍﺟﻌﺔ ﺍﻟﻨﻈﺮﺍﺀ ‪ ،«peer review‬ﻭﻻ ﳝﻜﻦ ﺍﺳﺘﺮﺟﺎﻋﻬﺎ‬ ‫ﻣﻦ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ‪ .‬ﻭﺑﺎﻹﻣﻜﺎﻥ ﺗﻘﺪﱘ ﺍﻟﻮﺭﻗﺔ ﺍﻟﱵ ﻋ‪‬ﺮﺿﺖ ﰲ ﺍﺟﺘﻤﺎﻉ ﻋﻠﻤﻲ ﻟﻠﻨﺸﺮ ﻓﻴﻤﺎ ﺑﻌﺪ‪ ،‬ﺷﺮﻳﻄﺔ‬ ‫ﺃﻻ ﺗﻜﻮﻥ ﻭﺭﻗﺎﺕ ﺍﳌﺆﲤﺮ ﻗﺪ ﻧﺸﺮﺕ ﺑﻜﺎﻣﻠﻬﺎ ﰲ ﺇﺣﺪﻯ ﺍ‪‬ﻼﺕ‪ .‬ﻏﲑ ﺃﻥ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﱵ ﺗ‪‬ﻌﺮﺽ ﰲ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ ﲢﺘﺎﺝ ﰲ ﺍﻟﻌﺎﺩﺓ ﺇﱃ ﺇﻋﺎﺩﺓ ﺻﻴﺎﻏﺘﻬﺎ ﻗﺒﻞ ﺃﻥ ﳝﻜﻦ ﻧﺸﺮﻫﺎ‪.‬‬ ‫‪ 3.2.10‬ﻋﺼﺮ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻼﻭﺭﻗﻴﺔ‬ ‫ﺇﻥ ﺍﳊﻠﻢ ﺍﳌﺘﻤﺜﻞ ﰲ ﺇﻣﻜﺎﻥ ﻧﺸﺮ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﺍﻟﱵ ﲡﺮﻯ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﳎﺎﻧﹰﺎ ﻭﻋﻠﻰ ﺃﻭﺳﻊ‬ ‫ﻧﻄﺎﻕ ﳑﻜﻦ‪ ،‬ﻗﺪ ﻻ ﻳﻜﻮﻥ ﺣﻠﻤﹰﺎ ﺑﻌﻴﺪ ﺍﳌﻨﺎﻝ‪ .‬ﻓﺎﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ ‪ world wide web‬ﺗﺘﻴﺢ ﺗﻮﺯﻳﻊ‬ ‫ﻼ‬ ‫ﺍﳌﻌﻠﻮ ﻣﺎﺕ ﰲ ﻣﻘﺎﺑﻞ ﺟﺰﺀ ﻳﺴﲑ ﻣﻦ ﺗﻜﻠﻔﺔ ﺗﻮﺯﻳﻌﻬﺎ ﻣﻜﺘﻮﺑﺔ ﻋﻠﻰ ﺍﻟﻮﺭﻕ‪ .‬ﻭﻟﻘﺪ ﺃﻧﺸﺌﺖ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﺃﺻ ﹰ‬ ‫ﻟﺘﻜﻮﻥ ﺳﺎﺣﺔ ﻳﺴﺘﻌﻤﻠﻬﺎ ﺍﻟﻌﻠﻤﺎﺀ ﳌﻤﺎﺭﺳﺔ ﺍﻟﻌﻠﻢ‪ .‬ﻭﺣﱴ ﺳﻨﻮﺍﺕ ﻗﻠﻴﻠﺔ ﻣﻀﺖ ﻛﺎﻥ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻫﻢ ﺃﻫ ‪‬ﻢ ﺍﻟﺸﺎﻏﻠﲔ‬ ‫ﻟﻠﻔﻀﺎﺀ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﳌﺘﺨﻴ‪‬ﻞ ‪ .cyberspace‬ﺇﻻ ﺃﻥ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﺗﻐﻴ‪‬ﺮ ﺍﻵﻥ ﻋﻤﻠﻴﺔ ﻧﺸﺮ ﺍﻟﺒﺤﻮﺙ ﺑﺈﺩﺧﺎﻟﻨﺎ ﰲ‬ ‫ﻋﺼﺮ ﺟﺪﻳﺪ ﻫﻮ ﻋﺼﺮ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻼﹼﻭﺭﻗﻴﺔ ‪.paperless papers‬‬ ‫ﺇﻥ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﳝﻀﻲ ﺑﲔ ﺗﻘﺪﱘ ﻣﻘﺎﻟﺔ ﻣﺎ ﺇﱃ ﳎﻠﺔ ﺗﻘﻠﻴﺪﻳﺔ ﻭﺑﲔ ﺍﻟﻴﻮﻡ ﺍﻟﺬﻱ ﺗﺼﻞ ﻓﻴﻪ ﺇﱃ ﺃﻳﺪﻱ‬ ‫ﺍﳌﺸﺘﺮﻛﲔ ﰲ ﺍ‪‬ﻠﺔ ﻗﺪ ﻳﺴﺘﻐﺮﻕ ﺷﻬﻮﺭﹰﺍ ﻳﺘﻢ ﻓﻴﻬﺎ ﺍﻟﺘﺤﻜﻴﻢ ‪ peer-review‬ﻭﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﺘﺤﺮﻳﺮﻳﺔ‬

‫‪editing‬‬

‫ﻭﺍﻋﺘﻤﺎﺩ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻄﺒﺎﻋﻴﺔ ﰒ ﺍﻹﻧﺘﻈﺎﺭ ﺇﱃ ﺃﻥ ﺗﺘﺎﺡ ﻣﺴﺎﺣﺔ ﻟﻨﺸﺮ ﺍﳌﻘﺎﻟﺔ‪ .‬ﻭﺣﱴ ﳝﻜﻦ ﺍﻹﺳﺘﻐﻨﺎﺀ ﻋﻦ ﺍﻟﻮﺭﻕ‬ ‫ﲤﺎﻣﹰﺎ ﺗﺒﻨ‪‬ﺖ ﺑﻌﺾ ﺍ‪‬ﻼﺕ ﺑﺎﻟﻔﻌﻞ ﻧﻈﺎﻡ ﺗﻘﺪﱘ ﺍﳌﺨﻄﻮﻃﺎﺕ ﻭﺗﺘﺒ‪‬ﻌﻬﺎ ﻭﲢﻜﻴﻤﻬﺎ ﻋﻠﻰ ﺍﳋﻂ ‪.online system‬‬ ‫ﻭﺳﻮﻑ ﺗﻄﺒ‪‬ﻖ ﳎﻼﺕ ﺃﺧﺮﻯ ﻧﻔﺲ ﺍﻟﻨﻈﺎﻡ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ﺍﻟﻘﺮﻳﺐ‪ .‬ﻓﺎﻟﺒﺎﺣﺜﻮﻥ ﻳﻘﺪ‪‬ﻣﻮﻥ ﻣﻘﺎﻻ‪‬ﻢ ﻋﱪ ﺍﻟﱪﻳﺪ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﱐ ‪) e-mail‬ﻭﻳﺘﺤﻘﻘﻮﻥ ﻣﻦ ﺍﺳﺘﻼﻣﻬﺎ ﰲ ﺍﻟﺘﻮ ﻭﺍﻟﻠﺤﻈﺔ(‪ .‬ﻭﻳﻘﻮﻡ ﺍﶈﺮﺭﻭﻥ ﺑﺈﺭﺳﺎﳍﺎ ﻟﻠﻤﺤﻜﹼﻤﲔ‬ ‫‪4‬‬

‫ﺑﺎﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﻦ ﺩﻭﻥ ﺍﻟﺘﺄﺧﲑﺍﺕ ﺍﻟﱵ ﻛﺎﻥ ﻳﺴﺒﺒﻬﺎ ﺍﻹﺭﺳﺎﻝ ﺍﻟﱪﻳﺪ ﺍﻟﻌﺎﺩﻱ‪ .‬ﻭﺗ‪‬ﺮﺳﻞ ﺗﻌﻠﻴﻘﺎﺕ ﺍﶈﻜﹼﻤﲔ‬ ‫ﺇﱃ ﺍﳌﺆﻟﻔﲔ ﺑﺎﻟﱪﻳﺪ ﺍﻹ ﻟﻜﺘﺮﻭﱐ‪ ،‬ﻭﻫﻢ ﺑﺪﻭﺭﻫﻢ ﻳﻌﻴﺪﻭﻥ ﺍﻟﻨﺼﻮﺹ ﺍﳌﻌﺪﻟﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬ ‫ﻭﻣﻦ ﺧﻼﻝ ﻧﻈﺎﻡ ﻟﻠﺘﺘﺒﻊ ‪ tracking system‬ﻳﺴﺘﻄﻴﻊ ﺍﳌﺆﻟﻔﻮﻥ ﻋﻦ ﻃﺮﻳﻖ ﺍﻹﻧﺘﺮﻧﺖ ﻣﻌﺮﻓﺔ ﻣﻮﻗﻒ ﻭﺭﻗﺘﻬﻢ‪.‬‬ ‫ﻭﻫﻜﺬﺍ ﺗﻜﻮﻥ ﻣﺪﺓ ﺇﲤﺎﻡ ﺩﻭﺭﺓ ﺍﻟﻮﺭﻗﺔ ﺃﻗﺼﺮ ﻛﺜﲑﹰﺍ ﳑﺎ ﻛﺎﻧﺖ ﻋﻠﻴﻪ ﻣﻦ ﻗﺒﻞ‪ ،‬ﺇﺫ ﺗﺴﺘﻐﺮﻕ ﺃﺳﺎﺑﻴ ‪‬ﻊ ﻻ ﺷﻬﻮﺭﺍﹰ‪.‬‬ ‫ﻭﺗﻘﻮﻡ ﺑﻌﺾ ﺍ‪‬ﻼﺕ ﺑﻨﺸﺮ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻣﺒﻜﺮﹰﺍ ﻋﻠﻰ ﺍﳋﻂ‪ ،‬ﰲ ﻣﻮﺍﻗﻌﻬﺎ ﺑﺎﻹﻧﺘﺮﻧﺖ ‪ websites‬ﻗﺒﻞ‬ ‫ﻧﺸﺮﻫﺎ ﻣﻄﺒﻮﻋﺔ‪ .‬ﻭﻳﻜﻮﻥ ﻧﺺ ﺍﳌﻘﺎﻟﺔ ﺍﻟﱵ ﺗ‪‬ﻨﺸﺮ ﻣﺒﻜﺮﹰﺍ ﻋﻠﻰ ﺍﳋﻂ ﻫﻮ ﺍﻟﻨﺺ ﺍﻟﻨﻬﺎﺋﻲ ﺍﻟﺬﻱ ﻳﻜﻮﻥ ﻣﻄﺎﺑﻘﹰﺎ ﰲ‬ ‫ﳏﺘﻮﺍﻩ ﻟﻠﻤﻘﺎﻟﺔ ﺍﻟﱵ ﺳﺘﻨﺸﺮ ﰲ ﺍ‪‬ﻠﺔ ﺍﳌﻄﺒﻮﻋﺔ‪ .‬ﻭﻋﻨﺪ ﻧﺸﺮ ﺍﳌﻘﺎﻟﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﰲ ﺃﺣﺪ ﺃﻋﺪﺍﺩ ﺍ‪‬ﻠﺔ‪ ،‬ﻳ‪‬ﻤﺤﻰ ﺍﻟﻨﺺ‬ ‫ﺍﻟﺬﻱ ﻧ‪‬ﺸﺮ ﻣﻦ ﻗﺒﻞ ﻋﻠﻰ ﺍﳋﻂ‪.‬‬ ‫ﻟﻘﺪ ﺻﺎﺭﺕ ﺍ‪‬ﻼﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺗﻜﻤﻞ ﺍ‪‬ﻼﺕ ﺍﻟﻮﺭﻗﻴﺔ‪ ،‬ﻭﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﺃﺧﺬﺕ ﲢﻞ ﳏﻠﻬﺎ‪ .‬ﻭﺭﺳﻮﻡ‬ ‫ﺍﻹﺷﺘﺮﺍﻙ ﰲ ﺍ‪‬ﻼﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻻ ﺗﻌﺪﻭ ﺟﺰﺀﹰﺍ ﻣﻦ ﺍﺷﺘﺮﺍﻛﺎﺕ ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻟﻮﺭﻗﻴﺔ‪ ،‬ﻭﺗﻜﻮﻥ ﳎﺎﻧﻴﺔ ﰲ ﺑﻌﺾ‬ ‫ﺍﻷﺣﻴﺎﻥ‪ .‬ﻭﰲ ﺳﻨﺔ ‪ 1996‬ﻛﺎﻧﺖ ﺗﻮﺟﺪ ‪ 306‬ﳎﻠﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺃﻱ ﺃﻛﺜﺮ ﳑﺎ ﻛﺎﻥ ﻳﻮﺟﺪ ﰲ ﺍﻟﺴﻨﺔ ﺍﻟﺴﺎﺑﻘﺔ‬ ‫ﺑﻨﺴﺒﺔ ‪ ، %70‬ﻭﻛﺎﻧﺖ ﺗﻐﻄﻲ ﳎﺎﻻﺕ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻭﺍﻟﻄﺒﻴﻌﺔ ﻭﺍﻟﻜﻴﻤﻴﺎﺀ ﻭﺍﻟﺒﻴﻮﻟﻮﺟﻴﺎ ﻭﺍﻟﻄﺐ ﻭﺍﻟﻌﻠﻮﻡ‬ ‫ﺍﻹﺟﺘﻤﺎﻋﻴﺔ‪ .‬ﻭﻋﺪﺩ ﻫﺬﻩ ﺍ‪‬ﻼﺕ ﺁﺧﺬ ﰲ ﺍﻟﺰﻳﺎﺩﺓ ﻣﻨﺬ ﺫﻟﻚ ﺍﳊﲔ‪.‬‬ ‫ﻭﻣﻦ ﺍﳌﺒﻜﺮ ﺟﺪﹰﺍ ﺃﻥ ﻧﺘﻜﻬﻦ ﺑﺎﺧﺘﻔﺎﺀ ﺍ‪‬ﻠﺔ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﻛﻤﺎ ﻧﻌﺮﻓﻬﺎ‪ ،‬ﻭﻟﻜﻨﻨﺎ ﺑﻜﻞ ﺗﺄﻛﻴﺪ ﻧﺸﻬﺪ ﻣﺮﺣﻠﺔ‬ ‫ﲢﻮ‪‬ﻝ ﻣﺜﲑﺓ ﰲ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻮﺍﺻﻞ ﺍﻟﻌﻠﻤﻲ‪ .‬ﻭﻣﻦ ﺷﺄﻥ ﻭﺟﻮﺩ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ ‪ www‬ﺃﻥ ﳚﻌﻞ ﻣﻦ‬ ‫ﺍﶈﺘﻢ ﻇﻬﻮﺭ ﻧﻈﻢ ﺟﺪﻳﺪﺓ ﻟﻨﺸﺮ ﺍﻟﺒﺤﻮﺙ ﺳﻮﻑ ﲢﻞ ﺟﺰﺋﻴﹰﺎ ﳏﻞ ﺍ‪‬ﻼﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺃﻭ ﺗﻀﻴﻒ ﺇﻟﻴﻬﺎ‪.‬‬ ‫ﺇﻥ ﻧﺸﺮ ﺍ ﻟﺒﺤﻮﺙ ﺍﻷﺻﻠﻴﺔ ﺍﶈﻜﹼﻤﺔ ﻟﻪ ﺗﻜﺎﻟﻴﻒ ﺇﺿﺎﻓﻴﺔ‪ ،‬ﺣﱴ ﻟﻮ ﻛﺎﻥ ﺫﻟﻚ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪ .‬ﻭﻳﺘﺤﻤﻞ ﻫﺬﻩ‬ ‫ﺍﻟﺘﻜﺎﻟﻴﻒ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ ﺍﳌﺸﺘﺮﻛﻮﻥ‪ .‬ﻭﳚﺮﻱ ﺍﻵﻥ ﲡﺮﻳﺐ ﳕﻮﺫﺝ ﺟﺪﻳﺪ ﻳﺪﻓﻊ ﻓﻴﻪ ﺍﳌﺆﻟﻔﻮﻥ )ﺃﻭ ﺍﳌﺆﺳﺴﺎﺕ‬ ‫ﺍﻟﱵ ﻳﺘﺒﻌﻮ‪‬ﺎ ﺃﻭ ﳑﻮﻟﻮﻫﻢ( ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺤﻜﻴﻢ ﻭﺍﻟﻨﺸﺮ ﺍﻹﻟﻜﺘﺮﻭﱐ ﳌﻘﺎﻻ‪‬ﻢ‪ .‬ﻭﻫﻨﺎﻙ ﺑﺎﻟﻔﻌﻞ ﲡﺎﺭﺏ ﺟﺎﺭﻳﺔ ﻋﻠﻰ‬ ‫ﻼ ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‬ ‫ﻧﻈﺎﻡ »ﺍﻟﺴﺪﺍﺩ ﻣﻦ ِﻗﺒ‪‬ﻞ ﺍﳌﺆﻟﻔﲔ« ‪ ،‬ﻭﻣﻨﻬﺎ ﻣﺜ ﹰ‬

‫‪Bio Med‬‬

‫‪ Central‬ﻭﻋﻨﻮﺍﻥ ﻣﻮﻗﻌﻬﺎ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ )‪ .(http://biomedcentral.com/‬ﻭﻫﻲ ﺩﺍﺭ ﻧﺸﺮ ﲡﺎﺭﻳﺔ ﻣﺴﺘﻘﻠﺔ‬ ‫ﻭﻣﻠﺘﺰﻣﺔ ﺑﺈﺗﺎﺣﺔ ﺍﻟﺘﻮﺻ‪‬ﻞ ﻋﻠﻰ ﺍﳋﻂ ﻓﻮﺭﹰﺍ ﻭﳎﺎﻧﹰﺎ ﺇﱃ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻜﺎﻣﻠﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﺍﶈﻜﹼﻤﺔ‪.‬‬ ‫ﻭﳛﺘﻔﻆ ﺍﳌﺆﻟﻔﻮﻥ ﲝﻘﻮﻕ ﺍﻟﻨﺸﺮ‪ .‬ﻭﻟﺪﻯ ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﺃﻛﺜﺮ ﻣﻦ ‪ 90‬ﳎﻠﺔ‬ ‫ﳏﻜﹼﻤﺔ ﺗﻐﻄﻲ ﳎﺎﻻﺕ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺎ ﻭﺍﻟﻄﺐ‪ .‬ﻭﻫﻲ ﺗﻘﺪ‪‬ﻡ ﺩﻋﻤﹰﺎ ﺗﻘﻨﻴﹰﺎ ﳎﺎﻧﻴﹰﺎ ﻭﺗﺴﺘﻀﻴﻒ ﲨﺎﻋﺎﺕ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ‬

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‫ﺍﻟﺮﺍﻏﺒﲔ ﰲ ﺇﺻﺪﺍﺭ ﳎﻼﺕ ﳏﻜﹼﻤﺔ ﻣﻔﺘﻮﺣﺔ ﻟﻠﺠﻤﻴﻊ ﻋﻠﻰ ﺍﳋﻂ ‪ online‬ﻋﻠﻰ ﺃﻥ ﻳﺸﺮﻓﻮﺍ ﺑﺄﻧﻔﺴﻬﻢ ﻋﻠﻰ‬ ‫ﺍﳉﻮﺍﻧﺐ ﺍﻟﺘﺤﺮﻳﺮﻳﺔ‪ .‬ﻭﻻ ﺗﺘﻠﻘﻰ ﺍﻟﺸﺮﻛﺔ ﺃﻱ ﺩﻋﻢ ﻣﻦ ﺍﳊﻜﻮﻣﺎﺕ ﻭﻻ ﻣﻦ ﺍﳉﻤﻌﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻭﺑﺪﻻﹰ ﻣﻦ ﻣﻄﺎﻟﺒﺔ‬ ‫ﺍﳌﻨﺘﻔﻌﲔ ﺑﺪﻓﻊ ﻣﻘﺎﺑﻞ ﻟﻠﺨﺪﻣﺔ‪ ،‬ﺗﻐﻄﻲ ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺤﻜﻴﻢ‬ ‫ﻭﺍﻟﻨﺸﺮ ﲟﻄﺎﻟﺒﺔ ﺍﳌﺆﻟﻔﲔ ﺑﺴﺪﺍﺩ ﺗﻜﻠﻔﺔ ﻣﻌﺎﻣﻠﺔ ﳐﻄﻮﻃﺎ‪‬ﻢ‪ .‬ﻭﳝﻜﻦ ﺳﺪﺍﺩ ﺍﻟﺮﺳﻮﻡ ﺍﻟﱵ ﻛﺎﻧﺖ ﺗﺒﻠﻎ ﻗﻴﻤﺘﻬﺎ ﰲ ﺳﻨﺔ‬ ‫‪ 2003‬ﲬﺴﻤﺌﺔ ﺩﻭﻻﺭ ﻟﻜﻞ ﻣﻘﺎﻟﺔ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﺇﻣﺎ ﻣﺒﺎﺷﺮﺓ ﻣﻦ ﻗِﺒﻞ ﺍﳌﺆﻟﻔﲔ‪ ،‬ﻭﻫﻲ ﻋﺎﺩﺓ ﻣﻦ ﺍﻷﻣﻮﺍﻝ ﺍﳌﻌﺘﻤﺪﺓ‬ ‫ﻟﻠﺒﺤﺚ‪ ،‬ﺃﻭ ﻋﻦ ﻃﺮﻳﻖ ﻣﻌﺎﻫﺪﻫﻢ ﻣﻦ ﺧﻼﻝ ﻧﻈﺎﻡ ﺍﻟﻌﻀﻮﻳﺔ ﰲ ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‪.‬‬ ‫ﻭﰲ ﺳﻨﺔ ‪ 2003‬ﻛﺎﻧﺖ ﻟﺪﻯ ﻫﺬﻩ ﺍﻟﺸﺮﻛﺔ ‪ 291‬ﻣﺆﺳﺴﺔ ﻣﺸﺘﺮِﻛﺔ ﻣﻦ ‪ 29‬ﺑﻠﺪﺍﹰ‪ .‬ﻭﻳﻌﻔﻰ ﻣﻦ ﺩﻓﻊ ﺍﻟﺘﻜﺎﻟﻴﻒ‬ ‫ﻣﺆﻟﻔﻮ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﻭﻏﲑﻫﻢ ﻣﻦ ﻏﲑ ﺍﻟﻘﺎﺩﺭﻳﻦ‪ .‬ﺇﻥ ﺍﻟﺘﻮﺳﻊ ﰲ ﺍﻋﺘﻤﺎﺩ ‪ 500‬ﺩﻭﻻﺭ ﺃﻣﺮﻳﻜﻲ ﻛﺮﺳﻢ ﻋﻠﻰ ﻛﻞ‬ ‫ﻣﻘﺎﻟﺔ ﺗﻨﺸﺮ‪ ،‬ﺳﻮﻑ ﳝﺜﻞ ﻭﻓﺮﺍﹰ ﻟﺼﺎﱀ ﺍﻟﻌﻠﻢ ﻭﺍ‪‬ﺘﻤﻊ ﲟﻘﺪﺍﺭ ﻋﺸﺮﺓ ﺃﻣﺜﺎﻝ ﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ‪ .‬ﻓﻘﺪ ﻗﹸﺪﺭ ﺃﻥ ﺍ‪‬ﺘﻤﻊ‬ ‫ﺍﻟﻌﻠﻤﻲ ﻳﺪﻓﻊ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ ﺣﻮﺍﱄ ‪ 5000‬ﺩﻭﻻﺭ ﺃﻣﺮﻳﻜﻲ ﻟﻜﻞ ﻣﻘﺎﻟﺔ ﺗﻨﺸﺮ )ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﻌﺎﺋﺪﺍﺕ‬ ‫ﺍﻹﲨﺎﻟﻴﺔ ﻟﻠﻨﺎﺷﺮﻳﻦ ﻣﻦ ﺍﺷﺘﺮﺍﻛﺎﺕ ﺍ‪‬ﻼﺕ(‪ .‬ﻛﻤﺎ ﻗﹸﺪﺭ ﺃﻧﻪ ﻓﻴﻤﺎ ﺑﲔ ﺳﻨﺔ ‪ 1999‬ﻭﺳﻨﺔ ‪ ،2002‬ﳕﺎ ﻗﻄﺎﻉ ﺍﻟﻨﺸﺮ‬ ‫ﺍﻟﻄﱯ ﲟﺎ ﻳﻘﺪﺭ ﺑﻨﺴﺒﺔ ‪ ،%20‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺼﻞ ﺑﺪﺧﻠﻪ ﺇﱃ ‪ 2.69‬ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ ﺃﻣﺮﻳﻜﻲ‪.‬‬ ‫ﻭﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺎﻣﺔ‬

‫ﻟﻠﻌﻠﻮﻡ ‪ Pubic Library of Science‬ﻭﻋﻨﻮﺍﻥ ﻣﻮﻗﻌﻬﺎ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‬

‫)‪ ،(http://www.plos.org/‬ﻫﻲ ﻣﻨﻈﻤﺔ ﻟﻠﻌﻠﻤﺎﺀ ﻭﺍﻷﻃﺒﺎﺀ ﻻ ‪‬ﺪﻑ ﻟﻠﺮﺑﺢ‪ .‬ﻭﻫﻲ ﻣﺒﺎﺩﺭﺓ ﺃﺧﺮﻯ ﻣﻠﺘﺰﻣﺔ ﺑﺄﻥ‬ ‫ﲡﻌﻞ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻄﺒﻴﺔ ﰲ ﺍﻟﻌﺎﱂ ﻣﻮﺭﺩﹰﺍ ﻋﺎﻣﹰﺎ ﻣﺘﺎﺣﹰﺎ ﻟﻠﺠﻤﻴﻊ ﺑﺎ‪‬ﺎﻥ‪ .‬ﻭﻳﺘﻢ ﲤﻮﻳﻞ ﻫﺬﻩ ﺍﳌﻜﺘﺒﺔ ﺧﻼﻝ‬ ‫ﺳﻨﻮﺍ‪‬ﺎ ﺍﻷﺭﺑﻊ ﺍﻷﻭﱃ ﲟﻨﺤﺔ ﻣﻦ ﻣﺆﺳﺴﺔ ﻏﻮﺭﺩﻭﻥ ﻭﺑﻴﱵ ﻣﻮﺭ ﻗﺪﺭﻫﺎ ﺗﺴﻌﺔ ﻣﻼﻳﲔ ﺩﻭﻻﺭ ﺃﻣﺮﻳﻜﻲ‪ .‬ﻛﻤﺎ ﺃﻥ‬ ‫ﺍﻹﻧﺘﺮﻧﺖ ﻭﻭﺳﺎﺋﻞ ﺍﻟﻨﺸﺮ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺇﻧﺸﺎﺀ ﻣﻜﺘﺒﺎﺕ ﻋﺎﻣﺔ ﻟﻠﻌﻠﻮﻡ ﺗﻀﻢ ﺍﻟﻨﺺ ﺍﻟﻜﺎﻣﻞ ﻷﻱ ﻣﻘﺎﻟﺔ‬ ‫ﲝﺜﻴﺔ ﻣﻨﺸﻮﺭﺓ ﻣﻊ ﺑﻴﺎﻧﺎ‪‬ﺎ‪ ،‬ﻭﺗﺘﻴﺤﻬﺎ ﳎﺎﻧﺎﹰ ﻷﻱ ﺷﺨﺺ ﰲ ﺃﻱ ﻣﻜﺎﻥ ﰲ ﺍﻟﻌﺎﱂ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﻫﺬﻩ ﺍﻹﻣﻜﺎﻧﻴﺔ‬ ‫ﻳﺘﻌﲔ ﺇﻧﺸﺎﺀ ﳕﻮﺫﺝ ﲡﺎﺭﻱ ﺟﺪﻳﺪ ﻟﻠﻨﺸﺮ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻳﻌﺎﻣﻞ ﺗﻜﺎﻟﻴﻒ ﺍﻟﻨﺸﺮ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺍﳋﻄﻮﺓ ﺍﻷﺧﲑﺓ ﺍﳌﺘﻤﻤﺔ‬ ‫ﻟﻌﻤﻠﻴﺔ ﲤﻮﻳﻞ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺒﺤﺜﻲ‪ .‬ﻭﻹﺛﺒﺎﺕ ﺃﻥ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﺳﻮﻑ ﻳﻮﻓﻖ ﰲ ﻧﺸﺮ ﺃﻛﺜﺮ ﺍﻟﺒﺤﻮﺙ ﲤﻴ‪‬ﺰﺍﹰ‪ ،‬ﻓﺈﻥ‬ ‫ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻌﻠﻮﻡ ﺗﻌﺘﺰﻡ ﻧﺸﺮ ﳎﻼﺕ ﳏﻜﹼﻤﺔ ﺧﺎﺻﺔ ‪‬ﺎ‪ .‬ﻭﻟﻘﺪ ﺃﻃﻠﻘﺖ ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺪﺩ ﺍﻷﻭﻝ ﻣﻦ ﳎﻠﺘﻬﺎ‬ ‫ﺍﳋﺎﺻﺔ ﺑﺎﻟﺒﻴﻮﻟﻮﺟﻴﺎ ‪ PLoS Biology‬ﰲ ‪ 13‬ﺗﺸﺮﻳﻦ ﺍﻷﻭﻝ‪ /‬ﺃﻛﺘﻮﺑﺮ ‪ 2003‬ﰲ ﻧﺴﺨﺔ ﻣﻄﺒﻮﻋﺔ ﻭﻧﺴﺨﺔ‬ ‫ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﻋﻠﻰ ﺍﳋﻂ‪ .‬ﻭﰲ ﺳﻨﺔ ‪ 2004‬ﺳﺘ‪‬ﺼﺪﺭ ﺍﳌﻜﺘﺒﺔ ﳎﻠﺘﻬﺎ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻄﺐ ‪ .PLoS Medicine‬ﻭﺗﻌﺘﺰﻡ‬ ‫ﳎﻠﺔ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺎ ﺗﻐﻄﻴﺔ ﺗﻜﺎﻟﻴﻔﻬﺎ ﲟﻄﺎﻟﺒﺔ ﺍﳌﺆﻟﻔﲔ ﺑﺪﻓﻊ ‪ 1500‬ﺩﻭﻻﺭ ﻋﻦ ﻛﻞ ﻣﻘﺎﻟﺔ ﺗﻨﺸﺮ‪ .‬ﻭﻟﺪﻯ ﻗﺒﻮﻝ ﺍﳌﻘﺎﻟﺔ‬ ‫ﻟﻠﻨﺸﺮ ﻓﺈ‪‬ﺎ ﺳﺘﺘﺎﺡ ﻋﻠﻰ ﺍﳋﻂ ‪ online‬ﻣﺒﺎﺷﺮﺓ ﻭﻣﻦ ﺩﻭﻥ ﻣﻘﺎﺑﻞ‪.‬‬ ‫‪6‬‬

‫‪ 3.10‬ﺇﺑﻼﻍ ﻭﻛﺎﻻﺕ ﺍﻟﺘﻤﻮﻳﻞ‬ ‫ﻳﺘﻌﲔ ﺃﻥ ﻳﻘﺪﻡ ﺍ ﻟﺒﺎﺣﺜﻮﻥ ﺗﻘﺮﻳﺮﹰﺍ ﺩﻭﺭﻳﹰﺎ ﻟﻠﻮﻛﺎﻟﺔ ﺍﳌﻤﻮﻟﺔ ﺣﻮﻝ ﻣﺎ ﲢﻘﻖ ﻣﻦ ﺗﻘﺪﻡ ﰲ ﲝﺜﻬﻢ‪ .‬ﻭﻣﻌﻈﻢ ﺍﻟﻮﻛﺎﻻﺕ‬ ‫ﺗﺘﻄﻠﺐ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺗﻘﺮﻳﺮ ﻣﺮﺣﻠﻲ ﺳﻨﻮﻱ‪ ،‬ﻭﻟﻜﻦ ﻗﻠﺔ ﻣﻨﻬﺎ ﺗﻄﻠﺐ ﺗﻘﺎﺭﻳﺮ ﻧﺼﻒ ﺳﻨﻮﻳﺔ‪ .‬ﻭﻋﻨﺪ ﺣﺼﻮﻝ ﻣﺸﺮﻭﻉ‬ ‫ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﲤﻮﻳﻞ ﻟﻌﺪﺓ ﺳﻨﻮﺍﺕ‪ ،‬ﻓﻤﻦ ﺍﳌﻌﺘﺎﺩ ﺃﻥ ﻳﺘﻮﻗﻒ ﺻﺮﻑ ﲤﻮﻳﻞ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻋﻠﻰ ﺗﻘﺪﱘ ﺗﻘﺮﻳﺮ ﻣﺮﺣﻠﻲ‬ ‫ﻼ ﻋﻦ ﺗﻘﺮﻳﺮ ﻣﺎﱄ ﺣﻮﻝ ﺍﳌﺼﺮﻭﻓﺎﺕ ﺍﻟﱵ ﺃﻧﻔﻘﺖ ﺧﻼﻝ ﺍﻟﻔﺘﺮﺓ ﺍﻟﱵ ﻳﻐﻄﻴﻬﺎ ﺍﻟﺘﻘﺮﻳﺮ‪.‬‬ ‫ﻣﻘﺒﻮﻝ ﻋﻤﺎ ﺣﺪﺙ ﻣﻦ ﺗﻘﺪﻡ ﻓﻀ ﹰ‬ ‫ﻭﳚﺐ ﺃﻥ ﻳ‪‬ﺸﻤﻞ ﺍﻟﺘﻘﺮﻳﺮ ﺍﳌﺮﺣﻠﻲ ﻣﻌﻠﻮﻣﺎﺕ ﻣ‪‬ﺮﺿﻴﺔ ﻟﻠﻮﻛﺎﻟﺔ ﺍﳌﻤﻮﻟﺔ ﺣﻮﻝ ﺗﻘﺪﻡ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﻭﺃﻥ ﺗ‪‬ﻌﺮﺽ ﻓﻴﻪ‬ ‫ﺃﻱ ﻣﺸﻜﻼﺕ ﺗﻜﻮﻥ ﻗﺪ ﺻﻮﺩﻓﺖ‪ .‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗ‪‬ﻠﺨ‪‬ﺺ ﻓﻴﻪ ﺍﳋﻄﺔ ﺍﳌﻮﺿﻮﻋﺔ ﻟﻠﻔﺘﺮﺓ ﺍﻟﺘﺎﻟﻴﺔ‪ .‬ﻭﳚﺐ ﺍﻹﺷﺎﺭﺓ‬ ‫ﺇﱃ ﺃﻱ ﻭﺭﻗﺎﺕ ﻋﻠﻤﻴﺔ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﺗﻜﻮﻥ ﻗﺪ ﻗﹸﺪﻣﺖ ﺃﻭ ﻗﹸﺒﻠﺖ ﺃﻭ ﻧ‪‬ﺸﺮﺕ‪ .‬ﺃﻣﺎ ﺍﻟﺘﻘﺮﻳﺮ ﺍﳌﺎﱄ ﻓﻴﺠﺐ‬ ‫ﺗﻘﺴﻴﻤﻪ ﺇﱃ ﺑﻨﻮﺩ‪ .‬ﻓﺈﺫﺍ ﻣﺎ ﺗﺄﺧﺮ ﺗﻨﻔﻴﺬ ﺍﳌﺸﺮﻭﻉ ﻋﻦ ﺍﳌﻮﺍﻋﻴﺪ ﺍﳌﻘﺮﺭﺓ‪ ،‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺃﻥ ﻳﻄﻠﺒﻮﺍ ﻣ ‪‬ﺪ ﺃﺟﻞ‬ ‫ﺍﳌﻨﺤﺔ ﻣﻦ ﺩﻭﻥ ﺯﻳﺎﺩﺓ ﰲ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ .‬ﻭﻋﻨﺪ ﺍﻧﺘﻬﺎﺀ ﺃﺟﻞ ﺍﳌﻨﺤﺔ ﻳ‪‬ﻨﺘﻈﺮ ﺃﻥ ﻳﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺗﻘﺮﻳﺮﹰﺍ ﺧﺘﺎﻣﻴﹰﺎ ﺃﻛﺜﺮ‬ ‫ﺗﻔﺼﻴﻼﹰ‪ .‬ﻭﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺗﻘﺪﱘ ﺗﻘﺮﻳﺮ ﻣﺎﱄ ﺧﺘﺎﻣﻲ ﻹﻏﻼﻕ ﺩﻓﺎﺗﺮ ﺣﺴﺎﺑﺎﺕ ﺍﳌﻨﺤﺔ‪.‬‬

‫‪ 4.10‬ﺇﺑﻼﻍ ﺍﳌﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ‬ ‫ﻳﺘﺤﻤﻞ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻣﺴﺆﻭﻟﻴﺔ ﲨﺎﻋﻴﺔ ﻟﻀﻤﺎﻥ ﺗﻮﺻ‪‬ﻞ ﻣﻘﺪﻣﻲ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﺇﱃ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻼﺋﻤﺔ‬ ‫ﱯ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺃﺟﻞ ﲢﺪﻳﺚ ﻣﻌﺎﺭﻑ ﺍﳌﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ ﻓﻼ ﻳﻜﻔﻲ‪.‬‬ ‫ﻻﺣﺘﻴﺎﺟﺎ‪‬ﻢ‪ .‬ﺃﻣﺎ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺒﺚ ﺍﻟﺴﻠ ‪‬‬ ‫ﻭﻣﻊ ﺃﻥ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﺇﺟﺎﺩﺓ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ﻭﺗﻘﻴﻴﻤﻬﺎ ﺑﻄﺮﻳﻘﺔ ﺣﺎﲰﺔ‪ ،‬ﻓﺈﻥ ﻣﻌﻈﻢ ﺍﳌﻬﻨﻴﲔ‬ ‫ﺍﻟﺼﺤﻴﲔ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﻣﻮﺍﻛﺒﺔ ﺍﻟﻘﻔﺰﺍﺕ ﺍﻟﻮﺍﺳﻌﺔ ﰲ ﺍﳌﻌﺎﺭﻑ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻓﻔﻲ ﻛﻞ ﺳﻨﺔ ﻳ‪‬ﻨﺸﺮ ﺣﻮﺍﱄ ﻣﻠﻴﻮﻧﲔ ﻣﻦ‬ ‫ﺍﳌﻘﺎﻻﺕ ﺣﻮﻝ ﻗﻀﺎﻳﺎ ﻃﺒﻴﺔ‪ .‬ﻭﻟﻘﺪ ﺟﺎﺀ ﰲ ﻣﻘﺎﻟﺔ ﺍﻓﺘﺘﺎﺣﻴﺔ ﺑﺎ‪‬ﻠﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﱪﻳﻄﺎﻧﻴﺔ ﻧﺸﺮﺕ ﰲ ﺳﻨﺔ ‪ ،1995‬ﺃﻥ‬ ‫ﺍﻷﻃﺒﺎﺀ ﻟﻮ ﺃﺭﺍﺩﻭﺍ ﺃﻥ ﳚ‪‬ﺪﺩﻭﺍ ﻣﻌﻠﻮﻣﺎ‪‬ﻢ ﺣﱴ ﺍﻟﻮﻗﺖ ﺍﻟﺮﺍﻫﻦ ﻣﻊ ﺍﻹﻧﻔﺠﺎﺭ ﺍﳊﺎﺩﺙ ﰲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﳎﺎﻻﺕ‬ ‫ﺍﺧﺘﺼﺎﺻﻬﻢ‪ ،‬ﻓﻌﻠﻴﻬﻢ ﺃﻥ ﻳﻘﺮﺃﻭﺍ ﺣﻮﺍﱄ ‪ 17‬ﻣﻘﺎﻟﺔ ﻳﻮﻣﻴﺎﹰ‪ ،‬ﰲ ﻛﻞ ﻳﻮﻡ ﻣﻦ ﺃﻳﺎﻡ ﺍﻟﺴﻨﺔ‪ .‬ﻭﺗﻈﻬﺮ ﻣﻌﻈﻢ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ‬ ‫ﰲ ﺍ‪‬ﻼﹼﺕ ﺍﶈﻜﹼﻤﺔ ﺃﻭ ﹰﻻ‪ .‬ﺃﻣﺎ ﺍﻟﻌﺪﺩ ﺍﶈﺪﻭﺩ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺫﺍﺕ ﺍﳌﻀﺎﻣﲔ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻠﻤﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ ﻓﺈ‪‬ﺎ ﺗﻨﺘﺸﺮ‬ ‫ﻣﺘﺒﺎﻋﺪﺓ ﰲ ﻋﺪﺩ ﺿﺨﻢ ﻣﻦ ﺍﳌﻨﺸﻮﺭﺍﺕ‪ .‬ﻭﻳﺘﻄﻠﺐ ﺍﻷﻣﺮ ﲡﻤﻴﻊ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ﺍﻟﱵ ﺗﺘﻀﻤﻨﻬﺎ ﺗﻠﻚ ﺍﻟﺪﺭﺍﺳﺎﺕ‪.‬‬ ‫ﻭﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺃﻥ ﻳﺴﺎﻋﺪﻭﺍ ﰲ ﺇﺑﻼﻍ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻤﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ ﻋﻠﻰ ﳓﻮ ﳐﻄﻂ ﻭﻓﻘﹰﺎ‬ ‫ﻻﺣﺘﻴﺎﺟﺎ‪‬ﻢ‪ ،‬ﻭﻋﻠﻴﻬﻢ ﺃﻥ ﻳﻔﻌﻠﻮﺍ ﺫﻟﻚ‪ .‬ﻭﻣﻦ ﻭﺳﺎﺋﻞ ﲢﻘﻴﻖ ﺫﻟﻚ ﺍﻟﺘﻮﺍﺻﻞ‪ ،‬ﺇﻋﺪﺍﺩ ﻣﺮﺍﺟﻌﺎﺕ ﻣﺮﺗﻜﺰﺓ ﻋﻠﻰ‬ ‫ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ‪ ،evidence-based reviews‬ﻭﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﻟﻠﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻭﻧﺸﺮﻫﺎ‪.‬‬ ‫‪7‬‬

‫ﺍﳌﺮﺍﺟﻌﺎﺕ ﺍﳌﺮﺗﻜﺰﺓ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻳﻮﺟﺪ ﺍﻵﻥ ﻋﺪﺩ ﻣﺘﺰﺍﻳﺪ ﻣﻦ ﺍ‪‬ﻼﺕ ﻭﺧﺪﻣﺎﺕ ﺍﻟﺘﻠﺨﻴﺺ ﺍﻟﱵ ﺗﻘﻮﻡ ﲟﺮﺍﺟﻌﺔ ﺩﻗﻴﻘﺔ ﻟﻠﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻭﺗﻘﺪ‪‬ﻡ‬ ‫ﻧﺘﺎﺋﺠﻬﺎ ﺑﻄﺮﻳﻘﺔ ﻳﺴﺘﻄﻴﻊ ﺍﳌﻬﻨﻴﻮﻥ ﺍﻟﺼﺤﻴﻮﻥ ﺍﳌﺸﻐﻮﻟﻮﻥ ﺃﻥ ﻳﺴﺘﻮﻋﺒﻮﻫﺎ ﺑﺴﻬﻮﻟﺔ‪ .‬ﻭﲦﺔ ﻣﺜﺎﻝ ﻟﺬﻟﻚ ﻫﻮ ﳎﻠﺔ‬ ‫»ﺍﻟﻄﺐ ﺍﳌﺮﺗﻜﺰ ﻋﻠﻰ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ« ‪ evidence-based medicine‬ﺍﻟﱵ ﺗ‪‬ﻨﺸﺮ ﺑﻔﻀﻞ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﻛﻠﻴﺔ ﺍﻷﻃﺒﺎﺀ‬ ‫ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﺑﲔ ﳎﻤﻮﻋﺔ ﻧﺎﺷﺮﻱ ﺍ‪‬ﻠﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﱪﻳﻄﺎﻧﻴﺔ‪ .‬ﻭﻫﻲ ﲢﻮﻱ ﺧﻼﺻﺎﺕ ﻭﺗﻌﻠﻴﻘﺎﺕ ‪ commentaries‬ﰲ‬ ‫ﻣﻌﻈﻢ ﺍﻟﺘﺨﺼﺼﺎﺕ‪ ،‬ﻣﻊ ﺇﻋﻄﺎﺀ ﺍﻷﻓﻀﻠﻴﺔ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺗﺘﻨﺎﻭﻝ ﺣﺎﻻﺕ ﻳﺸﻴﻊ ﻇﻬﻮﺭﻫﺎ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﻌﻤﻠﻴﺔ‪ .‬ﻛﻤﺎ‬ ‫ﺃ‪‬ﺎ ﺗﻨﺸﺮ ﻣﺮﺍﺟﻌﺎﺕ ﻣﻨﺘﻈﻤﺔ ‪ systematic reviews‬ﻭﺍﻓﺘﺘﺎﺣﻴﺎﺕ ﺫﺍﺕ ﺃﳘﻴﺔ ﻋﺎﻣﺔ‪ .‬ﻭﻛﻤﺎ ﻗﺎﻝ ﺍﶈﺮﺭﻭﻥ‪،‬‬ ‫ﺳﻮﻑ ﺗﻨﺸﺮ ﺍ‪‬ﻠﺔ ﺍﻟﺬﻫﺐ ﺍﻟﺬﻱ ﻳ‪‬ﺴﺘﺨﻠﺺ ﺑﻌﻤﻠﻴﺎﺕ ﺫﻫﻨﻴﺔ ﻣﻜﺜﻔﺔ ﻣﻦ ﺧﺎﻣﺎﺕ ﺣﻮﺍﱄ ﻣﺌﺔ ﻣﻦ ﳎﻼﺕ ﺍﻟﻘﻤﺔ ﰲ‬ ‫ﺍﻟﻌﺎﱂ‪ .‬ﻭﺍ‪‬ﻠﺔ ﻣﺘﺎﺣﺔ ﻋﻠﻰ ﺍﳋﻂ ﻭﻋﻨﻮﺍﻥ ﻣﻮﻗﻌﻬﺎ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ )‪ ،(http://ebm.bmjjournals.com/‬ﻭﳝﻜﻦ‬ ‫ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﳎﺎﻧﺎﹰ ﻣﻦ ﻗِﺒ‪‬ﻞ ﺍﳌﻬﻨﻴﲔ ﰲ ﺑﻠﺪﺍﻥ ﺍﻟﺪﺧﻞ ﺍﳌﻨﺨﻔﺾ‪ ،‬ﻭﺍﻟﺪﺧﻞ ﺍﳌﺘﻮﺳﻂ ﺍﳌﻨﺨﻔﺾ‪.‬‬ ‫ﻭﺍﳌﺮﺍﺟﻌﺎﺕ ﺍﳌﻨﺘﻈﻤﺔ ﻟﻠﺒﺤﻮﺙ‪ ،‬ﻣﺜﻞ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﺗﻘﻮﻡ ﺑﻪ ﻣﺆﺳﺴﺔ ﻛﻮﻛﺮﻳﻦ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ‬

‫‪Cochrane‬‬

‫‪ ،Collaboration‬ﺃﺻﺒﺤﺖ ﻛﺬﻟﻚ ﻣﺼﺪﺭﺍﹰ ﻣﻔﻴﺪﺍﹰ‪ ،‬ﻛﻤﺎ ﺳﲑﺩ ﻭﺻﻔﻪ ﰲ ﺍﻟﻔﺼﻞ ‪.14‬‬

‫ﺍﻟﺪﻻﺋﻞ ﺍﻹﺭﺷﺎﺩﻳﺔ ﻟﻠﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﺴﺮﻳﺮﻳﺔ‬ ‫ﳝﻜﻦ ﺃﻥ ﺗﻨﺤﺎﺯ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳌﻨﺸﻮﺭﺓ ﺇﱃ ﺍﻹﺑﺘﻜﺎﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ‪ .‬ﻭﻟﻜﻦ ﺍﻹﺑﺘﻜﺎﺭﺍﺕ ﲢﺘﺎﺝ ﺇﱃ ﺗﻘﻴﻴﻢ‬ ‫ﺍﻧﺘﻘﺎﺩﻱ ﺣﺎﺳﻢ‪ .‬ﻭﻳﻜﻤﻦ ﺍﻟﺘﺤﺪﻱ ﰲ ﺗﻌﺰﻳﺰ ﺗﺒﲏ ﺍﻹﺑﺘﻜﺎﺭﺍﺕ ﺍﻟﱵ ﻳﺜﺒﺖ ﺃ‪‬ﺎ ﻣﻔﻴﺪﺓ‪ ،‬ﻭﺗﺄﺟﻴﻞ ﺍﻧﺘﺸﺎﺭ ﺗﻠﻚ ﺍﻟﱵ‬ ‫ﱂ ﻳﺜﺒﺖ ﺑﻌﺪ ﺃ‪‬ﺎ ﻓﻌﺎﻟﺔ‪ ،‬ﻭﻣﻨﻊ ﺗﺪﺍﻭﻝ ﺍﻹﺑﺘﻜﺎﺭﺍﺕ ﻏﲑ ﺍﻟﻔﻌﺎﻟﺔ ﺃﻭ ﺍﶈﺘﻤﻠﺔ ﺍﻟﻀﺮﺭ‪ .‬ﻭﻫﻨﺎﻙ ﳐﺎﻃﺮ ﰲ ﻗﺒﻮﻝ‬ ‫ﺍﳌﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ ﻟﺒﻌﺾ ﺍﳌﺒﺘﻜﺮﺍﺕ ﺍﻟﻄﺒﻴﺔ ﻣﻦ ﺩﻭﻥ ﻣﻨﺎﻗﺸﺔ‪.‬‬ ‫ﺇﻥ ﺍﳌﺮﺍﺟﻌﺎﺕ ﺍﳌﻨﺘﻈﻤﺔ ﻟﻠﺒﻴ‪‬ﻨﺎﺕ ﻻ ﺗﻌﻮﺩ ﺩﺍﺋﻤﹰﺎ ﺇﱃ ﺗﻮﺻﻴﺎﺕ ﻭﺍﺿﺤﺔ ﻻ ﻟﺒﺲ ﻓﻴﻬﺎ‪ .‬ﻭﻟﻜﻦ ﺍﻟﺪﻻﺋﻞ‬ ‫ﺍﻹﺭﺷﺎﺩﻳﺔ ‪ guidelines‬ﺍﻟﱵ ﺗﺘﺴﻢ ﺑﺎﻟﺘﺸﺪﺩ ﳝﻜﻨﻬﺎ ﺃﻥ ﺗﺘﺮﺟﻢ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﺍﳌﻌﻘﺪﺓ ﺇﱃ ﺗﻮﺻﻴﺎﺕ ﺗﻨﻔﻴﺬﻳﺔ‬ ‫ﺗﺼﻠﺢ ﻟﻠﻤﺎﺭﺳﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ‪ .‬ﻭﺍﻟﺪﻻﺋﻞ ﺍﻹﺭﺷﺎﺩﻳﺔ ﻟﻠﻤﺎﺭﺳﺎﺕ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳌﺮﺗﻜﺰﺓ ﻋﻠﻰ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ﳝﻜﻦ ﺃﻥ ﺗﺆﺩﻱ ﺇﱃ‬ ‫ﺍﳊﺪ ﻣﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﻏﲑ ﺍﳌﻼﺋﻤﺔ‪ ،‬ﻭﺇﱃ ﺗﻌﺰﻳﺰ ﺗﻄﺒﻴﻖ ﺍﳌﻌﺎﺭﻑ ﺍﳉﺪﻳﺪﺓ ﺣﻮﻝ ﺃﻓﻀﻞ ﺍﳌﻤﺎﺭﺳﺎﺕ‪.‬‬ ‫ﻭﳚﺮﻱ ﺍﻵﻥ ﺇﻋﺪﺍﺩ ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﻣﺘﺰﺍﻳﺪﺓ ﺑﻌﺪ ﻣﺮﺍﺟﻌﺎﺕ ﺷﺎﻣﻠﺔ ﻟﻠﺒﻴ‪‬ﻨﺎﺕ ﲟﻌﺮﻓﺔ ﻋﺪﻳﺪ ﻣﻦ ﺍﳌﻨﻈﻤﺎﺕ ﺍﳌﻬﻨﻴﺔ‪.‬‬ ‫ﻭﺣﱴ ﺗﻜﻮﻥ ﺍﻟﺪﻻﺋﻞ ﺍﻹﺭﺷﺎﺩﻳﺔ ﻣﻔﻴﺪﺓ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻮﺍﺯﻥ ﺑﲔ ﺟﻮﺍﻧﺐ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ ﰲ ﺳﺎﺋﺮ ﺑﻴ‪‬ﻨﺎﺕ‬ ‫ﺍﻟﺒﺤﻮﺙ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‪ ،‬ﻭﺑﲔ ﺍﳊﻘﺎﺋﻖ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻠﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﻭﻣﻮﺍﻗﻊ ﺍﳋﺪﻣﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ‪ .‬ﻭﻋﻠﻴﻬﺎ ﻛﺬﻟﻚ ﺃﻥ‬ ‫‪8‬‬

‫ﺗﺄﺧﺬ ﰲ ﺍﻋﺘﺒﺎﺭﻫﺎ ﺃﻧﻪ ﻻ ﺷﻲﺀ ﻣﺆﻛﺪ ‪ .uncertainty‬ﺇﻥ ﺍﻟﻄﺐ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﺍﳋﱪﺓ ﳜﻠﻲ ﺍﻵﻥ ﻣﻜﺎﻧﻪ ﻟﻠﻄﺐ‬ ‫ﺍﳌﺮﺗﻜﺰ ﻋﻠﻰ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ‪ .‬ﻭﻣﻦ ﺷﺄﻥ ﻋﺪﻡ ﺍﻟﻴﻘﲔ ﺃﻥ ﻳﺼﻌ‪‬ﺐ ﺍﲣﺎﺫ ﺗﻮﺻﻴﺎﺕ ﻣﺆﻛﺪﺓ ﻣﺮﺗﻜﺰﺓ ﻋﻠﻰ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ﰲ ﲨﻴﻊ‬ ‫ﺍﻷﻭﺿﺎﻉ‪ .‬ﻭﺍﺳﺘﻨﺎ ﺩﹰﺍ ﺇﱃ ﻣﺴﺘﻮﻯ ﺍﻟﺒﻴ‪‬ﻨﺔ ﺍﳌﺘﺎﺡ‪ ،‬ﻓﺈﻥ ﺍﻟﺘﻮﺻﻴﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻌﺎﳉﺎﺕ ﺃﻭ ﺍﻟﺘﺪﺧﻼﺕ ﺗﺼﻨﻒ ﺍﻵﻥ‬ ‫ﰲ ﺩﺭﺟﺎﺕ ﺣﺴﺐ ﺍﻟﻔﺌﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ )‪:(1998, ACO G‬‬ ‫ﺃ‪ .‬ﺗﻮﺟﺪ ﺑﻴﻨﺔ ﻗﻮﻳﺔ ﻟﺪﻋﻢ ﺍﻟﺘﻮﺻﻴﺔ‪.‬‬ ‫ﺏ‪ .‬ﺗﻮﺟﺪ ﺑﻴﻨﺔ ﻣﻌﻘﻮﻟﺔ ﻟﺪﻋﻢ ﺍﻟﺘﻮﺻﻴﺔ‪.‬‬ ‫ﺝ‪ .‬ﺗﻮﺟﺪ ﺑﻴﻨﺔ ﻏﲑ ﻛﺎﻓﻴﺔ ﻟﺪﻋﻢ ﺍﻟﺘﻮﺻﻴﺔ‪ ،‬ﺇﻻ ﺃﻧﻪ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻴﺔ ﺍﺳﺘﻨﺎﺩﺍﹰ ﺇﱃ ﺃﺳﺲ ﺃﺧﺮﻯ‪.‬‬ ‫ﺩ‪ .‬ﺗﻮﺟﺪ ﺑﻴﻨﺔ ﻣﻌﻘﻮﻟﺔ ﺿﺪ ﺍﻟﺘﻮﺻﻴﺔ‪.‬‬ ‫ﻫـ‪ .‬ﺗﻮﺟﺪ ﺑﻴﻨﺔ ﻗﻮﻳﺔ ﺿﺪ ﺍﻟﺘﻮﺻﻴﺔ‪.‬‬

‫‪ 5.10‬ﺇﺑﻼﻍ ﺻﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ‬ ‫ﳛﺘﺎﺝ ﺻﺎﻧﻌﻮ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺇﱃ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺍﻓﻴﺔ ﰎ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺘﻬﺎ ﻋﻠﻤﻴﹰﺎ ﻣﻦ ﺃﺟﻞ ﺭﺳﻢ ﺳﻴﺎﺳﺎﺕ‬ ‫ﻣﺮﺗﻜﺰﺓ ﻋﻠﻰ ﺍﻟﺒﻴﻨﺎﺕ ‪ .evidience-based policy‬ﻭﺣﲔ ﺗﻜﻮﻥ ﻟﻠﺒﺤﺚ ﻣﻀﺎﻣﲔ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺴﻴﺎﺳﺔ ﺍﻟﻌﺎﻣﺔ‪،‬‬ ‫ﻳﺘﺤﻤﻞ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻣﺴﺆﻭﻟﻴﺔ ﺗﺒﻠﻴﻎ ﺍﻟﻨﺘﺎﺋﺞ ﺇﱃ ﺻﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﳌﻌﻨﻴﲔ‪ .‬ﻭﻻ ﻳﻜﻔﻲ ﳎﺮﺩ ﻧﺸﺮ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻭ‬ ‫ﺇﺭﺳﺎﻝ ﻧﺴﺦ ﻣﻦ ﺗﻘﺮﻳﺮ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻴﻬﻢ‪ .‬ﻭﺍﻷﻓﻀﻞ ﻣﻦ ﺫﻟﻚ ﻛﺜﲑﺍﹰ‪ ،‬ﺗﻘﺪﱘ ﻋﺮﺽ ﻣﺒﺎﺷﺮ ﻭﺟﻬﹰﺎ ﻟﻮﺟﻪ‪ ،‬ﻛﻠﻤﺎ‬ ‫ﺃﻣﻜﻦ‪ ،‬ﻣﻊ ﺇﺗﺎﺣﺔ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﰲ ﻟﻠﻤﻨﺎﻗﺸﺔ‪ .‬ﻭﻋﺎﺩﺓ ﻣﺎ ﺗﻮﺍﻓﻖ ﺍﳍﻴﺌﺎﺕ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻤِﻨﺢ ﻋﻠﻰ ﲣﺼﻴﺺ ﺍﻋﺘﻤﺎﺩﺍﺕ ﰲ‬ ‫ﺍﳌﻮﺍﺯﻧﺔ ﻟﻨﺸﺮ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ‪ .‬ﻭﻗﺪ ﻳﺸﻤﻞ ﺫﻟﻚ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﻋﻘﺪ ﺍﺟﺘﻤﺎﻉ ﻣﻊ ﻣﺪﻳﺮﻱ ﺍﻟﺸﺆﻭﻥ ﺍﻟﺼﺤﻴﺔ‬ ‫ﻭﺻﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻟﺘﻌﺮﻳﻔﻬﻢ ﺑﻨﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻣﻨﺎﻗﺸﺘﻬﺎ ﻣﻌﻬﻢ‪.‬‬ ‫ﻭﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺒﺤﻮﺙ ﺫﺍﺕ ﺍﳌﻀﺎﻣﲔ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻳﻨﺒﻐﻲ ﻋﺪﻡ ﺇﻏﻔﺎﻝ ﺍﻻﺗﺼﺎﻻﺕ ﳊﲔ‬ ‫ﺇﲤﺎﻡ ﺍﻟﺒﺤﺚ‪ ،‬ﺇﺫ ﳚﺐ ﺑﺪﺅﻫﺎ ﳕﻮﺫﺟﻴﹰﺎ ﺃﺛﻨﺎﺀ ﻣﺮﺣﻠﺔ ﲣﻄﻴﻂ ﺍﻟﺒﺤﺚ ﻟﻀﻤﺎﻥ ﺻﻴﺎﻏﺔ ﺃﺳﺌﻠﺔ ﺍﻟﺒﺤﺚ ﺻﻴﺎﻏﺔ ﺳﻠﻴﻤﺔ‬ ‫ﻭﺍﺧﺘﺒﺎﺭﻫﺎ ﰲ ﺍﻟﺴﻴﺎﻗﺎﺕ ﺍﳌﻼﺋﻤﺔ‪ ،‬ﻣﻊ ﺗﻄﺒﻴﻖ ﺗﺪﺧﻼﺕ ﳝﻜﻦ ﺗﻜﺮﺍﺭﻫﺎ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﻌﻤﻠﻴﺔ‪ .‬ﻭﻛﻠﻤﺎ ﺃﻣﻜﻦ‪ ،‬ﻳﻨﺒﻐﻲ‬ ‫ﺃﻥ ﻳﺸﺎﺭﻙ ﰲ ﺗﻨﻔﻴﺬ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺒﺤﺜﻲ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻳﺮﺟ‪‬ﺢ ﺃﻥ ﻳﺴﺘﻌﻤﻠﻮﺍ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‪.‬‬ ‫ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺑﻌﺾ ﺍﻟﺪﻻﺋﻞ ﺍﻹﺭﺷﺎﺩﻳﺔ ﺍﳌﻮﺟﻬﺔ ﺇﱃ ﺍﻟﺒﺎﺣﺜﲔ ﻋﻨﺪﻣﺎ ﻳﻘﻮﻣﻮﻥ ﺑﻌﺮﺽ ﻧﺘﺎﺋﺠﻬﻢ ﻋﻠﻰ ﺻﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ‪:‬‬ ‫‪ ‬ﺇﻋﺮﻑ ﻣﺴﺘﻤﻌﻴﻚ‪ ،‬ﻭﺧﻄﹼﻂ ﺍﻟﻌﺮﺽ ﲝﻴﺚ ﻳﺘﻼﺀﻡ ﻣﻌﻬﻢ‪ ،‬ﻓﻘﺪ ﻳﻜﻮﻥ ﺍﳌﺴﺘﻤﻌﻮﻥ ﺃﻃﺒﺎﺀ‬ ‫ﻓﻘﻂ‪ .‬ﻭﺭﲟﺎ ﻳﻜﻮﻥ ﻣﻌﻬﻢ ﳑﺮﺿﺎﺕ ﺃﻭ ﺑﻌﺾ ﻗﺎﺩﺓ ﺍ‪‬ﺘﻤﻊ ﺃﻭ ﳑﺜﻠﻲ ﺍﻟﻮﻛﺎﻻﺕ ﺍﳌﺎﳓﺔ‪.‬‬ ‫ﻭﳝﻜﻦ ﺗﻘﺪﱘ ﺃﻛﺜﺮ ﻣﻦ ﻋﺮﺽ ﻭﺍﺣﺪ ﺇﻥ ﻟﺰﻡ ﺫﻟﻚ‪.‬‬ ‫‪9‬‬

‫‪ ‬ﲡﻨ‪‬ﺐ ﺍﺳﺘﻌﻤﺎﻝ ﻣﻔﺮﺩﺍﺕ ﻧﻘﻨﻴﺔ ﻣﺒﻬﻤﺔ‪ ،‬ﻓﻬﻲ ﻟﻦ ﺗ‪‬ﺒﻬﺮ ﺍﻟﺴﺎﻣﻌﲔ‪ ،‬ﻭﻟﻦ ﺗﺆﺩﻱ ﺇﻻ ﺇﱃ‬ ‫ﺍﻟﺘﺸﻮﻳﺶ ﻭﺍﻟﺒﻠﺒﻠﺔ‪.‬‬ ‫‪ ‬ﻻ ﺗﻔﺮِﻁ ﰲ ﺷﺤﻦ ﺍﻟﻌﺮﺽ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ .‬ﺍﺳﺘﻌﻤﻞ ﻓﻘﻂ ﺗﻠﻚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺗﱪﺭ‬ ‫ﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ ﻭﺍﻟﺘﻮﺻﻴﺎﺕ ﻭﺗﺸﺮﺣﻬﺎ‪.‬‬ ‫‪ ‬ﺍﺗﺒﻊ ﻧﻔﺲ ﺍﳋﻄﻮﺍﺕ ﺍﻟﱵ ﺗﺘﺒﻌﻬﺎ ﰲ ﺃﻱ ﻋﺮﺽ ﻋﻠﻤﻲ ﻣﻊ ﺗﺮﻛﻴﺰ ﺍﻻﻫﺘﻤﺎﻡ ﻋﻠﻰ‬ ‫ﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ ﻭﺍﻟﺘﻮﺻﻴﺎﺕ‪ ،‬ﻓﺴﻮﻑ ﳝﻜﻦ ﻋﻠﻰ ﺍﻷﺭﺟﺢ ﺗﻨﻔﻴﺬ ﺍﻟﺘﻮﺻﻴﺎﺕ ﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫ﻣﻮﺟﻬﺔ ﺇﱃ ﺍﻟﺬﻳﻦ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻨﻔﺬﻭﻫﺎ ﻭﻳﺴﺘﻄﻴﻌﻮﻥ ﺫﻟﻚ‪ ،‬ﻭﺇﺫﺍ ﺭﻭﻋﻴﺖ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻨﻔﻴﺬﻫﺎ‪.‬‬ ‫ﻭﺍﻟﺘﻮﺻﻴﺎﺕ ﺍﻟﻨﻮﻋﻴﺔ ﺍﳋﺎﺻﺔ ‪ specific‬ﺃﻓﻀﻞ ﻣﻦ ﺍﻟﺘﻮﺻﻴﺎﺕ ﺍﻟﻌﺎﻣﺔ‪ .‬ﻭﺃﻓﻀﻞ ﻣﻦ ﺫﻟﻚ ﺃﻥ‬ ‫ﺗﻘﺪﻡ ﳌﺴﺘﻤﻌﻴﻚ ﺧﻄﺔ ﻋﻤﻞ‪ .‬ﻭﻛﺜﲑﺍﹰ ﻣﺎ ﻳﻔﻀﻞ ﺻﺎﻧﻌﻮ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺃﻥ ﺗﻜﻮﻥ ﺃﻣﺎﻣﻬﻢ‬ ‫ﺧﻴﺎﺭﺍﺕ ﳌﺎ ﳝﻜﻨﻬﻢ ﻋﻤﻠﻪ‪ ،‬ﻣﻊ ﻣﻠﺨﺺ ﳌﺰﺍﻳﺎ ﻭﻋﻴﻮﺏ ﻛﻞ ﺍﺧﺘﻴﺎﺭ‪ .‬ﻓﻬﻢ ﻳﻔﻀﻠﻮﻥ ﺃﻻ ﳝﻠﻲ‬ ‫ﺃﺣﺪ ﻋﻠﻴﻬﻢ ﻣﺎ ﻳﻔﻌﻠﻮﻥ‪ ،‬ﺑﻞ ﺃﻥ ﻳﺘﻠﻘﻮﺍ ﻣﻌﻠﻮﻣﺎﺕ ﻳﻌﺘﻤﺪﻭﻥ ﻋﻠﻴﻬﺎ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‬ ‫ﺍﳌﻼﺋﻤﺔ‪.‬‬ ‫‪ ‬ﺍﳌﹸﻌﻴﻨﺎﺕ ﺍﻟﺒﺼﺮﻳﺔ ‪ visual aids‬ﺍﻟﱵ ﺗ‪‬ﺨﺘﺎﺭ ﻭﺗ‪‬ﺼﻤﻢ ﺑﻌﻨﺎﻳﺔ‪ ،‬ﺗﻔﻴﺪ ﰲ ﺇﺑﺮﺍﺯ ﺍﻟﻨﻘﺎﻁ ﺍﳌﻬﻤﺔ‬ ‫ﰲ ﺍﻟﻌﺮﺽ‪ ،‬ﺷﺎﻣﻠﺔ ﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ ﻭﺍﻟﺘﻮﺻﻴﺎﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ‪.‬‬ ‫‪ ‬ﺧﺼﺺ ﻭﻗﺘﺎﹰ ﻛﺎﻓﻴﺎﹰ ﻟﻠﻤﻨﺎﻗﺸﺔ‪.‬‬ ‫‪ ‬ﻛﻦ ﻣﺴﺘﻌﺪﹰﺍ ﻟﻘﺒﻮﻝ ﺍﻟﺘﻌﻠﻴﻘﺎﺕ ﻭﺍﻹﻧﺘﻘﺎﺩﺍﺕ ﻭﺍﻹﻗﺘﺮﺍﺣﺎﺕ‪ .‬ﻭﻟﻜﻦ ﻛﻦ ﻣﺴﺘﻌﺪﹰﺍ ﻛﺬﻟﻚ‬ ‫ﻟﻠﺪﻓﺎﻉ ﻋﻦ ﻧﺘﺎﺋﺠﻚ‪.‬‬ ‫‪ ‬ﺟﻬ‪‬ﺰ ﻣﻠﺨﺼﺎﹰ ﺗﻨﻔﻴﺬﻳﺎﹰ ﻭﺍﺿﺤﺎﹰ ﻟﻠﺪﺭﺍﺳﺔ ﻭﻭﻓﺮ ﻧﺴﺨﺎﹰ ﻣﻨﻪ ﻟﻠﺘﻮﺯﻳﻊ ﰲ ﺍﻹﺟﺘﻤﺎﻉ‪ .‬ﻭﳝﻜﻦ‬ ‫ﺗﻮﺯﻳﻊ ﻧﺴﺦ ﻣﻦ ﺍﳌﹸﻌﻴﻨﺎﺕ ﺍﻟﺒﺼﺮﻳﺔ ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﻌﺮﺽ ﺃﻭ ﻋﻨﺪ ‪‬ﺎﻳﺘﻪ‪ ،‬ﻓﻤﻦ ﺍﳌﺴﺘﺤﺴﻦ ﺩﺍﺋﻤﺎﹰ ﺃﻥ‬ ‫ﻳﺄﺧﺬ ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﺍﻻﺟﺘﻤﺎﻉ ﺷﻴﺌﹰﺎ ﻣﻌﻬﻢ‪ .‬ﻭﻣﻦ ﺍﳌﺮﺟﺢ ﺃﻥ ﺍﳌﻠﺨﺺ ﺍﻟﺘﻨﻔﻴﺬﻱ ﺳﻮﻑ ﻳ‪‬ﻘﺮﺃ‬ ‫ﺃﻛﺜﺮ ﳑﺎ ﻳ‪‬ﻘﺮﺃ ﺍﻟﺘﻘﺮﻳﺮ ﺍﻟﻜﺎﻣﻞ‪.‬‬ ‫‪ ‬ﺇﺣﺘﻔﻆ ﺑﺘﺴﺠﻴﻞ ﻟﻺﺟﺘﻤﺎﻉ ﻭﺑﻨﺒﺬﺓ ﻋﻦ ﺃﻱ ﻣﻮﺍﻓﻘﺎﺕ ﺃﻭ ﺍﺗﻔﺎﻗﺎﺕ ﺣﺪﺛﺖ ﺧﻼﻟﻪ‪ .‬ﻭﳝﻜﻦ‬ ‫ﺇﻋﺪﺍﺩ ﺫﻟﻚ ﺑﻌﺪ ﺍﻧﻔﻀﺎﺽ ﺍﻹﺟﺘﻤﺎﻉ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﻗﺒﻞ ﻧﺴﻴﺎﻥ ﻭﻗﺎﺋﻊ ﺍﻹﺟﺘﻤﺎﻉ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺗﻮﺯﻳﻊ‬ ‫ﺍﻟﺘﺴﺠﻴﻞ ﺃﻭ ﺍﶈﻀﺮ ﻋﻠﻰ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﺣﻀﺮﻭﺍ ﺍﻹﺟﺘﻤﺎﻉ‪ ،‬ﻭﻛﺬﻟﻚ ﻋﻠﻰ ﻣﻦ ﻛﺎﻥ ﻳ‪‬ﻨﺘﻈﺮ‬ ‫ﺣﻀﻮﺭﻫﻢ ﻭﱂ ﻳﺘﻤﻜﻨﻮﺍ ﻣﻦ ﺍﳊﻀﻮﺭ‪.‬‬

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‫‪ 6.10‬ﺇﺑﻼﻍ ﺍﳌﺮﺿﻰ‬ ‫ﳎﺘﻤﻊ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻣﻠﺰﻡ ﺑﻀﻤﺎﻥ ﺗﻮﺻ‪‬ﻞ ﺍﳌﺮﺿﻰ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻼﺋﻤﺔ‪ .‬ﻭﻟﻘﺪ ﺣﺪﺙ ﺍﻧﻔﺠﺎﺭ‬ ‫ﰲ ﺣﺠﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺼﺤﻴﺔ ﺍﳌﺘﺎﺣﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﺇﺫ ﻳﻮﺟﺪ ﺍﻵﻥ ﺃﻛﺜﺮ ﻣﻦ ﻣﺌﺔ ﺃﻟﻒ ﻣﻮﻗﻊ ﻃﱯ )ﻋﻠﻰ‬ ‫ﻣﺴﺘﻮﻳﺎﺕ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳉﻮﺩﺓ( ﻭﻳﺘﺰﺍﻳﺪ ﻋﺪﺩﻫﺎ ﺑﺴﺮﻋﺔ )ﻛﻴﻠﻲ ﻭﻏﺮﺍﻫﺎﻡ‪ .(2002 ،‬ﺇﻥ ﺛﻮﺭﺓ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﳎﺎﻝ‬ ‫ﺐ ﻫﺎﺋﻞ ﻣﻦ ﺟﺎﻧﺐ ﺍﳌﻨﺘﻔﻌﲔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺼﺤﻴﺔ ﺍﳌﺘﺎﺣﺔ ﻋﻠﻰ ﺍﳋﻂ‬ ‫ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﻳﺪﻓﻌﻬﺎ ﺇﱃ ﺣﺪ ﻛﺒﲑ ﻃﻠ ‪‬‬ ‫‪ .online‬ﻓﻬﻨﺎﻙ ﺣﺠﻢ ﻣﺘﺰﺍﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺼﺤﻴﺔ ﺍﳌﻮﺟﻬﺔ ﻟﻠﻤﺮﺿﻰ‪ ،‬ﻭﺍﻟﱵ ﺗﺘﺴﻢ ﺑﺄ‪‬ﺎ ﺻﺤﻴﺤﺔ ﻋﻠﻤﻴﹰﺎ‬ ‫ﻭﺳﻬﻠﺔ ﺍﻟﻔﻬﻢ‪ .‬ﻭﻟﻘﺪ ﺃﻓﺘﺘﺤﺖ ﻣﻜﺘﺒﺔ ﺍﻟﻄﺐ ﺍﻟﻮﻃﻨﻴﺔ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ )‪ (http://www.nlm.nih.gov‬ﰲ‬ ‫ﺳﻨﺔ ‪ 1998‬ﺻﻔﺤﺔ ﺻﺤﻴﺔ ﻣﻮﺟﻬﺔ ﻟﻠﻤﻨﺘﻔﻌﲔ ﺗﺴﻤﻰ ﻣﻴﺪﻻﻳﻦ ﺑﻼﺱ ‪ ،MEDLINE plus‬ﻭﻫﻲ ﻣﺼﻤﻤﺔ‬ ‫ﻟﺘﻮﺟﻴﻪ ﺍﳌﻨﺘﻔﻌﲔ ﺇﱃ ﺍﳌﺼﺎﺩﺭ ﺍﻟﱵ ﲢﻮﻱ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺴﺎﻋﺪﻫﻢ ﰲ ﲝﺚ ﺍﺳﺌﻠﺘﻬﻢ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﻫﺬﻩ ﺍﻟﺼﻔﺤﺎﺕ‬ ‫ﺫﺍﺕ ﻃﺒﻴﻌﺔ ﺗﺜﻘﻴﻔﻴﺔ ﻓﻘﻂ‪ ،‬ﻭﻻ ﻳ‪‬ﻘﺼﺪ ‪‬ﺎ ﺃﻥ ﲢﻞ ﳏﻞ ﻣﺸﻮﺭﺓ ﺍﳌﻬﲏ ﺍﳌﺨﺘﺺ‪ .‬ﻭﺗﻮﻓﺮ ﺍﻟﺼﻔﺤﺎﺕ ﻗﺎﺋﻤﺔ ﳐﺘﺎﺭﺓ‬ ‫ﺑﻌﻨﺎﻳﺔ ﻣﻦ ﺍﳌﺼﺎﺩﺭ‪ ،‬ﻭﻟﻴﺲ ﻓﻬﺮﺳﺎﹰ ﺷﺎﻣﻼﹰ ‪.catalogue‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺗﻮﺧﻲ ﺍﳊﺮﺹ ﻋﻨﺪ ﺇﺑﻼﻍ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﻟﻠﻤﺮﺿﻰ‪ .‬ﻓﺎﻟﻨﺎﺱ ﳛﺘﺎﺟﻮﻥ ﻟﺘﺰﻭﻳﺪﻫﻢ ﲟﻌﻠﻮﻣﺎﺕ‬ ‫ﺻﺤﻴﺤﺔ ﻋﻠﻤﻴﺎﹰ ﻭﳝﻜﻨﻬﻢ ﺗﻔﻬﻤﻬﺎ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﺗﺆﺩﻱ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺍﻟﺒﻠﺒﻠﺔ ﺇﻥ ﱂ ﻳﺘﻢ ﺗﻘﺪﳝﻬﺎ ﻭﺷﺮﺣﻬﺎ ﺑﻄﺮﻳﻘﺔ‬ ‫ﻭﺍﻓﻴﺔ‪ ،‬ﺧﺼﻮﺻﹰﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺣﻮﻝ ﺍﳌﺨﺎﻃﺮ ﺍﻟﺼﺤﻴﺔ ﻭﻓﻮﺍﺋﺪ ﺍﻟﺘﺪﺧﻼﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﺍﻟﺒﻠﺒﻠﺔ ﳝﻜﻦ ﺃﻥ ﺗﺪﻓﻊ ﺍﳌﺮﺿﻰ‬ ‫ﺇﱃ ﺍﲣﺎﺫ ﻗﺮﺍﺭﺍﺕ ﺧﺎﻃﺌﺔ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻧﻪ ﻗﺪ ﻳﻘﺎﻝ ﻟﻠﻨﺴﺎﺀ ﺍﻟﻼﰐ ﺗﺘﺠﺎﻭﺯ ﺃﻋﻤﺎﺭﻫﻦ ﺍﳋﻤﺴﲔ ﻋﺎﻣﺎﹰ‪ ،‬ﺇﻥ ﺍﻟﺘﺤﺮﻱ‬ ‫ﺑﺘﺼﻮﻳﺮ ﺍﻟﺜﺪﻱ ﳜﻔﺾ ﺧﻄﺮ ﺍﻟﻮﻓﺎﺓ ﺑﺴﺒﺐ ﺳﺮﻃﺎﻥ ﺍﻟﺜﺪﻱ ﺑﻨﺴﺒﺔ ‪ .%25‬ﻓﺴﻮﻑ ﺗﻔﻬﻢ ﻗﻠﺔ ﻣﻦ ﺍﳌﺮﻳﻀﺎﺕ ﺃﻥ‬ ‫ﻫﺬﺍ ﺍﻟﺮﻗﻢ ﺍﳌﺜﲑ ﻳﻌﲏ ﺍﳔﻔﺎﺿﹰﺎ ﰲ ﺍﳋﻄﺮ ﺍﳌﻄﻠﻖ ﻣﻘﺪﺍﺭﻩ ﻭﺍﺣﺪ ﰲ ﺍﻷﻟﻒ ﻓﻘﻂ‪ .‬ﺃﻱ ﺃﻧﻪ ﻣﻦ ﺑﲔ ﻛﻞ ﺃﻟﻒ ﺍﻣﺮﺃﺓ‬ ‫ﻻ ﲡﺮﻱ ﺗﺼﻮﻳﺮ ﺍﻟﺜﺪﻱ ﺳﻮﻑ ﺗﺘﻮﰱ ﺣﻮﺍﱄ ﺃﺭﺑﻊ ﺑﺴﺒﺐ ﺳﺮﻃﺎﻥ ﺍﻟﺜﺪﻱ ﺧﻼﻝ ﻋﺸﺮ ﺳﻨﻮﺍﺕ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﺘﻮﰱ‬ ‫ﺛﻼﺙ ﻧﺴﺎﺀ ﻣﻦ ﻛﻞ ﺃﻟﻒ ﺍﻣﺮﺃﺓ ﺃﺟﺮﺕ ﻫﺬﺍ ﺍﻟﺘﺼﻮﻳﺮ )ﺟﻴﻔﺮﻧﺰﺭ ﻭﺇﺩﻭﺍﺭﺩﺯ‪.(2003 ،‬‬

‫‪ 7.10‬ﺇﺑﻼﻍ ﺍ‪‬ﺘﻤﻊ ﺍﶈﻠﻲ‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻗﺪ ﺃﹸﺟﺮﻳﺖ ﻋﻠﻰ ﺻﻌﻴﺪ ﺍ‪‬ﺘﻤﻊ ﺍﶈﻠﻲ ‪ community-based‬ﻓﻤﻦ ﺣﻖ ﺍ‪‬ﺘﻤﻊ ﺃﻥ ﻳﻌﺮﻑ‬ ‫ﻧﺘﻴﺠﺘﻬﺎ‪ .‬ﻭﻣﻦ ﻭﺍﺟﺒﺎﺕ ﺍﻟﺒﺎﺣﺜﲔ ﻭﻣﺴﺆﻭﻟﻴﺘﻬﻢ ﺃﻥ ﻳﻘﻮﻣﻮﺍ ﺑﺬﻟﻚ‪ ،‬ﻭﺃﻥ ﳜﺘﺎﺭﻭﺍ ﳍﺬﺍ ﺍﻟﻐﺮﺽ ﺍﻟﺸﻜﻞ ﺍﳌﻼﺋﻢ ﻭﺍﻟﻄﺮﻳﻘﺔ‬ ‫ﺍﳌﻨﺎﺳﺒﺔ‪ .‬ﻭﻳﻔﻀﻞ ﺗﻘﺎﺳﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻊ ﺍ‪‬ﺘﻤﻊ ﺍﶈﻠﻲ ﻗﺒﻞ ﺇﻃﻼﻗﻬﺎ ﰲ ﺍ‪‬ﺎﻝ ﺍﻟﻌﺎﻡ ‪ .public domain‬ﻭﻣﻦ ﺍﳌﻔﻴﺪ‬ ‫ﻛﺬﻟﻚ ﺍﻟﺘﺤﻘﻖ ﳑﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍ‪‬ﺘﻤﻊ ﺍﶈﻠﻲ ﻳﺘﻔﻖ ﻣﻊ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻳﻮﺍﻓﻖ ﻋﻠﻰ ﺍﺳﺘﻨﺘﺎﺟﺎ‪‬ﺎ‪ ،‬ﻭﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﻨﺎﻙ‬ ‫ﺃﺳﺌﻠﺔ ﺇﺿﺎﻓﻴﺔ ﲢﺘﺎﺝ ﳌﻌﺎﳉﺘﻬﺎ‪ .‬ﻭﳝﻜﻦ ﻛﺬﻟﻚ ﻣﻨﺎﻗﺸﺔ ﺇﻣﻜﺎﻥ ﺗﻨﻔﻴﺬ ﺃﻱ ﺗﻮﺻﻴﺎﺕ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻨﻔﻴﺬ‪.‬‬ ‫‪11‬‬

‫‪ 8.10‬ﺇﺑﻼﻍ ﺍﳉﻤﻬﻮﺭ ﻋﺎﻣﺔ‬ ‫ﻣﻦ ﺣﻖ ﺍﳉﻤﻬﻮﺭ ﻋﺎﻣﺔ ﺃﻥ ﳛﺼﻞ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻠﻤﻴﺔ ﺩﻗﻴﻘﺔ ﺣﻮﻝ ﺍﳌﺴﺎﺋﻞ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺆﺛﺮ ﻋﻠﻰ‬ ‫ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﻟﻔﺮﺩﻳﺔ ﺃﻭ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻌﺎﻣﺔ‪ .‬ﻭﳝﻜﻦ ﺇﺑﻼﻍ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺼﺤﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻌﺎﻣﺔ ﺍﳉﻤﻬﻮﺭ ﻋﻦ ﻃﺮﻳﻖ‬ ‫ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻨﺘﺸﺮﺓ ﻭﺍﳌﻮﺟﻬﺔ ﺇﱃ ﺍﻟﻘﺮﺍﺀ ﻏﲑ ﺍﳌﺘﺨﺼﺼﲔ‪ ،‬ﻭﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﻨﻮﺍﺕ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ‪ .‬ﻛﻤﺎ‬ ‫ﺗﺴﺘﻌﻤﻞ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺮﺍﻫﻦ ﺑﺪﺭﺟﺔ ﻣﺘﺰﺍﻳﺪﺓ‪.‬‬ ‫ﻭﳛﺘﺎﺝ ﺍﻟﻌﻠﻤﺎﺀ ﺇﱃ ﺇﺛﺎﺭﺓ ﺍﻫﺘﻤﺎﻡ ﺍﳉﻤﺎﻫﲑ ﲟﺎ ﻳﻘﻮﻣﻮﻥ ﺑﻌﻤﻠﻪ‪ .‬ﻭﻫﺬﺍ ﻳﺘﻄﻠﺐ ﺃﻛﺜﺮ ﻣﻦ ﳎﺮﺩ ﺇﺗﺎﺣﺔ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺑﺎ‪‬ﺎﻥ‪ .‬ﺇﻥ ﺩﻭﺭ ﺍﻟﻌﻠﻤﺎﺀ ﱂ ﻳﻌ‪‬ﺪ ﳎﺮﺩ ﺍﻟﺘﺒﺸﲑ ﺑﺎﻟﺘﻨﻮﻳﺮ ﺑﲔ ﺍﳉﻤﻮﻉ ﺍﳉﺎﻫﻠﺔ‪ .‬ﻓﻔﻲ ﺑﻌﺾ‬ ‫ﺍﻟﻘﻀﺎﻳﺎ ﻳﻜﻮﻥ ﺩﻭﺭ ﺍﻟﻌﻠﻤﺎﺀ ﻫﻮ ﺗﻘﺪﱘ ﺍﻟﻘﻀﻴﺔ ﲟﻮﺿﻮﻋﻴﺔ ﺇﱃ ﳏﻜﹼﻤﲔ ﻣﻦ ﺍﳌﻮﺍﻃﻨﲔ ﺍﳌﺘﻨﻮﺭﻳﻦ ﻟﺘﻤﻜﻴﻨﻬﻢ ﻣﻦ‬ ‫ﺇﺻﺪﺍﺭ ﺣﻜﻢ ﻣﺴﺘﻨﲑ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳﺘﻘﺒﻞ ﺍﻟﻌﻠﻤﺎﺀ ﺃ‪‬ﻢ ﱂ ﻳﻌﻮﺩﻭﺍ ﻣﺆﻫﻠﲔ ﺃﻛﺜﺮ ﻣﻦ ﺍﳉﻤﻬﻮﺭ ﺍﻟﻌﺮﻳﺾ ﻹﺻﺪﺍﺭ‬ ‫ﺃﺣﻜﺎﻡ ﺣﻮﻝ ﻗﻴﻤﺔ ﺍﳌﺒﺘﻜﺮﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﻳﺰﻣ ‪‬ﻊ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪.‬‬ ‫ﻭﳚﺐ ﺃﻥ ﻳ‪‬ﻜﺸﻒ ﺑﻮﺿﻮﺡ‪ ،‬ﻋﺪﻡ ﺍﻟﻴﻘﲔ ‪ uncertainty‬ﺍﳌﺘﺄﺻﻞ ﰲ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﺇ ﹼﻥ ﺗﻌﺎﱄ ﺍﻟﻌﻤﻞ‬ ‫ﺍﻟﻌﻠﻤﻲ ﳚﺐ ﺃﻥ ﻳ‪‬ﺨﻠﻲ ﻣﻜﺎﻧﻪ ﻟﺜﻘﺎﻓﺔ ﻋﻠﻤﻴﺔ ﺗﺘﻤﺜﻞ ﰲ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ‪.‬‬ ‫ﻭﺇ ﹾﺫ ﻳﻨﺎﻗﺶ ﺍﻟﻌﻠﻤﺎﺀ ﻗﻀﻴﺔ ﺍﳊﺮﻳﺔ ﺍﻷﻛﺎﺩﳝﻴﺔ‪ ،‬ﻓﺈ‪‬ﻢ ﻳﺘﻔﻘﻮﻥ ﻋﻠﻰ ﺃﻥ ﻣﺴﲑﺓ ﺍﻟﺘﻘﺪﻡ ﺍﻟﻌﻠﻤﻲ ﳚﺐ ﺃﻥ ﻻ‬ ‫ﺗﺘﻮﻗﻒ ﺧﻮﻓﹰﺎ ﻣﻦ ﺍﺣﺘﻤﺎﻝ ﺇﺳﺎﺀﺓ ﺍﻟﺘﺼﺮﻑ‪ .‬ﻏﲑ ﺃﻥ ﺍﳉﻤﻬﻮﺭ ﻣﻦ ﺣﻘﻪ ﻣﻊ ﺫﻟﻚ ﺃﻥ ﻳﺸﻌﺮ ﺑﺎﻟﻘﻠﻖ‪ .‬ﻓﻼ ﻳﻨﺒﻐﻲ ﺃﻥ‬ ‫ﻳﺒﺨﺲ ﺃﺣﺪ ﻣﻄﻠﻘﺎﹰ ﻗﺪﺭﺓ ﺍﻟﺒﺸﺮ ﻋﻠﻰ ﳑﺎﺭﺳﺔ ﺳﻠﻮﻛﻴﺎﺕ ﻏﲑ ﺭﺷﻴﺪﺓ‪ .‬ﻓﻤﺎﺯﺍﻝ ﺍﻟﻨﺎﺱ ﻳﺬﻛﺮﻭﻥ ﺍﻟﻘﻨﺒﻠﺔ ﺍﻟﺬﺭﻳﺔ‬ ‫ﻭﻏﲑﻫﺎ ﻣﻦ ﺃﺳﻠﺤﺔ ﺍﻟﺪﻣﺎﺭ ﺍﻟﺸﺎﻣﻞ ﺍﻟﱵ ﺻ‪‬ﻨﻌﺖ ﻋﻠﻰ ﺧﻠﻔﻴﺎﺕ ﻋﻠﻤﻴﺔ‪ .‬ﺇﻥ ﻫﺪﻑ ﺍﻟﻌﻠﻢ ﻫﻮ ﺍﻟﻌﻤﻞ ﻣﻦ ﺃﺟﻞ‬ ‫ﻋﺎﱂ ﺃﻓﻀﻞ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﻳ‪‬ﺴﺘﺨﺪﻡ ﻷﻏﺮﺍﺽ ﻳﻘﺼﺪ ‪‬ﺎ ﺍﻹﺿﺮﺍﺭ ﺑﺎﻟﺒﺸﺮ ﺃﻭ ﺑﺎﻟﺒﻴﺌﺔ‪ .‬ﻭﻋﻠﻰ ﺍﻟﻌﻠﻤﺎﺀ ﺃﻥ ﻳﻀﻌﻮﺍ‬ ‫ﰲ ﺍﻋﺘﺒﺎﺭﻫﻢ ﺍﳌﻀﺎﻣﲔ ﺍﻷﺧﻼﻗﻴﺔ ﻷﻋﻤﺎﳍﻢ‪.‬‬ ‫ﺇﻥ ﺗﺜﻘﻴﻒ ﺍﳉﻤﺎﻫﲑ ﻣﻬﻤ ﹲﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺤﻘﻴﻖ‪ .‬ﻭﻳﺸﻬﺪ ﻋﻠﻰ ﺫﻟﻚ ﺍﺳﺘﻔﺘﺎﺀ ﺃﺟﺮﻱ ﻣﺆﺧﺮﹰﺍ ﰲ ﺳﻮﻳﺴﺮﺍ ﺣﻮﻝ‬ ‫ﺟﺪﻭﻯ ﺍﳍﻨﺪﺳﺔ ﺍﻟﻮﺭﺍﺛﻴﺔ‪ .‬ﻓﻘﺪ ﺍﻧﻘﺴﻤﺖ ﺁﺭﺍﺀ ﺍﳌﻘﺘﺮﻋﲔ ﺣﻮﻝ ﻫﺬﻩ ﺍﻟﻘﻀﻴﺔ‪ .‬ﻭﻟﻜﻦ ﺑﻌﺪ ﺃﻥ ﻓﺘﺢ ﺍﻟﻌﻠﻤﺎﺀ ﺃﺑﻮﺍﺏ‬ ‫ﳐﺘﱪﺍ‪‬ﻢ ﻭﺗﻮﺍﺻﻠﻮﺍ ﻣﻊ ﺍﳉﻤﺎﻫﲑ‪ ،‬ﺃﺳﻔﺮﺕ ﻧﺘﻴﺠﺔ ﺍﻹﺳﺘﻔﺘﺎﺀ ﻋﻦ ﺭﻓﺾ ﺃﻏﻠﺒﻴﺔ ﺍﻟﺜﻠﺜﲔ ﻟﻔﺮﺽ ﺣﻈﺮ ﺷﺎﻣﻞ ﻋﻠﻰ‬ ‫ﺍﻟﺘﺤﻮﻳﺮ ﺍﻟﻮﺭﺍﺛﻲ ﻟﻠﻨﺒﺎﺕ ﻭﺍﳊﻴﻮﺍﻥ‪ ،‬ﻭﺇﻃﻼﻗﻬﺎ ﰲ ﺍﻟﺒﻴﺌﺔ‪.‬‬

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‫‪ 9.10‬ﺇﺑﻼﻍ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ‬ ‫ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻮﺧﻰ ﺍﻟﻌﻠﻤﺎﺀ ﺍﳊﺬﺭ ﻋﻨﺪ ﺇﺑﻼﻍ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺇﱃ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ‪ .‬ﻓﻮﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ‪ ،‬ﰲ‬ ‫ﺗﻘﺪﳝﻬﺎ ﻟﻠﻤﻮﺍﺩ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﺪﻑ ﺃﻭ ﹰﻻ ﺇﱃ ﺟﺬﺏ ﺍﻹﻫﺘﻤﺎﻡ ﻭﺍﻟﺘﺮﻓﻴﻪ‪ ،‬ﰒ ‪‬ﺪﻑ ﺛﺎﻧﻴﹰﺎ ﺇﱃ ﺍﻹﻋﻼﻡ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻘﺎﻭﻡ‬ ‫ﺍﻟﻌﻠﻤﺎﺀ ﺇﻏﺮﺍﺀ ﺍﻟﺘﺒﻠﻴﻎ ‪‬ﺮﺩ ﲢﻘﻴﻖ ﺍﻟﺸﻬﺮﺓ‪ .‬ﻭﻋﻠﻴﻬﻢ ﺃﻥ ﻳﺴﺎﻋﺪﻭﺍ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﰲ ﺇﻋﺪﺍﺩ ﻭﺗﻘﺪﱘ ﺗﻘﺎﺭﻳﺮ ﺩﻗﻴﻘﺔ‬ ‫ﻋﻦ ﺍﳌﻌﻄﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ‪‬ﻢ ﺍﳉﻤﺎﻫﲑ‪.‬‬ ‫ﻭﺗﻮﺟﺪ ﺍﻋﺘﺒﺎﺭﺍﺕ ﺃﺧﻼﻗﻴﺔ ﰲ ﺇﺑﻼﻍ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻮﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ‪ .‬ﻓﺎﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﱵ ﺗﻨﺸﺮﻫﺎ‬ ‫ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﺣﻮﻝ ﲝﺚ ﻋﻠﻤﻲ ﻗﺒﻞ ﺇﺧﻀﺎﻉ ﺍﻟﻌﻤﻞ ﻟﻠﺘﺤﻜﻴﻢ ﰒ ﻧﺸﺮﻩ ﻛﺎﻣﻼﹰ‪ ،‬ﻗﺪ ﺗﺆﺩﻱ ﺇﱃ ﻧﺸﺮ‬ ‫ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﻏﲑ ﺩﻗﻴﻘﺔ ﺃﻭ ﻣﺒﺘﺴﺮﺓ‪ .‬ﻭﻻ ﻳﻮﺟﺪ ﺇﻻ ﺍﻟﻘﻠﻴﻞ ﺟﺪﹰﺍ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﻟﱵ ﳍﺎ ﻣﻀﺎﻣﲔ ﺷﺪﻳﺪﺓ‬ ‫ﺍﻻﺳﺘﻌﺠﺎﻝ ﰲ ﳎﺎﻝ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﻣﺔ ﻟﺪﺭﺟﺔ ﺗﺴﺘﻮﺟﺐ ﺇﻋﻼﻥ ﻧﺘﺎﺋﺠﻬﺎ ﻗﺒﻞ ﻧﺸﺮﻫﺎ ﻛﺎﻣﻠﺔ ﰲ ﳎﻠﺔ ﻋﻠﻤﻴﺔ‪ .‬ﻭﰲ‬ ‫ﻫﺬﻩ ﺍﳊﺎﻻﺕ ﳚﺐ ﺃﻥ ﻳ‪‬ﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﻻ ﻣﻦ ﻗﺒﻞ ﺍﻟﺒﺎﺣﺜﲔ‪ ،‬ﻭﺇﳕﺎ ﻣﻦ ﻗﺒﻞ ﺍﻟﺴﻠﻄﺔ ﺍﻟﺼﺤﻴﺔ ﺍﳌﺨﺘﺼﺔ‪ .‬ﻓﺎﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﺒﻠﻐﺔ ﺑﻄﺮﻳﻘﺔ ﺧﺎﻃﺌﺔ ﳝﻜﻦ ﺃﻥ ﺗﺆﺩﻱ ﺇﱃ ﺍﻧﺰﻋﺎﺝ ﻻ ﻣﱪﺭ ﻟﻪ ﺑﲔ ﺍﳉﻤﺎﻫﲑ‪ .‬ﻭﳛﻖ ﻟﻠﺒﺎﺣﺜﲔ ﺍﻟﺬﻳﻦ‬ ‫ﻳﻌﺮﺿﻮﻥ ﺃ ﻋﻤﺎﳍﻢ ﰲ ﺍﺟﺘﻤﺎﻉ ﻋﻠﻤﻲ ﺃﻥ ﻳﻨﺎﻗﺸﻮﺍ ﻋﺮﻭﺿﻬﻢ ﻣﻊ ﻣﻨﺪﻭﰊ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ‪ ،‬ﺷﺮﻳﻄﺔ ﺃﻥ ﻻ‬ ‫ﻳﺘﺠﺎﻭﺯﻭﺍ ﺣﺪﻭﺩ ﻣﺎ ﻋﺮﺿﻮﻩ ﺑﺎﻟﻔﻌﻞ‪.‬‬

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:‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ Reading the medical literature. Applying evidence to practice. Washington, DC, American College of Obstetricians and Gynaecologists, 1998. Byrne DW. Publishing your medical research paper. Baltimore, Williams & Wilkins, 1998: 210–217. Delamothe T, Smith R. PubMed Central: creating an Aladdin’s cave of ideas (editorial). British Medical Journal, 2001, 322:1–2. Delamothe T, Godlee F, Smith R. Scientific literature’s open sesame? British Medical Journal, 2003, 326: 945–946. Davidoff F, Haynes B, Sackett D, Smith R.. Evidence based medicine (editorial). British Medical Journal, 1995, 310: 1085–1086. Eysenbach G, Sa ER, Diepgen TL. Shopping around the Internet today and tomorrow: towards the millenium of cybermedicine. British Medical Journal, 1999, 319: 1294. Gigerenzen G, Edward A. Simple tools for understanding risks: from innumeracy to insight. British Medical Journal, 2003, 327: 741–744. Grimes DA. Communicating research: working with the media. In: O’Brien PMS, Pipkin FB, eds. Introduction to research methodology for specialists and trainees. London, Royal College of Obstetricians and Gynaecologists Press, 1999: 210–217. Kiley R, Graham E. The patient’s Internet handbook. London, Royal Society of Medicine Press Ltd., 2002. Lock S. Foreword. In: Hawkins C, Sorgi M, eds. Research: How to plan, speak and write about it. Berlin, Springer-Verlag, 1985: vii. Long M. The future of electronic publishing. In: Hall GM, ed. How to write a paper, 2nd edition. London, BMJ Books, 1998: 132–138. Shiffman RN et al. Standardized reporting of clinical practice guidelines: a proposal from the Conference on Guideline Standardization. Annals of Internal Medicine, 2003, 139: 493–498. Smith R. Closing the digital divide (editorial). British Medical Journal, 2003, 326: 328. Smith R. Do patients need to read research? British Medical Journal, 2003, 326: 1304. Tamber PS, Fiona F, Newmark P. Open access to peer-reviewed research: making it happen. Lancet, 2003, 362: 1575–77.

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‫ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ‬ ‫‪ 1.11‬ﻣﻘﺪﻣﺔ‬ ‫ﺇﻥ ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ ﻫﻲ ﺃﻛﺜﺮ ﺍﻟﻄﺮﻕ ﺷﻴﻮﻋﹰﺎ ﻹﺑﻼﻍ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﺇﱃ ﺍﻟﻌﻠﻤﺎﺀ ﺍﻵﺧﺮﻳﻦ ﻭﺇﱃ ﺍﳌﻬﻨﻴﲔ‬ ‫ﺍﻟﺼﺤﻴﲔ‪ .‬ﻭﻣﻦ ﻧﺎﻓﻠﺔ ﺍﻟﻘﻮﻝ ﺇﻥ ﺍﳌﺆﻟﻔﲔ ﳚﺐ ﺃﻻ ﺗﻐﻴﺐ ﻋﻦ ﺑﺎﳍﻢ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻡ ﺟﻮﺍﻧﺐ ﺍﳌﻮﺿﻮﻋﻴﺔ ﻭﺍﻟﻮﺿﻮﺡ‬ ‫ﻭﺍﻷﻣﺎﻧﺔ ﰲ ﺍﻹﺑﻼﻍ ﻋﻦ ﲝﻮﺛﻬﻢ‪ .‬ﻭﻟﻘﺪ ﰎ ﺗﻮﺣﻴﺪ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻨﻤﻄﻴﺔ ‪ format‬ﺍﻟﱵ ﺗﻜﺘﺐ ‪‬ﺎ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺑﻐﺮﺽ‬ ‫ﻧﺸﺮﻫﺎ ﰲ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‪ ،‬ﻭﺫﻟﻚ ﻹﳚﺎﺩ ﻃﺮﻳﻘﺔ ﻣﻨﻬﺠﻴﺔ ﻣﻨﺘﻈﻤﺔ ﻟﻌﺮﺽ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻓﺎﳌﻘﺎﻻﺕ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ‬ ‫ﺍﳌﻼﺣﻈﺔ ﻭﺍﻟﺘﺠﺮﻳﺐ ﺗﻘﺴ‪‬ﻢ ﻋﺎﺩﺓ )ﻭﻟﻴﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ( ﺇﱃ ﺃﻗﺴﺎﻡ ﲢﻤﻞ ﺍﻟﻌﻨﺎﻭﻳﻦ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﳌﻘﺪﻣﺔ‪ ،‬ﺍﻟﻄﺮﻕ )ﺃﻭ‬ ‫ﺍﻟﻄﺮﺍﺋﻖ(‪ ،‬ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﺍﳌﻨﺎﻗﺸﺔ‪ .‬ﻭﻗﺪ ﲢﺘﺎﺝ ﺍﳌﻘﺎﻻﺕ ﺍﻟﻄﻮﻳﻠﺔ ﺇﱃ ﻋﻨﺎﻭﻳﻦ ﻓﺮﻋﻴﺔ ﰲ ﺑﻌﺾ ﺍﻷﻗﺴﺎﻡ )ﻭﺧﺼﻮﺻﹰﺎ ﰲ‬ ‫ﻗﺴﻤﻲ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺍﳌﻨﺎﻗﺸﺔ( ﻭﺫﻟﻚ ﻟﺰﻳﺎﺩﺓ ﺗﻮﺿﻴﺢ ﳏﺘﻮﻳﺎ‪‬ﺎ‪ .‬ﻭﺗﻨﺸﺮ ﺍ‪‬ﻼﺕ ﻋﻤﻮﻣﹰﺎ ﰲ ﻛﻞ ﻋﺪﺩ ﻣﻦ ﺃﻋﺪﺍﺩﻫﺎ‪ ،‬ﻭﰲ‬ ‫ﻣﻮﺍﻗﻌﻬﺎ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺇﺭﺷﺎﺩﺍﺕ ﻣﻔﺼﻠﺔ ﻟﻠﻤﺆﻟﻔﲔ ﺣﻮﻝ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻨﻤﻄﻴﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻟﺘﻘﺪﱘ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬ ‫ﻭﳚﺐ ﺃﻥ ﺗﺒﺪﺃ ﻋﻤﻠﻴﺔ ﺗﺪﻭﻳﻦ ﺍﻟﺒﺤﺚ ﺃﺛﻨﺎﺀ ﲣﻄﻴﻄﻪ‪ ،‬ﻭﺗﺴﺘﻤﺮ ﺃﺛﻨﺎﺀ ﺗﻨﻔﻴﺬﻩ‪ .‬ﻭﳝﻜﻦ ﺇﻧﺘﺎﺝ ﺍﳌﺴﻮﺩﺓ ﺍﻷﻭﱃ‬ ‫ﻟﻠﻮﺭﻗﺔ ﺍﳌﻜﺘﻮﺑﺔ ﻋﻨﺪ ﲢﻠﻴﻞ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻣﺮﺍﺟﻌﺔ ﻫﺬﻩ ﺍﳌﺴﻮﺩﺓ ﺗﻌﺘﱪ ﺟﺰﺀﹰﺍ ﻣﻬﻤﹰﺎ ﻣﻦ ﺃﺟﺰﺍﺀ ﺍﻟﻌﻤﻠﻴﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ‬ ‫ﺃﻥ ﺗﺸﻤﻞ ﻣﺮﺍﺟﻌﺔ ﺍﶈﺘﻮﻯ ﻭﻣﺮﺍﺟﻌﺔ ﺍﻷﺳﻠﻮﺏ ‪ style‬ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ‪.‬‬ ‫ﻭﻟﻴﺴﺖ ﻛﻞ ﻭﺛﻴﻘﺔ ﻋﻠﻤﻴﺔ ﺗﺼﻠﺢ ﻟﻠﻜﺘﺎﺑﺔ ﺑﺎﻟﺼﻴﻐﺔ ﺍﻟﻨﻤﻄﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻟﻌﺮﺽ ﺍﻟﺒﺤﻮﺙ‪ .‬ﻭﻫﻨﺎﻙ ﻣﺜﺎﻻﻥ‬ ‫ﻳ‪‬ﺬﻛﺮﺍﻥ ﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ ﳘﺎ ﺍﻟﺘﻘﺮﻳﺮ ﻋﻦ ﺣﺎﻟﺔ ‪ case report‬ﻭﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﻌﻠﻤﻴﺔ ‪ .scientific review‬ﻭﻫﻨﺎﻙ‬ ‫ﺍﻋﺘﺒﺎﺭﺍﺕ ﺧﺎﺻﺔ ﺗﺮﺍﻋﻰ ﰲ ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﺗﺼﻒ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ‪ ،qualitative‬ﻭﻛﺬﻟﻚ ﰲ ﻛﺘﺎﺑﺔ‬ ‫ﺍﻷﻃﺮﻭﺣﺔ ‪ thesis‬ﺃﻭ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻟﻌﻠﻤﻴﺔ ‪.dissertion‬‬ ‫ﻭﻗﺪ ﺃﺻﺪﺭﺕ ﺍﻟﻠﺠﻨﺔ ﺍﻟﺪﻭﻟﻴﺔ ﶈﺮﺭﻱ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ ﻋﺪﺩﹰﺍ ﻣﻦ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻮﺣﺪﺓ ﻟﺘﻘﺪﱘ ﺍﳌﺨﻄﻮﻃﺎﺕ‬ ‫ﻟﻠﻤﺠﻼﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‪ .‬ﻭﺗﺮﺍﺟ‪‬ﻊ ﻫﺬﻩ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺩﻭﺭﻳﹰﺎ‪ ،‬ﻭﻗﺪ ﺻﺪﺭﺕ ﺍﻟﻄﺒﻌﺔ ﺍﻷﺧﲑﺓ ﻣﻨﻬﺎ ﰲ ﺗﺸﺮﻳﻦ ﺍﻟﺜﺎﱐ‪/‬‬ ‫ﻧﻮﻓﻤﱪ ‪ .2003‬ﻭﻟﻘﺪ ﺃﺧﺬﻧﺎ ﻫﺬﻩ ﺍﳌﺘﻄﻠﺒﺎﺕ ﰲ ﺍﻹﻋﺘﺒﺎﺭ ﻋﻨﺪ ﺻﻴﺎﻏﺔ ﺍﻟﺪﻻﺋﻞ ﺍﻹﺭﺷﺎﺩﻳﺔ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‬ ‫ﻭﻛﺬﻟﻚ ﰲ ﺍﻟﻔﺼﻞ ‪ 12‬ﺍﳋﺎﺹ ﺑﻨﺸﺮ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻭﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺎﺻﻴﻞ ﻗﺪ ﻳﺮﻯ ﺍﻟﻘﺎﺭﺉ ﺃﻥ‬ ‫ﻳﻄﻠﻊ ﻋﻠﻰ ﺍﳌﺮﺍﺟﻊ ﻭﺍﳌﺼﺎﺩﺭ ﺍﻹﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﳌﺬﻛﻮﺭﺓ ﰲ ﺁﺧﺮ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪.‬‬

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‫‪ 2.11‬ﺍﺧﺘﻴﺎﺭ ﻋﻨﻮﺍﻥ ﻟﻠﻮﺭﻗﺔ‬ ‫ﻑ ﳏﺘﻮﻯ ﺍﻟﻮﺭﻗﺔ ﺑﺄﻗﻞ ﻋﺪﺩ ﳑﻜﻦ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻻ‬ ‫ﺍﻟﻌﻨﻮﺍﻥ ﺍﳉﻴﺪ ﻫﻮ ﺍﻟﺬﻱ ﻳﺼﻒ ﺑﺸﻜﻞ ﻭﺍ ٍ‬ ‫ﻳﻜﻮﻥ ﺍﻟﻌﻨﻮﺍﻥ ﻣﻔﺮﻁ ﺍﻟﻄﻮﻝ ﻭﻻ ﻣﻔﺮﻁ ﺍﻹﳚﺎﺯ‪ .‬ﻭﺑﺼﻔﺔ ﻋﺎﻣﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﻣﻦ ‪ 12-10‬ﻛﻠﻤﺔ‪ .‬ﻭﺗﺴﻤﺢ‬ ‫ﺑﻌﺾ ﺍ‪‬ﻼﺕ‪ ،‬ﻭﻟﻴﺴﺖ ﲨﻴﻌﻬﺎ‪ ،‬ﺑﺈﺿﺎﻓﺔ ﻋﻨﺎﻭﻳﻦ ﻓﺮﻋﻴﺔ ‪ .sub-titles‬ﻭﳚﺐ ﺃﻥ ﻻ ﳛﺘﻮﻱ ﺍﻟﻌﻨﻮﺍﻥ ﻋﻠﻰ‬ ‫ﻛﻠﻤﺎﺕ ﻏﲑ ﺿﺮﻭﺭﻳﺔ‪ ،‬ﻭﻻ ﺃﻥ ﻳﻬﺪﺭ ﺍﳌﺴﺎﺣﺔ ﺍﳌﺘﺎﺣﺔ ﺑﻌﺒﺎﺭﺍﺕ ﻣﺜﻞ »ﻣﻼﺣﻈﺎﺕ ﻋﻠﻰ« ﺃﻭ »ﺩﺭﺍﺳﺔ ﺣﻮﻝ«‪.‬‬ ‫ﻭﳚﺐ ﺃﻥ ﻻ ﻳﺸﻤﻞ ﺍﻟﻌﻨﻮﺍﻥ ﺃﻳﺔ ﺍﺧﺘﺼﺎﺭﺍﺕ ‪.abbreviations‬‬ ‫ﻭﻛﺜﲑ ﻣﻦ ﺍ‪‬ﻼﺕ ﻳﻄﻠﺐ ﻋﻨﻮﺍﻧﹰﺎ ﻣﺘﻜﺮﺭﹰﺍ ‪) running title‬ﻋﻨﻮﺍﻧﺎﹰ ﻗﺼﲑﺍﹰ( ﻟﻴﻄﺒﻊ ﻋﻠﻰ ﺭﺃﺱ ﻛﻞ ﺻﻔﺤﺔ‬ ‫ﺃﻭ ﰲ ﺃﺳﻔﻠﻬﺎ ﻋﻨﺪﻣﺎ ﺗ‪‬ﻨﺸﺮ ﺍﳌﻘﺎﻟﺔ‪ .‬ﻭﻳﺘﻜﻮﻥ ﻫﺬﺍ ﺍﻟﻌﻨﻮﺍﻥ ﻋﺎﺩﺓ ﻣﻦ ‪ 30‬ﺇﱃ ‪ 50‬ﺣﺮﻓﺎﹰ‪.‬‬

‫‪ 3.11‬ﻛﺘﺎﺑﺔ ﺍﳋﻼﺻﺔ ﻭﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻔﺘﺎﺣﻴﺔ‬ ‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﺘﺐ ﺧﻼﺻﺔ ‪ abstract‬ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﻮﺭﻗﺔ‪ .‬ﻭﺍﳋﻼﺻﺔ ﳝﻜﻦ ﺃﻥ ﲡﺬﺏ ﺍﻟﻘﺮﺍﺀ ﺃﻭ ﺗﺼﺮﻓﻬﻢ‪.‬‬ ‫ﻭﻫﻲ ﺫﻟﻚ ﺍﳉﺰﺀ ﻣﻦ ﺍﻟﻮﺭﻗﺔ ﺍﻟﺬﻱ ﺳﻮﻑ ﻳ‪‬ﺪﺭﺝ ﰲ ﻣﻌﻈﻢ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﳌﺘﺎﺣﺔ ﻟﻼﺳﺘﺮﺟﺎﻉ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻮﺿ‪‬ﺢ ﺍﳋﻼﺻﺔ ﺃﻏﺮﺍﺽ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻭ ﺍﻹﺳﺘﻘﺼﺎﺀ‪ ،‬ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﳌﺘﺨﺬﺓ )ﺍﺧﺘﻴﺎﺭ ﺃﻓﺮﺍﺩ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺃﻭ ﺣﻴﻮﺍﻧﺎﺕ ﺍﳌﺨﺘﱪ‪ ،‬ﻭﻃﺮﻕ ﺍﳌﻼﺣﻈﺔ ﻭﺍﻟﺘﺤﻠﻴﻞ(‪ ،‬ﻭﺃﻫﻢ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﰎ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ )ﻣﻊ ﺇﻋﻄﺎﺀ‬ ‫ﺑﻴﺎﻧﺎﺕ ﳏﺪﺩﺓ ﻭﺫﻛﺮ ﻣﻌﻨﻮﻳﺘﻬﺎ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺇﺫﺍ ﺃﻣﻜﻦ(‪ ،‬ﻭﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺇﺑﺮﺍﺯ ﺍﳉﻮﺍﻧﺐ ﺍﳉﺪﻳﺪﺓ‬ ‫ﻭﺍﳌﻬﻤﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻭ ﺍﳌﻼﺣﻈﺎﺕ ‪.observations‬‬ ‫ﻭﺍﳋﻼﺻﺔ ﺍﳉﻴﺪﺓ ﻫﻲ ﺍﻟﱵ ﺗﻜﻮﻥ ﻧﺴﺨﺔ ﻣﺼﻐﺮﺓ ﻣﻦ ﺍﻟﻮﺭﻗﺔ‪ ،‬ﻭﺗﻘﺪﻡ ﻣﻠﺨﺼﺎﹰ ﻣﻘﺘﻀﺒﺎﹰ ﻟﻜﻞ ﻗﺴﻢ ﻣﻦ‬ ‫ﺍﻷﻗﺴﺎﻡ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺑﺎﻟﻮﺭﻗﺔ ﲝﻴﺚ ﲤﺎﺛﻞ ﻓﻘﺮﺍ‪‬ﺎ ﺑﻨ‪‬ﻴﺔ ﺍﻟﻮﺭﻗﺔ‪ .‬ﻭﻛﺜﲑ ﻣﻦ ﺍ‪‬ﻼﺕ ﻳﻄﻠﺐ ﺧﻼﺻﺔ ﳎﺰﺃﺓ ﺍﻟﺒﻨﻴﺎﻥ‬ ‫‪ ، structured‬ﲝﻴﺚ ﺗﺸﻤﻞ ﻋﻨﺎﻭﻳﻦ ﻓﺮﻋﻴﺔ ﻣﺜﻞ ﻫﺪﻑ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻧﻮﻉ ﺍﻟﺘﺼﻤﻴﻢ‪ ،‬ﻣﻜﺎﻥ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺍﳌﻮﺍﺩ ﺃﻭ‬ ‫ﺍﻷﻓﺮﺍﺩ‪ ،‬ﺍﻟﻄﺮﻕ‪ ،‬ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ‪ .‬ﻭﻳﻜﻮﻥ ﻋﺪﺩ ﺍﻟﻜﻠﻤﺎﺕ ﰲ ﺍﳋﻼﺻﺎﺕ ﻏﲑ ﺍ‪‬ﺰﺃﺓ‪ ،‬ﻋﺎﺩﺓ‪ ،‬ﺃﻗﻞ ﻣﻦ‬ ‫‪ 150‬ﻛﻠﻤﺔ‪ .‬ﺃﻣﺎ ﰲ ﺍﳋﻼﺻﺎﺕ ﺍ‪‬ﺰﺃﺓ ﺍﻟﺒﻨﻴﺎﻥ ﻓﻴﻜﻮﻥ ﺃﻗﻞ ﻣﻦ ‪ 250‬ﻛﻠﻤﺔ‪ .‬ﻭﻫﻨﺎﻙ ﺑﻌﺾ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﱵ ﲤﺖ ﺑﺮﳎﺘﻬﺎ ﲝﻴﺚ ﻻ ﺗﻘﺒﻞ ﺃﻛﺜﺮ ﻣﻦ ﻫﺬﺍ ﺍﻟﻌﺪﺩ ﺍﶈﺪﻭﺩ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ‪ .‬ﻭﺗ‪‬ﻜﺘﺐ ﺍﳋﻼﺻﺎﺕ‪،‬‬ ‫ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪ ،‬ﺑﺼﻴﻐﺔ ﺍﳌﺎﺿﻲ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺍﳋﻼﺻﺔ ﻣﺴﺘﻘﻠﺔ ﺑﺬﺍ‪‬ﺎ‪ ،‬ﲝﻴﺚ ﳝﻜﻦ ﻗﺮﺍﺀ‪‬ﺎ ﻣﻦ ﺩﻭﻥ ﺍﻟﺮﺟﻮﻉ‬ ‫ﺇﱃ ﺍﻟﻨﺺ ﺍﻟﻜﺎﻣﻞ‪ .‬ﻭﻋﻠﻰ ﺫﻟﻚ ﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﺗﺸﻤﻞ ﺃﻱ ﺇﺣﺎﻻﺕ ﺇﱃ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺃﻭ ﺍﻷﺷﻜﺎﻝ ﺃﻭ ﺍﳉﺪﺍﻭﻝ‬ ‫ﺍﳌﺬﻛﻮﺭﺓ ﰲ ﻣﱳ ﺍﻟﻮﺭﻗﺔ‪ .‬ﻛﻤﺎ ﳚﺐ ﺃﻥ ﻻ ﺗﺸﻤﻞ ﺃﻱ ﻣﻌﻠﻮﻣﺎﺕ ﻟﻴﺴﺖ ﻣﺬﻛﻮﺭﺓ ﰲ ﺍﻟﻮﺭﻗﺔ‪ ،‬ﻭﻻ ﺗﺸﻤﻞ‬ ‫ﺍﺧﺘﺼﺎﺭﺍﺕ ﺃﻭ ﺭﻣﻮﺯﺍﹰ ﺇﻻ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻌﻴﺎﺭﻳﺔ ﺃﻭ ﻣﻌﺮﻭﻓﺔ ﺟﻴﺪﺍﹰ‪.‬‬ ‫‪2‬‬

‫ﻭﻳﻄﻠﺐ ﻣﻌﻈﻢ ﺍ‪‬ﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺃﻥ ﻳﻘﺪﻡ ﺍﳌﺆﻟﻔﻮﻥ ﻣﻦ ﺛﻼﺙ ﺇﱃ ﻋﺸﺮ ﻛﻠﻤﺎﺕ ﻣﻔﺘﺎﺣﻴﺔ ‪ key words‬ﺃﻭ‬ ‫ﲨﻞ ﻗﺼﲑﺓ ﺗﺴﺎﻋﺪ ﺍﳌﻔﻬﺮﺳﲔ ﰲ ﺍﻟﻔﻬﺮﺳﺔ ﺍﳌﺘﻘﺎﻃﻌﺔ ‪ cross-indexing‬ﻟﻠﻤﻘﺎﻟﺔ‪ .‬ﻭﺗﻜﺘﺐ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻔﺘﺎﺣﻴﺔ‬ ‫ﻋﺎﺩﺓ ﺃﺳﻔﻞ ﺍﳋﻼﺻﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻛﻠﻤﺎ ﺃﻣﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻣﺼﻄﻠﺤﺎﺕ ﻣﻦ ﻗﺎﺋﻤﺔ »ﻋﻨﺎﻭﻳﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻄﺒﻴﺔ«‬ ‫)‪ (Me SH‬ﺍﻟﱵ ﺃﻋﺪ‪‬ﺎ »ﳏﻔﻮﻇﺎﺕ ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ« )‪ (Pub Med‬ﺍﻟﺘﺎﺑﻌﺔ ﳌﻜﺘﺒﺔ ﺍﻟﻄﺐ ﺍﻟﻮﻃﻨﻴﺔ ﺑﺎﻟﻮﻻﻳﺎﺕ‬ ‫ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻭﺫﻟﻚ ﻟﺘﺴﻬﻴﻞ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻔﻬﺮﺳﺔ ﻭﺍﻻﺳﺘﺮﺟﺎﻉ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ‪.(3‬‬

‫‪ 4.11‬ﺑﻨﻴﺔ ﺍﳌﻘﺎﻟﺔ‬ ‫ﺗﺘﻜﻮﻥ ﺍﳌﻘﺎﻟﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻋﻤﻮﻣﺎﹰ‪ ،‬ﻣﻦ ﺃﺭﺑﻌﺔ ﺃﻗﺴﺎﻡ ﻳﺮﻣﺰ ﳍﺎ ﺑﺎﳊﺮﻭﻑ ﺍﻹﻧﻜﻠﻴﺰﻳﺔ ‪ :IMRAD‬ﻭﻫﻲ ﺍﳌﻘﺪﻣﺔ‬ ‫‪ ،introduction‬ﻭﺍﻟﻄﺮﻕ ‪ ،methods‬ﻭﺍﻟﻨﺘﺎﺋﺞ ‪ ،results‬ﻭﺍﳌﻨﺎﻗﺸﺔ ‪ .discussion‬ﻭﳝﻜﻦ ﻭﺻﻒ ﻫﺬﻩ‬ ‫ﺍﻷﻗﺴﺎﻡ ﺑﺎﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺍﳌﻌﺮﻭﻓﺔ ﺑﺎﺳﻢ »ﺃﺳﺌﻠﺔ ﺑﺮﺍﺩﻓﻮﺭﺩ ﻫﻴﻞ« ﻧﺴﺒﺔ ﺇﱃ ﻣﺆﻟﻔﻬﺎ )ﻫﻴﻞ‪:(1965 ،‬‬ ‫ﺍﳌﻘﺪﻣﺔ‪ :‬ﳌﺎﺫﺍ ﺑﺪﺃ ﺍﳌﺆﻟﻔﻮﻥ ﻫﺬﺍ ﺍﻟﻌﻤﻞ؟‬ ‫ﺍﻟﻄﺮﻕ‪ :‬ﻣﺎﺫﺍ ﻓﻌﻠﻮﺍ؟‬ ‫ﺍﻟﻨﺘﺎﺋﺞ‪ :‬ﻣﺎﺫﺍ ﻭﺟﺪﻭﺍ؟‬ ‫ﺍﳌﻨﺎﻗﺸﺔ‪ :‬ﻣﺎﺫﺍ ﺗﻌﲏ ﺍﻟﻨﺘﺎﺋﺞ؟‬ ‫ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺴﲑ ﺍﻟﱪﻫﻨﺔ ﰲ ﺍﻟﻮﺭﻗﺔ ﻋﻠﻰ ﺧﻂ ﻣﺴﺘﻘﻴﻢ‪ ،‬ﲝﻴﺚ ﻻ ﳛﻴﺪ ﺗﺴﻠﺴﻠﻬﺎ ﻋﻦ ﻫﺪﻑ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻭ‬ ‫ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ‪ .‬ﻓﻼ ﳚﻮﺯ ﺃﻥ ﺗ‪‬ﻜﺘﺐ ﺍﻟﻮﺭﻗﺔ ﺑﺄﺳﻠﻮﺏ ﺍﻟﻘﺼﺺ ﺃﻭ ﺍﻟﺮﻭﺍﻳﺎﺕ‪ ،‬ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﳌﺆﻟﻒ ﺃﻥ ﻳﺘﻨﻘﻞ‬ ‫ﺑﲔ ﺍﻟﺸﺨﻮﺹ ﻭﺃﻥ ﻳﻘﻔﺰ ﺑﲔ ﺍﻷﺯﻣﻨﺔ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬

‫‪ 5.11‬ﻛﺘﺎﺑﺔ ﺍﳌﻘﺪﻣﺔ‬ ‫ﻳﻨﺒﻐﻲ ﰲ ﺍﳌﻘﺪﻣﺔ ﻣﺮﺍﻋﺎﺓ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪  ‬ﺃﻥ ﺗﺬﻛﺮ ﻟﻠﻘﺎﺭﺉ ﳌﺎﺫﺍ ﺑﺪﺉ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺗﻮﺿﺢ ﻟﻪ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺬﻱ ﺻ‪‬ﻤﻢ ﺍﻟﺒﺤﺚ ﻟﻺﺟﺎﺑﺔ‬ ‫ﻋﻠﻴﻪ‪ .‬ﺇﻥ ﺍﻟﻌﻤﻞ ﺍﻟﺒﺤﺜﻲ ﻟﻴﺲ ﲪﻠﺔ ﻟﻠﺘﺼﻴ‪‬ﺪ‪ ،‬ﻭﻟﻜﻨﻪ ﻋﻤﻞ ﻫﺎﺩﻑ‪ ،‬ﰎ ﺗﺼﻤﻴﻤﻪ ﺣﻮﻝ ﺳﺆﺍﻝ‬ ‫ﻭﺍﺿﺢ ﰲ ﺫﻫﻦ ﺍﻟﺒﺎﺣﺚ‪.‬‬ ‫‪ ‬ﺃﻥ ﺗﺜﲑ ﺍﻫﺘﻤﺎﻡ ﺍﻟﻘﺎﺭﺉ‪ .‬ﻓﺎﻟﺴﻄﻮﺭ ﺍﻟﻘﻠﻴﻠﺔ ﺍﻷﻭﱃ ﻣﻦ ﺍﻟﻮﺭﻗﺔ ﻗﺪ ﲡﺬﺏ ﺍﻟﻘﺎﺭﺉ ﺃﻭ ﺗﺼﺮﻓﻪ‪.‬‬ ‫ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻳ‪‬ﻈﻬﺮﻭﺍﲪﺎﺳﺘﻬﻢ ﳍﺬﺍ ﺍﻟﺒﺤﺚ ﻭﻟﻜﻦ ﻣﻦ ﺩﻭﻥ ﻣﺒﺎﻟﻐﺔ‪.‬‬

‫ﻭﻳﻨﺒﻐﻲ ﰲ ﺍﳌﻘﺪﻣﺔ ﺍﺟﺘﻨﺎﺏ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ ‬ﺃﻥ ﺗﺸﺮﺡ ﻣﺎ ﳝﻜﻦ ﺃﻥ ﻳﻮﺟﺪ ﰲ ﺃﻱ ﻛﺘﺎﺏ ﻣﺮﺟﻌﻲ ﰲ ﺍﳌﻮﺿﻮﻉ‪.‬‬ ‫‪3‬‬

‫‪  ‬ﺃﻥ ﺗ‪‬ﻔﺮﻁ ﰲ ﺍﻹﺣﺎﻻﺕ ﻟﻠﻤﺮﺍﺟﻊ‪ ،‬ﻓﻼ ﺗ‪‬ﺬﻛﺮ ﰲ ﺍﳌﻘﺪﻣﺔ ﺇﻻ ﺍﳌﺮﺍﺟﻊ ﺍﻟﱵ ﻻ ﻏﲎ ﻋﻨﻬﺎ ﻓﻘﻂ‬ ‫‪ ‬ﺃﻥ ﺗﺸﻤﻞ ﺑﻴﺎﻧﺎﺕ ﺃﻭ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﻣﻦ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﺗﺘﻨﺎﻭﻟﻪ ﺍﻟﻮﺭﻗﺔ‪.‬‬ ‫‪ 6.11‬ﻛﺘﺎﺑﺔ ﻗﺴﻢ ﻃﺮﻕ ﺍﻟﺒﺤﺚ‬

‫ﺍﳌﺒﺎﺩﺉ‬ ‫ﺇﻣﻜﺎﻧﻴﺔ ﺗﻜﺮﺍﺭ ﺍﻟﻨﺘﺎﺋﺞ ‪ replicability‬ﻫﻲ ﻟﺐ ﺍﻟﻌﻤﻞ ﺍﻟﻌﻠﻤﻲ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻀﻤﻦ ﺍﻟﻘﺴﻢ ﺍﳋﺎﺹ ﺑﻄﺮﻕ ﺍﻟﺒﺤﺚ‬ ‫ﻋﺮﺿﺎﹰ ﻣﻔﺼﻼﹰ ﻟﺘﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‪ ،‬ﲝﻴﺚ ﻳﺴﺘﻄﻴﻊ ﻗﺎﺭﺉ ﻫﺬﺍ ﺍﻟﻘﺴﻢ ﺇﻋﺎﺩﺓ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﻧﺘﺎﺋﺠﻬﺎ‪.‬‬ ‫ﻭﺇﺫﺍ ﻗﻞﹼ ﺣﺠﻢ ﻫﺬﺍ ﺍﻟﻘﺴﻢ ﻋﻦ ﺻﻔﺤﺘﲔ ﻣﻜﺘﻮﺑﺘﲔ ﺑﻔﺎﺻﻞ ﻣﺴﺎﻓﺘﲔ ﺑﲔ ﺍﻟﺴﻄﻮﺭ‪ ،‬ﻓﺮﲟﺎ ﻳﻜﻮﻥ ﺫﻟﻚ ﻏﲑ ﻛﺎﻑ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺗﻨﻈﻴﻢ ﻫﺬﺍ ﺍﻟﻘﺴﻢ ﲢﺖ ﻋﻨﺎﻭﻳﻦ ﻓﺮﻋﻴﺔ ﻭﺍﺿﺤﺔ ﺍﳌﺪﻟﻮﻝ‪ ،‬ﻭﻭﺻﻒ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ ﺑﺎﻟﺘﻔﺼﻴﻞ‬ ‫ﺍﻟﻜﺎﰲ ﻟﺘﻤﻜﲔ ﺍﻵﺧﺮﻳﻦ ﻣﻦ ﺗﻜﺮﺍﺭ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﺃﻣﺎ ﺍﻟﻄﺮﻕ ﺍﳌﻌﺮﻭﻓﺔ ﻓﻴﻨﺒﻐﻲ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﻣﺮﺍﺟﻌﻬﺎ ﻭﻟﻴﺲ‬ ‫ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﻭﺻﻔﻬﺎ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻄﺮﻕ ﻣﻨﺸﻮﺭﺓ ﻭﻟﻴﺴﺖ ﻣﺸﻬﻮﺭﺓ ﻓﻴﻤﻜﻦ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﻣﺮﺍﺟﻌﻬﺎ ﺑﺎﻹﺿﺎﻓﺔ‬ ‫ﺇﱃ ﺷﺮﺡ ﻣﻮﺟﺰ ﳍﺎ‪ .‬ﺃﻣﺎ ﺍﻟﻄﺮﻕ ﺍﳉﺪﻳﺪﺓ ﺃﻭ ﺍﳌﻌﺪ‪‬ﻟﺔ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ ﻓﻴﺠﺐ ﻭﺻﻔﻬﺎ ﺑﻮﺿﻮﺡ‪ ،‬ﻣﻊ ﺷﺮﺡ ﺃﺳﺒﺎﺏ‬ ‫ﺍﺳﺘﻌﻤﺎﳍﺎ ﻭﺑﻴﺎﻥ ﺣﺪﻭﺩﻫﺎ ‪.limitations‬‬ ‫ﻭﰲ ﻗﺴﻢ ﻃﺮﻕ ﺍﻟﺒﺤﺚ ﻳﻨﺒﻐﻲ ﺍﺟﺘﻨﺎﺏ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪ ‬ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺍﳌﺮﺿﻰ ﻭﺍﳊﻴﻮﺍﻧﺎﺕ ﺑﻜﻠﻤﺔ ﺍﳌﻮﺍﺩ‪ .‬ﻓﺎﻟﻨﺎﺱ ﻭﺍﳊﻴﻮﺍﻧﺎﺕ ﻛﺎﺋﻨﺎﺕ ﺣﻴﺔ ﻭﻟﻴﺴﺖ‬ ‫ﲨﺎﺩﺍﺕ‪ .‬ﻓﻼ ﺗ‪‬ﺴﺘﻌﻤﻞ ﻛﻠﻤﺔ ﺍﳌﻮﺍﺩ ﺇﻻ ﻋﻨﺪ ﺍﺳﺘﻌﻤﺎﻝ ﻋﻴ‪‬ﻨﺎﺕ ﻻ ﺣﻴﺎﺓ ﻓﻴﻬﺎ‪.‬‬ ‫‪ ‬ﺍﺳﺘﻌﻤﺎﻝ ﺍﻷﲰﺎﺀ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻟﻸﺩﻭﻳﺔ‪ .‬ﻭﳚﺐ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻷﲰﺎﺀ ﺍﻷﺻﻠﻴﺔ ﺍﳉﻨﻴﺴﺔ‬ ‫‪.names‬‬

‫‪generic‬‬

‫ﺍﻷﺧﻼﻗﻴﺎﺕ‬ ‫ﻋﻨﺪ ﺇﻋﺪﺍﺩ ﺗﻘﺮﻳﺮ ﻋﻦ ﲡﺎﺭﺏ ﺃﺟﺮﻳﺖ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻳﺘﻌﲔ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺇﻳﻀﺎﺡ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﱵ ﻃﺒﻘﻮﻫﺎ ﻣﺘﻔﻘﺔ ﻣﻊ ﺍﳌﻌﺎﻳﲑ ﺍ ﻷﺧﻼﻗﻴﺔ ﺍﳌﻘﺮﺭﺓ ﻣﻦ ﺍﻟﻠﺠﻨﺔ ﺍﳌﻌﻨﻴﺔ ﺑﺎﻟﺘﺠﺎﺭﺏ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ )ﺳﻮﺍﺀ‬ ‫ﻛﺎﻧﺖ ﳉﻨﺔ ﻣﺆﺳﺴﻴﺔ ﺃﻭ ﺇﻗﻠﻴﻤﻴﺔ( ﻭﻣﺘﻔﻘﺔ ﻣﻊ ﻣﺘﻄﻠﺒﺎﺕ ﺇﻋﻼﻥ ﻫﻠﺴﻨﻜﻲ‪.‬‬ ‫ﻭﻻ ﺗ‪‬ﺴﺘﻌﻤﻞ ﺃﲰﺎﺀ ﺍﳌﺮﺿﻰ ﻭﻻ ﺍﳊﺮﻭﻑ ﺍﻷﻭﱃ ﻣﻦ ﺃﲰﺎﺋﻬﻢ ﻭﻻ ﺃﺭﻗﺎﻣﻬﻢ ﰲ ﺍﳌﺴﺘﺸﻔﻰ‪ .‬ﻭﳚﺐ ﺍﻟﻌﻨﺎﻳﺔ‬ ‫ﺑﺼﻔﺔ ﺧﺎﺻﺔ‪ ،‬ﺑﻌﺪﻡ ﻇﻬﻮﺭ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﻮﺍﺩ ﺍﳌﺼﻮﺭﺓ‪.‬‬

‫‪4‬‬

‫ﻭﻋﻨﺪ ﺇﻋﺪﺍﺩ ﺗﻘﺮﻳﺮ ﻋﻦ ﲡﺎﺭﺏ ﺣﻴﻮﺍﻧﻴﺔ‪ ،‬ﻳﺘﻌﲔ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺇﻳﻀﺎﺡ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﻮﺍ ﻗﺪ ﺍﻟﺘﺰﻣﻮﺍ ﺑﺎﻟﺪﻻﺋﻞ‬ ‫ﺍﻹﺭﺷﺎﺩﻳﺔ ﺃﻭ ﺍﻟﻘﻮﺍﻧﲔ ﺍﳌﺆﺳﺴﻴﺔ ﺃﻭ ﺍﻟﻮﻃﻨﻴﺔ ﺍﳋﺎﺻﺔ ﺑﺮﻋﺎﻳﺔ ﺣﻴﻮﺍﻧﺎﺕ ﺍﳌﺨﺘﱪﺍﺕ ﻭﺍﺳﺘﻌﻤﺎﳍﺎ‪.‬‬

‫ﺍﻹﺣﺼﺎﺀﺍﺕ‬ ‫ﳚﺐ ﻭﺻﻒ ﺍﻟﻄﺮﻕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺑﺎﻟﺘﻔﺼﻴﻞ ﺍﻟﻜﺎﰲ ﻟﺘﻤﻜﲔ ﺍﻟﻘﺎﺭﺉ ﺍﳋﺒﲑ ﻋﻨﺪﻣﺎ ﻳﺘﻮﺻﻞ ﺇﱃ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻷﺻﻠﻴﺔ ﺃﻥ ﻳﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﻘﺪﻣﺔ‪ .‬ﻭﺗﻮﺟ‪‬ﻪ ﺇﺣﺎﻻﺕ ﺍﻟﻄﺮﻕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﳓﻮ ﻣﺮﺍﺟﻊ ﻗﻴﺎﺳﻴﺔ ﻛﻠﻤﺎ‬ ‫ﺃﻣﻜﻦ ﺫﻟﻚ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺍﻟﺘﻌﺮﻳﻒ ﺑﺄﻱ ﺑﺮﺍﻣﺞ ﺣﺎﺳﻮﺑﻴﺔ ﻣﺴﺘﻌﻤﻠﺔ‪ ،‬ﻛﻤﺎ ﳚﺐ ﺗﻌﺮﻳﻒ ﺃﻱ ﻣﺼﻄﻠﺤﺎﺕ ﺃﻭ‬ ‫ﺍﺧﺘﺼﺎﺭﺍﺕ ﺃﻭ ﺭﻣﻮﺯ ﺇﺣﺼﺎﺋﻴﺔ‪.‬‬ ‫ﻭﺇﺫﺍ ﺍﺳﺘ‪‬ﻌﻤﻠﺖ ﻃﺮﻳﻘﺔ ﻟﻠﺘﻌﺸﻴﺔ ‪ randomization‬ﻓﻴﺠﺐ ﺫﻛﺮ ﺗﻔﺎﺻﻴﻠﻬﺎ‪ ،‬ﻭﻛﺬﻟﻚ ﻃﺮﻕ ﺇﺧﻔﺎﺀ ﺍﻟﺘﻌﻴﲔ‬ ‫ﰲ »ﳎﻤﻮﻋﺎﺕ ﺍﳌﻌﺎﳉﺔ«‪ ،‬ﻭﻃﺮﻕ ﺍﳊﺠﺐ »ﺍﻟﺘﻌﻤﻴﺔ«‪ .‬ﻭﳚﺐ ﺗﺴﺠﻴﻞ ﺣﺎﻻﺕ ﺍﻧﻘﻄﺎﻉ ﺍﳌﻼﺣﻈﺔ )ﻣﺜﻞ ﺣﺎﻻﺕ‬ ‫ﺍﻹﻧﺴﺤﺎﺏ ﻣﻦ ﲡﺮﺑﺔ ﺳﺮﻳﺮﻳﺔ(‪.‬‬ ‫ﻭﻳﺴﺘﺤﺴﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻛﻠﻤﺔ »ﺍﻋﺘﱪ‪ /‬ﻳﻌﺘﱪ« ﰲ ﺃﻭﺻﺎﻑ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ ،‬ﻣﺜﻞ »ﺍﻋﺘ‪‬ﱪﺕ ﺍﻟﻘﻴﻤﺔ‬ ‫ﺍﻹﺣﺘﻤﺎﻟﻴﺔ ‪ P value‬ﺍﻟﱵ ﺗﻘﻞ ﻋﻦ ‪ 0.05‬ﺫﺍﺕ ﻣﻌﻨﻮﻳﺔ ﺇﺣﺼﺎﺋﻴﺔ«‪ .‬ﻭﺫﻟﻚ ﻧﻈﺮﹰﺍ ﻷﻥ ﺍﺧﺘﻴﺎﺭ ﻧﻘﻄﺔ ﺍﻟﻘﻄﻊ ﻫﺬﻩ‬ ‫ﺫﻭ ﻃﺒﻴﻌﺔ ﺇﺧﺘﻴﺎﺭﻳﺔ ‪.arbitrary‬‬ ‫ﻭﻣﻦ ﺍﻷﻓﻀﻞ ﺍﺟﺘﻨﺎﺏ ﺍﻹﺳﺘﻌﻤﺎﻻﺕ ﻏﲑ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﻤﺼﻄﻠﺤﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ‪ ،‬ﻣﺜﻞ »ﺍﻟﻌﺸﻮﺍﺋﻴﺔ«‬ ‫ﻭ»ﺍﳌﻌﻨﻮﻳﺔ« ﻭ»ﺍﻟﺘﺮﺍﺑﻂ« ﻭ»ﺍﻟﻌﻴﻨﺔ« ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﻟﺴﻴﺎﻕ ﻏﲑ ﺇﺣﺼﺎﺋﻲ‪.‬‬ ‫‪ 7.11‬ﻛﺘﺎﺑﺔ ﺍﻟﻨﺘﺎﺋﺞ‬

‫ﺍﳌﺒﺎﺩﺉ‬ ‫ﳚﺐ ﺃﻥ ﻻ ﻳﻐﻴﺐ ﻋﻦ ﺍﻟﺒﺎﻝ ﻫﺪﻑ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﺗ‪‬ﺬﻛﺮ ﺃﻳﺔ ﻧﺘﺎﺋﺞ ﻻ ﺗﺘﺼﻞ ‪‬ﺬﺍ ﺍﳍﺪﻑ‪ .‬ﻭﳚﺐ‬ ‫ﺇﻋﻄﺎﺀ ﺗﻔﺼﻴﻼﺕ ﻛﺎﻓﻴﺔ ﻟﺘﻤﻜﲔ ﺍﻟﻌﻠﻤﺎﺀ ﺍﻵﺧﺮﻳﻦ ﻣﻦ ﺗﻘﺪﻳﺮ ﻣﺪﻯ ﺻﺤﺔ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺩﻗﺘﻬﺎ‪ .‬ﻭﳚﺐ ﺃﻥ ﻻ ‪‬ﻴﻤﻦ‬ ‫ﺍﻹﺣﺼﺎﺀﺍﺕ ﻋﻠﻰ ﺍﻟﻮﺭﻗﺔ ﻭﻟﻜﻦ ﻳﺘﻌﲔ ﻭﺻﻒ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ ﻟﻠﻨﺘﺎﺋﺞ ﻭﺻﻔﹰﺎ ﻭﺍﻓﻴﹰﺎ‪ .‬ﻛﻤﺎ ﻳﺘﻌﲔ ﻋﺮﺽ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ ﺑﺘﺘﺎﺑﻊ ﻣﻨﻄﻘﻲ ﰲ ﺍﻟﻨﺺ ﻭﺍﳉﺪﺍﻭﻝ ﻭﺍﻟﺼﻮﺭ ﺍﻹﻳﻀﺎﺣﻴﺔ‪ .‬ﻭﻛﺜﲑﹰﺍ ﻣﺎ ﺗﻜﻮﻥ ﺍﳉﺪﺍﻭﻝ ﻭﺍﳌﺨﻄﻄﺎﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ‬ ‫‪ graphs‬ﻋﻈﻴﻤﺔ ﺍﻟﻨﻔﻊ ﰲ ﺗﻠﺨﻴﺺ ﻛﻤﻴﺎﺕ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﻋﻠﻰ ﺍﳌﺆﻟﻔﲔ ﺃﻻ ﻳﻜﺮﺭﻭﺍ ﰲ ﺍﻟﻨﺺ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻟﻌﺪﺩﻳﺔ ﺍﻟﱵ ﺗﻮﺟﺪ ﰲ ﺍﻷﺷﻜﺎﻝ ﻭﺍﳉﺪﺍﻭﻝ‪.‬‬

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‫ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﻋﺪﺩ ﺍﳉﺪﺍﻭﻝ ﻭﺍﻷﺷﻜﺎﻝ ﳏﺪﺩﹰﺍ ﲟﺎ ﻳﻠﺰﻡ ﻣﻨﻬﺎ ﻟﺸﺮﺡ ﺍﻷﻓﻜﺎﺭ ﺍﻟﱵ ﺗﺪﻭﺭ ﺣﻮﳍﺎ ﺍﻟﻮﺭﻗﺔ‬ ‫ﻭﺗﺪﻋﻴﻢ ﻧﺘﺎﺋﺠﻬﺎ‪ .‬ﻭﻫﻨﺎﻙ ﻗﺎﻋﺪﺓ ﺟﻴﺪﺓ ﺑﺸﺄﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻷﺷﻜﺎﻝ ﺃﻭ ﻋﺪﻡ ﺍﺳﺘﻌﻤﺎﳍﺎ ﺗﻘﻮﻝ‪ :‬ﺇﻥ ﻛﻨﺖ ﰲ ﺭﻳﺐ‬ ‫ﺩﻋ‪‬ﻚ ﻣﻨﻬﺎ ‪.when in doubt, leave it out‬‬

‫ﺍﳉﺪﺍﻭﻝ‬ ‫ﺗ‪‬ﺴﺘﻌﻤﻞ ﺍﳉﺪﺍﻭﻝ ﻟﻌﺮﺽ ﺍﻟﻘﻴﻢ ﺍﳌﻀﺒﻮﻃﺔ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺍﻟﺰﺍﺋﺪﺓ ﻋﻤﺎ ﳝﻜﻦ ﺗﻠﺨﻴﺼﻪ ﰲ ﺑﻀﻊ ﻋﺒﺎﺭﺍﺕ ﰲ ﺍﻟﻨﺺ‪،‬‬ ‫ﺃﻭ ﺣﲔ ﻳﻜﻮﻥ ﻫﺪﻑ ﻋﺮﺽ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻫﻮ ﻋﺮﺽ ﻋﻼﻗﺎﺕ ﻣﺘﺒﺎﺩﻟﺔ ﻣﻌﻴ‪‬ﻨﺔ‪ .‬ﻭﻻ ﺗ‪‬ﺴﺘﻌﻤﻞ ﺍﳉﺪﺍﻭﻝ ﺣﲔ ﳝﻜﻦ‬ ‫ﻋﺮﺽ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺴﻬﻮﻟﺔ ﰲ ﺍﻟﻨﺺ )ﻓﻄﺒﺎﻋﺔ ﺍﳉﺪﺍﻭﻝ ﺃﻛﺜﺮ ﻛﻠﻔﺔ ﻣﻦ ﻃﺒﺎﻋﺔ ﺍﻟﻨﺺ(‪ ،‬ﺃﻭ ﺣﲔ ﻻ ﺗﻜﻮﻥ ﻫﻨﺎﻙ‬ ‫ﺻﻠﺔ ﺑﲔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﻋﻼﻗﺔ ﺑﺘﺘﺎﺑﻊ ﺯﻣﲏ‪.‬‬ ‫ﻭﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﳉﺪﻭﻝ ﺳﻬﻞ ﺍﻟﻔﻬﻢ ﻣﻦ ﺩﻭﻥ ﺍﻹﺣﺎﻟﺔ ﺇﱃ ﺍﻟﻨﺺ‪ .‬ﻓﺒﻌﺪ ﻗﺮﺍﺀﺓ ﺍﻟﻌﻨﻮﺍﻥ ﻭﺍﳋﻼﺻﺔ‪ ،‬ﻳﻌﻤﺪ‬ ‫ﻛﺜﲑ ﻣﻦ ﺍﻟﻘﺮﺍﺀ ﺇﱃ ﺇﻟﻘﺎﺀ ﻧﻈﺮﺓ ﺳﺮﻳﻌﺔ ﻋﻠﻰ ﺍﳉﺪﺍﻭﻝ ﻭﺍﻟﺼﻮﺭ ﺍﻹﻳﻀﺎﺣﻴﺔ ﻗﺒﻞ ﺃﻥ ﻳﻘﺮﺭﻭﺍ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﻮﺍ ﻳﻘﺮﺃﻭﻥ‬ ‫ﺍﻟﻨﺺ ﺃﻭ ﻳﻌﺪِﻟﻮﻥ ﻋﻦ ﺫﻟﻚ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺍﳉﺪﻭﻝ ﰲ ﺍﻟﻨﺺ ﻭﺇﻋﻄﺎﺋﻪ ﺭﻗﻤﹰﺎ ﻭﻋﻨﻮﺍﻧﹰﺎ ﻳﺼﻒ ﳏﺘﻮﺍﻩ ﻭﺻﻔﹰﺎ‬ ‫ﺩﻗﻴﻘﺎﹰ‪ .‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺸﻤﻞ ﻋﻨﺎﻭﻳﻦ ﻗﺼﲑﺓ ﺃﻭ ﳐﺘﺼﺮﺓ ﻟﻸﻋﻤﺪﺓ ﻭﺍﻟﺼﻔﻮﻑ‪ ،‬ﻭﺃﻥ ﻳﺸﻤﻞ ﻋﻨﺪ ﺍﻟﻠﺰﻭﻡ ﺣﺎﺷﻴﺔ‬ ‫ﺗﺸﺮﺡ ﺍﻹﺧﺘﺼﺎﺭﺍﺕ ﻏﲑ ﺍﳌﻌﻴﺎﺭﻳﺔ ﺍﳌﺴﺘﻌﻤﻠﺔ‪ ،‬ﻭﺗﻌﺮ‪‬ﻑ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻟﻺﺧﺘﻼﻓﺎﺕ‪ ،‬ﻣﺜﻞ ﺍﻹﳓﺮﺍﻑ )ﺃﻭ‬ ‫ﺍﻟﺘﺤﻮﻑ( ﺍﳌﻌﻴﺎﺭﻱ ﻭﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﻟﻠﻮﺳﻂ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻟﻠﺠﺪﻭﻝ ﺑﻨﻴﺔ ﻣﻨﻄﻘﻴﺔ‪ .‬ﻓﺘﻜﻮﻥ ﺍﻷﻋﻤﺪﺓ ﻣﺮﺗﺒﺔ‬ ‫ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺇﱃ ﺍﻟﻴﻤﲔ )ﰲ ﺍﻟﻨﺺ ﻏﲑ ﺍﻟﻌﺮﰊ( ﰲ ﺗﺮﺗﻴﺐ ﻣﻨﻄﻘﻲ‪ ،‬ﻣﺜﻼﹰ‪ ،‬ﻟﺘﻌﻜﺲ ﺍﻟﺘﺴﻠﺴﻞ ﺍﻟﺬﻱ ﺟ‪‬ﻤﻌﺖ ﺑﻪ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺃﻭ ﻟﺘﺼﻮ‪‬ﺭ ﺍﻟﺘﻐﲑﺍﺕ ﺍﻟﱵ ﺣﺪﺛﺖ ﻋﱪ ﺍﻟﺰﻣﻦ‪ .‬ﺃﻣﺎ ﺍﻟﺼﻔﻮﻑ ﻓﻴﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﻣﺮﺗﺒﺔ ﻣﻦ ﺃﻋﻠﻰ ﺇﱃ‬ ‫ﺃﺳﻔﻞ ﺑﺘﺮﺗﻴﺐ ﻣﻨﻄﻘﻲ‪ ،‬ﻣﺜﻼﹰ‪ ،‬ﺑﺘﺮﺗﻴﺐ ﻋﻤﺮﻱ ﺗﺼﺎﻋﺪﻱ‪.‬‬ ‫ﻭﻻ ﻳﺸﻤﻞ ﻋﻨﻮﺍﻥ ﺍﳉﺪﻭﻝ ﺃﻱ ﻛﻠﻤﺎﺕ ﻏﲑ ﺿﺮﻭﺭﻳﺔ‪ ،‬ﻭﻻ ﺗﻜﺮﺍﺭﹰﺍ ﻟﻌﻨﺎﻭﻳﻦ ﺍﻷﻋﻤﺪﺓ ﺃﻭ ﺍﻟﺼﻔﻮﻑ‪ .‬ﻭﻳﻨﺒﻐﻲ‬ ‫ﺃﻥ ﻻ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻏﻤﻮﺽ ﰲ ﺃﻏﺮﺍﺽ ﻛﻞ ﻣﻦ ﺍﻷﻋﻤﺪﺓ ﻭﺍﻟﺼﻔﻮﻑ‪ .‬ﻭﻋﻨﺪ ﲡﻤﻴﻊ ﻋﻨﺎﻭﻳﻦ ﺍﻷﻋﻤﺪﺓ ﰲ‬ ‫ﳎﻤﻮﻋﺎﺕ‪ ،‬ﳚﺐ ﺍﺳﺘﻌﻤﺎﻝ ﺧﻂ ﻓﺎﺻﻞ ‪ straddle line‬ﻻﺳﺘﺒﻌﺎﺩ ﺃﻱ ﻟﺒ‪‬ﺲ ﺣﻮﻝ ﻋﻨﺎﻭﻳﻦ ﺍﻷﻋﻤﺪﺓ ﺍﳌﺸﻤﻮﻟﺔ‬ ‫ﲢﺖ ﻋﻨﺎﻭﻳﻦ ﺍﻷﻋﻤﺪﺓ ﺍ‪‬ﻤ‪‬ﻌﺔ‪ .‬ﻭﻛﺬﻟﻚ ﻓﺈﻥ ﺑﻨﻮﺩ ﻋﻨﺎﻭﻳﻦ ﺍﻟﺼﻔﻮﻑ ﳚﺐ ﺃﻥ ﺗﻜﺘﺐ ﺑﻌﺪ ﺗﺮﻙ ﻣﺴﺎﻓﺔ ﻗﺼﲑﺓ‬ ‫ﰲ ﺃﻭﻝ ﺍﻟﺴﻄﺮ ‪ indented‬ﰲ ﺣﺎﻟﺔ ﲡﻤﻴﻌﻬﺎ ﲢﺖ ﻋﻨﻮﺍﻥ ﻭﺍﺣﺪ‪.‬‬ ‫ﻭﻷﻏﺮﺍﺽ ﺍﻟﻨﺸﺮ ﻳﺮﺍﻋﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪ ‬ﳚﺐ ﺃﻥ ﻻ ﻳﺘﺠﺎﻭﺯ ﺍﳉﺪﻭﻝ ﻋﺮﺽ ﺃﻋﻤﺪﺓ ﺍ‪‬ﻠﺔ‪ .‬ﻭﰲ ﺣﺎﻟﺔ ﺍﳉﺪﻭﻝ ﺫﻱ ﺍﻟﻌﻤﻮﺩ ﺍﻟﻮﺍﺣﺪ‬ ‫ﰲ ﳎﻠﺔ ﺻﻔﺤﺎ‪‬ﺎ ﺫﺍﺕ ﻋﻤﻮﺩﻳﻦ‪ ،‬ﳚﺐ ﺃﻥ ﻻ ﻳﺰﻳﺪ ﻋﺪﺩ ﺣﺮﻭﻑ ﺍﻟﺴﻄﺮ ﺍﻟﻮﺍﺣﺪ ﻋﻦ ﺳﺘﲔ‬

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‫ﺣﺮﻓﺎﹰ )ﻭﻣﺎ ﻳﻌﺎﺩﳍﺎ ﻣﻦ ﻣﺴﺎﻓﺎﺕ( ﺷﺎﻣﻠﺔ ﻋﻨﻮﺍﻥ ﺍﻟﺼﻒ‪ .‬ﺃﻣﺎ ﺍﳉﺪﻭﻝ ﺍﻟﺬﻱ ﻳﻐﻄﻲ ﻋﺮﺽ‬ ‫ﺍﻟﺼﻔﺤﺔ ﺑﻜﺎﻣﻠﻪ ﻓﻴﺠﺐ ﺃﻥ ﻻ ﻳﺸﻤﻞ ﺃﻛﺜﺮ ﻣﻦ ‪ 120‬ﺣﺮﻓﹰﺎ ﰲ ﺍﻟﺼﻒ ﺍﻟﻮﺍﺣﺪ‪.‬‬ ‫‪ ‬ﳚﺐ ﻛﺘﺎﺑﺔ ﻛﻞ ﺟﺪﻭﻝ ﻋﻠﻰ ﺍﻵﻟﺔ ﺍﻟﻜﺎﺗﺒﺔ ﺃﻭ ﻃﺒﻌﻪ ﻣﻊ ﺗﺮﻙ ﻣﺴﺎﻓﺘﲔ ﻓﺎﺻﻠﺘﲔ ﺑﲔ‬ ‫ﺍﻟﺴﻄﻮﺭ‪ ،‬ﻭﺫﻟﻚ ﻋﻠﻰ ﻭﺭﻗﺔ ﻣﻨﻔﺼﻠﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﺗﻘﺪ‪‬ﻡ ﺍﳉﺪﺍﻭﻝ ﻛﺼﻮﺭ ﺿﻮﺋﻴﺔ ﺃﻭ‬ ‫ﺻﻮﺭ ﻣﻨﺴﻮﺧﺔ ‪.images‬‬ ‫‪ ‬ﳚﺐ ﺃﻥ ﻻ ﳛﺘﻮﻱ ﺍﳉﺪﻭﻝ ﻋﻠﻰ ﺃﺳﻄﺮ ﺩﺍﺧﻠﻴﺔ ‪ internal rules‬ﺃﻓﻘﻴﺔ ﺃﻭ ﺭﺃﺳﻴﺔ‪.‬‬ ‫‪  ‬ﳚﺐ ﺗﺮﻗﻴﻢ ﺍﳉﺪﺍﻭﻝ ﲝﺴﺐ ﺗﺮﺗﻴﺐ ﺫﻛﺮﻫﺎ ﺃﻭﻝ ﻣﺮﺓ ﰲ ﺍﻟﻨﺺ‪ ،‬ﻋﻠﻰ ﺃﻥ ﻳﺸﺎﺭ ﺇﱃ ﻛﻞ‬ ‫ﺟﺪﻭﻝ ﰲ ﺳﻴﺎﻕ ﺍﻟﻨﺺ‪.‬‬ ‫‪  ‬ﺇﺫﺍ ﺍﺳﺘﻌﻤﻠﺖ ﺑﻴﺎﻧﺎﺕ ﻣﻦ ﻣﺼﺪﺭ ﺁﺧﺮ ﻣﻨﺸﻮﺭ ﺃﻭ ﻏﲑ ﻣﻨﺸﻮﺭ ﻓﻴﺠﺐ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺇﺫﻥ‬ ‫ﺑﺬﻟﻚ ﻣﻦ ﺍﳉﻬﺔ ﺍﳌﻌﻨﻴﺔ‪ ،‬ﻭﳚﺐ ﺃﻥ ﻳﺬﻛﺮ ﺫﻟﻚ ﺑﺎﻟﺘﻔﺼﻴﻞ‪.‬‬ ‫‪ ‬ﺍﺳﺘﻌﻤﺎﻝ ﻋﺪﺩ ﻣﻔﺮﻁ ﻣﻦ ﺍﳉﺪﺍﻭﻝ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﻃﻮﻝ ﺍﻟﻨﺺ ﻗﺪ ﻳﺴﺒﺐ ﺻﻌﻮﺑﺎﺕ ﰲ ﺗﻨﺴﻴﻖ‬ ‫ﺍﻟﺼﻔﺤﺎﺕ ‪ .layout‬ﻭﳝﻜﻦ ﺍﻟﺮﺟﻮﻉ ﺇﱃ ﺃﻋﺪﺍﺩ ﺍ‪‬ﻠﺔ ﺍﻟﱵ ﺳﺘﻘﺪ‪‬ﻡ ﺇﻟﻴﻬﺎ ﺍﳌﻘﺎﻟﺔ ﻟﺘﻘﺪﻳﺮ ﻋﺪﺩ‬ ‫ﺍﳉﺪﺍﻭﻝ ﺍﻟﱵ ﳝﻜﻦ ﺇﺩﺭﺍﺟﻬﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﻛﻞ ﺃﻟﻒ ﻛﻠﻤﺔ ﻣﻦ ﺍﻟﻨﺺ‪ .‬ﻭﻛﻘﺎﻋﺪﺓ ﻋﺎﻣﺔ‪ ،‬ﻻ‬ ‫ﻳ‪‬ﺪﺭﺝ ﺃﻛﺜﺮ ﻣﻦ ﺟﺪﻭﻝ ﻭﺍﺣﺪ )ﺃﻭ ﺻﻮﺭﺓ ﺇﻳﻀﺎﺣﻴﺔ ﻭﺍﺣﺪﺓ( ﻟﻜﻞ ﺃﻟﻒ ﻛﻠﻤﺔ ﻣﻦ ﺍﻟﻨﺺ‬ ‫)ﺃﻱ ﺃﺭﺑﻊ ﺻﻔﺤﺎﺕ ﻣﻦ ﺍﳌﺨﻄﻮﻃﺔ(‪.‬‬ ‫‪  ‬ﻋﻨﺪ ﻗﺒﻮﻝ ﺍﻟﻮﺭﻗﺔ ﻟﻠﻨﺸﺮ‪ ،‬ﻗﺪ ﻳﻮﺻﻲ ﺍﶈﺮﺭ ﺑﺄﻥ ﻋﺪﺩﹰﺍ ﺇﺿﺎﻓﻴﹰﺎ ﻣﻦ ﺍﳉﺪﺍﻭﻝ ﺍﻟﱵ ﲢﺘﻮﻱ ﻋﻠﻰ‬ ‫ﺑﻴﺎﻧﺎﺕ ﺩﺍﻋﻤﺔ ﻣﻬﻤﺔ ﻭﻳﻜﻮﻥ ﻧﺸﺮﻫﺎ ﺑﺎﻫﻆ ﺍﻟﺘﻜﻠﻔﺔ‪ ،‬ﻳﻮﺩﻉ ﻟﺪﻯ ﺇﺣﺪﻯ ﺧﺪﻣﺎﺕ‬ ‫ﺍﶈﻔﻮﻇﺎﺕ ﻣﺜﻞ »ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻠﻤﻨﺸﻮﺭﺍﺕ ﺍﻟﺜﺎﻧﻮﻳﺔ« ‪National Auxiliary‬‬ ‫‪ Publication Service‬ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﺃﻭ ﺃﻥ ﳛﺘﻔﻆ ﺍﳌﺆﻟﻒ ﺑﺘﻠﻚ ﺍﳉﺪﺍﻭﻝ ﲢﺖ‬ ‫ﺍﻟﻄﻠﺐ‪ .‬ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﳚﺐ ﺇﺿﺎﻓﺔ ﻋﺒﺎﺭﺓ ﻣﻨﺎﺳﺒﺔ ﺇﱃ ﻧﺺ ﺍﳌﻘﺎﻟﺔ ‪‬ﺬﺍ ﺍﳌﻌﲎ‪ .‬ﻭﳚﺐ‬ ‫ﺗﻘﺪﱘ ﻫﺬﻩ ﺍﳉﺪﺍﻭﻝ ﻟﻔﺤﺼﻬﺎ ﻣﻊ ﺍﻟﻮﺭﻗﺔ‪.‬‬

‫ﺍﻟﺼﻮﺭ ﺍﻹﻳﻀﺎﺣﻴﺔ‬ ‫ﻻ ﺗﺴﺘﻌﻤﻞ ﺍﻟﺼﻮﺭ ﺍﻹﻳﻀﺎﺣﻴﺔ ‪ illustrations‬ﺇﻻ ﻟﻐﺮﺽ ﳏﺪﺩ‪ .‬ﻓﻘﺪ ﺗ‪‬ﺴﺘﻌﻤﻞ ﻟﺪﻋﻢ ﺍﳌﻨﺎﻗﺸﺔ ﻭﻓﻘﺎﹰ ﻟﻠﻤﻘﻮﻟﺔ‬ ‫ﺍﳌﻌﺮﻭﻓﺔ »ﻭﻣﺎ ﺭﺍﺀٍ ﻛﻤﻦ ﲰﻌﺎ«‪ .‬ﻭﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻮﺭ ﺍﻹﻳﻀﺎﺣﻴﺔ ﻛﻮﺳﻴﻠﺔ ﺃﻛﺜﺮ ﻛﻔﺎﺀﺓ ﻟﻌﺮﺽ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻣﺜﺎﻝ‬

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‫ﺫﻟﻚ ﺧﺮﻳﻄﺔ ﺍﻹﻧﺴﻴﺎﺏ ‪ .flow chart‬ﺃﻣﺎ ﺍﺳﺘﻌﻤﺎﳍﺎ ‪‬ﺮﺩ ﺗﺄﻛﻴﺪ ﻧﻘﻄﺔ ﻣﺎ ﻓﻠﻴﺲ ﺑﺎﻟﻐﺮﺽ ﺍﳉﻴﺪ‪ ،‬ﻭﻟﻌﻞ ﺫﻟﻚ‬ ‫ﻳﻜﻮﻥ ﺃﻧﺴﺐ ﰲ ﺣﺎﻟﺔ ﺗﻘﺪﱘ ﻋﺮﺽ ﻟﻠﻤﻮﺿﻮﻉ ‪ presentation‬ﻭﻟﻴﺲ ﰲ ﺣﺎﻟﺔ ﻭﺭﻗﺔ ﻣﻜﺘﻮﺑﺔ‪.‬‬ ‫ﻭﺍﳌﺨﻄﻄﺎﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪ graphs‬ﺗﺴﺘﻌﻤﻞ ﻟﺘﺼﻮﻳﺮ ﺍﻟﻌﻼﻗﺎﺕ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻴﻢ ﺍﳌﻀﺒﻮﻃﺔ ﻣﻬﻤﺔ ﻛﺎﻥ ﺍﳉﺪﻭﻝ‬ ‫ﺃﻓﻀﻞ ﻣﻦ ﺍﳌﺨﻄﻂ ﺍﻟﺒﻴﺎﱐ‪ .‬ﺃﻣﺎ ﺣﲔ ﺗﻜﻮﻥ ﺍﻹﲡﺎﻫﺎﺕ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺃﻛﺜﺮ ﺃﳘﻴﺔ ﻣﻦ ﺍﻟﻘﻴﻢ ﺍﳌﻀﺒﻮﻃﺔ‪ ،‬ﻛﺎﻥ‬ ‫ﺍﳌﺨﻄﻂ ﺍﻟﺒﻴﺎﱐ ﺃﻭﰱ ﺑﺎﻟﻐﺮﺽ‪ .‬ﻭﺍﳌﺨﻄﻂ ﺍﻟﺒﻴﺎﱐ ﺑﺪﻳﻞ ﺃﻓﻀﻞ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﻜﺜﲑ ﺍﳌﺪﺧﻼﺕ‪ .‬ﻭﻻ ﳚﻮﺯ ﺗﻜﺮﺍﺭ‬ ‫ﻧﻔﺲ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﺍﻷﺷﻜﺎﻝ ﻭﰲ ﺍﳉﺪﺍﻭﻝ‪.‬‬ ‫ﻭﻷﻏﺮﺍﺽ ﺍﻟﻨﺸﺮ ﻳﺮﺍﻋﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪ ‬ﳚﺐ ﺭﺳﻢ ﺍﻷﺷﻜﺎﻝ ﻭﺗﺼﻮﻳﺮﻫﺎ ﺑﻄﺮﻳﻘﺔ ﺣِﺮﻓﻴﺔ ‪ .professionally‬ﺃﻣﺎ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻴﺪﻭﻳﺔ ﺃﻭ‬ ‫ﻋﻠﻰ ﺍﻵﻟﺔ ﺍﻟﻜﺎﺗﺒﺔ ﻓﻐﲑ ﻣﻘﺒﻮﻟﺔ‪.‬‬ ‫‪ ‬ﺑﺪﻻﹰ ﻣﻦ ﺍﻟﺮﺳﻮﻣﺎﺕ ‪ drawings‬ﻭﺃﻓﻼﻡ ﺍﻷﺷﻌﺔ ﺍﻟﺴﻴﻨﻴﺔ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻷﺻﻠﻴﺔ‪ ،‬ﻳﻘﺪ‪‬ﻡ‬ ‫ﺍﻟﺒﺎﺣﺜﻮﻥ ﻧﺴﺨﹰﺎ ﻣﻨﻬﺎ ﺗﻜﻮﻥ ﻭﺍﺿﺤﺔ ﻭﻻﻣﻌﺔ ﻭﻣﺼﻮﺭﺓ ﺑﺎﻟﺘﺼﻮﻳﺮ ﺍﻟﻀﻮﺋﻲ ﺍﻷﺑﻴﺾ‬ ‫ﻭﺍﻷﺳﻮﺩ‪ ،‬ﻭﻳﻜﻮﻥ ﺣﺠﻤﻬﺎ ﻋﺎﺩﺓ ‪ 173 × 127‬ﻣﻴﻠﻴﻤﺘﺮ )‪ 7 × 5‬ﺑﻮﺻﺎﺕ( ﻭﻻ ﻳﺰﻳﺪ ﻋﻦ‬ ‫‪ 254 × 203‬ﻣﻴﻠﻴﻤﺘﺮ )‪ 10 × 8‬ﺑﻮﺻﺎﺕ(‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﳊﺮﻭﻑ ﻭﺍﻷﺭﻗﺎﻡ ﻭﺍﻟﺮﻣﻮﺯ‬ ‫ﻭﺍﺿﺤﺔ ﻭﻣﻨﺘﻈﻤﺔ ﺍﻟﺸﻜﻞ ﰲ ﺍﻟﺼﻮﺭﺓ ﻛﻠﻬﺎ‪ ،‬ﻭﺃﻥ ﺗﻜﻮﻥ ﺫﺍﺕ ﺣﺠﻢ ﻛﺎﻑ ﲝﻴﺚ ﺗﺴﻬﻞ‬ ‫ﻗﺮﺍﺀﺓ ﻛﻞ ﻣﻨﻬﺎ ﺑﻌﺪ ﺗﺼﻐﲑ ﺍﻟﺼﻮﺭﺓ ﻗﺒﻞ ﺍﻟﻨﺸﺮ‪.‬‬ ‫‪ ‬ﺍﻟﻌﻨﺎﻭﻳﻦ ﻭﺍﻟﺘﻔﺴﲑﺍﺕ ﺍﻟﺘﻔﺼﻴﻠﻴﺔ ﻣﻜﺎ‪‬ﺎ ﰲ ﺍﻟﺘﻌﻠﻴﻘﺎﺕ ‪ legends‬ﺍﳌﻠﺤﻘﺔ ﺑﺎﻟﺼﻮﺭ‬ ‫ﺍﻹﻳﻀﺎﺣﻴﺔ ﻭﻟﻴﺲ ﻋﻠﻰ ﺍﻟﺼﻮﺭ ﻧﻔﺴﻬﺎ‪.‬‬ ‫‪ ‬ﺗ‪‬ﻠﺼﻖ ﻋﻠﻰ ﻇﻬﺮ ﻛﻞ ﺷﻜﻞ ﻣﻦ ﺍﻷﺷﻜﺎﻝ ﻟﹸﺼﺎﻗﺔ ﺗﺒﲔ ﺭﻗﻢ ﺍﻟﺸﻜﻞ ﻭﺍﺳﻢ ﺍﳌﺆﻟﻒ ﻭﺃﻋﻠﻰ‬ ‫ﺍﻟﺸﻜﻞ‪ .‬ﻻ ﺗﻜﺘﺐ ﺷﻴﺌﹰﺎ ﻋﻠﻰ ﻇﻬﺮ ﺍﻷﺷﻜﺎﻝ ﻭﻻ ﲣﺪﺷﻬﺎ ﻭﻻ ﺗﺘﻠﻔﻬﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺩﺑﺎﺑﻴﺲ‬ ‫ﺍﻟﻮﺭﻕ‪ .‬ﻭﻻ ﺗﻄﻮِ ﺍﻷﺷﻜﺎﻝ ﺃﻭ ﺗﻠﺼﻘﻬﺎ ﻋﻠﻰ ﻭﺭﻕ ﻣﻘﻮﻱ‪.‬‬ ‫‪ ‬ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺑﻜﻞ ﺻﻮﺭﺓ ﺿﻮﺋﻴﺔ ﻣﺼﻐﺮﺓ ﻣﻘﻴﺎﺱ ﺭﺳﻢ ﺩﺍﺧﻠﻲ‪ ،‬ﻭﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺮﻣﻮﺯ ﺃﻭ‬ ‫ﺍﻷﺳﻬﻢ ﺃﻭ ﺍﳊﺮﻭﻑ ﺍﳌﺴﺘﻌﻤﻠﺔ ﻓﻴﻬﺎ ﻭﺍﺿﺤﺔ ﺑﺎﻟﺘﺒﺎﻳﻦ ﻣﻊ ﺧﻠﻔﻴﺔ ﺍﻟﺼﻮﺭﺓ‪.‬‬ ‫‪ ‬ﺇﺫﺍ ﺍﺳﺘ‪‬ﻌﻤﻠﺖ ﺻﻮﺭ ﺿﻮﺋﻴﺔ ﻟﻸﺷﺨﺎﺹ ﻓﺈﻣﺎ ﺃﻥ ﺗ‪‬ﺤﺠﺐ ﻫﻮﻳﺔ ﺍﻷﻓﺮﺍﺩ ﲝﻴﺚ ﻻ ﳝﻜﻦ‬ ‫ﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﻢ‪ ،‬ﺃﻭ ﺗﺮﻓﻖ ﺑﺎﻟﺼﻮﺭ ﻣﻮﺍﻓﻘﺔ ﺧﻄﻴﺔ ﻣﻨﻬﻢ ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﳍﺎ‪.‬‬ ‫‪ ‬ﺗ‪‬ﺮﻗﹼﻢ ﺍﻷﺷﻜﺎﻝ ﺑﺎﻟﺘﺘﺎﺑﻊ ﻭﻓﻘﹰﺎ ﻟﺘﺮﺗﻴﺐ ﺫﻛﺮﻫﺎ ﺃﻭﻝ ﻣﺮﺓ ﰲ ﺍﻟﻨﺺ‪.‬‬

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‫‪  ‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺸﻜﻞ ﻗﺪ ﺳﺒﻖ ﻧﺸﺮﻩ‪ ،‬ﻓﻴﺠﺐ ﺫﻛﺮ ﻣﺼﺪﺭﻩ ﺍﻷﺻﻠﻲ ﻭﺗﻘﺪﱘ ﻣﻮﺍﻓﻘﺔ ﺧﻄﻴﺔ ﻣﻦ‬ ‫ﺻﺎﺣﺐ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﻋﻠﻰ ﻧﺴﺦ ﺗﻠﻚ ﺍﳌﺎﺩﺓ‪.‬‬ ‫‪ ‬ﻓﻴﻤﺎ ﻋﺪﺍ ﺍﻟﻮﺛﺎﺋﻖ ﺍﳌﺘﺎﺣﺔ ﰲ ﺍ‪‬ﺎﻝ ﺍﻟﻌﺎﻡ ‪ ،public domain‬ﳚﺐ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺇﺫﻥ‬ ‫ﺑﻨﺸﺮ ﺃﻱ ﻭﺛﻴﻘﺔ ﺃﻳﺎﹰ ﻛﺎﻥ ﻣﺆﻟﻔﻮﻫﺎ ﺃﻭ ﻧﺎﺷﺮﻭﻫﺎ‪.‬‬ ‫‪ ‬ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺼﻮﺭ ﺍﻹ ﻳﻀﺎﺣﻴﺔ ﺍﳌﻠﹼﻮﻧﺔ‪ ،‬ﻣﻦ ﺍﳌﻬﻢ ﺍﻟﺘﺤﻘﻖ ﳑﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍ‪‬ﻠﺔ ﺗﻄﻠﺐ‬ ‫ﺳﻠﺒﻴﺎﺕ ﻣﻠﹼﻮﻧﺔ ﺃﻭ ﺷﻔﺎﻓﻴﺎﺕ ﻣﻮﺟﺒﺔ ﺃﻭ ﻧﺴﺨﺎﹰ ﻣﻄﺒﻮﻋﺔ ﻣﻠﻮﻧﺔ‪ .‬ﻭﺑﻌﺾ ﺍ‪‬ﻼﺕ ﻻ ﺗﻨﺸﺮ‬ ‫ﺍﻟﺼﻮﺭ ﺍﻹﻳﻀﺎﺣﻴﺔ ﺍﳌﻠﻮﻧﺔ ﺇﻻ ﺇﺫﺍ ﲢﻤ‪‬ﻞ ﺍﳌﺆﻟﻒ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻹﺿﺎﻓﻴﺔ‪.‬‬ ‫‪ ‬ﺍﻟﺘﻌﻠﻴﻘﺎﺕ ‪ legends‬ﺍﳌﻠﺤﻘﺔ ﺑﺎﻟﺼﻮﺭ ﺍﻹﻳﻀﺎﺣﻴﺔ‪ ،‬ﳚﺐ ﺃﻥ ﺗﻜﺘﺐ ﺑﺎﻵﻟﺔ ﺍﻟﻜﺎﺗﺒﺔ ﺃﻭ ﺗﻄﺒﻊ ﻣﻊ‬ ‫ﺗﺮﻙ ﻣﺴﺎﻓﺘﲔ ﻓﺎﺻﻠﺘﲔ ﺑﲔ ﺍﻟﺴﻄﻮﺭ‪ ،‬ﻋﻠﻰ ﺃﻥ ﺗﺒﺪﺃ ﰲ ﺻﻔﺤﺔ ﻣﻨﻔﺼﻠﺔ‪ ،‬ﻣﻊ ﺗﺮﻗﻴﻤﻬﺎ ﺑﺄﺭﻗﺎﻡ‬ ‫ﻋﺮﺑﻴﺔ ﻣﻄﺎﺑﻘﺔ ﻷﺭﻗﺎﻡ ﺍﻟﺼﻮﺭ‪.‬‬ ‫‪  ‬ﻋﻨﺪ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺮﻣﻮﺯ ﺃﻭ ﺍﻷﺳﻬﻢ ﺃﻭ ﺍﻷﺭﻗﺎﻡ ﺃﻭ ﺍﳊﺮﻭﻑ ﻟﺘﻌﺮﻳﻒ ﺃﺟﺰﺍﺀ ﻣﻦ ﺍﻟﺼﻮﺭ‬ ‫ﺍﻹﻳﻀﺎﺣﻴﺔ‪ ،‬ﳚﺐ ﺷﺮﺡ ﻛﻞ ﻣﻨﻬﺎ ﺑﻮﺿﻮﺡ ﰲ ﺍﻟﺘﻌﻠﻴﻘﺎﺕ‪ .‬ﻛﻤﺎ ﳚﺐ ﺫﻛﺮ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ‬ ‫ﺍﻟﺪﺍﺧﻠﻲ ﻭﻃﺮﻳﻘﺔ ﺗﻠﻮﻳﻦ ﺍﻟﺼﻮﺭ ﺍﻟﻀﻮﺋﻴﺔ ﺍﳌﺼﻐﺮﺓ‪.‬‬

‫‪ 8.11‬ﻛﺘﺎﺑﺔ ﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ‬ ‫ﰲ ﻫﺬﺍ ﺍﻟﻘﺴﻢ ﻣﻦ ﺍﻟﻮﺭﻗﺔ ﻳﻨﺒﻐﻲ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﳉﻮﺍﻧﺐ ﺍﳉﺪﻳﺪﺓ ﻭﺍﳌﻬﻤﺔ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ‬ ‫‪ conclusions‬ﺍﻟﱵ ﺗﻨﺠﻢ ﻋﻨﻬﺎ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﺗﺘﻜﺮﺭ ﻓﻴﻪ ﺑﺎﻟﺘﻔﺼﻴﻞ ﺃﻳﺔ ﺑﻴﺎﻧﺎﺕ ﺃﻭ ﻣﻮﺍﺩ ﺃﺧﺮﻯ ﺳﺒﻖ ﺫﻛﺮﻫﺎ‬ ‫ﰲ ﺍﳌﻘﺪﻣﺔ ﻭﰲ ﻗﺴﻢ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬ ‫ﻭﺍﳌﻨﺎﻗﺸﺔ ﰲ ﺍﻟﻮﺭﻗﺎﺕ ﺍﳉﻴ‪‬ﺪﺓ ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻫﺎﺩﻓﺔ ﲝﻴﺚ ﺗﻈﻞ ﺩﺍﺋﻤﹰﺎ ﻣﺮﻛﹼﺰﺓ ﻋﻠﻰ ﺍﳌﻮﺿﻮﻉ‪ .‬ﻭﻣﻦ‬ ‫ﺍﻷﻓﻀﻞ ﺃﻥ ﺗﻜﻮﻥ ﺑﻨ‪‬ﻴﺔ ﺍﳌﻨﺎﻗﺸﺔ ﳎﺰﺃﺓ ‪ structured‬ﲝﻴﺚ ﺗﺸﻤﻞ ﺳﺘﺔ ﻣﻜﻮﻧﺎﺕ )ﺩﻭﺷﲑﰐ ﻭﲰﻴﺚ‪:(1999 ،‬‬ ‫‪ ‬ﺑﻴﺎﻥ ﺑﺎﻟﻨﺘﺎﺋﺞ ﺍﻟﺮﺋﻴﺴﻴﺔ‬ ‫‪ ‬ﺟﻮﺍﻧﺐ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫‪ ‬ﺟﻮﺍﻧﺐ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ ﺑﺎﳌﻘﺎﺭﻧﺔ ﺑﺎﻟﺪﺭﺍﺳﺎﺕ ﺍﻷﺧﺮﻯ‬ ‫‪  ‬ﻣﺪﻟﻮﻝ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺍﻵﻟﻴﺎﺕ ﻭﺍﳌﻀﺎﻣﲔ ﺍﳌﻤﻜﻨﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻷﻃﺒﺎﺀ ﺍﻟﺴﺮﻳﺮﻳﻦ ﻭﺻﺎﻧﻌﻲ‬ ‫ﺍﻟﺴﻴﺎﺳﺎﺕ‪.‬‬ ‫‪ ‬ﺍﻷﺳﺌﻠﺔ ﻏﲑ ﺍ‪‬ﺎﺑﺔ ﻭﺍﻟﺒﺤﻮﺙ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‬ ‫‪9‬‬

‫‪ ‬ﺍﻻﺳﺘﻨﺘﺎﺟﺎﺕ‪.‬‬ ‫ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺷﺮﺡ ﳍﺬﻩ ﺍﻟﻨﻘﺎﻁ‪:‬‬ ‫‪ ‬ﺑﻴﺎﻥ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺮﺋﻴﺴﻴﺔ‪ :‬ﰲ ﺑﺪﺍﻳﺔ ﺍﳌﻨﺎﻗﺸﺔ ﺗﻌﻄﻰ ﰲ ﺍﻟﻌﺎﺩﺓ ﺇﺟﺎﺑ ﹸﺔ ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ ﺃﻭ ﺇﻋﺎﺩ ﹸﺓ‬ ‫ﺫﻛﺮ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺮﺋﻴﺴﻴﺔ‪ .‬ﻭﻻ ﻳﺴﺘﻐﺮﻕ ﺫﻟﻚ ﺃﻛﺜﺮ ﻣﻦ ﺑﻀﻊ ﺟ‪‬ﻤﻞ‪ .‬ﻭﻳﻔﻀﻞ ﺃﻥ ﺗﺒﺪﺃ ﺍﳌﻨﺎﻗﺸﺔ‬ ‫ﲜﻤﻠﺔ ﺗ‪‬ﻈﻬﺮ ﺑﻮﺿﻮﺡ ﺃﻥ ﺍﻟﻮﺭﻗﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﺟﺪﻳﺪﺓ‪ .‬ﻭﻛﺜﲑﹰﺍ ﻣﺎ ﻳﺒﺪﺃ ﺍﶈﻜﹼﻤﻮﻥ‬ ‫‪ reviewers‬ﺑﻔﺮﺿﻴﺔ ﻋﺪﻡ ‪ null hypothesis‬ﻣﻔﺎﺩﻫﺎ ﺃﻥ ﺍﻟﻮﺭﻗﺔ ﻻ ﺗﻀﻴﻒ ﺷﻴﺌﹰﺎ‬ ‫ﺟﺪﻳﺪﹰﺍ‪.‬‬ ‫‪ ‬ﺟﻮﺍﻧﺐ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪ :‬ﳚﺐ ﺇﻋﻄﺎﺀ ﻧﻔﺲ ﺍﻟﻘﺪﺭ ﻣﻦ ﺍﻷﳘﻴﺔ ﻟﻜﻞ ﻣﻦ‬ ‫ﺟﻮﺍﻧﺐ ﺍﻟﻘﻮﺓ ﻭﺟﻮﺍﻧﺐ ﺍﻟﻀﻌﻒ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ‪ .‬ﻭﺍﶈﻜﹼﻤﻮﻥ ﺃﻛﺜﺮ ﺍﻫﺘﻤﺎﻣﹰﺎ ﲟﻼﺣﻈﺔ ﺃﻥ‬ ‫ﻉ ﲜﻮﺍﻧﺐ ﺍﻟﻀﻌﻒ‪ .‬ﻓﺎﻟﻘﺎﺭﺉ ﺇﺫﺍ ﺍﻛﺘﺸﻒ ﰲ ﺍﻟﻮﺭﻗﺔ ﻧﻘﺎﻃﹰﺎ ﺿﻌﻴﻔﺔ ﱂ ﻳﺬﻛﺮﻫﺎ‬ ‫ﺍﳌﺆﻟﻒ ﻭﺍ ٍ‬ ‫ﺍﳌﺆﻟﻒ‪ ،‬ﺳﻮﻑ ‪‬ﺘﺰ ﺛﻘﺘﻪ ﰲ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ‪ .‬ﻭﻣﻦ ﺍﳌﻔﻴﺪ ﺃﻥ ﻳﻮﺟﺪ ﻋﻨﻮﺍﻥ ﻓﺮﻋﻲ ﺑﺎﺳﻢ‬ ‫»ﺣﺪﻭﺩ ﺍﻟﺪﺭﺍﺳﺔ« ﺃﻭ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﳚﺐ ﻋﺪﻡ ﻣﻨﺎﻗﺸﺔ ﺃﻱ ﻧﺘﺎﺋﺞ ﱂ ﻳﺴﺒﻖ ﺃﻥ ﻧﻮﻗﺸﺖ ﰲ‬ ‫ﻗﺴﻢ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬ ‫‪ ‬ﺟﻮﺍﻧﺐ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ ﺑﺎﳌﻘﺎﺭﻧﺔ ﺑﺎﻟﺪﺭﺍﺳﺎﺕ ﺍﻷﺧﺮﻯ‪ :‬ﳚﺐ ﻃﺮﺡ ﻛﻞ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ﺫﺍﺕ‬ ‫ﺍﻟﺼﻠﺔ ﲟﻮﺿﻮﻉ ﺍﻟﻮﺭﻗﺔ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﰲ ﺻﺎﳊﻬﺎ ﺃﻭ ﺿﺪﻫﺎ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻳﻨﺎﻗﺸﻮﺍ‬ ‫ﻭﺟﻬﺔ ﺍﻟﻨﻈﺮ ﺍﳌﻌﺎﺭﺿﺔ‪ ،‬ﻣﻦ ﻣﻮﻗﻒ »ﳏﺎﻣﻲ ﺍﳋﺼﻢ ‪ .«devil’s advocate‬ﻭﳚﺐ ﺇﻋﻄﺎﺀ‬ ‫ﺍﻟﺒﻴ‪‬ﻨﺔ ﺍﻟﺪﺍﻋﻤﺔ ﺣﻘﻬﺎ ﺍﻟﻜﺎﻣﻞ ﰲ ﺍﳌﻨﺎﻗﺸﺔ‪ .‬ﻭﻻ ﳚﻮﺯ ﺃﻥ ﻳﺘﺠﺎﻫﻞ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺍﻹﺳﺘﺸﻬﺎﺩ‬ ‫ﺑﻮﺭﻗﺔ ﺳﺒﻖ ﻧﺸﺮﻫﺎ ﺣﻮﻝ ﻧﻔﺲ ﺍﻟﺴﺆﺍﻝ‪ ،‬ﻭﺗﻜﻮﻥ ﻗﺪ ﺗﻮﺻﻠﺖ ﺇﱃ ﻧﻔﺲ ﺍﻹﺟﺎﺑﺔ ﰲ‬ ‫ﺍﳌﻨﺎﻗﺸﺔ‪ .‬ﻭﺍﻷﻓﻀﻞ ﺃﻥ ‪‬ﻳﱪ‪‬ﺯ ﻫﺬﺍ ﺍﻹﺳﺘﺸﻬﺎﺩ ﰲ ﺍﳌﻘﺪﻣﺔ‪ .‬ﻭﻻ ﻳﻜﻔﻲ ﳎﺮﺩ ﺗﻠﺨﻴﺺ ﺍﻟﻮﺭﻗﺎﺕ‬ ‫ﺍﳌﻨﺸﻮﺭﺓ‪ .‬ﻭﻟﻜﻦ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻳﺘﻨﺎﻭﻟﻮﺍ ﺑﺎﻟﺘﻘﻴﻴﻢ ﺍﻹﻧﺘﻘﺎﺩﻱ ﻣﻨﻬﺠﻴﺎ‪‬ﺎ ﻭﻧﺘﺎﺋﺠﻬﺎ‬ ‫ﻭﺍﺳﺘﻨﺘﺎﺟﺎ‪‬ﺎ‪ .‬ﻭﻳﻠﺰﻡ ﺑﺼﻔﺔ ﺧﺎﺻﺔ ﻣﻨﺎﻗﺸﺔ ﺃﻱ ﺍﺧﺘﻼﻓﺎﺕ ﰲ ﺍﻟﻨﺘﺎﺋﺞ ﻣﻊ ﺇﻋﻄﺎﺀ ﺍﻟﺘﻔﺴﲑﺍﺕ‬ ‫ﺍﶈﺘﻤﻠﺔ ﻟﺬﻟﻚ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺆﻟﻔﻮﻥ ﻻ ﻳﻌﺮﻓﻮﻥ ﳌﺎﺫﺍ ﲣﺘﻠﻒ ﻧﺘﺎﺋﺠﻬﻢ ﻋﻦ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﺍﻷﺧﺮﻯ ﻓﻌﻠﻴﻬﻢ ﺃﻥ ﻳﺬﻛﺮﻭﺍ ﺫﻟﻚ‪ ،‬ﻭﺃﻥ ﻻ ﻳﻔﺘﺮﺿﻮﺍ ﺃﻥ ﻧﺘﺎﺋﺠﻬﻢ ﺃﻓﻀﻞ ﻣﻦ ﻧﺘﺎﺋﺞ ﻏﲑﻫﻢ‪.‬‬ ‫‪  ‬ﻣﺪﻟﻮﻝ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺍﻵﻟﻴﺎﺕ ﻭﺍﳌﻀﺎﻣﲔ ﺍﳌﻤﻜﻨﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻷﻃﺒﺎﺀ ﺍﻟﺴﺮﻳﺮﻳﻦ ﻭﺻﺎﻧﻌﻲ‬ ‫ﺍﻟﺴﻴﺎﺳﺎﺕ‪ :‬ﳚﺐ ﺃﻥ ﻳﻜﺘﺐ ﻫﺬﺍ ﺍﻟﻘﺴﻢ ﺑﻌﻨﺎﻳﺔ‪ .‬ﻓﻌﻠﻰ ﺍﳌﺆﻟﻔﲔ ﺃﻥ ﻻ ﻳﺬﻫﺒﻮﺍ ﺑﻌﻴﺪﹰﺍ ﻋﻦ‬ ‫ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ﺍﶈﺪ‪‬ﺩﺓ ﺍﻟﱵ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﺍﻟﺘﺤﻔﹼﻆ ﰲ ﺫﻛﺮ ﻣﻀﺎﻣﲔ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻀﻴﻠﺔ‬

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‫ﻳﻘﺪﺭﻫﺎ ﻛﻞ ﻣﻦ ﺍﶈﻜﹼﻤﲔ ﻭﺍﻟﻘﺮﺍﺀ‪ .‬ﻭﻗﺪ ﻳﻜﻮﻥ ﻣﻦ ﺍﳌﻼﺋﻢ ﺍﻟﺘﺮﻛﻴﺰ‪ ،‬ﻟﻴﺲ ﻓﻘﻂ ﻋﻠﻰ ﻣﺎ‬ ‫ﺗﻌﻨﻴﻪ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﺑﻞ ﻛﺬﻟﻚ ﻋﻠﻰ ﻣﺎ ﻻ ﺗﻌﻨﻴﻪ‪ .‬ﻭﻣﻦ ﺷﺄﻥ ﺫﻟﻚ ﺃﻥ ﻳ‪‬ﺤﻮﻝ ﺑﲔ ﺍﻟﻘﺮﺍﺀ ﻭﺑﲔ‬ ‫ﺍﺳﺘﻨﺒﺎﻁ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﻟﻴﺲ ﳍﺎ ﻣﺎ ﻳﱪﺭﻫﺎ‪.‬‬ ‫‪ ‬ﺍﻷﺳﺌﻠﺔ ﻏﲑ ﺍ‪‬ﺎﺑﺔ ﻭﺍﻟﺒﺤﻮﺙ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪ :‬ﳝﻜﻦ ﺍﻗﺘﺮﺍﺡ ﲝﻮﺙ ﺟﺪﻳﺪﺓ ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ‬ ‫ﺍﻟﱵ ﻻ ﺗﺰﺍﻝ ﺑﻐﲑ ﺇﺟﺎﺑﺔ‪ .‬ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﳉﻴﺪﺓ ﻫﻲ ﺍﻟﱵ ﺗﻮﻟﹼﺪ ﺃﻓﻜﺎﺭﹰﺍ ﺟﺪﻳﺪﺓ ﳌﺰﻳﺪ ﻣﻦ‬ ‫ﺍﻷﲝﺎﺙ‪ .‬ﺇﻥ ﳎﺮﺩ ﺫﻛﺮ ﻋﺒﺎ ﺭﺓ ﺑﺴﻴﻄﺔ ﻋﻦ ﺍﳊﺎﺟﺔ ﺇﱃ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺒﺤﺚ ﻻ ﻳﻔﻴﺪ ﻛﺜﲑﺍﹰ‪،‬‬ ‫ﻭﺍﻷﻓﻀﻞ ﻣﻦ ﺫﻟﻚ ﻭﺿﻊ ﺃﺳﺌﻠﺔ ﲝﺜﻴﺔ ﳏﺪﺩﺓ ﺟﺪﻳﺪﺓ ﺃﻭ ﺍﻗﺘﺮﺍﺡ ﺇﺟﺮﺍﺀ ﺩﺭﺍﺳﺎﺕ ﻣﻌﻴﻨﺔ‪.‬‬ ‫‪ ‬ﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ‪ :‬ﺗﻨﺘﻬﻲ ﺍﻟﻮﺭﻗﺔ ﺍﳉﻴﺪﺓ ﺑﺎﺳﺘﻨﺘﺎﺟﺎﺕ ﻭﺍﺿﺤﺔ ﻗﻮﻳﺔ‪ .‬ﻭﻟﻘﺪ ﻗﻴﻞ ﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ‬ ‫ﺇﻥ ﻣﱳ ﺍﻟﻮﺭﻗﺔ ﺍﳉﻴﺪﺓ ﻳﺸﺒﻪ ﺍﻟﻌﺎﺻﻔﺔ ﺍﻟﺮﻋﺪﻳﺔ ﺍﳌﻌﻜﻮﺳﺔ‪ :‬ﻓﻬﻮ ﻳﺒﺪﺃ ﺑﻘﺼﻒ ﺍﻟﺮﻋﺪ )ﺍﳌﻘﺪﻣﺔ(‬ ‫ﻭﻳﻨﺘﻬﻲ ﺑﻮﻣﻴﺾ ﺍﻟﱪﻕ )ﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ( )ﺑﺎﻳﻦ‪ .(1998 ،‬ﻭﻻﺑﺪ ﻣﻦ ﺍﻟﺮﺑﻂ ﺑﲔ‬ ‫ﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ ﻭﺑﲔ ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﳚﺐ ﺍﻟﺘﻘﻴﺪ ﺑﺎﳊﺪﻭﺩ ﺍﳌﻘﺮﺭﺓ ﻟﻠﺪﺭﺍﺳﺔ‪ .‬ﻭﻋﻠﻰ‬ ‫ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻳﺘﺠﻨﺒﻮﺍ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﻟﱵ ﻻ ﺗﺪﻋﻤﻬﺎ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺩﻋﻤﹰﺎ ﺗﺎﻣﹰﺎ‪ .‬ﻓﻤﺜﻼﹰ‪،‬‬ ‫ﻋﻠﻴﻬﻢ ﺃﻥ ﻻ ﻳﺬﻛﺮﻭﺍ ﺷﻴﺌﹰﺎ ﻋﻦ ﺍﳌﺰﺍﻳﺎ ﺍﻹﻗﺘﺼﺎﺩﻳﺔ ﺃﻭ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺇﻻ ﺇﺫﺍ ﺗﻀﻤﻨﺖ ﺍﳌﺨﻄﻮﻃﺔ‬ ‫ﺑﻴﺎﻧﺎﺕ ﻭﲢﻠﻴﻼﺕ ﺍﻗﺘﺼﺎﺩﻳﺔ‪ .‬ﻭﻋﻠﻰ ﺍﳌﺆﻟﻔﲔ ﺃﻥ ﻳ‪‬ﺤﺠﻤﻮﺍ ﻋﻦ ﺍﺩﻋﺎﺀ ﺃﺳﺒﻘﻴﺔ ﻟﻨﺘﺎﺋﺠﻬﻢ ﻟﻴﺲ‬ ‫ﳍﺎ ﻣﺎ ﻳﱪﺭﻫﺎ‪ .‬ﻭﳚﺐ ﻣﻼﺣﻈﺔ ﺃﻥ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﺴﻠﺒﻴﺔ ﻗﺪ ﺗﺴﺎﻭﻱ ﰲ ﺃﳘﻴﺘﻬﺎ ﻧﺘﻴﺠﺔ ﺇﳚﺎﺑﻴﺔ‪.‬‬

‫‪ 9.11‬ﻋﺒﺎﺭﺍﺕ ﺍﻟﺸﻜﺮ ﻭﺍﻟﺘﻘﺪﻳﺮ‬ ‫ﰲ ﻣﻜﺎﻥ ﻣﻼﺋﻢ ﺑﺎﳌﻘﺎﻟﺔ )ﰲ ﺻﻔﺤﺔ ﺍﻟﻌﻨﻮﺍﻥ‪ ،‬ﺃﻭ ﰲ ﺣﺎﺷﻴﺔ‪ ،‬ﺃﻭ ﰲ ﻣ‪‬ﺮﻓﻖ ﺑﺎﻟﻨﺺ‪ ،‬ﲝﺴﺐ ﻣﺘﻄﻠﺒﺎﺕ ﺍ‪‬ﻠﺔ(‬ ‫ﺗﻜﺘﺐ ﻋﺒﺎﺭﺓ ﺃﻭ ﺃﻛﺜﺮ ﻟﺘﺒﻴﺎﻥ ﺍﻹﺳﻬﺎﻣﺎﺕ ﺍﻟﱵ ﺗﺴﺘﺤﻖ ﺍﻟﺬﻛﺮ ﻭﺇﻥ ﻛﺎﻧﺖ ﻻ ﺗﱪﺭ ﺻﻔﺔ ﺍﳌﺆﻟﻒ‪ ،‬ﻣﺜﻞ ﺍﳌﺴﺎﻧﺪﺓ‬ ‫ﺍﻟﻌﺎﻣﺔ ﻣﻦ ﻗِﺒﻞ ﺭﺋﻴﺲ ﺍﻟﻘﺴﻢ‪ ،‬ﺃﻭ ﺍﻹﻗﺮﺍﺭ ﲟﺴﺎﻋﺪﺓ ﺗﻘﻨﻴ‪‬ﻪ ﺃﻭ ﺑﺪﻋﻢ ﻣﺎﱄ ﺃﻭ ﻣﺎﺩﻱ ﻣﻊ ﲢﺪﻳﺪ ﻃﺒﻴﻌﺔ ﺫﻟﻚ ﺍﻟﺪﻋﻢ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﻛﺬﻟﻚ ﺫﻛﺮ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﱵ ﻗﺪ ﺗﻮﺟِﺪ ﺗﻀﺎﺭﺑﹰﺎ ﰲ ﺍﳌﺼﺎﱀ ‪.conflict of interest‬‬ ‫ﻭﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻗﺪﻣﻮﺍ ﻟﻠﻮﺭﻗﺔ ﺇﺳﻬﺎﻣﹰﺎ ﻓﻜﺮﻳﹰﺎ ﻭﻟﻜﻦ ﺇﺳﻬﺎﻣﻬﻢ ﻻ ﻳﱪﺭ ﺍﻛﺘﺴﺎ‪‬ﻢ ﺻﻔﺔ ﺍﳌﺆﻟﻒ‪ ،‬ﳝﻜﻦ ﺃﻥ‬ ‫ﺗ‪‬ﺬﻛﺮ ﺃﲰﺎﺅﻫﻢ ﰲ ﻫﺬﻩ ﺍﻟﻔﻘﺮﺓ ﻭﺗﻮﺻﻒ ﻭﻇﺎﺋﻔﻬﻢ ﺃﻭ ﺇﺳﻬﺎﻣﺎ‪‬ﻢ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ »ﺍﳌﺴﺘﺸﺎﺭ ﺍﻟﻌﻠﻤﻲ ﻟﻠﺪﺭﺍﺳﺔ« ﺃﻭ‬ ‫»ﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻻﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺚ« ﺃﻭ »ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ« ﺃﻭ »ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ«‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ‬ ‫ﻳﻜﻮﻥ ﻫﺆﻻﺀ ﺍﻷﺷﺨﺎﺹ ﻗﺪ ﻭﺍﻓﻘﻮﺍ ﻋﻠﻰ ﺫﻛﺮ ﺃﲰﺎﺋﻬﻢ‪ .‬ﻭﺍﻟﺒﺎﺣﺜﻮﻥ ﻣﺴﺆﻭﻟﻮﻥ ﻋﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﺧﻄﻴﺔ‬ ‫ﻣﻦ ﺍﻷﺷ ﺨﺎﺹ ﺍﳌﺬﻛﻮﺭﺓ ﺃﲰﺎﺅﻫﻢ‪ ،‬ﻷﻥ ﺍﻟﻘﺮﺍﺀ ﻗﺪ ﻳﺴﺘﻨﺘﺠﻮﻥ ﺃ‪‬ﻢ ﻣﻮﺍﻓﻘﻮﻥ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ‪.‬‬ ‫ﻭﻳﻔﻀﻞ ﺍﻹﻋﺘﺮﺍﻑ ﺑﺎﳌﺴﺎﻋﺪﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ ﰲ ﻓﻘﺮﺓ ﻣﻨﻔﺼﻠﺔ ﻋﻦ ﻓﻘﺮﺓ ﺍﻹﻗﺮﺍﺭ ﺑﺎﻹﺳﻬﺎﻣﺎﺕ ﺍﻷﺧﺮﻯ‪.‬‬ ‫‪11‬‬

‫‪ 10.11‬ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺎﳌﺮﺍﺟﻊ‬ ‫ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺎﳌﺮﺍﺟﻊ ﺟﺰﺀ ﻣﻬﻢ ﻣﻦ ﺃﺟﺰﺍﺀ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﲢﺪﻳﺪ ﻋﺪﺩ ﺍﳌﺮﺍﺟﻊ ﺑﺘﻠﻚ ﺍﻟﱵ ﳍﺎ‬ ‫ﺍﺗﺼﺎﻝ ﻣﺒﺎﺷﺮ ﺑﺎﻟﻌﻤﻞ ﺍﻟﺬﻱ ﳚﺮﻱ ﻭﺻﻔﻪ‪ .‬ﻭﻣﻦ ﺍﻟﻨﺎﺩﺭ ﺃﻥ ﻳﺰﻳﺪ ﻋﺪﺩ ﺍﳌﺮﺍﺟﻊ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻋﻦ ﺃﺭﺑﻌﲔ ﰲ ﺃﻃﻮﻝ‬ ‫ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﺑﺎﺳﺘﺜﻨﺎﺀ ﻣﻘﺎﻻﺕ ﺍﳌﺮﺍﺟﻌﺎﺕ ‪) reviews‬ﻫﺎﻟﺴﻲ‪.(1998 ،‬‬ ‫ﻭﳚﺐ ﺍﻟﺘﺪﻗﻴﻖ ﰲ ﺫﻛﺮ ﺍﳌﺮﺍﺟﻊ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺘﻬﺎ ﲟﻘﺎﺭﻧﺘﻬﺎ ﺑﺎﻟﻮﺛﺎﺋﻖ ﺍﻷﺻﻠﻴﺔ‪ .‬ﻭﻟﻘﺪ ﺃﻇﻬﺮﺕ‬ ‫ﺇﺣﺪﻯ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺃﻥ ﺍﻟﻔﺤﺺ ﺍﻟﻌﺸﻮﺍﺋﻲ ﻟﻠﻤﺮﺍﺟﻊ ﰲ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻨﺸﻮﺭﺓ ﻛﺸﻒ ﻋﻦ ﻭﺟﻮﺩ ﺃﺧﻄﺎﺀ ﰲ‬ ‫ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﻨﺴﺒﺔ ‪ ، %20‬ﻭﺃﻥ ﻧﺼﻒ ﻫﺬﻩ ﺍﻷﺧﻄﺎﺀ ﻣﻀﻠﻠﺔ ﺑﺪﺭﺟﺔ ﺧﻄﲑﺓ )ﺩﻱ ﻻﺳﻲ ﻭﺁﺧﺮﻭﻥ‪.(1985 ،‬‬ ‫ﻭﲦﺔ ﻧﺼﻴﺤﺔ ﻣﻔﻴﺪﺓ ﻟﻠﻤﺆﻟﻒ ﻫﻲ ﺃﻥ ﻳﺮﻓﻖ ﺑﻮﺭﻗﺘﻪ ﺻﻮﺭﺓ ﺿﻮﺋﻴﺔ ﻣﻦ ﺍﻟﺼﻔﺤﺔ ﺍﻷﻭﱃ ﻟﻜﻞ ﻣﺮﺟﻊ ﻳﺴﺘﺸﻬﺪ ﺑﻪ‪.‬‬ ‫ﻓﻔﻲ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ ﺗﻮﺟﺪ ﻋﺎﺩﺓ ﻛﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻺﺳﺘﺸﻬﺎﺩ ﺑﺎﳌﺮﺟﻊ ﻋﻠﻰ ﳓﻮ ﺻﺤﻴﺢ‪.‬‬ ‫ﻭﺗ‪‬ﺴﺘﻌﻤﻞ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﺻﻴﻎ ﳕﻄﻴﺔ ‪ formats‬ﻣﻌﻴﺎﺭﻳﺔ ﳐﺘﻠﻔﺔ ﻟﻺﺳﺘﺸﻬﺎﺩ ﺑﺎﳌﺮﺍﺟﻊ‪ .‬ﻭﻣﻦ ﻫﺬﻩ‬ ‫ﺍﻟﺼﻴﻎ ﺃﺳﻠﻮﺏ ‪ MLA‬ﺍﻟﺬﻱ ﻭﺿﻌﺘﻪ ﲨﻌﻴﺔ ﺍﻟﻠﻐﺎﺕ ﺍﳊﺪﻳﺜﺔ ‪ ،Modern Language Association‬ﻭﺃﺳﻠﻮﺏ‬ ‫‪ APA‬ﺍﻟﺬﻱ ﳛﻜﻤﻪ ﺩﻟﻴﻞ ﺍﻟﻨﺸﺮ ﺍﻟﺼﺎﺩﺭ ﻋﻦ ﺍﳉﻤﻌﻴﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ‬

‫‪American Psychological‬‬

‫‪ ،Association‬ﻭﺃﺳﻠﻮﺏ ﺣﻮﺍﺷﻲ ‪ CMS‬ﺍﳌﺘﻔﻖ ﻣﻊ ﺩﻟﻴﻞ ﺷﻴﻜﺎﻏﻮ ﻟﻸﺳﺎﻟﻴﺐ‬

‫‪Chicago Manual of Style‬‬

‫‪ ،‬ﻭﺃﺳﻠﻮﺏ ‪ CBE‬ﺍﻟﺮﻗﻤﻲ ﺍﻟﺬﻱ ﺍﻧﺸﺄﻩ ﳎﻠﺲ ﳏﺮﺭﻱ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺎ ‪.Council of Biology Editors‬‬

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‫ﻭﰲ ﳎﺎﻝ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﻳﻮﺟﺪ ﺍﺳﻠﻮﺑﺎﻥ ﺭﺋﻴﺴﻴﺎﻥ ﻟﻺﺳﺘﺸﻬﺎﺩ ﺑﺎﳌﺮﺍﺟﻊ ﳘﺎ ﻧﻈﺎﻡ ﻫﺎﺭﻓﺎﺭﺩ ﻭﻧﻈﺎﻡ‬ ‫ﻓﺎﻧﻜﻮﻓﺮ‪.‬‬ ‫ﻓﻔﻲ ﻧﻈﺎﻡ ﻫﺎﺭﻓﺎﺭﺩ ﻳﻠﺘﺰﻡ ﺗﺴﻠﺴﻞ ﺍﳌﺮﺍﺟﻊ ﰲ ‪‬ﺎﻳﺔ ﺍﻟﻮﺭﻗﺔ ﺑﺎﻟﺘﺮﺗﻴﺐ ﺍﻷﲜﺪﻱ ﺑﺼﺮﻑ ﺍﻟﻨﻈﺮ ﻋﻦ ﺍﻟﺘﺮﺗﻴﺐ‬ ‫ﺍﻟﺘﺎﺭﳜﻲ ﻟﻠﻤﺮﺍﺟﻊ‪ .‬ﻭﰲ ﻣﱳ ﺍﻟﻮ ﺭﻗﺔ ﻳﺘﻢ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺎﳌﺮﺍﺟﻊ ﺑﺬﻛﺮ ﺍﺳﻢ ﺍﳌﺆﻟﻒ ﻭﺳﻨﺔ ﺍﻟﻨﺸﺮ ﺑﲔ ﻗﻮﺳﲔ‪.‬‬ ‫ﻭﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﺳﻢ ﺍﳌﺆﻟﻒ ﺟﺰﺀﹰﺍ ﻣﻦ ﲨﻠﺔ‪ ،‬ﺗﻮﺿﻊ ﺳﻨﺔ ﺍﻟﻨﺸﺮ ﻭﺣﺪﻫﺎ ﺑﲔ ﻗﻮﺳﲔ‪ .‬ﻭﻋﻨﺪ ﺇﻋﻄﺎﺀ ﻋﺪﺩ ﻣﻦ‬ ‫ﺍﳌﺮﺍﺟﻊ ﻣﻌﺎﹰ‪ ،‬ﻳﻨﺒﻐﻲ ﺫﻛﺮﻫﺎ ﻭﻓﻘﹰﺎ ﻟﻠﺘﺮﺗﻴﺐ ﺍﻟﺘﺎﺭﳜﻲ ﻭﺗﻮﺿﻊ ﻧﻘﻄﺔ ﻭﻓﺎﺻﻠﺔ );( ﺑﲔ ﻛﻞ ﻣﺮﺟﻌﻴ‪‬ﻦ ﻣﻨﻬﺎ‪ .‬ﻭﻋﻨﺪ‬ ‫ﺍﻻﺳﺘﺸﻬﺎﺩ ﺑﻮﺭﻗﺔ ﻋﻠﻤﻴﺔ ﻛﺘﺒﻬﺎ ﻣﺆﻟﻔﺎﻥ‪ ،‬ﳚﺐ ﺫﻛﺮ ﺍﻹﲰﲔ ﻣﻌﺎﹰ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻥ ﻟﻠﻮﺭﻗﺔ ﺃﻛﺜﺮ ﻣﻦ ﻣﺆﻟﻔﻴ‪‬ﻦ ﻓﻴﻤﻜﻦ‬ ‫ﺫﻛﺮ ﺍﻷﲰﺎﺀ ﲨﻴﻌﻬﺎ ﻋﻨﺪ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺃﻭﻝ ﻣﺮﺓ ‪‬ﺬﺍ ﺍﳌﺮﺟﻊ‪ .‬ﻭﻓﻴﻤﺎ ﻋﺪﺍ ﺫﻟﻚ ﻳﻜﻔﻲ ﺃﻥ ﻳﺬﻛﺮ ﺍﺳﻢ ﺍﳌﺆﻟﻒ‬ ‫ﺍﻷﻭﻝ ﻓﻘﻂ ﻭﻳﻀﺎﻑ ﺇﻟﻴﻪ ﻛﻠﻤﺔ »ﻭﺁﺧﺮﻭﻥ ‪ «et al‬ﻭﻫﻲ ﳐﺘﺼﺮ ﻟﻜﻠﻤﺘﲔ ﻻﺗﻴﻨﻴﺘﲔ ﳘﺎ ‪) et alii‬ﻟﻠﻤﺬﻛﺮ( ﺃﻭ‬ ‫‪) et aliae‬ﻟﻠﻤﺆﻧﺚ(‪ .‬ﻭﻋﻨﺪ ﺫﻛﺮ ﻣﺮﺟﻌﻴ‪‬ﻦ ﳍﻤﺎ ﻧﻔﺲ ﺍﳌﺆﻟﻒ ﻭﻧﻔﺲ ﺳﻨﺔ ﺍﻟﻨﺸﺮ‪ ،‬ﻳﻨﺒﻐﻲ ﲤﻴﻴﺰﳘﺎ ﲝﺮﻭﻑ‬ ‫ﺃﲜﺪﻳﺔ‪ ،‬ﻣﺜﻼﹰ »‪ 2004‬ﺃ« ‪ ،‬ﻋﻠﻰ ﺃﻥ ﻳﺘﻢ ﺗﺮﺗﻴﺐ ﺍﻹﺳﺘﺸﻬﺎﺩﺍﺕ ﺍﳌﻤﻴﺰﺓ ﺑﺎﳊﺮﻭﻑ ﺍﻷﲜﺪﻳﺔ‪ ،‬ﳕﻮﺫﺟﻴﺎﹰ‪ ،‬ﺗﺮﺗﻴﺒﹰﺎ‬ ‫ﺗﺎﺭﳜﻴﹰﺎ ﺿﻤﻦ ﺣﺪﻭﺩ ﺍﻟﺴﻨﺔ‪.‬‬ ‫ﺃﻣﺎ ﻧﻈﺎﻡ ﻓﺎﻧﻜﻮﻓﺮ ﻓﻘﺪ ﰎ ﺍﻋﺘﻤﺎﺩﻩ ﰲ »ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻮﺣﺪﺓ ﰲ ﺍﳌﺨﻄﻮﻃﺎﺕ ﺍﳌﻘﺪﻣﺔ ﺇﱃ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ‬ ‫ﺍﳊﻴﻮﻳﺔ« ﺍﻟﱵ ﻭﺿﻌﺘﻬﺎ ﺍﻟﻠﺠﻨﺔ ﺍﻟﺪﻭﻟﻴﺔ ﶈﺮﺭﻱ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ )ﺍﻟﱵ ﻋﻘﺪﺕ ﺃﻭﻝ ﺍﺟﺘﻤﺎﻉ ﳍﺎ ﰲ ﻓﺎﻧﻜﻮﻓﺮ(‪.‬‬ ‫ﻭﺗﺘﺒﻊ ﻣﻌﻈﻢ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ‪ .‬ﻭﻫﻮ ﻳﺮﺗﻜﺰ ﺇﱃ ﺣﺪ ﻛﺒﲑ ﻋﻠﻰ ﺃﺳﻠﻮﺏ ﻣﻌﻴﺎﺭﻱ ﺗﻄﺒﻘﻪ ﻣﻜﺘﺒﺔ ﺍﻟﻄﺐ‬ ‫ﺍﻟﻮﻃﻨﻴﺔ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﰲ ﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎ‪‬ﺎ‪ .‬ﻭﻃﺒﻘﹰﺎ ﻷﺳﻠﻮﺏ ﻓﺎﻧﻜﻮﻓﺮ ﻳﺘﻢ ﺗﺮﻗﻴﻢ ﺍﳌﺮﺍﺟﻊ ﻋﻠﻰ ﺍﻟﺘﻮﺍﱄ ﺑﺎﻟﺘﺮﺗﻴﺐ‬ ‫ﺍﻟﺬﻱ ﺗ‪‬ﺬﻛﺮ ﺑﻪ ﺃﻭﻝ ﻣﺮﺓ ﰲ ﺍﻟﻨﺺ‪ .‬ﻭﻳﺘﻢ ﺗﻌﺮﻳﻒ ﺍﳌﺮﺍﺟﻊ ﰲ ﺳﻴﺎﻕ ﺍﻟﻨﺺ ﻭﰲ ﺍﳉﺪﺍﻭﻝ ﻭﺍﻟﺘﻌﻠﻴﻘﺎﺕ‬

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‫ﺑﺄﺭﻗﺎﻡ ﻋﺮﺑﻴﺔ ﺑﲔ ﻗﻮﺳﲔ‪ .‬ﺃﻣﺎ ﺍﳌﺮﺍﺟﻊ ﺍﻟﱵ ﻳﺮﺩ ﺫﻛﺮﻫﺎ ﻓﻘﻂ ﰲ ﺍﳉﺪﺍﻭﻝ ﺃﻭ ﺗﻌﻠﻴﻘﺎﺕ ﺍﻷﺷﻜﺎﻝ ﻓﺘﺮﻗﻢ ﲝﺴﺐ‬ ‫ﺗﺴﻠﺴﻞ ﺫﻛﺮ ﺍﳉﺪﻭﻝ ﺃﻭ ﺍﻟﺸﻜﻞ ﺍﳌﻌﲏ ﰲ ﺳﻴﺎﻕ ﺍﻟﻨﺺ ﻷﻭﻝ ﻣﺮﺓ‪.‬‬ ‫ﻭﻳﻔﻀﻞ ﺍﺳﺘﻌﻤﺎﻝ ﺃﺳﻠﻮﺏ ﻫﺎﺭﻓﺎﺭﺩ ﻋﻨﺪ ﻛﺘﺎﺑﺔ ﺍﳌﺴﻮﺩﺍﺕ ﺍﻷﻭﱃ ﻟﻠﻮﺭﻗﺔ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺍﳌﺮﺍﺟﻊ ﻗﺪ ﺭ‪‬ﻗﻤﺖ‬ ‫ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺍﳌﺒﻜﺮﺓ‪ ،‬ﻓﻤﻦ ﺍﳌﺮﺟﺢ ﺃﻥ ﺍﻷﺭﻗﺎﻡ ﺳﻮﻑ ﲢﺘﺎﺝ ﺇﱃ ﺍﻟﺘﻐﻴﲑ ﰲ ﺍﳌﺴﻮﺩﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ .‬ﻭﳝﻜﻦ ﺃﻥ‬ ‫ﻳﺘﺤﻮﻝ ﺍﳌﺆﻟﻔﻮﻥ ﺇﱃ ﺃﺳﻠﻮﺏ ﻓﺎﻧﻜﻮﻓﺮ ﰲ ﺍﳌﺴﻮﺩﺓ ﺍﻷﺧﲑﺓ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﺗﻌﻘﹼﺐ ﺍﳌﺮﺍﺟﻊ ﺍﳌﺬﻛﻮﺭﺓ ﰲ ﺍﳌﺴﻮﺩﺍﺕ‬ ‫ﺍﻷﻭﱃ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺑﺮﻧﺎﻣﺞ ﳌﻌﺎﳉﺔ ﺍﻟﻜﻠﻤﺎﺕ ‪ ،word-processing‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻀﻊ ﰲ ﺑﺪﺍﻳﺔ ﻛﻞ‬ ‫ﺍﺳﺘﺸﻬﺎﺩ ﻋﻼﻣﺔ ﱂ ﺗﺴﺘﻌﻤﻞ ﰲ ﺃﻱ ﻣﻮﻗﻊ ﺁﺧﺮ ﺑﺎﻟﻨﺺ‪ ،‬ﻛﻌﻼﻣﺔ ﳒﻤﻴﺔ )‪ (‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﻫﻨﺎﻙ‬ ‫ﺍﺧﺘﺼﺎﺭﺍﺕ ﻟﻌﻨﺎﻭﻳﻦ ﺍ‪‬ﻼﺕ‪ ،‬ﻛﻤﺎ ﳛﺪﺙ ﰲ ﻣﻌﻈﻢ ﺍ‪‬ﻼﺕ ﻭﻟﻴﺲ ﻓﻴﻬﺎ ﲨﻴﻌﺎﹰ‪ ،‬ﻓﻴﺠﺐ ﺃﻥ ﻳﺘﻢ ﺫﻟﻚ ﻭﻓﻘﺎﹰ‬ ‫ﻻﺧﺘﺼﺎﺭﺍﺕ ﺍﻟﻔﻬﺮﺱ ﺍﻟﻄﱯ ‪) Index Medicus‬ﻭﻫﻲ ﻣﺒﻨﻴﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﻣﻌﻴﺎﺭ ﺩﻭﱄ(‪ .‬ﻭﺗ‪‬ﻨﺸﺮ ﻗﺎﺋﻤﺔ ﺑﺄﲰﺎﺀ‬ ‫‪13‬‬

‫ﺍ‪‬ﻼﺕ ﺳﻨﻮﻳﹰﺎ ﰲ ﻋﺪﺩ ﻛﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ‪ /‬ﻳﻨﺎﻳﺮ‪ .‬ﻭﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻦ ﻃﺮﻳﻖ ﻣﻮﻗﻊ ﻣﻜﺘﺒﺔ ﺍﻟﻄﺐ‬ ‫ﺍﻟﻮﻃﻨﻴﺔ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ )‪.(http://www.nlm.nih.gov‬‬ ‫ﺃﻣﺎ ﺍﳌﻼﺣﻈﺎﺕ ﻏﲑ ﺍﳌﻨﺸﻮﺭﺓ ﻓﻬﻲ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻻ ﺗ‪‬ﺴﺘﻌﻤﻞ ﻛﻤﺮﺍﺟﻊ‪ .‬ﻭﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻘﺒﻮﻟﺔ ﻟﻠﻨﺸﺮ‬ ‫ﻭﻟﻜﻨﻬﺎ ﱂ ﺗ‪‬ﻨﺸﺮ ﺑﻌﺪ‪ ،‬ﻭﺍﻟﱵ ﻳ‪‬ﺴﺘﺸﻬﺪ ‪‬ﺎ‪ ،‬ﳚﺐ ﺗﻌﺮﻳﻔﻬﺎ ﺑﺄ‪‬ﺎ »ﲢﺖ ﺍﻟﻄﺒﻊ ‪ «in press‬ﺃﻭ »ﺳﺘﻨﺸﺮ ﻗﺮﻳﺒﹰﺎ‬ ‫‪ .«forthcoming‬ﺃﻣﺎ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ ﺍﳌﻘﺪﻣﺔ ‪‬ﻠﺔ ﻋﻠﻤﻴﺔ ﻭﱂ ﺗﻘﺒﻞ ﺑﻌﺪ‪ ،‬ﻓﻴﺠﺐ ﻣﻌﺎﻣﻠﺘﻬﺎ ﻋﻠﻰ ﺃ‪‬ﺎ‬ ‫ﻣﻼﺣﻈﺎﺕ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪.‬‬ ‫ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺍﺟﺘﻨﺎﺏ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺄﻱ »ﺍﺗﺼﺎﻝ ﺷﺨﺼﻲ« ﺇﻻ ﺇﺫﺍ ﻛﺎﻥ ﻳﺘﻀﻤﻦ ﻣﻌﻠﻮﻣﺎﺕ ﺃﺳﺎﺳﻴﺔ‬ ‫ﻟﻴﺴﺖ ﻣﺘﺎﺣﺔ ﻣﻦ ﺃﻱ ﻣﺼﺪﺭ ﻋﺎﻡ‪ .‬ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﳚﺐ ﺫﻛﺮ ﺍﺳﻢ ﺍﻟﺸﺨﺺ ﺍﳌﺘﺼﻞ ﻭﺗﺎﺭﻳﺦ ﺍﻹﺗﺼﺎﻝ ﺑﲔ‬ ‫ﻗﻮﺳﲔ ﰲ ﺳﻴﺎﻕ ﺍﻟﻨﺺ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﳛﺼﻠﻮﺍ ﻣﻦ ﻣﺼﺪﺭ ﺍﻹﺗﺼﺎﻝ ﺍﻟﺸﺨﺼﻲ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺘﻪ ﻋﻠﻰ ﺍﻟﻨﺸﺮ‪،‬‬ ‫ﻭﻋﻠﻰ ﺗﺄﻛﻴﺪٍ ﺑﺪﻗﺔ ﺭﺳﺎﻟﺘﻪ‪.‬‬ ‫ﻭﻳﺘﻀﻤﻦ ﺍﳌﻠﺤﻖ ‪ 4‬ﺃﻣﺜﻠﺔ ﻟﻜﻴﻔﻴﺔ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺄﻧﻮﺍﻉ ﺍﳌﺮﺍﺟﻊ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﺰﻳﺪ ﻣﻦ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻫﺬﺍ ﺍﻟﺸﺄﻥ ﻣﻦ ﺍﳌﻮﻗﻊ ﺍﻟﺘﺎﱄ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪:‬‬ ‫‪(http://www.nlm.gov/bsd/uniform_requirements.html).‬‬

‫‪ 11.11‬ﺧﻄﻮﺍﺕ ﻋﻤﻠﻴﺔ ﻛﺘﺎﺑﺔ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺗﺒﺪﺃ ﻋﻤﻠﻴﺔ ﻛﺘﺎﺑﺔ ﺃﻱ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ ﻗﺒﻞ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺗﺘﻮﺍﺻﻞ ﺃﺛﻨﺎﺀ ﺍﻟﺘﻨﻔﻴﺬ‪ ،‬ﻭﺗﺴﺘﻜﻤﻞ ﺑﻌﺪ ﺃﻥ ﻳﺘﻢ‬ ‫ﻭﺻﻒ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻭﲢﻠﻴﻠﻬﺎ ﻭﺗﻔﺴﲑﻫﺎ‪ .‬ﻭﺑﻌﺪ ﻛﺘﺎﺑﺔ ﺍﻟﻮﺭﻗﺔ ﳚﺐ ﺃﻥ ﺗ‪‬ﺮﺍﺟﻊ ﺑﻌﻨﺎﻳﺔ ﻟﻺﻃﻤﺌﻨﺎﻥ ﻋﻠﻰ ﳏﺘﻮﺍﻫﺎ‬ ‫ﺃﻭﻻﹰ‪ ،‬ﻭﻋﻠﻰ ﺃﺳﻠﻮ‪‬ﺎ ﺑﻌﺪ ﺫﻟﻚ‪.‬‬

‫ﻣﺎﺫﺍ ﺗﻔﻌﻞ ﻗﺒﻞ ﺗﻨﻔﻴﺬ ﺍﻟﺒﺤﺚ؟‬ ‫‪  ‬ﺇﲝﺚ ﰲ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ ﻋﻦ ﺍﳌﺮﺍﺟﻊ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﲟﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﻭﺍﺣﺘﻔﻆ ﺑﻘﺎﺋﻤﺔ‬ ‫ﺑﺄﲰﺎﺋﻬﺎ‪.‬‬ ‫‪ ‬ﺟﻬﺰ ﺟﺪﺍﻭﻝ ﺻﻮﺭﻳﺔ ‪ dummy tables‬ﻟﺘﺴﺠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬

‫ﻭﻣﺎﺫﺍ ﺗﻔﻌﻞ ﰲ ﺃﺛﻨﺎﺀ ﺗﻨﻔﻴﺬ ﺍﻟﺒﺤﺚ؟‬ ‫‪ ‬ﺳﺠﻞ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬ ‫‪ ‬ﺭﺍﺟﻊ ﻗﺎﺋﻤﺔ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ ﻟﺘﺤﺪﻳﺜﻬﺎ‪.‬‬ ‫‪14‬‬

‫ﻭﻣﺎﺫﺍ ﺗﻔﻌﻞ ﺑﻌﺪ ﺇﲤﺎﻡ ﺍﻟﺒﺤﺚ؟‬ ‫‪ ‬ﺍﺳﺘﻌﻤﻞ ﺃﺳﻠﻮﺑﺎﹰ ﻣﻨﻬﺠﻴﺎﹰ ﻟﺒﻨﺎﺀ ﺍﻟﻮﺭﻗﺔ ﺧﻄﻮﺓ ﺑﻌﺪ ﺃﺧﺮﻯ‪ .‬ﻻ ﲢﺎﻭﻝ ﺃﻥ ﺗﻘﻮﻡ ﺑﺎﻟﻌﻤﻞ ﻛﻠﻪ‬ ‫ﺩﻓﻌﺔ ﻭﺍﺣﺪﺓ‪.‬‬ ‫‪ ‬ﺇﺑﺪﺃ ﺑﺈﻋﺪﺍﺩ ﳐﻄﻂ ﳐﺘﺼﺮ ‪ outline‬ﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﻟﻪ ﻛﺈﻃﺎﺭ ﻓﻴﻤﺎ ﺑﻌﺪ‪.‬‬ ‫‪ ‬ﺗﺬﻛﹼﺮ ﺃﻥ ﺍﳌﻨﺎﻗﺸﺔ ﻫﻲ ﺍﳉﺰﺀ ﺍﻟﺬﻱ ﻳﺘﻄﻠﺐ ﺃﻗﺼﻰ ﺍﻟﻌﻨﺎﻳﺔ ﰲ ﺍﻟﺘﻔﻜﲑ ﻭﺍﻟﺘﻔﺴﲑ‪.‬‬ ‫‪ ‬ﺇﺑﺪﺃ ﺑﺄﺳﻬﻞ ﺍﻷﻗﺴﺎﻡ‪ ،‬ﻭﺗﻌﺎﻣﻞ ﻣﻊ ﺍﻷﻗﺴﺎﻡ ﻛﻞ ﻋﻠﻰ ﺣﺪﺓ‪.‬‬ ‫‪ ‬ﻗﺮﺭ ﺇﱃ ﺃﻱ ﳎﻠﺔ ﺳﺘﻘﺪﻡ ﺍﳌﻘﺎﻟﺔ‪ ،‬ﻭﺍﺩﺭﺱ ﻣﺘﻄﻠﺒﺎ‪‬ﺎ ﰲ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻨﻤﻄﻴﺔ ‪ format‬ﻟﻠﻤﻘﺎﻟﺔ‪.‬‬ ‫‪ ‬ﺃﻛﺘﺐ ﻣﺴﻮﺩﺓ ﻣﺒﺪﺋﻴﺔ‪ .‬ﲟﺠﺮﺩ ﺃﻥ ﺗﺒﺪﺃ ﺃﻛﺘﺐ ﺑﺄﺳﺮﻉ ﻣﺎ ﺗﺴﺘﻄﻴﻊ ﻭﻻ ﻳﻬﻤﻚ ﺍﻷﺳﻠﻮﺏ‪.‬‬ ‫‪ ‬ﺃﺗﺮﻙ ﺍﻟﻮﺭﻗﺔ ﺟﺎﻧﺒﹰﺎ ﻟﺒﻀﻌﺔ ﺃﻳﺎﻡ ﺃﻭ ﺃﺳﺎﺑﻴﻊ‪ ،‬ﰒ ﺃﻋﺪ ﻗﺮﺍﺀ‪‬ﺎ ﻣﻦ ﺟﺪﻳﺪ‪.‬‬ ‫‪ ‬ﺇﻋﻂ ﻧﺴﺨﺔ ﻣﻦ ﺍﻟﻮﺭﻗﺔ ﻟﺰﻣﻴﻞ ﺃﻭ ﺯﻣﻼﺀ ﳌﺮﺍﺟﻌﺘﻬﺎ‪.‬‬ ‫‪ ‬ﺳﺠ‪‬ﻞ ﺗﻮﺍﺭﻳﺦ ﻛﻞ ﺍﳌﺴﻮﺩﺍﺕ‪.‬‬

‫‪ 12.11‬ﻣﺮﺍﺟﻌﺔ ﺍﶈﺘﻮﻯ ﺍﻟﻌﻠﻤﻲ ﻟﻠﻤﺨﻄﻮﻃﺔ‬ ‫ﻳ‪‬ﻌﺘﱪ ﻣﻌﺎﰿ ﺍﻟﻨﺼﻮﺹ ‪ word processor‬ﺃﺣﺴﻦ ﺍﺧﺘﺮﺍﻉ ﻭﺟﺪ ﺣﱴ ﺍﻵﻥ ﻟﻠﻜﺘﺎﺑﺔ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻣﻨﺬ ﻋﺼ‪‬ﺮ‬ ‫ﺍﻟﺮﻳﺸﺔ ﺍﳉﻮﻓﺎﺀ ‪ .quill pen‬ﻭﻗﺪ ﻣﻀﺖ ﻛﺬﻟﻚ ﺃﻳﺎﻡ ﺇﻋﺎﺩﺓ ﺍﻟﻄﺒﺎﻋﺔ ﺑﺎﻵﻟﺔ ﺍﻟﻜﺎﺗﺒﺔ‪ .‬ﻭﻳﻄﻠﺐ ﻣﻌﻈﻢ ﺍ‪‬ﻼﺕ‬ ‫ﺗﻘﺪﱘ ﻧﺴﺨﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﻣﻦ ﺍﳌﻘﺎﻟﺔ‪.‬‬

‫ﻗﺎﺋﻤﺔ ﺑﻨﻮﺩ ﺍﳌﺮﺍﺟﻌﺔ‬ ‫‪ ‬ﻫﻞ ﺍﻟﻌﻨﻮﺍﻥ ﺩﻗﻴﻖ ﻭﳐﺘﺼﺮ ﻭﻣﻔﻴﺪ؟‬ ‫‪ ‬ﻫﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻔﺘﺎﺣﻴﺔ ﻗﺎﺑﻠﺔ ﻟﻠﻔﻬﺮﺳﺔ؟ ﻳ‪‬ﻔﻀﻞ ﺍﺳﺘﻌﻤﺎﻝ ﻛﻠﻤﺎﺕ ﻣﻔﺘﺎﺣﻴﺔ ﻣﻦ ﻋﻨﺎﻭﻳﻦ‬ ‫ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻄﺒﻴﺔ )‪ (Me SH vocabulary‬ﺑﻨﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ )ﺍﳌﻠﺤﻖ ‪.(3‬‬ ‫‪ ‬ﻫﻞ ﲤﺜﹼﻞ ﺍﳋﻼﺻﺔ ﳏﺘﻮﻯ ﻛﻞ ﺍﻷﻗﺴﺎﻡ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺑﺎﻟﻮﺭﻗﺔ ﰲ ﺣﺪﻭﺩ ﺍﳊﺠﻢ ﺍﻟﺬﻱ ﺗﺴﻤﺢ ﺑﻪ‬ ‫ﺍ‪‬ﻠﺔ؟ ﻫﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﳋﻼﺻﺔ ﻣﺘﻔﻘﺔ ﻣﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﻟﻮﺭﻗﺔ؟‬ ‫‪  ‬ﻫﻞ ‪‬ﻴﺊ ﺍﳌﻘﺪﻣﺔ ﺃﺭﺿﻴﺔ ﻛﺎﻓﻴﺔ ﻭﻟﻜﻦ ﻣﻘﺘﻀﺒﺔ ﻟﺒﺤﺚ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺋﻴﺴﻲ ﳏﻞ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺃﻭ‬ ‫ﺍﻟﻔﺮﺿﻴﺔ ﺍﳋﺎﺿﻌﺔ ﻟﻺﺧﺘﺒﺎﺭ ﰲ ﺍﻟﻮﺭﻗﺔ؟ ﻫﻞ ﺍﺻﺒﺢ ﺫﻟﻚ ﺍﻟﺴﺆﺍﻝ ﺃﻭ ﺗﻠﻚ ﺍﻟﻔﺮﺿﻴﺔ ﰲ‬ ‫ﻭﺿﻮﺡ ﺗﺎﻡ ﻋﻨﺪ ‪‬ﺎﻳﺔ ﺍﳌﻘﺪﻣﺔ؟‬ ‫‪15‬‬

‫ﻑ ﻳﺴﻤﺢ ﺑﺘﻜﺮﺍﺭ ﺍﻟﺒﺤﺚ؟ ﻫﻞ ﺍﻟﻄﺮﻕ‬ ‫‪ ‬ﻫﻞ ﺍﻟﻄﺮﻕ ﺍﳌﻮﺻﻮﻓﺔ ﻣﻔﺼﻠﺔ ﻋﻠﻰ ﳓﻮ ﻭﺍ ٍ‬ ‫ﺍﻹﺣﺼﺎﺋﻴﺔ ﻣﻮﺻﻮﻓﺔ؟‬ ‫‪ ‬ﻫﻞ ﺍﻟﻨﺘﺎﺋﺞ ﻣﻌﺮﻭﺿﺔ ﺑﻄﺮﻳﻘﺔ ﺗﺘﻴﺢ ﻟﻠﺒﺎﺣﺜﲔ ﺍﻵﺧﺮﻳﻦ ﻣﺮﺍﺟﻌﺘﻬﺎ ﻭﻣﻘﺎﺭﻧﺘﻬﺎ؟ ﻫﻞ ﳝﻜﻦ‬ ‫ﺣﺬﻑ ﺃﻱ ﻣﻦ ﺍﳉﺪﺍﻭﻝ ﺃﻭ ﺍﻟﺼﻮﺭ ﺍﻹﻳﻀﺎﺣﻴﺔ؟ ﻫﻞ ﳝﻜﻦ ﺍﺳﺘﺒﺪﺍﻝ ﺃﻱ ﺟﺪﻭﻝ ﲟﺨﻄﻂ‬ ‫ﺑﻴﺎﱐ؟ ﻫﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﻟﻨﺺ ﻣﻄﺎﺑﻘﺔ ﻟﺘﻠﻚ ﺍﻟﱵ ﰲ ﺍﳉﺪﺍﻭﻝ؟ ﻫﻞ ﻛﻞ ﺍﳉﺪﺍﻭﻝ‬ ‫ﻭﺍﻷﺷﻜﺎﻝ ﻣﺬﻛﻮﺭﺓ ﰲ ﺍﻟﻨﺺ؟ ﻫﻞ ﻛﻞ ﺍﳉﺪﺍﻭﻝ ﻭﺍﻷﺷﻜﺎﻝ ﺍﳌﺬﻛﻮﺭﺓ ﰲ ﺍﻟﻨﺺ ﻣﻮﺟﻮﺩﺓ‬ ‫ﺑﺎﻟﻔﻌﻞ؟ ﻫﻞ ﺗﻌﻠﻴﻘﺎﺕ ﺍﻷﺷﻜﺎﻝ ﺻﺤﻴﺤﺔ؟‬ ‫‪ ‬ﻫﻞ ﺗﻔﺴﺮ ﺍﳌﻨﺎﻗﺸﺔ ﺩﻻﻟﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻠﻰ ﳓﻮ ﺻﺤﻴﺢ؟ ﻫﻞ ﺗﻌﻜﺲ ﺍﳌﻨﺎﻗﺸﺔ ﻣﻌﺮﻓﺔ ﺍﻟﺒﺎﺣﺚ‬ ‫ﺑﺄﺣﺪﺙ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ؟ ﻫﻞ ﺍﻟﻨﺘﺎﺋﺞ ﺗﱪﺭ ﻣﺎ ﺍﻧﺘﻬﺖ ﺇﻟﻴﻪ ﺍﻟﻮﺭﻗﺔ ﻣﻦ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ؟‬ ‫‪  ‬ﻫﻞ ﲨﻴﻊ ﺍﳌﺮﺍﺟﻊ ﺍﳌﺴﺘﺸﻬﺪ ‪‬ﺎ ﰲ ﻗﺎﺋﻤﺔ ﺍﳌﺮﺍﺟﻊ ﻣﺬﻛﻮﺭﺓ ﰲ ﺍﻟﻨﺺ؟ ﻫﻞ ﻛﻞ ﺍﳌﺮﺍﺟﻊ‬ ‫ﺍﳌﺬﻛﻮﺭﺓ ﰲ ﺍﻟﻨﺺ ﻣﻮﺟﻮﺩﺓ ﰲ ﻗﺎﺋﻤﺔ ﺍﳌﺮﺍﺟﻊ؟ ﻫﻞ ﺃﻏﻔﻠﺖ ﺃﻱ ﻣﺮﺍﺟﻊ ﺿﺮﻭﺭﻳﺔ؟‬ ‫‪ ‬ﻫﻞ ﺣﺠﻢ ﺍﻟﻮﺭﻗﺔ ﻣﻨﺎﺳﺐ؟ ﻫﻞ ﻳﻜﺮﺭ ﺃﻱ ﺟﺰﺀ ﻣﻦ ﺃﺟﺰﺍﺀ ﺍﻟﻮﺭﻗﺔ ﻣﻌﻠﻮﻣﺎﺕ ﺗﻮﺟﺪ ﰲ ﻣﻜﺎﻥ‬ ‫ﺁﺧﺮ ﻓﻴﻬﺎ؟ ﻫﻞ ﻫﻨﺎﻙ ﻓﻘﺮﺍﺕ ﺃﻭ ﻋﺒﺎﺭﺍﺕ ﳝﻜﻦ ﺣﺬﻓﻬﺎ؟ ﻭﻛﻠﻤﺎ ﺃﻣﻜﻦ‪ ،‬ﻳﺴﺘﺤﺴﻦ ﺍﻟﺘﺨﻄﻴﻂ‬ ‫ﻟﺘﻘﺪﱘ ﻣﻘﺎﻟﺔ ﺃﻗﺼﺮ ﻣﻦ ﺍﳌﻘﺎﻻﺕ ﺍﳌﺘﻮﺳﻄﺔ ﺍﳊﺠﻢ ﺍﻟﱵ ﺗﻨﺸﺮﻫﺎ ﺍ‪‬ﻠﺔ ﺍﳌﺨﺘﺎﺭﺓ‪ .‬ﺇﻥ ﺃﻓﻀﻞ ﺍﻟﻮﺭﻗﺎﺕ‬ ‫ﺗﻜﻮﻥ ﰲ ﺍﻟﻌﺎﺩﺓ ﳐﺘﺼﺮﺓ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪ ،‬ﺃﻥ ﻳﺒﻠﻎ ﺣﺠﻢ ﺍﻟﻮﺭﻗﺔ ﰲ ﺍﳌﺘﻮﺳﻂ ﻋﺸﺮ ﺻﻔﺤﺎﺕ‬ ‫ﻣﻜﺘﻮﺑﺔ ﺑﺎﻵﻟﺔ ﺍﻟﻜﺎﺗﺒﺔ ﻣﻊ ﺗﺮﻙ ﻣﺴﺎﻓﺘﲔ ﻓﺎﺻﻠﺘﲔ ﺑﲔ ﺍﻟﺴﻄﻮﺭ‪ ،‬ﺃﻭ ﺛﻼﺙ ﺻﻔﺤﺎﺕ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﻣﻊ‬ ‫‪ 25‬ﻣﺮﺟﻌﺎﹰ‪) .‬ﻛﻞ ﺻﻔﺤﺔ ﻣﻄﺒﻮﻋﺔ ﺗﺴﺎﻭﻱ ﺣﻮﺍﱄ ‪ 4-3‬ﺻﻔﺤﺎﺕ ﻣﻜﺘﻮﺑﺔ ﻋﻠﻰ ﺍﻵﻟﺔ ﺍﻟﻜﺎﺗﺒﺔ ﻣﻊ‬ ‫ﺗﺮﻙ ﻣﺴﺎﻓﺘﲔ ﻓﺎﺻﻠﺘﲔ ﺑﲔ ﺍﻟﺴﻄﻮﺭ(‪ .‬ﻭﺃﻗﺴﺎﻡ ﺍﻟﻮﺭﻗﺔ ﺍﻟﱵ ﻛﺜﲑﺍﹰ ﻣﺎ ﺗﻜﻮﻥ ﻣﻔﺮﻃﺔ ﺍﻟﻄﻮﻝ ﻫﻲ‬ ‫ﺍﳌﻘﺪﻣﺔ ﻭﺍﳌﻨﺎﻗﺸﺔ‪ .‬ﻭﻛﺜﲑﺍﹰ ﻣﺎ ﺗﻜﻮﻥ ﺃﻗﺼﺮ ﺍﻷﻗﺴﺎﻡ ﻫﻲ ﺍﳌﻌﻨﻴﺔ ﺑﺎﻟﻄﺮﻕ ﻭﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﻭﲦﺔ ﻗﺎﻋﺪﺓ ﻣﻔﻴﺪﺓ‬ ‫ﻫﻲ ﺗﻮﺧﻲ ﺗﻘﺼﲑ ﺍﳌﻘﺪﻣﺔ ﻭﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﻟﺘﻮﺳﻊ ﰲ ﻗﺴﻤﻲ ﺍﻟﻄﺮﻕ ﻭﺍﻟﻨﺘﺎﺋﺞ‪.‬‬ ‫‪ ‬ﻫﻞ ﻛﻞ ﺍﻟﺼﻔﺤﺎﺕ ﻣﺮﻗﹼﻤﺔ؟‬

‫‪ 13.11‬ﻣﺮﺍﺟﻌﺔ ﺃﺳﻠﻮﺏ ﺍﳌﺨﻄﻮﻃﺔ‬ ‫ﺇﻥ ﻣﻔﺘﺎﺡ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳉﻴﺪﺓ ﻳﺘﻤﺜﻞ ﰲ ﻋﺒﺎﺭﺓ »ﺇﺟﻌﻠﻬﺎ ﺑﺴﻴﻄﺔ ﻭﻗﺼﲑﺓ«‬

‫‪(KISS) Keep it‬‬

‫‪ .simple and short‬ﻓﻌﻠﻰ ﺍﳌﺆﻟﻔﲔ ﺩﺍﺋﻤﹰﺎ ﺃﻥ ﳜﺘﺎﺭﻭﺍ ﺃﺑﺴﻂ ﻭﺃﻗﺼﺮ ﺍﻟﻄﺮﻕ ﻟﻠﺘﻌﺒﲑ ﻋﻤﺎ ﻳﺮﻳﺪﻭﻥ ﻗﻮﻟﻪ‪.‬‬ ‫ﻭﲢﺘﺎﺝ ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﻣﻘﺘﻀﺒﺔ ﺟﻴﺪﺓ ﻭﻗﺘﹰﺎ ﺃﻃﻮﻝ ﳑﺎ ﲢﺘﺎﺟﻪ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻄﻮﻳﻠﺔ‪ .‬ﻭﻳﺆ‪‬ﺛﺮ ﻋﻦ ﺑﺎﺳﻜﺎﻝ ﺃﻧﻪ ﻛﺘﺐ ﻳﻮﻣﹰﺎ‬

‫‪16‬‬

‫ﻱ ﻭﻗﺖ ﻟﻜﺘﺎﺑﺔ ﺭﺳﺎﻟﺔ ﻗﺼﲑﺓ«‪ .‬ﻭﻣﻌﻈﻢ ﺍﳌﺆﻟﻔﲔ ﻻ‬ ‫ﺇﱃ ﺻﺪﻳﻖ ﻟﻪ » ﻣﻌﺬﺭﺓ ﻟﻄﻮﻝ ﻫﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ‪ ،‬ﻓﻠﻢ ﻳﻜﻦ ﻟﺪ ‪‬‬ ‫ﳜﺼﺼﻮﻥ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﰲ ﻟﻠﺘﺨﻄﻴﻂ‪ ،‬ﻣﻊ ﺃﻥ ﺍﻟﺘﺨﻄﻴﻂ ﺍﳉﻴﺪ ﺳﻮﻑ ﻳﻘﺼﺮ ﻣﻦ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺗﺴﺘﻐﺮﻗﻪ ﺍﻟﻜﺘﺎﺑﺔ‪.‬‬ ‫ﻭﰲ ﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﺘﺤﺮﻳﺮﻳﺔ ‪ editing‬ﺍﻟﱵ ﳚﺮﻳﻬﺎ ﺍﻟﻜﺎﺗﺐ ﳌﺎ ﻳﻜﺘﺒﻪ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺄﺧﺬ ﰲ ﺣﺴﺒﺎﻧﻪ ﺍﻟﻔﻘﺮﺍﺕ‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﻟﻜﻠﻤﺎﺕ‪ .‬ﻭﰲ ﺍﻷﻗﺴﺎﻡ ﺍﻟﺘﺎﻟﻴﺔ ﺑﻌﺾ ﺍﻟﻠﻤﺤﺎﺕ ﺍﳌﻔﻴﺪﺓ‪ ،‬ﻻ ﺳﻴﻤﺎ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻹﻧﻜﻠﻴﺰﻳﺔ‪.‬‬ ‫ﻭﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳝﻜﻦ ﺍﻹﻃﻼﻉ ﻋﻠﻰ ﻣﺮﺍﺟﻊ ﻣﺜﻞ ﺳﺘﺮﺍﻧﻚ ‪.(2000) Strunk‬‬

‫ﺍﻟﻔﻘﺮﺍﺕ‬ ‫ﺍﻟﻔﻘﺮﺍﺕ ﺍ‪‬ﺰﺃﺓ ﺍﻟﺒﻨﻴﺎﻥ ﺟﻴﺪﹰﺍ ﻫﻲ ﻣﻔﺘﺎﺡ ﺍﻟﻜﺘﺎﺑﺔ ﺍﳉﻴﺪﺓ‪ ،‬ﻭﳚﺐ ﺃﻥ ﺗﺸﻤﻞ ﻣﺎ ﻳﻠﻲ‪ :‬ﻋﺒﺎﺭﺓ ﻓﺎﲢﺔ ﻟﺘﻘﺪﱘ‬ ‫ﻣﻮﺿﻮﻉ ﺍﻟﻔﻘﺮﺓ‪ .‬ﻋﺒﺎﺭﺍﺕ ﺍﳌﱳ ﻭﻫﻲ ﺗﺘﻮﺳﻊ ﰲ ﺷﺮﺡ ﺍﳌﻮﺿﻮﻉ ﺍﻟﺮﺋﻴﺴﻲ ﻭﺗﻘﺪﻡ ﻣﻨﺎﻗﺸﺔ ﻣﻨﻄﻘﻴﺔ‪ .‬ﻭﺗﻠﻲ ﺫﻟﻚ‬ ‫ﺇﻣﺎ ﻋﺒﺎﺭﺓ ﺍﻧﺘﻘﺎﻟﻴﺔ ﺗ‪‬ﻔﻀﻲ ﺇﱃ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺘﺎﻟﻴﺔ ﺃﻭ ﻋﺒﺎﺭﺓ ﺧﺘﺎﻣﻴﺔ‪ .‬ﻭﻟﻴﺴﺖ ﻫﻨﺎﻙ ﻗﺎﻋﺪﺓ ﺛﺎﺑﺘﺔ ﻟﻄﻮﻝ ﺍﻟﻔﻘﺮﺍﺕ‪.‬‬ ‫ﻓﺎﻟﻔﻘﺮﺓ ﺍﻟﱵ ﻳﺒﻠﻎ ﻃﻮﳍﺎ ‪ 25‬ﺳﻄﺮﹰﺍ ﻣﻜﺘﻮﺑﹰﺎ ﺑﺎﻵﻟﺔ ﺍﻟﻜﺎﺗﺒﺔ ﺳﻮﻑ ﺗﻜﻮﻥ ﻃﻮﻳﻠﺔ ﺟﺪﹰﺍ‪ .‬ﻭﺇﺫﺍ ﺑﻠﻐﺖ ﲬﺴﺔ ﺃﻭ ﺳﺘﺔ‬ ‫ﺳﻄﻮﺭ ﻓﺴﺘﻤﺜﹼﻞ ﳎﺮﺩ ﺟﺰﺀ ﻣﻦ ﺇﺣﺪﻯ ﺍﻟﻔﻘﺮﺗﲔ ﺍ‪‬ﺎﻭﺭﺗﲔ ﳍﺎ‪ .‬ﺇﻥ ﺍﻟﻔﻘﺮﺓ ﺍﳉﺪﻳﺪﺓ ﳚﺐ ﺃﻥ ﺗﺘﻮﺍﺻﻞ ﻣﻊ ﺍﻟﺴﺎﺑﻘﺔ‬ ‫ﳍﺎ ﺃﻭ ﺍﻟﻼﺣﻘﺔ ‪‬ﺎ ﺃﻭ ﻣﻌﻬﻤﺎ ﻣﻌﺎﹰ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﳌﻨﺎﻗﺸﺔ ﻃﻮﻳﻠﺔ ﻳﺴﺘﺤﺴﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻌﻨﺎﻭﻳﻦ ﺍﻟﻔﺮﻋﻴﺔ‪.‬‬

‫ﺍﳉﻤﻞ‬ ‫ﺍﻟﻠﻤﺤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻗﺪ ﺗﻔﻴﺪ ﺍﳌﺆﻟﻔﲔ ﰲ ﻣﺮﺍﺟﻌﺔ ﺃﺳﻠﻮﺏ ﻭﺭﻗﺘﻬﻢ‪:‬‬ ‫‪ ‬ﻳﻔﻀﻞ ﻛﻠﻤﺎ ﺃﻣﻜﻦ‪ ،‬ﺍﺟﺘﻨﺎﺏ ﺍﳉﻤﻞ ﺍﻟﻄﻮﻳﻠﺔ )ﺍﻟﱵ ﻳﺰﻳﺪ ﻃﻮﳍﺎ ﻋﻦ ﺳﻄﺮﻳﻦ ﺑﺎﻵﻟﺔ ﺍﻟﻜﺎﺗﺒﺔ(‪.‬‬ ‫‪ ‬ﻳﻔﻀﻞ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﺒﲏ ﻟﻠﻤﻌﻠﻮﻡ ﻋﻠﻰ ﺍﳌﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ‪ ،‬ﻷﻧﻪ ﺃﻛﺜﺮ ﻭﺿﻮﺣﹰﺎ ﻭﺃﺳﻬﻞ ﰲ ﺍﻟﻔﻬﻢ‬ ‫ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﻗﻞ »ﻭﺟﺪ ﻓﻼﻥ ﻛﺬﺍ« ﺑﺪ ﹰﻻ ﻣﻦ »ﻭ‪‬ﺟﺪ ﻛﺬﺍ ﻣﻦ ﻗِﺒﻞ ﻓﻼﻥ«‪.‬‬ ‫ﻭﻟﻘﺪ ﻛﺎﻧﺖ ﺻﻴﻐﺔ ﺍﳌﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ ﺗﺴﺘﻌﻤﻞ ﺗﻘﻠﻴﺪﻳﹰﺎ ﰲ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺃﻓﻜﺎﺭ‬ ‫ﺍﳌﺆﻟﻒ ﻭﺃﻋﻤﺎﻟﻪ‪ .‬ﻭﻟﻜﻦ ﻫﺬﺍ ﺍﻻﲡﺎﻩ ﺃﺧﺬ ﰲ ﺍﻟﺘﻐﲑ ﺑﺒﻂﺀ‪ .‬ﻭﻛﺜﲑ ﻣﻦ ﺍﶈﺮﺭﻳﻦ ﻳﺸﺠﻌﻮﻥ‬ ‫ﺍﳌﺆﻟﻔﲔ ﺍﻵﻥ ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻀﻤﲑ »ﺃﻧﺎ« ﺃﻭ »ﳓﻦ« ﰲ ﻛﺘﺎﺑﺎ‪‬ﻢ‪.‬‬ ‫‪ ‬ﲡﻨ‪‬ﺐ ﺍﻟﻐﻤﻮﺽ ﰲ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳉﻤﻞ ﺃﻭ ﺍﻟﺘﻌﺒﲑﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ ‪ adjectival‬ﺃﻭ ﺍﻟﻈﺮﻓﻴﺔ‬ ‫‪ .adverbial‬ﻭﻛﺜﲑﹰﺍ ﻣﺎ ﻳ‪‬ﻔﻀﻞ ﺗﺒﺴﻴﻂ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺑﻔﺼﻞ ﺍﳉﻤﻞ ﻭﺍﻟﺘﻌﺒﲑﺍﺕ ﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫ﻭﺟﻌﻠﻬﺎ ﻋﺒﺎﺭﺍﺕ ﻗﺎﺋﻤﺔ ﺑﺬﺍ‪‬ﺎ‪.‬‬ ‫‪ ‬ﲡﻨﺐ ﺍﻹﺳﻬﺎﺏ ‪ ) verbosity‬ﺃﻱ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺷﻲﺀ ﻣﺎ ﺑﻄﺮﻳﻘﺔ ﻣﻌﻘﺪﺓ ﺣﱴ ﻳﺒﺪﻭ ﻣﻬﻤﹰﺎ(‬ ‫ﺃﻭ ﺍﻟﺘﺸﺪ‪‬ﻕ ‪.pompous verbiage‬‬ ‫‪17‬‬

‫‪ ‬ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻓﻌﻞ ﰲ ﻛﻞ ﲨﻠﺔ‪ ،‬ﻭﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻔﻌﻞ ﻣﺘﻔﻘﹰﺎ ﻣﻊ ﺍﻹﺳﻢ‪.‬‬ ‫‪ ‬ﺍﻹﻗﺘﺼﺎﺩ ﻓﻀﻴﻠﺔ‪ .‬ﺇﺣﺬﻑ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﻻ ﻟﺰﻭﻡ ﳍﺎ‪.‬‬ ‫‪ ‬ﻻ ﲣﺘﻢ ﺍﳉﻤﻠﺔ ﲝﺮﻑ ﺟﺮ‪.‬‬ ‫‪  ‬ﺗﺘﻔﻖ ﺍﻵﺭﺍﺀ ﻋﻠﻰ ﻛﺘﺎﺑﺔ ﻣﺎ ﰎ ﻋﻤﻠﻪ ﺑﺼﻴﻐﺔ ﺍﳌﺎﺿﻲ‪ ،‬ﻭﻛﺘﺎﺑﺔ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻌﺎﻣﺔ ﺑﺼﻴﻐﺔ‬ ‫ﺍﳌﻀﺎﺭﻉ‪ .‬ﻭﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﺗﻜﺘﺐ ﺍﳌﻘﺪﻣﺔ ﻭﺍﳌﻨﺎﻗﺸﺔ ﺑﺼﻴﻐﺔ ﺍﳌﻀﺎﺭﻉ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﻜﺘﺐ ﺍﻟﻄﺮﻕ‬ ‫ﻭﺍﻟﻨﺘﺎﺋﺞ ﺑﺼﻴﻐﺔ ﺍﳌﺎﺿﻲ ﺍﻟﺒﺴﻴﻂ‪.‬‬

‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺑﻔﻀﻞ ﺃﻥ ﳛﺎﻭﻝ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺍﺳﺘﺒﺪﺍﻝ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﺴﺖ ﺍﻟﺘﺎﻟﻴﺔ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺑﻐﲑﻫﺎ‪:‬‬ ‫‪ ‬ﺍﻷﲰﺎﺀ ﺫﺍﺕ ﺍﻟﻠﻮﺍﺣﻖ ‪) abstract nouns‬ﺍﻷﲰﺎﺀ ﺍﳌﺸﺘﻘﺔ ﻣﻦ ﺃﻓﻌﺎﻝ ﻭﺗﻨﺘﻬﻲ ﰲ‬ ‫ﺍﻹﻧﻜﻠﻴﺰﻳﺔ ﺑﺎﳊﺮﻭﻑ ‪ (cy ،mess ،nent ،ance ،sion ،tion‬ﻭﻳﻔﻀﻞ ﺍﺳﺘﺒﺪﺍﻝ ﻫﺬﻩ‬ ‫ﺍﻷﲰﺎﺀ ﺑﺄﻓﻌﺎﻝ‪.‬‬ ‫ﻓﻤﺜﻼﹰ‪Measurements were performed on the variation :‬‬

‫ﻳﻔﻀﻞ ﺃﻥ ﺗﻜﻮﻥ‪:‬‬

‫‪The variation was measured‬‬

‫ﺃﻭ ﺗﻜﻮﻥ‪We measured the variation :‬‬ ‫ﻭﻣﺜﻼﹰ‪The interpretation of the data was made :‬‬

‫ﻳﻔﻀﻞ ﺃﻥ ﺗﻜﻮﻥ‪:‬‬ ‫ﺃﻭ ﺗﻜﻮﻥ‪:‬‬

‫‪Data were interpreted‬‬ ‫‪We interpreted the data‬‬

‫‪ ‬ﺍﻷﲰﺎﺀ ﺍﳌﺮﻛﺒﺔ )ﻋﻨﺎﻗﻴﺪ ﺍﻷﲰﺎﺀ( ﻣﺜﻞ »ﺣﺎﻟﺔ ﺇﻧﺰﳝﺎﺕ ﻛﺒﺪ ﺍﳌﺮﻳﺾ« )ﻭﺍﻷﻓﻀﻞ‪ :‬ﺣﺎﻟﺔ‬ ‫ﺇﻧﺰﳝﺎﺕ ﺍﻟﻜﺒﺪ ﰲ ﺍﳌﺮﻳﺾ(‪ ،‬ﻭﻣﺜﻞ »ﻃﺮﻕ ﻧﺸﺮ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ« )ﻭﺍﻷﻓﻀﻞ‪ :‬ﺍﻟﻄﺮﻕ ﺍﳌﺘﺒﻌﺔ‬ ‫ﻟﻨﺸﺮ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ(‪.‬‬ ‫‪ ‬ﺍﻹﺧﺘﺼﺎﺭﺍﺕ‪ ،‬ﺇﻻ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻌﻴﺎﺭﻳﺔ ﺃﻭ ﻛﺎﻧﺖ ﻗﺪ ﺍﺳﺘﻌﻤﻠﺖ ﰲ ﺍﻟﻮﺭﻗﺔ ﻋﺸﺮ ﻣﺮﺍﺕ ﻋﻠﻰ‬ ‫ﺍﻷﻗﻞ‪ .‬ﻭﳚﺐ ﻋﺪﻡ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻹﺧﺘﺼﺎﺭﺍﺕ ﰲ ﺍﻟﻌﻨﻮﺍﻥ ﻭﺍﳋﻼﺻﺔ‪ .‬ﻭﻳ‪‬ﺬﻛﺮ ﺍﳌﺼﻄﻠﺢ‬ ‫ﺍﻟﻜﺎﻣﻞ ﺍﻟﺬﻱ ﻳﺸﲑ ﺇﻟﻴﻪ ﺍﻹﺧﺘﺼﺎﺭ ‪ abbreviation‬ﻗﺒﻞ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻹﺧﺘﺼﺎﺭ ﻟﻠﻤﺮﺓ‬ ‫ﺍﻷﻭﱃ‪ ،‬ﺇﻻ ﺇﺫﺍ ﻛﺎﻥ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﻣﻌﻴﺎﺭﻳﺔ‪.‬‬

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‫‪ ‬ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﺃﺣﺪ ﺍﳉﻨﺴﲔ ‪ :sexist words‬ﻻ ﺗﺴﺘﻌﻤﻞ ﺍﻟﻀﻤﲑﻳﻦ ‪ he‬ﺃﻭ‬ ‫‪ his‬ﻋﻨﺪﻣﺎ ﻻ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻓﺮﻕ ﺑﻴﻨﻬﻤﺎ ﻭﺑﲔ ﺍﺳﺘﻌﻤﺎﻝ ‪ she‬ﺃﻭ ‪ her‬ﰲ ﻧﻔﺲ ﺍﻟﺴﻴﺎﻕ‪.‬‬ ‫ﻻ ﻣﻦ ﺫﻟﻚ‪ .‬ﻭﺣﺎﻭﻝ ﺃﻥ ﺗﺴﺘﺒﺪﻝ ﺍﻟﻜﻠﻤﺎﺕ ‪man ,‬‬ ‫ﻭﺍﻷﻓﻀﻞ ﺃﻥ ﺗﺴﺘﻌﻤﻞ ﺻﻴﻐﺔ ﺍﳉﻤﻊ ﺑﺪ ﹰ‬ ‫‪ mankind , foreman , policeman, manpower‬ﻭﺃﻣﺜﺎﳍﺎ ﺑﻜﻠﻤﺎﺕ ﻏﲑﻫﺎ‪) ،‬ﺇﻻ‬ ‫ﺇﺫﺍ ﻛﻨﺖ ﺗﻘﺼﺪ ﺍﻟﺬﻛﻮﺭ ﺑﺎﻟﻔﻌﻞ(‪.‬‬ ‫‪ ‬ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﺗ‪‬ﻐﻔﻞ ﺍﻟﺼﻔﺔ ﺍﻟﺒﺸﺮﻳﺔ ‪ :dehumanizing‬ﻣﺜﻞ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺍﻟﻨﺎﺱ ﻛﺤﺎﻻﺕ‬ ‫ﺃﻭ ﻣﻮﺍﺩ )ﺇﺳﺘﻌﻤﻞ ﻛﻠﻤﺔ ﻣﺮﺿﻰ ﺃﻭ ﻣﺘﻄﻮﻋﲔ ﻣﺜﻼ(‪ ،‬ﺃﻭ ﺇﻃﻼﻕ ﺻﻔﺎﺕ ﻣﻨﺴﻮﺑﺔ‬ ‫ﻟﻠﻤﺘﻼﺯﻣﺎﺕ ‪ syndromic tags‬ﻋﻠﻰ ﺍﳌﺮﺿﻰ‪ .‬ﺇﻥ ﻛﻠﻤﱵ ﺍﻟﺬﻛﺮ ﻭﺍﻷﻧﺜﻰ ﻣﻨﺎﺳﺒﺘﺎﻥ‬ ‫ﻟﻮﺻﻒ ﺍﳊﻴﻮﺍﻧﺎﺕ‪ ،‬ﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺒﺸﺮ ﻓﺎﻷﻓﻀﻞ ﺍﺳﺘﻌﻤﺎﻝ ﻛﻠﻤﱵ ﺍﻟﺮﺟﺎﻝ ﻭﺍﻟﻨﺴﺎﺀ‪.‬‬ ‫‪ ‬ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻌﺎﻣﻴﺔ ‪ slang‬ﺃﻭ ﺍﳌﺒﻬﻤﺔ ‪) jargon‬ﺍﻟﱵ ﳝﻜﻦ ﺗﻔﺴﲑﻫﺎ ﺑﺄﻛﺜﺮ ﻣﻦ ﻣﻌﲎ‬ ‫‪.(arbitrary‬‬ ‫ﻻ ﲣﻠﻂ ﺑﲔ ﺍﻟﺘﻬﺠﺌﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﺍﻟﺘﻬﺠﺌﺔ ﺍﻟﱪﻳﻄﺎﻧﻴﺔ‪ ،‬ﻭﻟﻜﻦ ﳚﺐ ﺍﺗﺒﺎﻉ ﺍﻷﺳﻠﻮﺏ ﺍﻟﺬﻱ ﺗﻘﺮﺭﻩ ﺍ‪‬ﻠﺔ‪ .‬ﻭﰲ‬ ‫ﺣﺎﻟﺔ ﺍﻟﺸﻚ ﳝﻜﻦ ﺍﻟﺮﺟﻮﻉ ﺇﱃ ﻗﺎﻣﻮﺱ ﺟﻴﺪ )ﻭﻻ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻣ‪‬ﺮﺍﺟﻊ ﺍﻟﺘﻬﺠﺌﺔ ﰲ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻓﻤﺴﺘﻮﻯ ﻛﻔﺎﺀﺗﻪ‬ ‫ﻳﺘﻮﻗﻒ ﻋﻠﻰ ﻣﺪﻯ ﺟﻮﺩﺓ ﳏﺘﻮﺍﻩ(‪.‬‬ ‫ﳚﺐ ﺍﺗﺒﺎﻉ ﻣﺎ ﻳﻠﻲ‪ ،‬ﺇﻻ ﺇﺫﺍ ﺗﻄﻠﺒﺖ ﺇﺭﺷﺎﺩﺍﺕ ﺍﳌﺆﻟﻔﲔ ﺑﺎ‪‬ﻠﺔ ﻏﲑ ﺫﻟﻚ‪:‬‬ ‫‪ ‬ﻗﻴﺎﺳﺎﺕ ﺍﻟﻄﻮﻝ ﻭﺍﻹﺭﺗﻔﺎﻉ ﻭﺍﻟﻮﺯﻥ ﻭﺍﳊﺠﻢ ﺗﺴﺠﻞ ﺑﺎﻟﻮﺣﺪﺍﺕ ﺍﳌﺘﺮﻳﺔ )ﺍﳌﺘﺮ ﺃﻭ ﺍﻟﻜﻴﻠﻮ‬ ‫ﻏﺮﺍﻡ ﺃﻭ ﺍﻟﻠﺘﺮ( ﺃﻭ ﻣﻀﺎﻋﻔﺎﺕ ﻛﺴﻮﺭﻫﺎ ﺍﻟﻌﺸﺮﻳﺔ‪ .‬ﻭﺗﺴﺠﻞ ﺍﳊﺮﺍﺭﺓ ﺑﺪﺭﺟﺎﺕ ﺳﻠﺴﻴﻮﺱ‬ ‫‪ .Celsius‬ﻭﻳﺴﺠﻞ ﺿﻐﻂ ﺍﻟﺪﻡ ﲟﻠﻴﻤﺘﺮﺍﺕ ﺍﻟﺰﺋﺒﻖ‪.‬‬ ‫‪  ‬ﺗﺴﺠﻞ ﻛﻞ ﻗﻴﺎﺳﺎﺕ ﺍﻟﺪﻡ ﻭﺍﻟﻜﻴﻤﻴﺎﺀ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻭﻓﻘﹰﺎ ﻟﻠﻨﻈﺎﻡ ﺍﳌﺘﺮﻱ‪ ،‬ﲟﺼﻄﻠﺤﺎﺕ ﺍﻟﻨﻈﺎﻡ‬ ‫ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ )‪ .(SI‬ﻭﻗﺪ ﻳﻄﻠﺐ ﺍﳏﺮﺭﻭﻥ ﻣﻦ ﺍﳌﺆﻟﻔﲔ ﺇﺿﺎﻓﺔ ﻭﺣﺪﺍﺕ ﺑﺪﻳﻠﺔ )ﻏﲑ‬ ‫ﻭﺣﺪﺍﺕ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ ‪ (SI‬ﻗﺒﻞ ﻧﺸﺮ ﺍﳌﻘﺎﻟﺔ‪.‬‬

‫‪ 14.11‬ﻛﺘﺎﺑﺔ ﺗﻘﺮﻳﺮ ﻋﻦ ﺣﺎﻟﺔ‬ ‫ﺃﺻﺒﺤﺖ ﺗﻘﺎﺭﻳﺮ ﺍﳊﺎﻻﺕ ﺍﳌﻨﻔﺮﺩﺓ ﺃﻗﻞ ﻗﺒﻮ ﹰﻻ ﻟﻠﻨﺸﺮ ﰲ ﺍ‪‬ﻼﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﺃﺳﺎﺳﹰﺎ ﺑﺴﺒﺐ ﺿﺤﺎﻟﺔ‬ ‫ﳏﺘﻮﺍﻫﺎ ﻧﺴﺒﻴﹰﺎ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳉﺪﻳﺪﺓ ﺍﳌﻬﻤﺔ‪ .‬ﺇﻻ ﺃﻥ ﺍﻷﻧﻮﺍﻉ ﺍﻟﺘﺎﻟﻴﺔ ﻣﻦ ﺗﻘﺎﺭﻳﺮ ﺍﳊﺎﻻﺕ ﻣﺎﺯﺍﻝ ﻳﺴﺘﺤﻖ‬ ‫ﺍﻟﻨﺸﺮ‪:‬‬ ‫‪19‬‬

‫‪ ‬ﺍﳊﺎﻟﺔ ﺍﻟﻔﺮﻳﺪﺓ‪ ،‬ﺃﻭ ﺍﻟﻘﺮﻳﺒﺔ ﻣﻦ ﺫﻟﻚ‪ ،‬ﺍﻟﱵ ﻳﺒﺪﻭ ﺃ‪‬ﺎ ﲤﺜﻞ ﻣﺘﻼﺯﻣﺔ ﺃﻭ ﻣﺮﺿﹰﺎ ﱂ ﻳﻮﺻﻒ ﻣﻦ‬ ‫ﻗﺒﻞ‪.‬‬ ‫‪  ‬ﺍﳊﺎﻟﺔ ﺍﻟﱵ ﻳﺮﺗﺒﻂ ﻓﻴﻬﺎ‪ ،‬ﻋﻠﻰ ﻏﲑ ﺗﻮﻗﻊ‪ ،‬ﻣﺮﺿﺎﻥ ﺃﻭ ﺍﺿﻄﺮﺍﺑﺎﻥ ﺃﻭ ﺃﻛﺜﺮ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﲤﺜﻞ‬ ‫ﻋﻼﻗﺔ ﺳﺒﺒﻴﺔ ﱂ ﻳﺴﺒﻖ ﺗﻮﻗﻌﻬﺎ ﻣﻦ ﻗﺒﻞ‪.‬‬ ‫‪ ‬ﺍﳊﺎﻟﺔ ﺍﻟﱵ ﲤﺜﻞ ﺍﺧﺘﻼﻓﹰﺎ ﺟﺪﻳﺪﹰﺍ ﻭﻣﻬﻤﹰﺎ ﻋﻦ ﳕﻂ ﻣﺘﻮﻗﻊ‪ :‬ﺍﳊﺎﻟﺔ ﺍﳌﻨﺘﺒﺬﺓ ‪.outlier case‬‬ ‫‪ ‬ﺍﳊﺎﻟﺔ ﺍﻟﱵ ﳛﺪﺙ ﻓﻴﻬﺎ ﺗﻄﻮﺭ ﻏﲑ ﻣﺘﻮﻗﻊ‪ ،‬ﻳﻮﺣﻲ ﺑﻮﺟﻮﺩ ﺗﺄﺛﲑ ﺩﻭﺍﺋﻲ ﻋﻼﺟﻲ‪ ،‬ﺃﻭ ﺗﺄﺛﲑ‬ ‫ﺩﻭﺍﺋﻲ ﺿﺎﺭ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﻣﺜﺎﻝ ﺟﻴﺪ ﻟﺘﻘﺮﻳﺮ ﻋﻦ ﺣﺎﻟﺔ ﻛﺎﻧﺖ ﻟﻪ ﺃﳘﻴﺔ ﻛﺒﲑﺓ‪ .‬ﺫﻟﻚ ﻫﻮ ﺗﻘﺮﻳﺮ ﻫﺎﳝﺰ ﻭﺁﺧﺮﻭﻥ‪ ،‬ﺍﻟﺬﻱ ﻧﺸﺮ ﰲ‬ ‫ﺳﻨﺔ ‪ 1981‬ﺣﻮﻝ ﲦﺎﱐ ﺣﺎﻻﺕ ﻣﻦ ﺍﻟﻮﺭﻡ ﺍﳉﻠﺪﻱ ﺍﻟﻨﺎﺩﺭ »ﻏﺮﻥ ﻛﺎﺑﻮﺯﻱ« ﰲ ﻧﻴﻮﻳﻮﺭﻙ‪ .‬ﻭﰲ ﺍﻟﻌﺎﺩﺓ ﻳﻜﻮﻥ‬ ‫ﻫﺬﺍ ﺍﻟﻮﺭﻡ ﺑﻄﻲﺀ ﺍﻟﻨﻤﻮ‪ .‬ﺇﻻ ﺃﻥ ﻣﺴﺎﺭ ﻫﺬﻩ ﺍﳊﺎﻻﺕ ﺍﻟﺜﻤﺎﻧﻴﺔ ﻛﺎﻥ ﻫﺠﻮﻣﻴﺎﹰ‪ .‬ﻛﻤﺎ ﺃﻥ ﻫﺬﻩ ﺍﳊﺎﻻﺕ ﻇﻬﺮﺕ ﰲ‬ ‫ﺭﺟﺎﻝ ﰲ ﺳﻦ ﺍﻟﺸﺒﺎﺏ ﺑﻴﻨﻤﺎ ﻫﻲ ﰲ ﺍﻟﻌﺎﺩﺓ ﻣﻦ ﺃﻣﺮﺍﺽ ﺍﳌﺴﻨﲔ‪ .‬ﻭﻛﺎﻥ ﺍﳌﺼﺎﺑﻮﻥ ﲨﻴﻌﺎﹰ ﻣﻦ ﺍﻟﻠﻮﺍﻃﻴﲔ‪ .‬ﻭﻛﺎﻥ‬ ‫ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ ﻫﻮ ﺃﻭﻝ ﻣﺎ ﻧﺒ‪‬ﻪ ﺍﻟﻌﺎﱂ ﺇﱃ ﻭﺑﺎﺀ ﺍﻹﻳﺪﺯ‪.‬‬

‫‪ 15.11‬ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ ﺛﺎﻧﻮﻳﺔ‬ ‫ﺍﻟﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻫﻲ ﻭﺭﻗﺔ ﻣ‪‬ﺮﺍﺟﻌﺔ ‪ review paper‬ﺗﻠﺨﺺ ﻭﺭﻗﺎﺕ ﺃﺧﺮﻯ‪ .‬ﻭﻫﻨﺎﻙ ﻧﻮﻋﺎﻥ ﻣﻦ‬ ‫ﺍﳌﺮﺍﺟﻌﺎﺕ‪ :‬ﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﺴﺮﺩﻳﺔ ‪ ،narrative‬ﻭﺍﳌﺮﺍﺟﻌﺔ ﺍﳌﻨﺘﻈﻤﺔ ‪ .systematic‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ‬ ‫ﻫﺬﻳﻦ ﺍﻟﻨﻮﻋﲔ ﻭﺍﺿﺤﹰﺎ‪ .‬ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﺠﻤﻴﻌﻲ ‪ meta-analysis‬ﻫﻮ ﻧﻮﻉ ﺧﺎﺹ ﻣﻦ ﺍﳌﺮﺍﺟﻌﺔ ﺍﳌﻨﺘﻈﻤﺔ‪.‬‬

‫ﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﺴﺮﺩﻳﺔ‬ ‫ﰲ ﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﺴﺮﺩﻳﺔ‪ ،‬ﻻ ﺗﻜﻮﻥ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳋﺎﺿﻌﺔ ﻟﻠﻤﺮﺍﺟﻌﺔ ﻗﺪ ﰎ ﲢﺪﻳﺪﻫﺎ ﺃﻭ ﲢﻠﻴﻠﻬﺎ ﺑﻄﺮﻳﻘﺔ ﻣﻨﻬﺠﻴﺔ‬ ‫ﻣﻌﻴﺎﺭﻳﺔ ﻣﻮﺿﻮﻋﻴﺔ‪ .‬ﻭﻋﺎﺩﺓ ﻣﺎ ﻳﻜﺘﺐ ﻫﺬﻩ ﺍﳌﺮﺍﺟﻌﺔ ﺧﱪﺍﺀ ‪‬ﺪﻑ ﲢﺪﻳﺚ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻣﻮﺿﻮﻉ ﻣﻌﲔ‪.‬‬

‫ﺍﳌﺮﺍﺟﻌﺔ ﺍﳌﻨﺘﻈﻤﺔ‬ ‫ﲢﺘﻮﻱ ﺍﳌﺮﺍﺟﻌﺔ ﺍﳌﻨﺘﻈﻤﺔ ﻋﻠﻰ ﺑﻴﺎﻥ ﺻﺮﻳﺢ ﺑﺄﻫﺪﺍﻓﻬﺎ‪ ،‬ﻣﻊ ﺳﺆﺍﻝ ﲝﺜﻲ ﻭﺍﺿﺢ‪ .‬ﻭﻓﻴﻬﺎ ﺗ‪‬ﺬﻛﺮ ﻣﺼﺎﺩﺭ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ )ﲟﺎ ﻓﻴﻬﺎ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﻟﺮﻣﺎﺩﻳﺔ( ﻭﻛﺬﻟﻚ ﻃﺮﻳﻘﺔ ﺍﻹﺧﺘﻴﺎﺭ‪ .‬ﻭﲡﺮﻯ ﺍﳌﺮﺍﺟﻌﺔ ﻭﻓﻘﺎﹰ ﳌﻨﻬﺠﻴﺔ ﻭﺍﺿﺤﺔ‬ ‫ﻭﻗﺎﺑﻠﺔ ﻟﻠﺘﻜﺮﺍﺭ ‪ .reproducible‬ﻭﻋﻠﻰ ﺧﻼﻑ ﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﺴﺮﺩﻳﺔ ﺍﻟﱵ ﻋﺎﺩﺓ ﻣﺎ ﻳﻜﺘﺒﻬﺎ ﺧﱪﺍﺀ‪ ،‬ﻓﻘﺪ ﻳﻜﻮﻥ ﻣﻦ‬ ‫‪20‬‬

‫ﺍﻷﻓﻀﻞ ﺃﻥ ﻳﻜﺘﺐ ﺍﳌﺮﺍﺟﻌﺔ ﺍﳌﻨﺘﻈﻤﺔ ﺃﺷﺨﺎﺹ ﻏﲑ ﺧﱪﺍﺀ ﰲ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﳑﻦ ﻟﺪﻳﻬﻢ ﺧﱪﺓ ﺑﻜﺘﺎﺑﺔ ﺍﳌﺮﺍﺟﻌﺎﺕ‬ ‫ﺍﳌﻨﺘﻈﻤﺔ‪ .‬ﻭﺗﺸﻤﻞ ﺍﳌﺮﺍﺟﻌﺔ ﺍﳌﻨﺘﻈﻤﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﺍﻷﺟﺰﺍﺀ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪ ‬ﺍﳋﻼﺻﺔ‪.‬‬ ‫‪ ‬ﺍﳌﻘﺪﻣﺔ‪ :‬ﻓﺎﳌﺮﺍﺟﻌﺔ ﺍﳌﻨﺘﻈﻤﺔ ﺍﳌﺘﻘﻨﺔ ﲡﻴﺐ ﻋﻦ ﺳﺆﺍﻝ ﺃﻭ ﻋﺪﺓ ﺃﺳﺌﻠﺔ ﻭﺛﻴﻘﺔ ﺍﻟﺼﻠﺔ‪ ،‬ﻭﳚﺐ ﺃﻥ‬ ‫ﺗﻜﻮﻥ ﻭﺍﺿﺤﺔ ﻋﻨﺪ ﺑﺪﺍﻳﺔ ﺍﳌﺮﺍﺟﻌﺔ‪.‬‬ ‫‪ ‬ﺍﻟﻄﺮﻕ‪ :‬ﺍﻟﻘﺴﻢ ﺍﳋﺎﺹ ﺑﺎﻟﻄﺮﻕ ﰲ ﺍﳌﺮﺍﺟﻌﺔ ﺍﳌﻨﺘﻈﻤﺔ ﳚﺐ ﺃﻥ ﻳﺸﺮﺡ ﺑﺎﻟﺘﻔﺼﻴﻞ ﺍﻟﻄﺮﻕ‬ ‫ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﲢﺪﻳﺪ ﺃﻣﺎﻛﻦ ﻭﺟﻮﺩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻼﺯﻣﺔ‪ ،‬ﻭﺍﺧﺘﻴﺎﺭﻫﺎ‪ ،‬ﻭﺍﺳﺘﺨﻼﺻﻬﺎ ﰒ‬ ‫ﲡﻤﻴﻌﻬﺎ‪ .‬ﻭﳚﺐ ﺷﺮﺡ ﻋﻤﻠﻴﺔ ﺍﻟﺒﺤﺚ ﰲ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ‪ ،‬ﲟﺎ ﻓﻴﻬﺎ ﺍﻟﻔﻬﺎﺭﺱ‬ ‫ﺍﻟﺒﺒﻠﻮ ﻏﺮﺍﻓﻴﺔ ﻭﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﰎ ﺍﻟﺒﺤﺚ ﻓﻴﻬﺎ‪ ،‬ﻣﻊ ﺫﻛﺮ ﺣﺪﻭﺩ ﺍﻟﺴﻨﲔ ﻭﺍﻟﻠﻐﺎﺕ‬ ‫ﻼ ﻋﻦ ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺒﺤﺚ ‪ search terms‬ﺍﻟﱵ ﰎ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪.‬‬ ‫ﺍﳌﺴﺘﻌﻤﻠﺔ‪ ،‬ﻓﻀ ﹰ‬ ‫‪ ‬ﻣﱳ ﺍﳌﺮﺍﺟﻌﺔ‪ :‬ﺗﻌﺘﻤﺪ ﺍﳌﻮﺍﺩ ﺍﻟﱵ ﻳﺸﻤﻠﻬﺎ ﻣﱳ ﺍﳌﺮﺍﺟﻌﺔ‪ ،‬ﻋﻠﻰ ﺍﳌﻮﺿﻮﻉ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﻜﻮﻥ‬ ‫ﻣﺴﻠﺴﻠﺔ ﻭﻓﻘﹰﺎ ﻟﺘﺮﺗﻴﺐ ﻣﻨﻄﻘﻲ‪ ،‬ﻋﻠﻰ ﺃﻥ ﻳﻮﺿ‪‬ﺢ ﺍﻟﺘﺴﻠﺴﻞ ﺑﻌﻨﺎﻭﻳﻦ ﻓﺮﻋﻴﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ‬ ‫ﺗﻜﻮﻥ ﺍﳌﻨﺎﻗﺸﺔ ﺍﻧﺘﻘﺎﺩﻳﺔ‪.‬‬ ‫ﻭﻧﻨﺎﻗﺶ ﰲ ﺍﻟﻔﺼﻞ ‪ 14‬ﻣﻮﺿﻮﻉ ﺗﻘﺪﻳﺮ ﺟﻮﺩﺓ ﺍﳌﺮﺍﺟﻌﺎﺕ ﺍﳌﻨﺘﻈﻤﺔ‪.‬‬

‫ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﺠﻤﻴﻌﻲ‬ ‫ﰲ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﺠﻤﻴﻌﻲ ‪ meta-analysis‬ﺗ‪‬ﺮﺍﺟﻊ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ ﺑﺪﻗﺔ ﻭﺗ‪‬ﻀﻢ ﺑﻴﺎﻧﺎ‪‬ﺎ ﺇﺣﺼﺎﺋﻴﹰﺎ ﺣﱴ‬ ‫ﳝﻜﻦ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺃﺳﺌﻠﺔ ﺗﺘﺠﺎﻭﺯ ﻗﻮ‪‬ﺓ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻨﻔﺮﺩﺓ‪ .‬ﻭﺍﻟﻘﻮﺓ ‪ power‬ﻫﻲ ﺍﳌﺼﻄﻠﺢ ﺍﻟﺬﻱ ﻳ‪‬ﺴﺘﻌﻤﻞ‬ ‫ﻟﻮﺻﻒ ﻗﻴﻤﺔ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‪ .‬ﺇﻥ ﺿﻢ ﺑﻴﺎﻧﺎﺕ ﻣﻦ ﻋﺪﺩ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺳﻮﻑ ﻳﺰﻳﺪ ﻣﻦ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻭﻃﺮﻳﻘﺔ‬ ‫ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﺠﻤﻴﻌﻲ ﺗﻨﻄﻮﻱ ﻋﻠﻰ ﻗﺪﺭﺓ ﻛﺒﲑﺓ ﻋﻠﻰ ﺿﻢ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﻭﺇﺿﺎﻓﺔ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺪﻗﺔ ﻭﺍﻟﻘﻮﺓ ﺇﱃ‬ ‫ﺗﻘﺪﻳﺮﺍﺗﻨﺎ ﳌﺴﺘﻮﻯ ﺍﺗﺄﺛﲑ‪.‬‬ ‫ﻭﻳﻮﺟﺪ ﺍﲡﺎﻩ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺮﺍﻫﻦ ﻟﺘﻘﺪﱘ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﻟﺘﺠﻤﻴﻌﻴﺔ ﰲ ﺻﻴﻐﺔ ﳕﻄﻴﺔ ﻣﻮﺣﺪﺓ‪ ،‬ﻷ‪‬ﺎ ﰲ ﻣﻌﻈﻢ‬ ‫ﺍﻷﺣﻴﺎﻥ ﺗﺴﺘﻌﻤﻞ ﺑﺮﳎﻴﺎﺕ ﺣﺎﺳﻮﺑﻴﺔ ﻣﻌﺮﻭﻓﺔ ﺑﺎﺳﻢ ‪ Meta View‬ﻹﺟﺮﺍﺀ ﺍﳊﺴﺎﺑﺎﺕ ﻭﺇﻇﻬﺎﺭ ﺍﻟﻨﺘﺎﺋﺞ ﰲ‬ ‫ﺻﻮﺭﺓ ﳐﻄﻂ ﺑﻴﺎﱐ‪ .‬ﻭﺗﻌﺮﻑ ﻫﺬﻩ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻨﻤﻄﻴﺔ ﺑﺎﺳﻢ ﺩﺍﺭﺝ ﻫﻮ »ﻓﻮﺭﺳﺖ ﺑﻠﻮﺕ ‪ «forest plat‬ﺃﻭ‬ ‫»ﺑﻠﻮﺑﻮﻏﺮﺍﻡ ‪ .«blobbogram‬ﻭﻫﻮ ﻳﺒﺪﻭ ﻛﻌﺪﺩ ﻣﻦ ﺍﳋﻄﻮﻁ ﺍﻷﻓﻘﻴﺔ‪ ،‬ﻳﺸﲑ ﻛﻞ ﻣﻨﻬﺎ ﺇﱃ ﺇﺣﺪﻯ ﺍﻟﺪﺭﺍﺳﺎﺕ‪.‬‬

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‫ﻭﰲ ﻭﺳﻂ ﻛﻞ ﺧﻂ ﺑﻘﻌﺔ ﻫﻲ ﻧﻘﻄﺔ ﺍﻟﺘﻘﺪﻳﺮ ‪ .point estimate‬ﻭﳝﺜﻞ ﻋﺮﺽ ﺍﳋﻂ ﻓﺘﺮﺓ ﺛﻘﺔ ﺑﻨﺴﺒﺔ‬

‫‪%95‬‬

‫ﻟﻮﺟﻮﺩ ﻓﺮﻕ »ﺣﻘﻴﻘﻲ« ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ )ﻏﺮﻳﻨﺎﻟﻎ‪.(1997 ،‬‬ ‫ﻭﻫﻨﺎﻙ ﻣﺜﺎﻝ ﳕ ﻮﺫﺟﻲ ﻟﻘﻴﻤﺔ ﺩﺭﺍﺳﺎﺕ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﺠﻤﻴﻌﻲ ﻫﻮ ﲢﻠﻴﻞ ﲡﻤﻴﻌﻲ ﺃﺟﺮﻱ ﻟﺴﺒﻊ ﲡﺎﺭﺏ ﻋﻠﻰ‬ ‫ﺗﺄﺛﲑ ﺇﻋﻄﺎﺀ ﺍﻟﺴﺘﲑﻭﻳﺪﺍﺕ ﻷﻣﻬﺎﺕ ﻛﺎﻥ ﻳ‪‬ﻨﺘﻈﺮ ﺃﻥ ﻳﻀﻌﻦ ﻗﺒﻞ ﺍﻷﻭﺍﻥ‪ .‬ﻭﻗﺪ ﺃﻇﻬﺮﺕ ﺩﺭﺍﺳﺘﺎﻥ ﻓﻘﻂ ﻣﻦ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺒﻌﺔ ﻓﺎﺋﺪﺓ ﺫﺍﺕ ﻣﻌﻨﻮﻳﺔ ﺇﺣﺼﺎﺋﻴﺔ‪ .‬ﻭﻟﻜﻦ ﻋﻨﺪ ﲡﻤﻴﻊ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺒﻌﺔ ﻣﻌﺎﹰ‪ ،‬ﻇﻬﺮﺕ ﻗﻮﺓ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ‬ ‫ﺍﳌﺆﻛﱢﺪﻩ ﻟﻔﺎﺋﺪﺓ ﻫﺬﺍ ﺍﻟﺘﺪﺧﻞ‪ .‬ﻓﻘﺪ ﺑﻴ‪‬ﻦ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﺠﻤﻴﻌﻲ ﺃﻥ ﻣﻮﺍﻟﻴﺪ ﺍﻷﻣﻬﺎﺕ ﺍﻟﻼﰐ ﺗﻨﺎﻭﻟﻦ ﺍﻟﺴﺘﲑﻭﻳﺪﺍﺕ‬ ‫ﺍﻟﻘﺸﺮﻳﺔ ﻛﺎﻧﻮﺍ ﺃﻗﻞ ﺗﻌﺮﺿﺎﹰ ﻟﻠﻮﻓﺎﺓ ﺑﻨﺴﺒﺔ ﺗﺘﺮﺍﻭﺡ ﺑﲔ ‪ %30‬ﻭ ‪ .%50‬ﻭﻗﺪ ﺍﲣﺬﺕ ﻣﺆﺳﺴﺔ ﻛﻮﻛﺮﻳﻦ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ‬ ‫ﻫﺬﺍ ﺍﳌﺜﺎﻝ ﺷﻌﺎﺭﹰﺍ ﳍﺎ )ﻏﺮﻳﻨﺎﻟﻎ‪.(1997 ،‬‬ ‫ﻭﻧﻨﺎﻗﺶ ﰲ ﺍﻟﻔﺼﻞ ‪ 14‬ﻣﻮﺿﻮﻉ ﺗﻘﺪﻳﺮ ﺟﻮﺩﺓ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﺠﻤﻴﻌﻲ‪.‬‬

‫‪ 16.11‬ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﺣﻮﻝ ﲝﺚ ﻛﻴﻔﻲ‬ ‫ﻣﻨﺬ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ‪ ،‬ﻛﺎﻧﺖ ﻃﺮﻕ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ﺗ‪‬ﺴﺘﻌﻤﻞ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺑﺪﺭﺟﺔ ﻣﺘﺰﺍﻳﺪﺓ‪ .‬ﻭﻗﺪ ﺃﺩﻯ‬ ‫ﺫﻟﻚ ﺇﱃ ﺯﻳﺎﺩﺓ ﺗﻘﺎﺭﻳﺮ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻜﻴﻔﻴﺔ ﰲ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ‪ ،‬ﻭﺍ‪‬ﻼﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺎﻟﻄﺐ‪ .‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺃﻣﺜﻠﺔ‬ ‫ﻟﻮﺭﻗﺎﺕ ﻋﻠﻤﻴﺔ ﺣﻮﻝ ﺩﺭﺍﺳﺎﺕ ﲝﺜﻴﺔ ﻛﻴﻔﻴﺔ ﻧﺸﺮﺕ ﻣﺆﺧﺮﹰﺍ ﰲ ﺍ‪‬ﻠﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﱪﻳﻄﺎﻧﻴﺔ‪:‬‬ ‫‪ ‬ﺁﺭﺍﺀ ﺍﳌﺮﺿﻰ ﺣﻮﻝ ﺗﻨﺎﻭﻝ ﻣﻀﺎﺩﺍﺕ ﺿﻐﻂ ﺍﻟﺪﻡ ﺍﳌﺮﺗﻔﻊ‪.‬‬ ‫‪ ‬ﺗﻮﺿﻴﺤﺎﺕ ﺍﻟﻔﺘﻴﺎﺕ ﺍﻟﺸﺎﺑﺎﺕ ﺣﻮﻝ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﳉﻮﺋﻬﻦ ﺃﻭ ﻋﺪﻡ ﳉﻮﺋﻬﻦ ﳌﻨﻊ‬ ‫ﺍﳊﻤﻞ ﺑﻄﺮﻕ ﻋﺎﺟﻠﺔ‪ :‬ﺩﺭﺍﺳﺔ ﺑﺎﻻﺳﺘﺠﻮﺍﺏ ﺍﳌﺘﻌﻤﻖ‪.‬‬ ‫‪ ‬ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺮﺿﻰ ﻏﲑ ﺍﳌﻌﻠﻨﺔ ﺣﻮﻝ ﺍﺳﺘﺸﺎﺭﺍﺕ ﺍﻟﻌﻴﺎﺩﺍﺕ ﺍﻟﻌﺎﻣﺔ‪ :‬ﺩﺭﺍﺳﺔ ﻛﻴﻔﻴﺔ‪.‬‬ ‫‪ ‬ﺩﺭﺍﺳﺔ ﻛﻴﻔﻴﺔ ﺣﻮﻝ ﺍﻟﻨﺸﺮﺍﺕ ﺍﻹﻋﻼﻣﻴﺔ ﺍﳌﺮﺗﻜﺰﺓ ﻋﻠﻰ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ﰲ ﳎﺎﻝ ﺭﻋﺎﻳﺔ ﺍﻷﻣﻮﻣﺔ‪.‬‬ ‫‪ ‬ﺩﺭﺍﺳﺔ ﻛﻴﻔﻴﺔ ﺣﻮﻝ ﻣﻌ‪‬ﻮﻗﺎﺕ ﺍﺳﺘﻌﻤﺎﻝ ﺧﺪﻣﺎﺕ ﺃﻣﺮﺍﺽ ﺍﻟﻘﻠﺐ ﺍﻟﺘﺎﺟﻴﺔ‪.‬‬ ‫‪ ‬ﳌﺎﺫﺍ ﻳﺼﻒ ﺍﳌﻤﺎﺭﺳﻮﻥ ﺍﻟﻌﺎﻣﻠﻮﻥ ﺍﳌﻀﺎﺩﺍﺕ ﺍﳊﻴﻮﻳﺔ ﳊﺎﻻﺕ ﺍﻟﺘﻬﺎﺏ ﺍﳊﻠﻖ؟ ﺩﺭﺍﺳﺔ‬ ‫ﺑﺎﻹﺳﺘﺠﻮﺍﺏ ﻟﻨﻈﺮﻳﺔ ﻣﺴﺒﺒﺔ‪.‬‬ ‫‪ ‬ﻣﻔﺎﻫﻴﻢ ﺍﻷﻃﺒﺎﺀ ﺣﻮﻝ ﺍﻟﺮﻋﺎﻳﺔ ﺍﳌﻠﻄﻔﺔ ﻟﻘﺼﻮﺭ ﺍﻟﻘﻠﺐ‪ :‬ﺩﺭﺍﺳﺔ ﳎﻤﻮﻋﺔ ﺑﺆﺭﻳﺔ‪.‬‬ ‫‪ ‬ﻣﻌﺎﺭﻑ ﺍﳌﻤﺎﺭﺳﲔ ﺍﻟﻌﺎﻣﲔ ﻭﻣﻔﺎﻫﻴﻤﻬﻢ ﺣﻮﻝ ﺿﻌﻒ ﲢﻤ‪‬ﻞ ﺍﳋﻠﻮﻛﻮﺯ‪.‬‬ ‫‪ ‬ﳌﺎﺫﺍ ﻻ ﻳﻄﺒﻖ ﺍﳌﻤﺎﺭﺳﻮﻥ ﺍﻟﻌﺎﻣﻠﻮﻥ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ‪ :‬ﺩﺭﺍﺳﺔ ﻛﻴﻔﻴﺔ‪.‬‬

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‫‪ ‬ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺘﺄﻣﲔ ﺍﻟﺼﺤﻲ ﺍﳋﺎﺹ ﻭﺑﲔ ﺍﺭﺗﻔﺎﻉ ﻣﻌﺪﻻﺕ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻘﻴﺼﺮﻳﺔ‪ :‬ﺩﺭﺍﺳﺔ‬ ‫ﻛﻴﻔﻴﺔ ﻭﻛﻤﻴﺔ‪.‬‬ ‫‪ ‬ﲢﻠﻴﻞ ﻛﻴﻔﻲ ﻟﻠﺘﺄﺛﲑ ﺍﻟﻨﻔﺴﻲ ﺍﻹﺟﺘﻤﺎﻋﻲ ﻟﺘﺸﺨﻴﺺ ﻣﺘﺪﺛﺮﺍﺕ ﺍﳊﺜﺮ‬ ‫‪.trachomatis‬‬

‫‪chlamydia‬‬

‫ﺇﻥ ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ ﺣﻮﻝ ﲝﺚ ﻛﻴﻔﻲ ﻻ ﲣﺘﻠﻒ ﻋﻦ ﺍﻹﻃﺎﺭ ﺍﳌﺴﺘﻌﻤﻞ ﻟﻜﺘﺎﺑﺔ ﻭﺭﻗﺔ ﺣﻮﻝ ﲝﺚ ﻛﻤﻲ‪:‬‬ ‫ﻓﻬﻲ ﺗﺸﻤﻞ ﺍﳌﻘﺪﻣﺔ ﻭﺍﻟﻄﺮﻕ ﻭﺍﻟﻨﺘﺎﺋﺞ ﻭﺍﳌﻨﺎﻗﺸﺔ )ﻛﲑﺳﱵ‪ .(2001 ،‬ﻭﻛﺜﲑﺍﹰ ﻣﺎ ﺗ‪‬ﻘﺘﺒﺲ ﻣﻘﺘﻄﻔﺎﺕ ﻣﻦ ﺃﻗﻮﺍﻝ‬ ‫ﺍﳌﺸﺎﺭﻛﲔ ﺿﻤﻦ ﺍﻟﻘﺴﻢ ﺍﳋﺎﺹ ﺑﺎﻟﻨﺘﺎﺋﺞ ﰲ ﻭﺭﻗﺎﺕ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻜﻴﻔﻴﺔ‪ .‬ﺇﻻ ﺃﻥ ﻫﺬﻩ ﺍﻹﻗﺘﺒﺎﺳﺎﺕ ﳚﺐ ﺃﻥ ﻻ‬ ‫ﺗﻜﺮﺭ ﺷﻴﺌﹰﺎ ﻭﺭﺩ ﰲ ﺍﻟﻨﺺ‪ .‬ﻭﻟﻴﺲ ﺿﺮﻭﺭﻳﹰﺎ ﺇﺩﺭﺍﺝ ﺃﻛﺜﺮ ﻣﻦ ﺍﻗﺘﺒﺎﺱ ﻭﺍﺣﺪ ﻟﺘﺼﻮﻳﺮ ﻧﻘﻄﺔ ﻣﻌﻴﻨﺔ‪ .‬ﻭﻋﻨﺪ ﺗﺮﲨﺔ‬ ‫ﺍﻹﻗﺘﺒﺎﺳﺎﺕ ﺇﱃ ﺍﻹﻧﻜﻠﻴﺰﻳﺔ ﳚﺐ ﺃﻥ ﻳﺘﻢ ﺫﻟﻚ ﺑﺄﺳﻠﻮﺏ ﻣﻼﺋﻢ ﻳﻌﻜﺲ ﻣﺪﻟﻮﻝ ﺍﻹﻗﺘﺒﺎﺱ‪ ،‬ﻭﻟﻴﺲ ﳎﺮﺩ ﺗﺮﲨﺔ‬ ‫ﺣﺮﻓﻴﺔ‪ .‬ﻭﻛﻘﺎﻋﺪﺓ ﻋﺎﻣﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻘﺘﺒﺲ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻣﻘﺘﻄﻔﺎﺕ ﻣﻦ ﻧﺼﻮﺹ ﺣﺮﻓﻴﺔ ‪ verbatim‬ﺣﻴﺜﻤﺎ ﺃﻣﻜﻦ‬ ‫ﺫﻟﻚ ﻭﺃﻥ ﻻ ﻳﻘﺘﺒﺴﻮﺍ ﺇﻻ ﻓﻘﺮﺍﺕ ﻗﺼﲑﺓ ﻣﻦ ﺗﻠﻚ ﺍﻟﻨﺼﻮﺹ‪.‬‬

‫‪ 17.11‬ﺍﻟﺮﺳﺎﻟﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺃﻭ ﺍﻷﻃﺮﻭﺣﺔ‬ ‫ﻋﻠﻰ ﺧﻼﻑ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﺗﻘﺪﻡ ﻟﻠﻨﺸﺮ‪ ،‬ﻓﺈﻥ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻟﻌﻠﻤﻴﺔ ‪ dissertation‬ﺃﻭ ﺍﻷﻃﺮﻭﺣﺔ‬

‫‪thesis‬‬

‫ﺗﻜﺘﺐ ﻭﺗﻘﺪﻡ ﻛﻤﻄﻠﺐ ﺟﺰﺋﻲ ﺃﻭ ﻛﻠﻲ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﺃﻛﺎﺩﳝﻴﺔ ﻛﺎﳌﺎﺟﺴﺘﲑ ﺃﻭ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ‪ .‬ﻭﻳ‪‬ﻘﺼﺪ‬ ‫ﺑﺎﻷﻃﺮﻭﺣﺔ ﺃﻥ ﺗﻘﺪﻡ ﻧﺘﺎﺋﺞ ﲝﺚ ﺳﻠﻴﻢ ﻋﻠﻤﻴﺎﹰ‪ ،‬ﻭﺗﻨﺎﻗﺶ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﻛﻤﺎ ﻳﻨﺘﻈﺮ ﻣﻨﻬﺎ ﺃﻥ ﺗﻜﺸﻒ ﻋﻦ ﻣﻌﺮﻓ ٍﺔ‬ ‫ﺟﻴﺪﺓ ﲟﺠﺎﻝ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺃﻥ ﺗﺆﻛﺪ ﺍﻟﺘﻌﻮ‪‬ﺩ ﻋﻠﻰ ﺗﻄﺒﻴﻖ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻭﺃﻥ ﺗﺜﺒﺖ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻔﻜﺮﻳﺔ ﻟﻠﻤﺮﺷﺢ‪.‬‬ ‫ﺇﻥ ﺣﻴﺎﺯﺓ ﺣﺠﻢ ﻛﺒﲑ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻻ ﺗﻜﻔﻲ ﻭﺣﺪﻫﺎ‪ .‬ﻓﻔﻲ ﻣﻌﻈﻢ ﺍﳊﺎﻻﺕ ﻳﺴﺘﻄﻴﻊ ﺃﺣﺪ ﺍﻟﻔﻨﻴﲔ ﺍﳌﻌﺎﻭﻧﲔ ﲨﻊ‬ ‫ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﻨﻔﺲ ﺍﻟﻘﺪﺭ ﻣﻦ ﺍﻟﻜﻔﺎﺀﺓ‪.‬‬ ‫ﺇﻥ ﺧﻄﻮﺍﺕ ﲢﻀﲑ ﺍﻷﻃﺮﻭﺣﺔ ﻫﻲ ﻧﻔﺲ ﺍﳋﻄﻮﺍﺕ ﺍﳌﻮﺻﻮﻓﺔ ﰲ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺴﺎﺑﻘﺔ ﺍﳌﻌﻨﻮﻧﺔ‪ :‬ﻣﺎﺫﺍ ﲡﺮﻱ ﻣﻦ‬ ‫ﺍﻟﺒﺤﻮﺙ؟‪ ،‬ﲣﻄﻴﻂ ﺍﻟﺒﺤﺚ‪ ،‬ﺍﺧﺘﻴﺎﺭ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‪ ،‬ﻛﺘﺎﺑﺔ ﺑﺮﻭﺗﻮﻛﻮﻝ ﺍﻟﺒﺤﺚ‪ ،‬ﺗﻨﻔﻴﺬ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺻﻒ ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﻭﲢﻠﻴﻠﻬﺎ ﻭﺗﻔﺴﲑﻫﺎ ﻋﻠﻰ ﳓﻮ ﺻﺤﻴﺢ‪ .‬ﻭﺗﺘﺒﻊ ﰲ ﻛﺘﺎﺑﺔ ﺍﻷﻃﺮﻭﺣﺔ ﻧﻔﺲ ﺍﻟﺪﻻﺋﻞ ﺍﻹﺭﺷﺎﺩﻳﺔ ﻭﺍﻟﺼﻴﻐﺔ ﺍﻟﻨﻤﻄﻴﺔ‬ ‫‪ format‬ﺍﻟﱵ ﺗﻄﺒﻖ ﰲ ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﲝﺜﻴﺔ‪ .‬ﻭﻣﻊ ﺃﻥ ﺍﳌﺴﺎﺣﺔ ﺍﳌﺘﺎﺣﺔ ﻻ ﺗﺸﻜﻞ ﻋﺎﺋﻘﺎﹰ ﺇﻻ ﺃﻥ ﺍﻹﺧﺘﺼﺎﺭ ﺩﺍﺋﻤﺎﹰ‬ ‫ﻓﻀﻴﻠﺔ‪ .‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺑﻌﺾ ﺍﻟﻠﻤﺤﺎﺕ ﺍﻹﺿﺎﻓﻴﺔ ﺣﻮﻝ ﻛﺘﺎﺑﺔ ﺍﻷﻗﺴﺎﻡ ﺍﳌﺨﺘﻠﻔﺔ‪:‬‬ ‫ﺗﻜﻮﻥ ﺍﳌﻘﺪﻣﺔ ﰲ ﺍﻟﻌﺎﺩﺓ ﻣﻄﹼﻮﻟﺔ‪ ،‬ﺃﻭ ﲢﻞ ﳏﻠﻬﺎ ﻣﺮﺍﺟﻌﺔ ﺷﺎﻣﻠﺔ ﻟﻠﻤﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ‪ .‬ﻭﻳﻘﺼﺪ ‪‬ﺬﻩ‬ ‫ﺍﳌﺮﺍﺟﻌﺔ ﺃﻥ ﺗﻌﺮﺽ‪ ،‬ﻟﻴﺲ ﻓﻘﻂ ﺍﳌﻌﺮﻓﺔ ﺍﳉﻴﺪﺓ ﻭﺍﳊﺪﻳﺜﺔ ﲟﺠﺎﻝ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻟﻜﻦ ﻛﺬﻟﻚ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻔﻜﺮﻳﺔ‬ ‫‪23‬‬

‫ﻟﻠﻤﺮﺷﺢ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﺗﺸﻤﻞ ﺍﳌﻘﺪﻣﺔ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻮﺟﻮﺩﺓ ﺑﺎﻟﻔﻌﻞ ﰲ ﺍﻟﻜﺘﺐ ﺍﳌﺮﺟﻌﻴﺔ‪ ،‬ﺑﻞ ﺗﺸﻤﻞ ﻓﻘﻂ ﺗﻠﻚ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺎﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻧ‪‬ﻔﺬ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻘﺪﻣﺔ ﲢﻠﻴﻠﻴﺔ ﻭﺍﻧﺘﻘﺎﺩﻳﺔ‪ .‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗ‪‬ﻈﻬﺮ‬ ‫ﻗﺪﺭﺓ ﺍﳌﺮﺷﺢ ﻋﻠﻰ ﺿﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺴﺘﻘﺎﺓ ﻣﻦ ﻣﺼﺎﺩﺭ ﳐﺘﻠﻔﺔ ﺇﱃ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ‪ .‬ﻭﻳﺘﻌﲔ ﺃﻥ ﺗﺸﲑ ﺑﺎﻟﺸﻜﻞ‬ ‫ﺍﳌﻼﺋﻢ ﺇﱃ ﺍﻷﻋﻤﺎﻝ ﺍﻟﱵ ﻗﺎﻡ ‪‬ﺎ ﺑﺎﺣﺜﻮﻥ ﺳﺎﺑﻘﻮﻥ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺫﻛﺮ ﺃﻫﺪﺍﻑ ﺍﻟﻮﺭﻗﺔ ﺑﻌﻨﺎﻳﺔ‪ .‬ﻓﺴﻮﻑ ﻳ‪‬ﺤﻜﻢ ﻋﻠﻰ ﺍﻷﻃﺮﻭﺣﺔ ﺑﻘﺪﺭ ﲢﻘﻴﻖ ﻛﻞ ﻫﺪﻑ ﻣﻦ‬ ‫ﺍﻷﻫﺪﺍﻑ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﻗﺴﻢ »ﺍﻟﻄﺮﻕ« ﻛﺎﻓﻴﺔ ﲝﻴﺚ ﺗﺴﻤﺢ ﻟﻠﺒﺎﺣﺜﲔ ﺍﻵﺧﺮﻳﻦ ﺑﺘﻜﺮﺍﺭ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﻃﺮﻕ ﺍﻟﺒﺤﺚ ﺍﳌﻌﺮﻭﻓﺔ ﻣﻦ ﻗﺒﻞ ﻻ ﲢﺘﺎﺝ ﻷﻥ ﺗﻮﺻﻒ ﺑﺄﻱ ﻗﺪﺭ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ‪ .‬ﻭﳚﺐ ﺷﺮﺡ ﻃﺮﻕ‬ ‫ﲢﻘﻴﻖ ﺟﻮﺩﺓ ‪ quality control‬ﺍﻟﻘﻴﺎﺳﺎﺕ‪.‬‬ ‫ﺃﻣﺎ ﻗﺴﻢ ﺍﻟﻨﺘﺎﺋﺞ ﻓﻴﺠﺐ ﺃﻥ ﻳﻌﻄﻲ ﻧﻔﺲ ﺍﻟﻘﺪﺭ ﻣﻦ ﺍﻷﳘﻴﺔ ﻟﻠﻨﺘﺎﺋﺞ ﺍﻟﺴﻠﺒﻴﺔ ﻭﺍﻹﳚﺎﺑﻴﺔ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ‪ .‬ﻭﳚﺐ‬ ‫ﺗﻘﺪﱘ ﺍﻟﻨﺘﺎﺋﺞ ﺑﺘﻔﺼﻴﻞ ﻛﺎﻑ ﻳﺘﻴﺢ ﻟﻠﺒﺎﺣﺜﲔ ﺍﻵﺧﺮﻳﻦ ﺃﻥ ﻳﻜﺮﺭﻭﻫﺎ‪.‬‬ ‫ﻭﺗﻘﺘﺼﺮ ﺍﳌﻨﺎﻗﺸﺔ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻣﻊ ﺗﻮﺿﻴﺢ ﺣﺪﻭﺩ ﺍﻟﺪﺭﺍﺳﺔ ‪ .limitations‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﺗﺘﺠﺎﻭﺯ‬ ‫ﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ ﻣﺎ ﺃﳒﺰﻩ ﺍﳌﺮﺷﺢ ﺑﺎﻟﻔﻌﻞ ﻭﻣﺎ ﺗﻮﺻﻞ ﺇﻟﻴﻪ‪.‬‬ ‫ﻭﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺸﻜﺮ ﻛﺮﳝ ﺔ ﻭﺃﻥ ﺗﻌﺘﺮﻑ ﺑﺎﻟﻔﻀﻞ ﻟﻜﻞ ﻣﻦ ﻗﺪﻡ ﺍﳌﺴﺎﻋﺪﺓ ﻟﻠﺒﺎﺣﺚ‪.‬‬ ‫ﺇﻥ ﻋﺪﺩ ﺍﳌﺮﺍﺟﻊ ﻟﻴﺲ ﻫﻮ ﺍﳌﻬﻢ‪ ،‬ﻭﺇﳕﺎ ﻣﻼﺀﻣﺘﻬﺎ ﻟﻠﻤﻮﺿﻮﻉ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﺸﻤﻞ ﻣﻘﺎﻻﺕ ﺃﺻﻠﻴﺔ ﻭﺃﻥ ﻻ‬ ‫ﺗﻌﺘﻤﺪ ﻛﺜﲑﹰﺍ ﻋﻠﻰ ﺍﳌﺮﺍﺟﻌﺎﺕ ‪ .reviews‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺣﺪﻳﺜﺔ ﺍﻟﺼﺪﻭﺭ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﻌﲏ ﺃﻥ ﺍﳌﺮﺷﺢ‬ ‫ﻛﺎﻥ ﻣﺘﺎﺑﻌﺎﹰ ﻟﻠﻤﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ ﺃﺛﻨﺎﺀ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺑﻌﺪﻫﺎ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﻀﻢ ﺍﻟﻘﺎﺋﻤﺔ ﻣﺮﺍﺟﻊ ﻣﻦ ﻣﺼﺎﺩﺭ‬ ‫ﻼ ﻋﻦ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪ .‬ﻭﻳ‪‬ﻔﺘﺮﺽ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺮﺷﺢ ﻗﺪ ﻗﺮﺃ ﻛﻞ ﺗﻠﻚ ﺍﳌﺮﺍﺟﻊ ﺍﻟﱵ‬ ‫ﻭﻃﻨﻴﺔ ﺃﻭ ﺇﻗﻠﻴﻤﻴﺔ ﻓﻀ ﹰ‬ ‫ﳚﺐ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺘﻬﺎ ﺑﺎﻟﺮﺟﻮﻉ ﺇﱃ ﺍﻟﻮﺛﺎﺋﻖ ﺍﻷﺻﻠﻴﺔ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﻣﺮﺍﺟﻌﺔ ﺃﺳﻠﻮﺏ ﺍﻷﻃﺮﻭﺣﺔ‪ .‬ﻓﺎﻷﺧﻄﺎﺀ ﺍﻹﻣﻼﺋﻴﺔ ﻭﺍﻟﻨﺤﻮﻳﺔ ﺗﺆﻛﺪ ﺍﻹﳘﺎﻝ ﻣﻦ ﺟﺎﻧﺐ ﺍﳌﺮﺷﺢ‪ ،‬ﻭﻗﺪ‬ ‫ﺗﻘﻮﺩ ﺍﳌﻤﺘﺤِﻦ ﺇﱃ ﺍﻟﺸﻚ ﰲ ﻭﺟﻮﺩ ﺇﳘﺎﻝ ﻳﺸﻮﺏ ﺍﻟﻌﻤﻞ ﻧﻔﺴﻪ‪ .‬ﻭﳝﻜﻦ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻭﺳﺎﺋﻞ ﻣﻌﺎﳉﺔ ﺍﻟﻨﺼﻮﺹ ﺃﻥ‬ ‫ﻳﻼﺣﻆ ﺍﳌﺮﺷﺢ ﻫﺬﻩ ﺍﻷﺧﻄﺎﺀ ﻭﺃﻥ ﻳﺼﺤﺤﻬﺎ‪ .‬ﻭﺇﻥ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺗﻨﻄﻮﻱ ﻋﻠﻰ ﳐﺎﻃﺮﺍﺕ ﻣﺴﺘﺘﺮﺓ‪ ،‬ﻭﻻ‬ ‫ﻳﻨﺒﻐﻲ ﺍﻹﻋﺘﻤﺎﺩ ﻋﻠﻴﻬﺎ ﺑﺼﻮﺭﺓ ﺗﻠﻘﺎﺋﻴﺔ‪.‬‬ ‫ﻭﰲ ﺗﻘﺪﱘ ﺍﻷﻃﺮﻭﺣﺔ‪ ،‬ﻳﻨﺒﻐﻲ ﺍﺗﺒﺎﻉ ﻧﻔﺲ ﺍﻟﺪﻻﺋﻞ ﺍﻹﺭﺷﺎﺩﻳﺔ ﺍﳌﺮﺳﻮﻣﺔ ﻟﺘﻘﺪﱘ ﺍﻟﻌﺮﻭﺽ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻭﺍﻟﱵ‬ ‫ﺳﻮﻑ ﻧﺘﻨﺎﻭﳍﺎ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺘﺎﱄ‪ .‬ﻭﲞﻼﻑ ﺗﻘﺪﱘ ﻋﺮﺽ ﰲ ﺍﺟﺘﻤﺎﻉ ﻋﻠﻤﻲ‪ ،‬ﻓﺈﻥ ﺗﻮﺟﻴﻪ ﺍﻷﺳﺌﻠﺔ ﺇﱃ ﺍﳌﺮﺷﺢ‬

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‫ ﻭﻳﺘﻌﲔ ﻋﻠﻰ ﺍﳌﺮﺷﺢ ﺃﻥ ﻳﺸﺮﺡ ﻧﺘﺎﺋﺠﻪ ﻭﻳﺴﺘﻌﺮﺽ‬.‫ﺳﻮﻑ ﻳﺴﺘﻐﺮﻕ ﻭﻗﺘﹰﺎ ﺃﻃﻮﻝ ﳑﺎ ﻳﺴﺘﻐﺮﻗﻪ ﺍﻟﻌﺮﺽ ﻧﻔﺴﻪ‬ .‫ ﺇﻥ ﺍﻟﺪﻓﺎﻉ ﻋﻦ ﺍﻟﻌﻤﻞ ﻻ ﻳﻌﲏ ﳏﺎﻭﻟﺔ ﺇﺧﻔﺎﺀ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻀﻌﻴﻔﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‬.‫ﻣﻌﻠﻮﻣﺎﺗﻪ ﺍﻟﻌﺎﻣﺔ ﺣﻮﻝ ﺍﳌﻮﺿﻮﻉ‬

:‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ Baker P.N. How to set about writing your first paper. In: O’Brien PMS, Pipkin FB, eds. Introduction to research methodology for specialists and trainees. London, Royal College of Obstetricians and Gynaecologists Press, 1999: 225–230. Byrne DW. Publishing your medical research paper. Baltimore, Lippincott Williams & Wilkins, 1998. Crowley P. Corticosteroids prior to pre-term delivery, (updated January 1996). Cochrane Database of Systemic Reviews. London, BMJ Books, 1996. DeLacey G, Record C, Wade J. How accurate are quotations and references in medical journals. British Medical Journal, 1985, 291: 884–886. Docherty M, Smith R.. The case for structuring the discussion of scientific papers (editorial). British Medical Journal, 1999, 318:1224– 1225. Forgacs J. How to write a review. In: Hall GM, ed. How to write a paper, 2nd edition. London, BMJ Books, 1998: 77–82. Greenhalgh T. How to read a paper: the basics of evidence-based medicine. London, BMJ Books, 1997:122; 119–123. Hall GM, ed. How to write a paper, 2nd edition. London, BMJ Books, 1998. Halsy MJ. Revising prose structure and style. In: Hall GM, ed. How to write a paper. 2nd edition. London, BMJ Books, 1998: 109–136. Herod JJO. How to prepare a thesis. In: O’Brien PMS, Pipkin FB, eds. Introduction to research methodology for specialists and trainees. London, Royal College of Obstetricians and Gynaecologists Press, 1999: 241–247. Hill B. The reason for writing. British Medical Journal, 1965, 2:870. Huth EJ. How to write and publish papers in the medical sciences. 2nd

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edition. Baltimore, Williams & Wilkins, 1990. Hymes KB, Cheung T et al. Kaposi’s sarcoma in homosexual men: A report of eight cases. Lancet 1981, 2: 598–600. International Committee of Medical Journal Editors. Uniform requirements for manuscripts submitted to biomedical journals: writing and editing for biomedical publication. Updated November 2003. (http://www.icmje.org accessed 24/2/2004) Malterad K. Qualitative research: standards, challenges, and guidelines. Lancet, 2001, 358: 483–88. Lester JD, Lester JD, Jr. Writing research papers: a complete guide, 10th edition. New York, Longman, 2002. Pearce N. Style: What is it and does it matter? In: Hall GM, ed. How to write a paper, 2nd edition. London, BMJ Books, 1998: 116–121. Pipkin FB. How a thesis or dissertation is assessed or examined. In: O’Brien PMS, Pipkin FB, eds. Introduction to research methodology for specialists and trainees. London, Royal College of Obstetricians and Gynaecologists Press, 1999: 248–253. Skelton JR, Edwards SJL. The function of the discussion section in academic medical writing. British Medical Journal, 2000, 320: 1269– 1270. Strunk W Jr. The elements of style. 4th edition. New York, Longman, 2000. Wildsmith JAW. How to write a case report. In: Hall GM, ed. How to write a paper. 2nd edition. London, BMJ Books, 1998: 70–76.

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‫ﺍﻟﻔﺼﻞ ‪12‬‬

‫ﻧﺸﺮ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ‬ ‫‪ 1.12‬ﻣﻘﺪﻣﺔ‬ ‫ﻣﻦ ﺍﻷﳘﻴﺔ ﲟﻜﺎﻥ ﻧﺸﺮ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺒﺤﺜﻴﺔ ﻟﺼﺎﱀ ﺍﻟﺘﻘﺪﻡ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﻨﻬﻮﺽ ﺑﺎﻟﺼﺤﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﻟﻠﻨﺸﺮ ﺃﳘﻴﺔ‬ ‫ﺃﺳﺎﺳﻴﺔ ﻟﻜﻞ ﻣﻦ ﳝﺎﺭﺳﻮﻥ ﺣﻴﺎﺓ ﻣﻬﻨﻴﺔ ﻋﻠﻤﻴﺔ‪ .‬ﻭﻳﺘﻮﻗﻒ ﺍﻹﻋﺘﺮﺍﻑ ‪‬ﻢ ﻛﺒﺎﺣﺜﲔ ﻋﻠﻰ ﻣﺎ ﻳﻨﺸﺮﻭﻥ‪ ،‬ﻭﻣﺎ‬ ‫ﻳﺴﻬﻤﻮﻥ ﺑﻪ ﰲ ﺗﻘﺪﻡ ﺍﻟﻌﻠﻢ‪ .‬ﻭﻳﻌﻴﺶ ﺍﻟﻌﻠﻤﺎﺀ ﰲ ﻣﻨﺎﺥ ﺛﻘﺎﰲ ﺷﻌﺎﺭﻩ »ﺍﻟﻨﺸﺮ ﺃﻭ ﺍﻟﻔﻨﺎﺀ ‪.«publish or perish‬‬ ‫ﻟﺬﻟﻚ ﳚﺐ ﺃﻥ ﻳﺘﻌﻠﻢ ﺍﻟﺒﺎﺣﺜﻮﻥ‪ ،‬ﻟﻴﺲ ﻓﻘﻂ ﻛﻴﻒ ﻳﻜﺘﺒﻮﻥ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ‪ ،‬ﻭﻟﻜﻦ ﺃﻳﻀﹰﺎ ﻛﻴﻒ ﻳﻨﺸﺮﻭ‪‬ﺎ‪.‬‬ ‫ﻭﻟﻠﻤﺠﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻣﺘﻄﻠﺒﺎﺕ ﺗﻘﻨﻴﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻋﻠﻰ ﻋﻠﻢ ‪‬ﺬﻩ ﺍﳌﺘﻄﻠﺒﺎﺕ‪ .‬ﻭﻳﺴﺘﺤﻖ ﺍﻟﺒﺎﺣﺜﻮﻥ‬ ‫ﺃﻥ ﻳ‪‬ﻨﺴﺐ ﺇﻟﻴﻬﻢ ﺍﻟﻔﻀﻞ ﰲ ﺇﳒﺎﺯ ﻋﻤﻠﻬﻢ ﺷﺮﻳﻄﺔ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻗﺪ ﺃﺳﻬﻤﻮﺍ ﻓﻴﻪ ﺇﺳﻬﺎﻣﺎﹰ ﻓﻜﺮﻳﺎﹰ‪ .‬ﻭﺗﻨﻄﺒﻖ ﺍﳌﻌﺎﻳﲑ‬ ‫ﺍﻷﺧﻼﻗﻴﺔ ﻋﻠﻰ ﳎﺎﻝ ﺍﻟﻨﺸﺮ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﻣﺮﺍﻋﺎ‪‬ﺎ ﻭﻋﻠﻰ ﺍﶈﺮﺭﻳﻦ ﺿﻤﺎﻥ ﺗﻄﺒﻴﻘﻬﺎ‪.‬‬

‫‪ 2.12‬ﻛﻴﻒ ﺗﻨﺸﺮ ﻭﺭﻗﺘﻚ؟‬ ‫ﺇﻥ ﻗﺮﺍﺭ ﺍﶈﺮﺭ ﺑﻘﺒﻮﻝ ﻧﺸﺮ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ ﺃﻭ ﺭﻓﻀﻬﺎ‪ ،‬ﻳﻌﺘﻤﺪ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪ ‬ﺍﻟﺮﺳﺎﻟﺔ ﺍﻟﱵ ﺗﻨﻄﻮﻱ ﻋﻠﻴﻬﺎ ﺍﻟﻮﺭﻗﺔ‪ :‬ﻛﻢ ﻫﻲ ﻭﺍﺿﺤﺔ ﻭﻣﻬﻤﺔ ﻭﺟﺪﻳﺪﺓ؟‬

‫‪ ‬ﻣﻼﺀﻣﺔ ﺍﻟﻮﺭﻗﺔ ‪‬ﺎﻝ ﺍﻫﺘﻤﺎﻡ ﺍ‪‬ﻠﺔ ﻭﻗﺮﺍﺋﻬﺎ‪ .‬ﻭﺍﻷﻭﺭﺍﻕ ﺍﻷﺧﺮﻯ ﺍﳌﻘﺒﻮﻟﺔ ﺍﻟﱵ ﺗﻨﺘﻈﺮ ﺍﻟﻨﺸﺮ‪،‬‬ ‫ﻋﺎﻣﻞ ﺁﺧﺮ ﻳﺆﺧﺬ ﰲ ﺍﳊﺴﺒﺎﻥ؛‬ ‫‪ ‬ﺍﻟﺼﻼﺣﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﺒﻴ‪‬ﻨﺎﺕ ﺍﻟﺪﺍﻋﻤﺔ ﻻﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﻟﻮﺭﻗﺔ؛‬ ‫‪ ‬ﺟﻮﺩﺓ ﺍﳌﺨﻄﻮﻃﺔ‪.‬‬

‫ﺍﻟﺮﺳﺎﻟﺔ‬ ‫ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻟﻠﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺭﺳﺎﻟﺔ ‪ .message‬ﻭﳝﻜﻦ ﺃﻥ ﺗ‪‬ﺼﺎﻍ ﺍﻟﺮﺳﺎﻟﺔ ﺍﳉﻴﺪﺓ ﰲ ﻋﺒﺎﺭﺓ ﻭﺍﺣﺪﺓ‪.‬‬ ‫ﻭﺑﻌﺾ ﺍ‪‬ﻼﺕ ﻳﺘﻄﻠﺐ ﺍﻵﻥ ﻭﺿﻊ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻮﺍﺣﺪﺓ ﺃﺳﻔﻞ ﻋﻨﻮﺍﻥ ﺍﻟﻮﺭﻗﺔ ﺣﱴ ﳝﻜﻦ ﺇﺩﺭﺍﺟﻬﺎ ﰲ ﻗﺎﺋﻤﺔ‬ ‫ﺍﶈﺘﻮﻳﺎﺕ‪ .‬ﻭﲦﺔ ﻣﺴﺄﻟﺔ ﺛﺎﻧﻴﺔ ﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ ﻫﻲ ﺍﺧﺘﺒﺎﺭ »ﻣﺎﺫﺍ ﺑﻌﺪ ‪ :«so what‬ﺃﻱ ﻫﻞ ﻟﻠﻨﺘﺎﺋﺞ ﻣﻀﺎﻣﲔ‬ ‫‪ implications‬؟ ﻭﻛﺜﲑﹰﺍ ﻣﺎ ﻳﺘﻮﻗﻒ ﻗﺒﻮﻝ ﺍ‪‬ﻠﺔ ﳌﻘﺎﻟﺔ ﻣﺎ‪ ،‬ﻋﻠﻰ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺭﺳﺎﻟﺘﻬﺎ ﺟﺪﻳﺪﺓ‪ ،‬ﺃﻭ ﺗﻀﻴﻒ ﺇﱃ‬ ‫ﺭﺳﺎﻟﺔ ﺳﺒﻖ ﻧﺸﺮﻫﺎ‪ ،‬ﺃﻭ ﺗﺆﻛﺪﻫﺎ ﺃﻭ ﺗﺪﺣﻀﻬﺎ‪.‬‬ ‫‪1‬‬

‫ﺍﻟﺘﻮﺍﻓﻖ ﺑﲔ ﺍﳌﻮﺿﻮﻉ ﻭﺍ‪‬ﻠﺔ‬ ‫ﳚﺐ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﺑﺸﺄﻥ ﺍ‪‬ﻠﺔ ﺍﻟﱵ ﺳﺘ‪‬ﻘﺪﻡ ﺍﻟﻮﺭﻗﺔ ﺇﻟﻴﻬﺎ‪ ،‬ﻗﺒﻞ ﻛﺘﺎﺑﺔ ﺍﻟﻮﺭﻗﺔ ﰲ ﺻﻮﺭ‪‬ﺎ ﺍﻟﻨﻬﺎﺋﻴﺔ‪ .‬ﺇﺫ ﻳﺘﻌﲔ ﺃﻥ‬ ‫ﺗ‪‬ﻜﺘﺐ ﺍﻟﻮﺭﻗﺔ ﻭﻓﻘﹰﺎ ﻷﺳﻠﻮﺏ ﺍ‪‬ﻠﺔ‪ .‬ﻭﲢﺘﻮﻱ ﻗﺎﺋﻤﺔ ﺍ‪‬ﻼﺕ ﺍﳌﻔﻬﺮﺳﺔ ﰲ ﳏﻔﻮﻇﺎﺕ ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ‬

‫‪Pub Med‬‬

‫ﺍﻟﺘﺎﺑﻌﺔ ﻟﻨﻈﺎﻡ ﻣﻴﺪ ﻻﻳﻦ ﲟﻜﺘﺒﺔ ﺍﻟﻄﺐ ﺍﻟﻮﻃﻨﻴﺔ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﻋﻠﻰ ﺃﻛﺜﺮ ﻣﻦ ‪ 2600‬ﳎﻠﺔ ﳏﻜﹼﻤﺔ ﻭﻣﺼﻨ‪‬ﻔﺔ‬ ‫ﲝﺴﺐ ﳎﺎﻻﺕ ﺍﳌﻮﺿﻮﻋﺎﺕ‪ .‬ﻭﺍ‪‬ﻠﺔ ﺍﶈﻜﹼﻤﺔ ‪ peer-reviewed‬ﻫﻲ ﺗﻠﻚ ﺍﻟﱵ ﺗﻘﺪﻡ ﻣﻌﻈﻢ ﺍﳌﻘﺎﻻﺕ ﺍﻟﱵ‬ ‫ﺗﻨﺸﺮﻫﺎ ﺇﱃ ﺧﱪﺍﺀ ﻟﻴﺴﻮﺍ ﺃﻋﻀﺎﺀ ﰲ ﻫﻴﺌﺔ ﲢﺮﻳﺮﻫﺎ ﳌﺮﺍﺟﻌﺘﻬﺎ‪ .‬ﻭﻣﻦ ﺍﳌﻬﻢ ﺿﻤﺎﻥ ﺃﻥ ﻳﻜﻮﻥ ﻣﻮﺿﻮﻉ ﺍﻟﻮﺭﻗﺔ ﺿﻤﻦ‬ ‫ﳎﺎﻝ ﺍﺧﺘﺼﺎﺹ ﺍ‪‬ﻠﺔ ﺍﳌﺨﺘﺎﺭﺓ‪ .‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻨﻤﻄﻴﺔ ‪ format‬ﻟﻠﻮﺭﻗﺔ ﻣﻘﺒﻮﻟﺔ ﻟﺪﻯ ﺍ‪‬ﻠﺔ‪.‬‬ ‫ﺇﻥ ﺍ‪‬ﻼﺕ ﺫﺍﺕ ﺍﳌﻜﺎﻧﺔ ﺍﻟﻌﺎﻟﻴﺔ ﻟﺪﻳﻬﺎ ﻣﻌﺪﻻﺕ ﺭﻓﺾ ﻋﺎﻟﻴﺔ‪ ،‬ﻗﺪ ﺗﺼﻞ ﺃﺣﻴﺎﻧﺎﹰ ﺇﱃ ‪ .%90‬ﻭﺍﻟﺮﻓﺾ ﻻ ﻳﻌﲏ‬ ‫ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻥ ﺍﳌﻘﺎﻟﺔ ﻟﻴﺴﺖ ﺟﻴ‪‬ﺪﺓ‪ ،‬ﻓﺎ‪‬ﻼﺕ ﻻ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﻨﺸﺮ ﲨﻴﻊ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳉﻴ‪‬ﺪﺓ ﺍﻟﱵ ﺗﺘﻠﻘﺎﻫﺎ‪.‬‬ ‫ﻭﻟﻜﻦ ﺍﻟﺮﻓﺾ ﻳﻌﲏ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺆﻟﻒ ﺿﻴﺎﻉ ﺃﺳﺎﺑﻴﻊ ﺃﻭ ﺷﻬﻮﺭ ﻗﺒﻞ ﺃﻥ ﳝﻜﻦ ﺗﻘﺪﱘ ﺍﻟﻮﺭﻗﺔ ﻣﻦ ﺟﺪﻳﺪ ‪‬ﻠﺔ ﺃﺧﺮﻯ‪.‬‬ ‫ﻭﺗﺴﻤﻰ ﺍﻟﻔﺘﺮﺓ ﺑﲔ ﻗﺒﻮﻝ ﺍﻟﻮﺭﻗﺔ ﻭﺑﲔ ﻧﺸﺮﻫﺎ ﲟﺪﺓ ﺗﻠﻜﺆ ﺍﻟﻨﺸﺮ ‪ ،publication lag‬ﻭﻫﻲ ﺗﺒﻠﻎ ﰲ ﺍﳌﺘﻮﺳﻂ ﺳﺒﻌﺔ‬ ‫ﺷﻬﻮﺭ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ﻓﻠﻴﺲ ﻣﻘﺒﻮ ﹰﻻ ﺃﻥ ﺗ‪‬ﺮﺳ‪‬ﻞ ﻧﻔﺲ ﺍﻟﻮﺭﻗﺔ ﺇﱃ ﺃﻛﺜﺮ ﻣﻦ ﳎﻠﺔ ﰲ ﻭﻗﺖ ﻭﺍﺣﺪ‪ .‬ﻓﺎ‪‬ﻠﺔ ﺗﺘﻌﺎﻣﻞ ﻣﻊ‬ ‫ﺍﻟﻮﺭﻗﺔ ﻣﻔﺘﺮﺿﺔ ﺃ‪‬ﺎ ﱂ ﺗﻘﺪ‪‬ﻡ ﺇﱃ ﺟﻬﺔ ﺃﺧﺮﻯ‪ .‬ﻭﻣﻦ ﺍﻹﻋﺘﺒﺎﺭﺍﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﱵ ﺃﺩﺕ ﺇﱃ ﺍﻧﺘﻬﺎﺝ ﻫﺬﻩ ﺍﻟﺴﻴﺎﺳﺔ‪،‬‬ ‫ﺇﺣﺘﻤﺎﻝ ﻧﺸﻮﺀ ﺧﻼﻑ ﻋﻨﺪﻣﺎ ﺗﻄﺎﻟﺐ ﳎﻠﺘﺎﻥ ﲝﻘﻮﻕ ﰲ ﻧﺸﺮ ﻧﻔﺲ ﺍﳌﺨﻄﻮﻃﺔ‪ ،‬ﻭﺭﲟﺎ ﻗﻴﺎﻡ ﳎﻠﺘﲔ ﺃﻭ ﺃﻛﺜﺮ‪ ،‬ﺑﻐﲑ‬ ‫ﻋﻠﻢ ﻭﻻ ﺿﺮﻭﺭﺓ‪ ،‬ﺑﻌﺮﺽ ﻧﻔﺲ ﺍﳌﻘﺎﻟﺔ ﻋﻠﻰ ﺍﶈﻜﹼﻤﲔ‪ ،‬ﻭﻣﺮﺍﺟﻌﺘﻬﺎ ﲢﺮﻳﺮﻳﺎﹰ ﻭﺭﲟﺎ ﻧﺸﺮﻫﺎ‪.‬‬ ‫ﻭﺍﻟﻮﺭﻗﺔ ﺍﳌﻔﺮﺩﺓ ﺃ ﻛﺜﺮ ﺍﺣﺘﻤﺎ ﹰﻻ ﻟﻠﻘﺒﻮﻝ ﻣﻦ ﻭﺍﺣﺪﺓ ﰲ ﺳﻠﺴﻠﺔ ﻣﻘﺎﻻﺕ )ﻭﺍﻟﺘﻘﻄﻴﻊ ﺍﻹﺧﺘﻴﺎﺭﻱ‬

‫‪arbitrary‬‬

‫‪ carving‬ﳉﻮﺍﻧﺐ ﺫﺍﺕ ﺻﻼﺕ ﻭﺍﺿﺤﺔ ﺑﻴﻨﻬﺎ ﰲ ﺩﺭﺍﺳﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻳﻄﻠﻖ ﻋﻠﻴﻪ ﺍﺳﻢ ﻋﻠﻢ ﺍﻟﺴﻼﻣﻲ‬

‫‪salami‬‬

‫‪ science‬ﻭﻻ ﻧﺸﺠﻊ ﻋﻠﻴﻪ(‪.‬‬

‫ﺍﻟﺼﻼﺣﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺗﺸﲑ ﺍﻟﺼﻼﺣﻴﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ‪ internal validity‬ﻟﻠﻮﺭﻗﺔ ﺇﱃ ﺩﺭﺟﺔ ﻭﺻﻒ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﻟﺒﺎﺣﺚ ﻭﺻﻔﺎﹰ‬ ‫ﺻﺤﻴﺤﺎﹰ ﳌﺎ ﺣﺪﺙ ﺑﺎﻟﻔﻌﻞ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻓﻬﻲ ﺗﻌﲏ ﺃﻧﻪ ﰲ ﺇﻃﺎﺭ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺗﺒﺪﻭ ﺍﻟﻨﺘﺎﺋﺞ ﺩﻗﻴﻘﺔ‪ ،‬ﻭﻳ‪‬ﺜﺒﺖ ﺍﻟﺘﺪﻗﻴﻖ‬ ‫‪ scrutiny‬ﺻﺤﺔ ﺍﻟﻄﺮﻕ ﻭﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﳌﻄﺒﻘﺔ ﻓﻴﻬﺎ‪ ،‬ﻭﻳﺘﻀﺢ ﺃﻥ ﺗﻔﺴﲑﺍﺕ ﺍﻟﺒﺎﺣﺜﲔ ﳍﺎ ﻣﺎ ﻳﺪﻋﻤﻬﺎ‪.‬‬ ‫ﻭﺍﻟﺼﻼﺣﻴﺔ ﺍﳋﺎﺭﺟﻴﺔ )ﻭﺗﺴﻤﻰ ﻛﺬﻟﻚ ﺑﺈﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻌﻤﻴﻢ ‪ (generalizability‬ﺗﺸﲑ ﺇﱃ ﺍﻟﺪﺭﺟﺔ ﺍﻟﱵ‬ ‫ﳝﻜﻦ ‪‬ﺎ ﺗﻌﻤﻴﻢ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﺃﹸﺧﺬﺕ ﻣﻨﻪ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻭﻣﻦ ﺷﺄﻥ ﺍﻟﻄﺮﻕ ﺍﻟﻀﻌﻴﻔﺔ ﻭﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﺍﳌﻨﻘﻮﺻﺔ ﺃﻥ ﺗﺴﺒﺐ ﺭﻓﺾ ﺍﻟﻮﺭﻗﺔ ﰲ ﻣﻌﻈﻢ ﺍﻷﺣﻴﺎﻥ‪.‬‬ ‫‪2‬‬

‫ﺟﻮﺩﺓ ﺍﳌﺨﻄﻮﻃﺔ‬ ‫ﻧﻮﻗﺶ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﺑﺎﻟﺘﻔﺼﻴﻞ ﰲ ﺍﻟﻔﺼﻞ ‪.11‬‬

‫‪ 3.12‬ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻮﺣﺪﺓ ﻟﻠﻤﺨﻄﻮﻃﺎﺕ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻤﺠﻼﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‬ ‫ﻋﻘﺪﺕ ﳎﻤﻮﻋﺔ ﻣﻦ ﳏﺮﺭﻱ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻌﺎﻣﺔ ﺍﺟﺘﻤﺎﻋﺎﹰ ﻏﲑ ﺭﲰﻲ ﰲ ﻓﺎﻧﻜﻮﻓﺮ ﺑﻜﻮﻟﻮﻣﺒﻴﺎ ﺍﻟﱪﻳﻄﺎﻧﻴﺔ‬ ‫ﺑﻜﻨﺪﺍ ﰲ ﺳﻨﺔ ‪ ،1978‬ﻟﻮﺿﻊ ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﻟﻠﺼﻴﻐﺔ ﺍﻟﻨﻤﻄﻴﺔ ‪ format‬ﻟﻠﻤﺨﻄﻮﻃﺎﺕ ﺍﻟﱵ ﺗﻘﺪﻡ ‪‬ﻼ‪‬ﻢ‪.‬‬ ‫ﻭﺃﺻﺒﺤﺖ ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺔ ﺗﺴﻤﻰ ﲟﺠﻤﻮﻋﺔ ﻓﺎﻧﻜﻮﻓﺮ‪ .‬ﻭﻟﻘﺪ ﻧ‪‬ﺸﺮﺕ ﻣﺘﻄﻠﺒﺎ‪‬ﻢ ﺑﺸﺄﻥ ﺍﳌﺨﻄﻮﻃﺎﺕ‪ ،‬ﲟﺎ ﻓﻴﻬﺎ ﺻﻴﻎ‬ ‫ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺎﳌﺮﺍﺟﻊ ﺍﻟﺒﺒﻠﻮﻏﺮﺍﻓﻴﺔ‪ ،‬ﺃﻭﻝ ﻣﺎ ﻧ‪‬ﺸﺮﺕ ﰲ ﺳﻨﺔ ‪ .1979‬ﻭﺗﻮﺳﻌﺖ ﳎﻤﻮﻋﺔ ﻓﺎﻧﻜﻮﻓﺮ ﰲ ﻋﻀﻮﻳﺘﻬﺎ‬ ‫ﻭﺃﺻﺒﺤﺖ ﺗﺴﻤﻰ ﺍﻟﻠﺠﻨﺔ ﺍﻟﺪﻭﻟﻴﺔ ﶈﺮﺭﻱ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ )‪ .(ICMJE‬ﻭﻫﻲ ﲡﺘﻤﻊ ﺳﻨﻮﻳﺎﹰ‪ ،‬ﻭﻗﺪ ﺗﺰﺍﻳﺪﺕ‬ ‫ﳎﺎﻻﺕ ﺍﻫﺘﻤﺎﻣﺎ‪‬ﺎ ﺑﺎﻟﺘﺪﺭﻳﺞ‪.‬‬ ‫ﻭﻟﻘﺪ ﺃﺻﺪﺭﺕ ﺍﻟﻠﺠﻨﺔ ﺍﻟﺪﻭﻟﻴﺔ ﻋﺪﺓ ﻃﺒﻌﺎﺕ ﻣﻦ »ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻮﺣﺪﺓ ﻟﻠﻤﺨﻄﻮﻃﺎﺕ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻤﺠﻼﺕ‬ ‫ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‪ :‬ﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﺘﺤﺮﻳﺮﻳﺔ ﻷﻏﺮﺍﺽ ﺍﻟﻨﺸﺮ ﺍﻟﻄﱯ ﺍﳊﻴﻮﻱ«‪ .‬ﻭﻇﻬﺮﺕ ﻋﱪ ﺍﻟﺴﻨﲔ ﻗﻀﺎﻳﺎ‬ ‫ﺗﺘﺠﺎﻭﺯ ﳎﺮﺩ ﲢﻀﲑ ﺍﳌﺨﻄﻮﻃﺎﺕ‪ .‬ﻭﲤﺖ ﺗﻐﻄﻴﺔ ﺑﻌﺾ ﻫﺬﻩ ﺍﻟﻘﻀﺎﻳﺎ ﰲ ﺍﻟﻄﺒﻌﺎﺕ ﺍﻟﻼﺣﻘﺔ‪ ،‬ﻭﻋﻮﳉﺖ ﻗﻀﺎﻳﺎ‬ ‫ﺃﺧﺮﻯ ﰲ ﺑﻴﺎﻧﺎﺕ ﻣﻨﻔﺼﻠﺔ‪ .‬ﻭﻧ‪‬ﺸﺮ ﻛﻞ ﻣﻦ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﳎﻠﺔ ﻋﻠﻤﻴﺔ‪ .‬ﻭﰲ ﺍﻟﻄﺒﻌﺔ ﺍﳌﻨﻘﺤﺔ ﺍﻷﺧﲑﺓ )ﺗﺸﺮﻳﻦ‬ ‫ﺍﻟﺜﺎﱐ‪ /‬ﻧﻮﻓﻤﱪ ‪ (2003‬ﻗﺎﻣﺖ ﺍﻟﻠﺠﻨﺔ ﲟﺮﺍﺟﻌﺔ ﺍﻟﻮﺛﻴﻘﺔ ﻭﺇﻋﺎﺩﺓ ﺗﻨﻈﻴﻤﻬﺎ‪ ،‬ﻭﺃﺩﳎﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻨﻔﺼﻠﺔ ﻣﻊ ﺍﻟﻨﺺ‬ ‫)‪ .(http://www.icmje.org‬ﻭﳝﻜﻦ ﻧﺴ‪‬ﺦ ﺍﻟﻨﺺ ﺍﻟﻜﺎﻣﻞ ﻟﻠﻤﺘﻄﻠﺒﺎﺕ ﺍﳌﻮﺣﺪﺓ ﻟﻠﻤﺨﻄﻮﻃﺎﺕ ﺍﳌﻘﺪﻣﺔ‬ ‫ﻟﻠﻤﺠﻼﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‪ ،‬ﻷﻏﺮﺍﺽ ﺗﻌﻠﻴﻤﻴﺔ ﻻ ‪‬ﺪﻑ ﻟﻠﺮﺑﺢ‪ ،‬ﺑﺼﺮﻑ ﺍﻟﻨﻈﺮ ﻋﻦ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ‪ ،‬ﻓﺎﻟﻠﺠﻨﺔ ﺗﺸﺠﻊ‬ ‫ﻋﻠﻰ ﺗﻮﺯﻳﻊ ﻫﺬﻩ ﺍﳌﻮﺍﺩ‪.‬‬ ‫ﻭﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻮﺣﺪﺓ ﻫﻲ ﺗﻮﺟﻴﻬﺎﺕ ﻟﻠﻤﺆﻟﻔﲔ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﲢﻀﲑ ﺍﳌﺨﻄﻮﻃﺎﺕ‪ ،‬ﻭﻟﻴﺴﺖ ﻣﻮﺟﻬﺔ ﺇﱃ‬ ‫ﺍﶈﺮﺭﻳﻦ ﺣﻮﻝ ﺃﺳﻠﻮﺏ ﺍﻟﻨﺸﺮ ) ﻭﺇﻥ ﻛﺎﻧﺖ ﳎﻼﺕ ﻋﺪﻳﺪﺓ ﻗﺪ ﻧﻘﻠﺖ ﻋﻨﻬﺎ ﻋﻨﺎﺻﺮ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻨﺸﺮ ‪‬ﺎ(‪ .‬ﻭﺇﺫﺍ‬ ‫ﺗﻮﺧﻰ ﺍﳌﺆﻟﻔﻮﻥ ﺇﻋﺪﺍﺩ ﳐﻄﻮﻃﺎ‪‬ﻢ ﻭﻓﻘﹰﺎ ﻟﻸﺳﻠﻮﺏ ﺍﳌﻮﺻﻮﻑ ﰲ ﺗﻠﻚ ﺍﳌﺘﻄﻠﺒﺎﺕ‪ ،‬ﻓﺈﻥ ﳏﺮﺭﻱ ﺍ‪‬ﻼﺕ‬ ‫ﺍﳌﺸﺎﺭﻛﺔ ﻟﻦ ﻳﻌﻴﺪﻭﺍ ﺍﳌﺨﻄﻮﻃﺎﺕ ﻷﺻﺤﺎ‪‬ﺎ ﻹﺩﺧﺎﻝ ﺗﻌﺪﻳﻼﺕ ﰲ ﺃﺳﻠﻮ‪‬ﺎ ﻗﺒﻞ ﺍﻟﻨﻈﺮ ﰲ ﺇﻣﻜﺎﻧﻴﺔ ﻧﺸﺮﻫﺎ‪ .‬ﻭﻣﻊ‬ ‫ﺫﻟﻚ ﻓﻔﻲ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻟﻨﺸﺮ‪ ،‬ﳝﻜﻦ ﻟﻠﻤﺠﻠﺔ ﺃﻥ ﺗﻌﺪ‪‬ﻝ ﳐﻄﻮﻃﺎﺕ ﻣﻘﺒﻮﻟﺔ ﺣﱴ ﺗﺘﻮﺍﺀﻡ ﻣﻊ ﺗﻔﺎﺻﻴﻞ ﺃﺳﻠﻮ‪‬ﺎ ﰲ‬ ‫ﺍﻟﻨﺸﺮ‪ .‬ﻭﻋﻠﻰ ﺍﳌﺆﻟﻔﲔ ﺍﻟﺬﻳﻦ ﻳﺒﻌﺜﻮﻥ ﳐﻄﻮﻃﺎ‪‬ﻢ ﺇﱃ ﺇﺣﺪﻯ ﺍ‪‬ﻼﺕ ﺍﳌﺸﺎﺭﻛﺔ‪ ،‬ﺃﻥ ﻻ ﳛﺎﻭﻟﻮﺍ ﲢﻀﲑﻫﺎ ﻭﻓﻘﹰﺎ‬ ‫ﻷﺳﻠﻮﺏ ﺍﻟﻨﺸﺮ ﰲ ﺗﻠﻚ ﺍ‪‬ﻠﺔ‪ ،‬ﻭﺇﳕﺎ ﻳﻠﺘﺰﻣﻮﻥ ﺑﺎﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻮﺣﺪﺓ‪.‬‬ ‫ﻭﳚﺐ ﻋﻠﻰ ﺍﳌﺆﻟﻔﲔ ﻛﺬﻟﻚ ﺍﺗﺒﺎﻉ ﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﻟﱵ ﺗﻨﺸﺮﻫﺎ ﺍ‪‬ﻠﺔ ﺑﺸﺄﻥ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ﳍﺎ ﻭﺃﻧﻮﺍﻉ‬ ‫ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻘﺪﻡ ﳍﺎ‪ ،‬ﻣﺜﺎﻝ ﺫﻟﻚ‪ :‬ﻣﻘﺎﻻﺕ ﺃﺻﻠﻴﺔ ﺃﻭ ﻣﺮﺍﺟﻌﺎﺕ ﺃﻭ ﺗﻘﺎﺭﻳﺮ ﻋﻦ ﺣﺎﻻﺕ‪.‬‬ ‫‪3‬‬

‫ﺃﺿﻒ ﺇﱃ ﺫﻟﻚ ﺃﻥ ﺇﺭﺷﺎﺩﺍﺕ ﺍ‪‬ﻠﺔ ﻟﻠﻤﺆﻟﻔﲔ ﳛﺘﻤﻞ ﺃﻥ ﺗﺸﻤﻞ ﻣﺘﻄﻠﺒﺎﺕ ﲣﺺ ﺗﻠﻚ ﺍ‪‬ﻠﺔ ﻭﺣﺪﻫﺎ‪ ،‬ﻣﺜﻞ ﻋﺪﺩ‬ ‫ﺍﻟﻨﺴﺦ ﺍﳌﻄﻠﻮﺑﺔ ﻣﻦ ﺍﳌﺨﻄﻮﻃﺔ ﻭﺍﻟﻠﻐﺎﺕ ﺍﳌﻘﺒﻮﻟﺔ ﻭﺣﺠﻢ ﺍﳌﻘﺎﻻﺕ ﻭﺍﻹﺧﺘﺼﺎﺭﺍﺕ ﺍﳌﻌﺘﻤﺪﺓ‪.‬‬ ‫ﻭﻳ‪‬ﻨﺘﻈﺮ ﻣﻦ ﺍ‪‬ﻼﺕ ﺍﳌﺸﺎﺭﻛﺔ )ﺃﻛﺜﺮ ﻣﻦ ‪ 500‬ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪ ﺍﻟﺪﻭﱄ( ﺃﻥ ﺗﺒﻴ‪‬ﻦ ﰲ ﺇﺭﺷﺎﺩﺍ‪‬ﺎ ﻟﻠﻤﺆﻟﻔﲔ‪ ،‬ﺃﻥ‬ ‫ﻣﺘﻄﻠﺒﺎ‪‬ﺎ ﺗﺘﻔﻖ ﻣﻊ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻮﺣﺪﺓ ﻟﻠﻤﺨﻄﻮﻃﺎﺕ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻤﺠﻼﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‪ ،‬ﻣﻊ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺈﺣﺪﻯ‬ ‫ﻃﺒﻌﺎ‪‬ﺎ ﺍﳌﻨﺸﻮﺭﺓ‪.‬‬ ‫ﻭﺍﻷﻗﺴﺎﻡ ﺍﻟﺘﺎﻟﻴﺔ ﻣﺒﻨﻴﺔ ﺇﱃ ﺣﺪ ﻛﺒﲑ ﻋﻠﻰ ﻫﺬﻩ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻮﺣﺪﺓ‪.‬‬ ‫‪ 4.12‬ﺧﻼﺻﺔ ﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﺘﻘﺪﱘ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺗ‪‬ﻜﺘﺐ ﺍﳌﺨﻄﻮﻃﺔ ﻋﻠﻰ ﺍﻵﻟﺔ ﺍﻟﻜﺎﺗﺒﺔ ﺃﻭ ﺗ‪‬ﻄﺒﻊ ﻋﻠﻰ ﻭﺭﻕ ﺃﺑﻴﺾ ﺟﻴﺪ ﺍﻟﻨﻮﻋﻴﺔ‪ ،‬ﻣﻘﺎﺳﻪ ‪× 216‬‬

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‫ﻣﻴﻠﻴﻤﺘﺮ‪ ،‬ﺃﻭ ﻣﻦ ﺍﻟﻘﻄﻊ ‪ 297 × 212) A4‬ﻣﻴﻠﻴﻤﺘﺮ( ‪‬ﻮﺍﻣﺶ ﻋﺮﺿﻬﺎ ‪ 25‬ﻣﻴﻠﻴﻤﺘﺮ ﻋﻠﻰ ﺍﻷﻗﻞ‪ .‬ﻭﺗﻜﻮﻥ‬ ‫ﺍﻟﻄﺒﺎﻋﺔ ﻋﻠﻰ ﻭﺟﻪ ﻭﺍﺣﺪ ﻓﻘﻂ ﻣﻦ ﺍﻟﻮﺭﻗﺔ‪ ،‬ﻣﻊ ﺗﺮﻙ ﻣﺴﺎﻓﺘﲔ ﻓﺎﺻﻠﺘﲔ ﺑﲔ ﻛﻞ ﺳﻄﺮ ﻭﺍﻵﺧﺮ ﰲ ﲨﻴﻊ‬ ‫ﺍﻟﺼﻔﺤﺎﺕ ﲟﺎ ﰲ ﺫﻟﻚ ﺻﻔﺤﺎﺕ ﺍﻟﻌﻨﻮﺍﻥ ﻭﺍﳋﻼﺻﺔ ﻭﺍﳌﱳ ﻭﻋﺒﺎﺭﺍﺕ ﺍﻟﺸﻜﺮ ﻭﺍﳌﺮﺍﺟﻊ ﻭﺍﳉﺪﺍﻭﻝ ﺍﳌﻨﻔﺮﺩﺓ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻘﺎﺕ ‪ .legends‬ﻭﳚﺐ ﺗﺮﻗﻴﻢ ﺍﻟﺼﻔﺤﺎﺕ ﻋﻠﻰ ﺍﻟﺘﻮﺍﱄ ﺍﺑﺘﺪﺍ ًﺀ ﻣﻦ ﺻﻔﺤﺔ ﺍﻟﻌﻨﻮﺍﻥ‪ ،‬ﻋﻠﻰ ﺃﻥ ﻳ‪‬ﻜﺘﺐ ﺭﻗﻢ‬ ‫ﺍﻟﺼﻔﺤﺔ ﰲ ﺍﻟﺮﻛﻦ ﺍﻷﳝﻦ ﺍﻷﻋﻠﻰ ﺃﻭ ﺍﻷﺳﻔﻞ ﺑﻜﻞ ﺻﻔﺤﺔ‪ .‬ﻭﻳﺒﺪﺃ ﻛﻞ ﻗﺴﻢ ﺃﻭ ﺟﺰﺀ ﰲ ﺻﻔﺤﺔ ﺟﺪﻳﺪﺓ‪.‬‬ ‫ﻳﻮﺿﻊ ﻛﻞ ﺟﺪﻭﻝ ﰲ ﺻﻔﺤﺔ ﻣﻨﻔﺼﻠﺔ‪ .‬ﻭﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺼﻮﺭ ﺍﻹﻳﻀﺎﺣﻴﺔ ‪ illustrations‬ﻭﺍﻟﺼﻮﺭ ﺍﻟﻀﻮﺋﻴﺔ‬ ‫ﻏﲑ ﺍﳌﻠﺼﻘﺔ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﻳﺰﻳﺪ ﺣﺠﻤﻬﺎ ﻋﻦ ‪ 254 × 203‬ﻣﻴﻠﻴﻤﺘﺮ‪ .‬ﻭﻋﻠﻰ ﺍﳌﺆﻟﻔﲔ ﺃﻥ ﻳﻘﺪﻣﻮﺍ ﺍﻟﻌﺪﺩ ﺍﳌﻄﻠﻮﺏ‬ ‫ﻣﻦ ﻧﺴﺦ ﺍﻟﻮﺭﻗﺔ‪ ،‬ﻭﻳﺴﺘﺤﺴﻦ ﺃﻥ ﳛﺘﻔﻈﻮﺍ ﺑﺼﻮﺭ ﻟﻜﻞ ﻣﺎ ﻳﻘﺪﻣﻮﻧﻪ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﲢﻤﻞ ﺻﻔﺤﺔ ﺍﻟﻌﻨﻮﺍﻥ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪ ‬ﻋﻨﻮﺍﻥ ﺍﳌﻘﺎﻟﺔ‪ ،‬ﻋﻠﻰ ﺃﻥ ﻳﻜﻮﻥ ﻣﻘﺘﻀﺒﺎﹰ‪ ،‬ﻭﻟﻜﻦ ﻣﻌﱪﹰﺍ ﻋﻦ ﺍﳌﻮﺿﻮﻉ؛‬

‫‪ ‬ﺍﻹﺳﻢ ﺍﻟﺬﻱ ﻳ‪‬ﻌﺮﻑ ﺑﻪ ﻛﻞ ﻣﺆﻟﻒ ﺃﻭ ﻣﺆﻟﻔﺔ‪ ،‬ﻭﺃﻋﻠﻰ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﺣﺼﻠﻮﺍ‬ ‫ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﻳﻨﺘﻤﻮﻥ ﺇﻟﻴﻬﺎ؛‬ ‫‪ ‬ﺍﺳﻢ ﺍﻟﻘﺴﻢ ﺃﻭ ﺍﻷﻗﺴﺎﻡ ﻭﺍﳌﺆﺳﺴﺔ ﺃﻭ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﻳ‪‬ﻨﺴﺐ ﺇﻟﻴﻬﺎ ﺍﻟﻌﻤﻞ‪،‬‬ ‫‪ ‬ﻋﺒﺎﺭﺍﺕ ﺍﻟﺘﻨﺎﺯﻝ ﻋﻦ ﺍﳊﻘﻮﻕ‪ ،‬ﺇﻥ ﻭﺟﺪﺕ‪،‬‬

‫‪ ‬ﺍﺳﻢ ﻭﻋﻨﻮﺍﻥ ﺍﳌﺆﻟﻒ ﺍﳌﺴﺆﻭﻝ ﻋﻦ ﺗﻠﻘﻲ ﺍﳌ ﺮﺍﺳﻼﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﺨﻄﻮﻃﺔ‪ ،‬ﻭﺍﺳﻢ ﻭﻋﻨﻮﺍﻥ‬ ‫ﺍﳌﺆﻟﻒ ﺍﻟﺬﻱ ﺗﺮﺳﻞ ﺇﻟﻴﻪ ﻃﻠﺒﺎﺕ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻧﺴﺦ ﻣﻦ ﺍﳌﻘﺎﻟﺔ‪ ،‬ﺃﻭ ﻋﺒﺎﺭﺓ ﺗﺸﲑ ﺇﱃ ﺃﻧﻪ ﻻ‬ ‫ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻧﺴﺦ ﺍﳌﻘﺎﻟﺔ ﻣﻦ ﺍﳌﺆﻟﻔﲔ‪،‬‬ ‫‪4‬‬

‫‪  ‬ﻣﺼﺪﺭ ﺃﻭ ﻣﺼﺎﺩﺭ ﺍﻟﺪﻋﻢ ﺍﻟﺬﻱ ﺗﻠﻘﹼﺎﻩ ﺍﳌﺆﻟﻒ ﰲ ﺻﻮﺭﺓ ﻣﻨﺢ ﻣﺎﻟﻴﺔ ﺃﻭ ﻣﻌﺪﺍﺕ ﺃﻭ ﺃﺩﻭﺍﺕ ﺃﻭ‬ ‫ﻫﺬﻩ ﲨﻴﻌﺎﹰ‪،‬‬ ‫‪ ‬ﺍﻟﻌﻨﻮﺍﻥ ﺍﻟﻘﺼﲑ ﺍﳌﺘﻜﺮﺭ ﺃﻋﻠﻰ ﺍﻟﺼﻔﺤﺔ ﺃﻭ ﺃﺳﻔﻠﻬﺎ‪ ،‬ﲟﺎ ﻻ ﻳﺰﻳﺪ ﻋﻦ ‪ 40‬ﺣﺮﻓﹰﺎ )ﲢﺴﺐ‬ ‫ﺍﳊﺮﻭﻑ ﻭﺍﳌﺴﺎﻓﺎﺕ ﺍﻟﻔﺎﺻﻠﺔ(‪ ،‬ﻭﺫﻟﻚ ﰲ ﺃﺳﻔﻞ ﺻﻔﺤﺔ ﺍﻟﻌﻨﻮﺍﻥ‪.‬‬

‫ﻭﺗﺘﺰﺍﻳﺪ ﺃﻋﺪﺍﺩ ﺍ‪‬ﻼﺕ ﺍﻟﱵ ﺗﻄﻠﺐ ﺗﻘﺪﱘ ﺍﳌﺨﻄﻮﻃﺎﺕ ﺇﻟﻜﺘﺮﻭﻧﻴﺎﹰ‪ ،‬ﺇﻣﺎ ﻣﺴﺠﻠﺔ ﻋﻠﻰ ﻗﺮﺹ ﺃﻭ ﻛﻤﺮﻓﻖ‬ ‫ﺑﺮﺳﺎﻟﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺃﻭ ﺑﺘﺤﻤﻴﻠﻬﺎ ﻣﺒﺎﺷﺮﺓ ﻋﻠﻰ ﻣﻮﻗﻊ ﺍ‪‬ﻠﺔ ﰲ ﺍﻹﻧﺘﺮﻧﺖ‪ .‬ﻭﻣﻦ ﺷﺄﻥ ﺗﻘﺪﱘ ﺍﻟﻮﺭﻗﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﹰﺎ ﺃﻥ‬ ‫ﻳﻮﻓﹼﺮ ﺍﻟﻮﻗﺖ ﻭﺗﻜﺎﻟﻴﻒ ﺍﻟﱪﻳﺪ‪ ،‬ﻭﻳﻴﺴ‪‬ﺮ ﻣﻌﺎﻣﻠﺔ ﺍﳌﺨﻄﻮﻃﺔ ﰲ ﺷﻜﻠﻬﺎ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻃﻮﺍﻝ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺤﺮﻳﺮﻳﺔ‪ ،‬ﻣﺜﻼﹰ‪،‬‬ ‫ﻋﻨﺪ ﺇﺭﺳﺎﳍﺎ ﻟﻠﻤﺤﻜﹼﻤﲔ‪ .‬ﻭﻳﺴﺘﻄﻴﻊ ﺍﳌﺆﻟﻔﻮﻥ ﺃﻥ ﻳﺘﻌﻘﹼﺒﻮﺍ ﻣﺴﺎﺭ ﻭﺭﻗﺘﻬﻢ ﺑﺎﻟﺘﻮﺻﻞ ﺇﱃ ﻣﻮﻗﻊ ﺍ‪‬ﻠﺔ ﻋﻠﻰ‬ ‫ﺍﻹﻧﺘﺮﻧﺖ‪ .‬ﻭﻋﻠﻰ ﺍﳌﺆﻟﻔﲔ ﺃﻥ ﻳﺮﺟﻌﻮﺍ ﺇﱃ ﺇﺭﺷﺎﺩﺍﺕ ﺍ‪‬ﻠﺔ ﻟﻠﻤﺆﻟﻔﲔ ﳌﻌﺮﻓﺔ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻨﻤﻄﻴﺔ ﺍﳌﻔﺒﻮﻟﺔ ﳌﻌﺎﳉﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﻭﺗﺴﻤﻴﺎﺕ ﺍﳌﻠﻔﺎﺕ ﺍﳌﺘﻔﻖ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻏﲑ ﺫﻟﻚ ﻣﻦ ﺍﻟﺘﻔﺎﺻﻴﻞ‪.‬‬ ‫ﻭﻋﻨﺪ ﺗﻘﺪﱘ ﺍﳌﺨﻄﻮﻃﺎﺕ‪ ،‬ﺗﻄﻠﺐ ﺍ‪‬ﻼﺕ‪ ،‬ﻋﺎﺩﺓﹰ‪ ،‬ﺃﻥ ﻳﻘﺪﻡ ﺍﳌﺆﻟﻔﻮﻥ ﳍﺎ ﻧﺴﺨﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ )ﻋﻠﻰ ﻗﺮﺹ(‬ ‫ﻋﻨﺪﻣﺎ ﺗﺼﺒﺢ ﺍﳌﻮﺍﻓﻘﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻋﻠﻰ ﺍﻟﻮﺭﻗﺎﺕ ﻭﺷﻴﻜﺔ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﺜﺒ‪‬ﺖ ﻋﻠﻰ ﺍﻟﻘﺮﺹ ﻟﺼﺎﻗﺔ ﺗﻮﺿ‪‬ﺢ ﺍﻟﺼﻴﻐﺔ‬ ‫ﺍﻟﻨﻤﻄﻴﺔ ﻟﻠﻤﻠﻒ ﻭﺍﺳﻢ ﺍﳌﻠﻒ‪.‬‬

‫‪ 5.12‬ﺇﺭﺳﺎﻝ ﺍﳌﺨﻄﻮﻃﺔ ﺇﱃ ﺍ‪‬ﻠﺔ‬ ‫ﻳ‪‬ﺮﺳﻞ ﺍﻟﻌﺪﺩ ﺍﳌﻄﻠﻮﺏ ﻣﻦ ﻧﺴﺦ ﺍﳌﺨﻄﻮﻃﺔ ﰲ ﻏﻼﻑ ﻣﻦ ﺍﻟﻮﺭﻕ ﺍﻟﺴﻤﻴﻚ‪ ،‬ﻣﻊ ﺇﺣﺎﻃﺔ ﺍﻟﻨﺴﺦ ﻭﺍﻷﺷﻜﺎﻝ‬ ‫ﺑﻮﺭﻕ ﻣﻘﻮﻯ‪ ،‬ﻋﻨﺪ ﺍﻟﻠﺰﻭﻡ‪ ،‬ﻟﺘﺠﻨﺐ ﻃﻲ ﺍﻟﺼﻮﺭ ﺍﻟﻀﻮﺋﻴﺔ‪ .‬ﻭﻳﻔﻀﻞ ﺇﺭﺳﺎﻝ ﺍﻟﺼﻮﺭ ﺍﻟﻀﻮﺋﻴﺔ ﻭﺍﻟﺸﻔﺎﻓﻴﺎﺕ ﰲ‬ ‫ﻏﻼﻑ ﻣﻨﻔﺼﻞ ﻣﻦ ﺍﻟﻮﺭﻕ ﺍﻟﺴﻤﻴﻚ‪.‬‬ ‫ﻭﳚﺐ ﺃﻥ ﺗ‪‬ﺼﺎﺣﺐ ﺍﳌﺨﻄﻮﻃﺔ ﺭﺳﺎﻟ ﹸﺔ ﺇﺣﺎﻟﺔ ﻣﻮﻗﹼﻌﺔ ﻣﻦ ﺍﳌﺆﻟﻔﲔ ﲨﻴﻌﺎﹰ‪ ،‬ﻭﺗﺘﻀﻤﻦ ﺗﻠﻚ ﺍﻟﺮﺳﺎﻟﺔ‪ ،‬ﰲ ﺍﻟﻌﺎﺩﺓ‪،‬‬ ‫ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪  ‬ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺃﻱ ﺟﺰﺀ ﻣﻦ ﺍﻟﻌﻤﻞ ﺳﺒﻖ ﻧﺸﺮﻩ ﺃﻭ ﺗﻜﺮﺭ ﻧﺸﺮﻩ ﺃﻭ ﰎ ﺗﻘﺪﳝﻪ ﺇﱃ ﺃﻱ ﺟﻬﺔ‬ ‫ﺃﺧﺮﻯ‪،‬‬ ‫‪ ‬ﻋﺒﺎﺭﺓ ﺣﻮﻝ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﺎﻟﻴﺔ‪ ،‬ﺃﻭ ﻏﲑﻫﺎ ﻣﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﱵ ﻗﺪ ﺗﺆﺩﻱ ﺇﱃ ﺗﻀﺎﺭﺏ ﺍﳌﺼﺎﱀ‪،‬‬

‫‪ ‬ﻋﺒﺎﺭﺓ ﺗﺘﻀﻤﻦ ﺃﻥ ﲨﻴﻊ ﺍﳌﺆﻟﻔﲔ ﻗﺮﺃﻭﺍ ﺍﳌﺨﻄﻮﻃﺔ ﻭﺃ‪‬ﻢ ﻳﻮﺍﻓﻘﻮﻥ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺃﻥ ﻣﺘﻄﻠﺒﺎﺕ‬ ‫ﺻﻔﺔ ﺍﳌﺆﻟﻒ ‪ authorship‬ﻣﺴﺘﻮﻓﺎﺓ‪ ،‬ﻭﺃﻥ ﻛﻞ ﻣﺆﻟﻒ ﻣﻦ ﺍﳌﺆﻟﻔﲔ ﻳﺮﻯ ﺃﻥ ﺍﳌﺨﻄﻮﻃﺔ‬ ‫ﻼ ﻧﻔﹼﺬ ﺑﻜﻞ ﺃﻣﺎﻧﺔ‪،‬‬ ‫ﲤﺜﻞ ﻋﻤ ﹰ‬ ‫‪5‬‬

‫‪ ‬ﺇﺳﻢ ﻭﻋﻨﻮﺍﻥ ﻭﺭﻗﻢ ﻫﺎﺗﻒ ﺍﳌﺆﻟﻒ ﺍﳌﺮﺍﺳﻞ ﺍﳌﺴﺆﻭﻝ ﻋﻦ ﺍﻹﺗﺼﺎﻝ ﺑﺎﳌﺆﻟﻔﲔ ﺍﳌﺸﺎﺭﻛﲔ‬ ‫ﺑﺸﺄﻥ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻭﺍﳌﻮﺍﻓﻘﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻋﻠﻰ ﺍﳌﺴﻮﺩﺍﺕ ﺍﻟﻄﺒﺎﻋﻴﺔ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺘﻀﻤﻦ ﺍﻟﺮﺳﺎﻟﺔ ﺃﻳﺔ ﻣﻌﻠﻮﻣﺎﺕ ﺇﺿﺎﻓﻴﺔ ﻗﺪ ﺗﺴﺎﻋﺪ ﺍﶈﺮﺭ‪ ،‬ﻣﺜﻞ ﻧﻮﻉ ﺍﳌﻘﺎﻟﺔ ﺍﻟﺬﻱ ﲤﺜﻠﻪ ﺍﳌﺨﻄﻮﻃﺔ‬ ‫ﺑﲔ ﻣﺎ ﺗﻨﺸﺮﻩ ﺗﻠﻚ ﺍ‪‬ﻠﺔ‪ ،‬ﻭﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺆﻟﻒ ﺃﻭ ﺍﳌﺆﻟﻔﲔ ﻣﺴﺘﻌﺪﻳﻦ ﻟﺘﺤﻤ‪‬ﻞ ﺗﻜﻠﻔﺔ ﻧﺸﺮ ﺍﻟﺼﻮﺭ ﺍﻹﻳﻀﺎﺣﻴﺔ‬ ‫ﺍﳌﻠﻮﻧﺔ‪.‬‬ ‫ﻭﳚﺐ ﺃﻥ ﺗﺮﻓﻖ ﺑﺎﳌﺨﻄﻮﻃﺔ ﺻﻮﺭ ﻷﻱ ﻣﻮﺍﻓﻘﺎﺕ ﻋﻠﻰ ﻧﺴ‪‬ﺦ ﺍﳌﻮﺍﺩ ﺍﳌﻨﺸﻮﺭﺓ‪ ،‬ﺃﻭ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻮﺭ‬ ‫ﺍﻹﻳﻀﺎﺣﻴﺔ‪ ،‬ﺃﻭ ﻧﺸﺮ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺃﺷﺨﺎﺹ ﳝﻜﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻫﻮﻳﺎ‪‬ﻢ‪ ،‬ﺃﻭ ﺫﻛﺮ ﺃﲰﺎﺀ ﺃﺷﺨﺎﺹ ﻟﻺﻗﺮﺍﺭ ﲟﺎ‬ ‫ﻗﺪﻣﻮﻩ ﻣﻦ ﺇﺳﻬﺎﻣﺎﺕ‪.‬‬ ‫ﻭﻗﺪ ﻳﻠﺰﻡ ﻧﻘﻞ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺃﻭ ﺑﻌﺪ ﻗﺒﻮﻝ ﺍﻟﻮﺭﻗﺔ ﻟﻠﻨﺸﺮ‪.‬‬

‫‪ 6.12‬ﻣﺎ ﺑﻌﺪ ﺗﻘﺪﱘ ﺍﳌﺨﻄﻮﻃﺔ‬ ‫ﻳﺘﻠﻘﻰ ﺍﳌﺆﻟﻔﻮﻥ ﺇﺷﻌﺎﺭﺍﹰ ﺑﺎﺳﺘﻼﻡ ﺍﳌﺨﻄﻮﻃﺔ ﺧﻼﻝ ﺃﺳﺒﻮﻋﲔ ﺃﻭ ﺛﻼﺛﺔ ﺃﺳﺎﺑﻴﻊ ﰲ ﺍﻟﻌﺎﺩﺓ‪ .‬ﻭﻳ‪‬ﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ‬ ‫ﺍﳋﺎﺹ ﺑﺎﻟﻨﺸﺮ ﺧﻼﻝ ‪ 8-6‬ﺃﺳﺎﺑﻴﻊ‪ ،‬ﻭﻳﺘﻮﻗﻒ ﺫﻟﻚ ﻋﻠﻰ ﺗﻠﻘﻲ ﺇﺟﺎﺑﺎﺕ ﺍﶈﻜﹼﻤﲔ‪ .‬ﻭﺗﺰﻳﺪ ﻣﻌﺪﻻﺕ ﺍﻟﺮﻓﺾ ﻟﺪﻯ‬ ‫ﺃﻓﻀﻞ ﺍ‪‬ﻼﺕ ﻋﻦ ‪ .%50‬ﻭﳛﺘﻤﻞ ﺃﻥ ﺗﻜﻮﻥ ﻧﺴﺒﺔ ﺍﳌﻘﺎﻻﺕ ﺍﻟﱵ ﺗﻘﺒﻞ ﻣﻦ ﺩﻭﻥ ﺍﻟﺘﻮﺻﻴﺔ ﺑﺈﺩﺧﺎﻝ ﺃﻱ ﺗﻌﺪﻳﻞ‬ ‫ﻋﻠﻴﻬﺎ ﻧﺘﻴﺠﺔ ﳌﺮﺍﺟﻌﺔ ﺍﶈﻜﹼﻤﲔ‪ %5 ،‬ﻓﻘﻂ‪ ،‬ﺃﻭ ﻗﺮﻳﺒﺎﹰ ﻣﻦ ﺫﻟﻚ‪.‬‬ ‫ﻭﻗﺪ ﻳﻮﺻﻲ ﺍﶈﻜﻤﻮﻥ ﺑﺄﻥ ﺍﻟﻮﺭﻗﺔ ﳝﻜﻦ ﺃﻥ ﺗﺼﺒﺢ ﺃﻛﺜﺮ ﻗﺒﻮ ﹰﻻ ﺑﻌﺪ ﺇﺩﺧﺎﻝ ﺗﻌﺪﻳﻼﺕ ﻋﻠﻴﻬﺎ‪ .‬ﻭﻟﻴﺲ ﻟﺰﺍﻣﺎﹰ‬ ‫ﺃﻥ ﻳ‪‬ﺪﺧﻞ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻛﻞ ﺍﻟﺘﻌﺪﻳﻼﺕ ﺍﳌﻘﺘﺮﺣﺔ ﺃﻭﺗﻮﻣﺎﺗﻴﻜﻴﹰﺎ‪ .‬ﻭﻋﻠﻴﻬﻢ ﺃﻥ ﻳ‪‬ﺪﺧﻠﻮﺍ ﻣﻦ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻣﺎ ﻳ‪‬ﻠﱯ ﺍﻧﺘﻘﺎﺩﺍﺕ‬ ‫ﺍﶈﻜﻤﲔ ﻛﻠﻤﺎ ﺃﻣﻜﻦ ﺫﻟﻚ‪ ،‬ﻭﺃﻥ ﻳﺒ‪‬ﺮﺭﻭﺍ ﺃﻱ ﻗﺮﺍﺭ ﻳﺘﺨﺬﻭﻧﻪ ﺑﻌﺪﻡ ﺍﻟﺘﺠﺎﻭﺏ‪ .‬ﻭﻣﻦ ﺍﳌﺴﺘﺤﺴﻦ ﺃﻥ ﻳﺪ‪‬ﻭﻥ‬ ‫ﺍﻟﺒﺎﺣﺜﻮﻥ ﰲ ﻭﺭﻗﺔ ﻣﻨﻔﺼﻠﺔ ﻣﺎ ﻗﺪﻣﻪ ﺍﶈ ﹼﻜﻤﻮﻥ ﻣﻦ ﻣﻼﺣﻈﺎﺕ ﻭﻛﻴﻒ ﺍﻧﻌﻜﺴﺖ ﻋﻠﻰ ﺍﻟﻮﺭﻗﺔ ﺍﳌﻌﺪ‪‬ﻟﺔ‪ ،‬ﻓﻤﻦ ﺷﺄﻥ‬ ‫ﺫﻟﻚ ﺃﻥ ﻳﺴﻬ‪‬ﻞ ﻋﻠﻰ ﺍﶈﺮﺭ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻨﺎﺳﺐ‪.‬‬

‫‪ 7.12‬ﺻﻔﺔ ﺍﳌﺆﻟﻒ ﰲ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﳌﺆﻟﻒ‪ ،‬ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪ ،‬ﻫﻮ ﺷﺨﺺ ﻗﺪﻡ ﺇﺳﻬﺎﻣﹰﺎ ﻓﻜﺮﻳﹰﺎ ﻛﺒﲑﹰﺍ ﰲ ﺩﺭﺍﺳﺔ ﻣﻨﺸﻮﺭﺓ‪ .‬ﻭﻟﻘﺪ ﺃﺻﺪﺭﺕ ﺍﻟﻠﺠﻨﺔ‬ ‫ﺍﻟﺪﻭﻟﻴﺔ ﶈﺮﺭﻱ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴ ﺔ ﺍﻟﺪﻻﺋﻞ ﺍﻹﺭﺷﺎﺩﻳﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺣﻮﻝ ﺻﻔﺔ ﺍﳌﺆﻟﻒ ‪:authorship‬‬ ‫‪  ‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﻛﻞ ﻣﺆﻟﻒ ﻗﺪ ﺷﺎﺭﻙ ﰲ ﺍﻟﻌﻤﻞ ﺑﺪﺭﺟﺔ ﺗﻜﻔﻲ ﻟﻴﺘﺤﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺃﻣﺎﻡ‬ ‫ﺍﻟﻘﺮﺍﺀ ﻋﻦ ﺃﺟﺰﺍﺀ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﶈﺘﻮﻯ‪.‬‬ ‫‪6‬‬

‫‪ ‬ﻳ‪‬ﻌﺘﺮﻑ ﺑﺼﻔﺔ ﺍﳌﺆﻟﻒ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﳌﺸﺎﺭﻛﺔ ﺍﳉﻮﻫﺮﻳﺔ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬ ‫)‪ (1‬ﺍﻟﻔﻜﺮﺓ ﻭﺍﻟﺘﺼﻤﻴﻢ‪ ،‬ﺃﻭ ﲢﺼﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﲢﻠﻴﻠﻬﺎ ﻭﺗﻔﺴﲑﻫﺎ‪،‬‬ ‫)‪ (2‬ﻭﻛﺘﺎﺑﺔ ﻣﺴﻮﺩﺓ ﺍﳌﻘﺎﻟﺔ ﺃﻭ ﻣﺮﺍﺟﻌﺘﻬﺎ ﺑﺪﻗﺔ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺃﳘﻴﺔ ﳏﺘﻮﺍﻫﺎ ﺍﻟﻔﻜﺮﻱ‪،‬‬ ‫)‪ (3‬ﻭﺍﳌﻮﺍﻓﻘﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻋﻠﻰ ﺍﻟﻨﺺ ﺍﻟﺬﻱ ﺳﻮﻑ ﻳﻨﺸﺮ‪.‬‬ ‫ﻭﳚﺐ ﺃﻥ ﻳﺴﺘﻮﰱ ﺍﳌﺆﻟﻔﻮﻥ ﻫﺬﻩ ﺍﻟﺸﺮﻭﻁ ﺍﻟﺜﻼﺛﺔ‪.‬‬ ‫‪ ‬ﺍﺳﺘﺠﻼﺏ ﺍﻟﺘﻤﻮﻳﻞ ﺃﻭ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﺍﻹﺷﺮﺍﻑ ﺍﻟﻌﺎﻡ ﻋﻠﻰ ﻓﺮﻳﻖ ﺍﻟﺒﺤﺚ ﻻ ﻳﱪﺭ ﺍﻛﺘﺴﺎﺏ‬ ‫ﺻﻔﺔ ﺍﳌﺆﻟﻒ‪.‬‬ ‫ﻭﻣﻦ ﺃﺟﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﺃﺩ‪‬ﺍﻩ ﺍﳌﺆﻟﻔﻮﻥ‪ ،‬ﻭﻟﺘﺴﻮﻳﺔ ﺃﻱ ﺗﻨﺎﻗﺾ ﺑﲔ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﳌﻘﺪﻣﺔ ﻋﻦ ﺃﻭﻟﺌﻚ ﺍﳌﺬﻛﻮﺭﻳﻦ ﰲ ﻗﺎﺋﻤﺔ ﺍﳌﺆﻟﻔﲔ ﻭﺃﻭﻟﺌﻚ ﺍﳌﺬﻛﻮﺭﻳﻦ ﰲ ﻓﻘﺮﺓ ﺍﻟﺸﻜﺮ ﻭﺍﻟﺘﻘﺪﻳﺮ‪ ،‬ﺗﻄﻠﺐ ﺑﻌﺾ‬ ‫ﺍ‪‬ﻼﺕ ﻣﻦ ﺍﳌﺆﻟﻔﲔ ﺃﻥ ﻳﻮﺿﺤﻮﺍ ﺍﻹﺳﻬﺎﻣﺎﺕ ﺍﻟﻔﻌﻠﻴﺔ ﳉﻤﻴﻊ ﻣﻦ ﺷﺎﺭﻛﻮﺍ ﰲ ﺍﻟﻌﻤﻞ‪ .‬ﻭﺑﻨﺎﺀ ﻋﻠﻴﻪ‪ ،‬ﻳ‪‬ﻄﻠﺐ ﻣﻦ‬ ‫ﺍﳌﺆﻟﻔﲔ ﺃﻥ ﻳﺼﻔﻮﺍ ﻣﺎ ﻗﺎﻣﻮﺍ ﺑﻪ ﻓﻌﻼﹰ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﻣﺎ ﻗﺎﻡ ﺑﻪ ﺍﳌﺬﻛﻮﺭﻭﻥ ﰲ ﻓﻘﺮﺓ ﺍﻟﺸﻜﺮ ﻭﺍﻟﺘﻘﺪﻳﺮ‪ .‬ﻭﺭﲟﺎ ﻳﻜﻮﻥ‬ ‫ﺃﺷﺨﺎﺹ ﻋﺪﻳﺪﻭﻥ ﻗﺪ ﺃﺳﻬﻤﻮﺍ ﰲ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﺗﺴﺠﻠﻪ ﺍﳌﻘﺎﻟﺔ‪ ،‬ﺇﻻ ﺃﻥ ﺍﳌﺴﺎﳘﲔ ﳚﺐ ﺃﻥ ﻳﻘﺮﺭﻭﺍ ﺑﺄﻧﻔﺴﻬﻢ ﻣﺎﺫﺍ‬ ‫ﻛﺎﻧﺖ ﺇﺳﻬﺎﻣﺎ‪‬ﻢ‪ ،‬ﻭﺃﻱ ﻣﺴﺘﻮﻯ ﻣﻦ ﺍﻹﺳﻬﺎﻡ ﻳﺴﺘﺤﻖ ﺻﺎﺣﺒﻪ ﻣﻜﺎﻧﹰﺎ ﰲ ﻗﺎﺋﻤﺔ ﺍﳌﺆﻟﻔﲔ‪ .‬ﻭﻳ‪‬ﻘﺘﺮﺡ ﺃﻥ ﺗ‪‬ﺬﻛﺮ‬ ‫ﺍﻷﲰﺎﺀ ﰲ ﻗﺎﺋﻤﺔ ﺍﳌﺆﻟﻔﲔ ﺑﺘﺮﺗﻴﺐ ﺃﳘﻴﺔ ﻣﺎ ﻗﺎﻣﻮﺍ ﺑﻪ ﻣﻦ ﺃﻋﻤﺎﻝ‪ ،‬ﺣﺴﺒﻤﺎ ﻳﻘﺮﺭ ﺍﳌﺆﻟﻔﻮﻥ ﺃﻧﻔﺴﻬﻢ‪.‬‬ ‫ﻭﺃﻱ ﻣﺴﺎﳘﲔ ﻻ ﺗﻨﻄﺒﻖ ﻋﻠﻴﻬﻢ ﻣﻌﺎﻳﲑ ﺻﻔﺔ ﺍﳌﺆﻟﻒ‪ ،‬ﺗ‪‬ﺪﺭﺝ ﺃﲰﺎﺅﻫﻢ ﰲ ﻓﻘﺮﺓ ﺍﻟﺸﻜﺮ ﻭﺍﻟﺘﻘﺪﻳﺮ‪ .‬ﻭﻧﻈﺮﹰﺍ ﻷﻥ‬ ‫ﺍﻟﻘﺮﺍﺀ ﻗﺪ ﻳﺴﺘﻨﺘﺠﻮﻥ ﺃ‪‬ﻢ ﻳﺆﻳﺪﻭﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ‪ ،‬ﻓﻴﺘﻮﺟﺐ ﻋﻠﻰ ﻛﻞ ﺍﳌﺬﻛﻮﺭﻳﻦ ﰲ ﺗﻠﻚ ﺍﻟﻔﻘﺮﺓ ﺃﻥ‬ ‫ﻳﻮﺍﻓﻘﻮﺍ ﺧﻄﻴﹰﺎ ﻋﻠﻰ ﺫﻛﺮ ﺃﲰﺎﺋﻬﻢ ﻭﺃﺩﻭﺍﺭﻫﻢ‪.‬‬

‫‪ 8.12‬ﺍﻟﱪﺍﺀﺍﺕ ﻭﺍﻟﻨﺸﺮ‬ ‫ﻫﻨﺎﻙ ﺗﻔﻬ‪‬ﻢ ﻣﺘﺰﺍﻳﺪ ﳊﻘﻮﻕ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﺑﲔ ﺍﻷﻛﺎﺩﳝﲔ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻭﻟﻘﺪ ﻧﺎﻗﺸﻨﺎ ﰲ ﺍﻟﻔﺼﻞ‬ ‫‪ 10‬ﺃﳘﻴﺔ ﻫﺬﻩ ﺍﳌﺴﺄﻟﺔ‪ .‬ﻭﻣﻦ ﺍﻷﻣﻮﺭ ﺍﳌﻘﺒﻮﻟﺔ ﺃﻥ ﻳﻜﻮﻥ ﻟﻠﺮﺍﻋﻲ ﺍﻟﻌﺎﻡ ﺃﻭ ﺍﳋﺎﺹ ﻟﻠﺪﺭﺍﺳﺔ ﺣﻖ ﻣﺮﺍﺟﻌﺔ ﺍﳌﺨﻄﻮﻃﺔ‬ ‫ﻼ ‪ 60-30‬ﻳﻮﻣﺎﹰ( ﻗﺒﻞ ﻧﺸﺮﻫﺎ‪ ،‬ﻭﺫﻟﻚ ﺣﱴ ﻳﻄﻠﺐ ﲪﺎﻳﺔ ﺇﺿﺎﻓﻴﺔ ﳊﻘﻮﻕ ﺍﻻﺧﺘﺮﺍﻉ ﺇﺫﺍ‬ ‫ﺧﻼﻝ ﻣﺪﺓ ﳏﺪﺩﺓ )ﻣﺜ ﹰ‬ ‫ﺍﻗﺘﻀﻰ ﺍﻷﻣﺮ ﺫﻟﻚ‪ .‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﻟﻴﺲ ﻟﻠﺮﺍﻋﻲ ﺃﻥ ﻳﻔﺮﺽ ﺃﻳﺔ ﻋﺮﺍﻗﻴﻞ ﻣﺒﺎﺷﺮﺓ ﺃﻭ ﻏﲑ ﻣﺒﺎﺷﺮﺓ ﺃﻣﺎﻡ ﻧﺸﺮ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻜﺎﻣﻠﺔ ﻟﻠﺪﺭﺍﺳﺔ ﰲ ﻭﻗﺖ ﻻﺣﻖ‪.‬‬

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‫‪ 9.12‬ﺍﻷﺧﻼﻗﻴﺎﺕ ﰲ ﺍﻟﻨﺸﺮ ﺍﻟﻌﻠﻤﻲ‬ ‫‪ 1.9.12‬ﺍﻹﺳﺘﺤﻘﺎﻕ ‪credit‬‬ ‫ﻳﺴﺘﺤﻖ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺃﻥ ﻳ‪‬ﻌﺘﺮﻑ ﳍﻢ ﺑﺎﻟﻔﻀﻞ ﰲ ﺇﳒﺎﺯ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﺃﺟﺮﻭﻫﺎ‪ .‬ﻭﻛﻤﺎ ﺷﺮﺣﻨﺎ ﰲ‬

‫ﺍﻟﻘﺴﻢ ‪7.12‬‬

‫ﻻ ﻳﻜﺘﺴﺐ ﺃﺣﺪ ﻫﺬﺍ ﺍﳊﻖ ﺇﻻ ﺇﺫﺍ ﻛﺎﻧﺖ ﻟﻪ ﻣﺴﺎﳘﺔ ﻓﻌﺎﻟﺔ ﰲ ﺍﻟﺒﺤﺚ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳﻮﺍﻓﻖ ﻛﻞ ﺍﳌﺆﻟﻔﲔ ﻋﻠﻰ‬ ‫ﻭﺿﻊ ﺃﲰﺎﺋﻬﻢ ﻋﻠﻰ ﺍﻟﻮﺭﻗﺔ‪ ،‬ﻭﺃﻥ ﻳﺘﺤﻤﻠﻮﺍ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻋﻨﻬﺎ ﺃﻣﺎﻡ ﺍﳉﻤﻴﻊ‪ .‬ﻭﻳﺘﻢ ﺗﺮﺗﻴﺐ ﺃﲰﺎﺀ ﺍﳌﺆﻟﻔﲔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ‬ ‫ﺍﻟﺬﻱ ﻳﺘﻔﻘﻮﻥ ﻋﻠﻴﻪ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺄﻋﻤﺎﻝ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﺴﺎﺑﻘﲔ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻟﻴﺲ ﻟﻠﺒﺎﺣﺚ ﺃﻥ ﻳﻨﺴﺐ ﺇﱃ‬ ‫ﻧﻔﺴﻪ ﺍﻟﻔﻀﻞ ﺣﻮﻝ ﻓﻜﺮﺓ ﺳﺒﻖ ﺃﻥ ﻗﺪﻣﻬﺎ ﺃﻭ ﺩﺭﺳﻬﺎ ﺁﺧﺮﻭﻥ‪ .‬ﻭﻋﻠﻴﻪ ﺃﻥ ﻳﺬﻛﺮ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﱵ ﺗﻜﻮﻥ‬ ‫ﻗﺪ ﺗﻮﺻﻠﺖ ﺇﱃ ﻧﺘﺎﺋﺞ ﺃﻭ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﳐﺘﻠﻔﺔ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺍﻹﻋﺘﺮﺍﻑ ﰲ ﻓﻘﺮﺓ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺸﻜﺮ ﺑﺈﺳﻬﺎﻣﺎﺕ ﺍﻵﺧﺮﻳﻦ ﺍﻟﺬﻳﻦ ﻋﺎﻭﻧﻮﺍ ﰲ ﺗﻨﻔﻴﺬ ﺍﻟﺒﺤﺚ‪ .‬ﻛﻤﺎ‬ ‫ﻳﻨﺒﻐﻲ ﺗﻌﺮﻳﻒ ﻣﺼﺪﺭ ﺍﻟﺪﻋﻢ ﺍﻟﺬﻱ ﺗﻠﻘﺎﻩ ﺍﻟﺒﺤﺚ‪.‬‬ ‫‪ 2.9.12‬ﺇﺣﺘﺮﺍﻡ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ‬ ‫ﳚﺐ ﺍﺣﺘﺮﺍﻡ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ‪ .‬ﺇﻥ ﺍﳌﺒﺪﺃ ﺍﻟﺬﻱ ﻳﺮﺗﻜﺰ ﻋﻠﻴﻪ ﻗﺎﻧﻮﻥ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﺑﺴﻴﻂ ﻧﺴﺒﻴﹰﺎ‪ .‬ﻭﺗﺒﺪﺃ ﺣﻘﻮﻕ‬ ‫ﺍﻟﻨﺸﺮ ﰲ ﻭﻗﺖ ﺗﺴﺠﻴﻞ ﺃﻱ ﻋﻤﻞ ﺇﺑﺪﺍﻋﻲ ﰲ ﺷﻜﻞ ﻭﺍﻗﻌﻲ ﻣﻠﻤﻮﺱ‪ .‬ﻭﰲ ﺍﻷﻋﻤﺎﻝ ﺍﻟﻔﻜﺮﻳﺔ ﺍﻟﺮﻓﻴﻌﺔ‪ ،‬ﻧﺎﺩﺭﹰﺍ ﻣﺎ‬ ‫ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺗﻌﻮﻳﺾ ﻣﺎﺩﻱ ﻋﻦ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﻛﻤﺎ ﰲ ﺍ‪ ‬ﺎﻻﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻳﺘﻮﺟﺐ ﺍﻹﻋﺘﺮﺍﻑ ﺑﺘﻤﻴﺰ ﺗﻠﻚ‬ ‫ﺍﻷﻋﻤﺎﻝ ﻭﺗﻘﺪﻳﺮ ﺍﳌﺒﺪﻋﲔ‪ .‬ﻭﳚﺐ ﺃﻥ ﻻ ﻳ‪‬ﺴﺘﻌﻤﻞ ﺷﻜﻞ ﺑﻴﺎﱐ ﺃﻭ ﺟﺪﻭﻝ ﻣﻦ ﻋﻤﻞ ﺳﺒﻖ ﻧﺸﺮﻩ ﻣﻦ ﺩﻭﻥ‬ ‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﺧﻄﻴﺔ ﻣﻦ ﻧﺎﺷﺮﻩ ﻭﻣﺆﻟﻔﻪ‪ .‬ﻭﳚﺐ ﺍﻹﻋﺘﺮﺍﻑ ﺑﻔﻀﻞ ﻣﺼﺪﺭ ﺗﻠﻚ ﺍﳌﻮﺍﺩ ﺑﻌﺒﺎﺭﺓ ﻣﺜﻞ‬ ‫»ﻧﺸﺮﺕ ﲟﻮﺍﻓﻘﺔ ﻛﺮﳝﺔ ﻣﻦ ‪.(........‬‬ ‫ﻭﺍﻹﻧﺘﺤﺎﻝ ‪ plagiarism‬ﺧﻄﻴﺌﺔ ﺃﺧﻼﻗﻴﺔ ﻛﱪﻯ‪ .‬ﻓﻠﻴﺲ ﻣﻘﺒﻮ ﹰﻻ ﺃﻥ ﻳﻨﻘﻞ ﺷﺨﺺ ﻣﺎ ﻛﻠﻤﺎﺕ ﺃﺷﺨﺎﺹ‬ ‫ﺁﺧﺮﻳﻦ ﺃﻭ ﺃﻓﻜﺎﺭﻫﻢ ﻭﻳﻨﺴﺒﻬﺎ ﺇﱃ ﻧﻔﺴﻪ‪ ،‬ﻣﻦ ﺩﻭﻥ ﺃﻥ ﻳﻘﺮ ﲟﺴﺎﳘﺘﻬﻢ‪.‬‬ ‫‪ 3.9.12‬ﺗﻀﺎﺭﺏ ﺍﳌﺼﺎﱀ‬ ‫»ﺍﻟﻨـﺰﺍﻫﺔ ‪ «disinterestedness‬ﻣﺒﺪﺃ ﻣﻦ ﻣﺒﺎﺩﺉ ﺍﻟﻌﻠﻢ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻟﻠﺒﺎﺣﺜﲔ ﻣﺼﺎﱀ ﻣﻜﺘﺴﺒﺔ ﰲ ﺇﻃﺎﺭ‬ ‫ﺍﻟﺒﺤﺚ‪ ،‬ﻓﻴﺠﺐ ﺍﻟﻜﺸﻒ ﻋﻨﻬﺎ ﺑﺼﺮﺍﺣﺔ‪ .‬ﻭﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ ﻳ‪‬ﻄﻠﺐ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍ‪‬ﻼﺕ ﺑﻴﺎﻧﹰﺎ ﺣﻮﻝ ﺗﻀﺎﺭﺏ‬ ‫ﺍﳌﺼﺎﱀ ‪ conflict of interest‬ﻗﺒﻞ ﺍﻟﻨﻈﺮ ﰲ ﺇﻣﻜﺎﻧﻴﺔ ﻧﺸﺮ ﺃﻱ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ‪ .‬ﻭﳌﺎ ﻛﺎﻥ ﺭﺟﺎﻝ ﺍﻟﺘﺠﺎﺭﺓ‬ ‫‪8‬‬

‫ﻭﺍﻷﻛﺎﺩﳝﻴﲔ ﻳﻌﻤﻠﻮﻥ ﻣﻌﹰﺎ ﻋﻠﻰ ﳓﻮ ﻭﺛﻴﻖ‪ ،‬ﻓﺈﻥ ﺫﻟﻚ ﻳﺜﲑ ﺍﺣﺘﻤﺎﻻﺕ ﻗﻴﺎﻡ ﺭﻭﺍﺑﻂ ﻣﺎﻟﻴﺔ ﻭﲤﻮﻳﻠﻴﺔ ﻣﻦ ﺷﺄ‪‬ﺎ‬ ‫ﲢﺮﻳﻒ ﺍﻟﻌﻤﻞ‪ .‬ﻭﰲ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺍﺳﺘﻌﺮﺿﺖ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﳌﻨﺸﻮﺭﺓ ﺣﻮﻝ ﺑﻌﺾ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ‪ ،‬ﻭ‪‬ﺟﺪ‬ ‫ﻼ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﰲ ﺻﺎﱀ ﺍﻟﺘﺪﺧﻼﺕ ﳏﻞ ﺍﻟﺒﺤﺚ ﻋﻨﺪﻣﺎ‬ ‫ﺃﻥ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻛﺎﻧﺖ ﺃﻛﺜﺮ ﻣﻴ ﹰ‬ ‫ﻛﺎﻧﺖ ﺗﺪﻋﻤﻬﺎ ﻫﻴﺌﺎﺕ ﺗﺴﻌﻰ ﺇﱃ ﺍﻟﺮﺑﺢ )ﺁﻟﺲ ـ ﻧﻴﻠﺴﻦ‪.(2003 ،‬‬ ‫‪ 4.9.12‬ﺍﻟﻨﺸﺮ ﺍﻟﻔﺎﺋﺾ ﺃﻭ ﺍﳌﻜﺮﺭ‬ ‫ﺍﻟﻨﺸﺮ ﺍﻟﻔﺎﺋﺾ ‪ redundant‬ﺃﻭ ﺍﳌﻜﺮﺭ ‪ ، duplicate‬ﻫﻮ ﻧﺸﺮ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ ﺗﺘﺪﺍﺧﻞ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ ﻣﻊ‬ ‫ﻭﺭﻗﺔ ﺃﺧﺮﻯ ﺳﺒﻖ ﺃﻥ ﻧﺸﺮﻫﺎ ﻧﻔﺲ ﺍﳌﺆﻟﻔﲔ‪.‬‬ ‫ﻭﳚﺐ ﺃﻥ ﻳﺸﻌﺮ ﻗﺮﺍﺀ ﺩﻭﺭﻳﺎﺕ ﺍﳌﺼﺎﺩﺭ ﺍﻷﻭﻟﻴﺔ ﺑﺎﻟﺜﻘﺔ ﰲ ﺃﻥ ﻣﺎ ﻳﻘﺮﺃﻭﻧﻪ ﻋﻤﻞ ﺃﺻﻠﻲ‪ ،‬ﺇﻻ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﺑﻴﺎﻥ‬ ‫ﻭﺍﺿﺢ ﺑﺄﻥ ﺍﳌﻘﺎﻟﺔ ﺍﻟﱵ ﺃﻣﺎﻣﻬﻢ ﻳﻌﺎﺩ ﻧﺸﺮﻫﺎ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﺧﺘﻴﺎﺭ ﺍﳌﺆﻟﻒ ﻭﺍﶈﺮﺭ‪ .‬ﺇﻥ ﻫﺬﺍ ﺍﳌﻨﻬﺞ ﻳﺮﺗﻜﺰ ﻋﻠﻰ ﺍﻟﻘﻮﺍﻧﲔ‬ ‫ﺍﻟﺪﻭﻟﻴﺔ ﳊﻘﻮﻕ ﺍﻟﻨﺸﺮ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺴﻠﻮﻙ ﺍﻷﺧﻼﻗﻲ‪ ،‬ﻭﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻮﺍﺭﺩ ﺑﻄﺮﻳﻘﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻓﻌﺎﻟﺔ‪.‬‬ ‫ﺇﻥ ﻣﻌﻈﻢ ﺍ‪‬ﻼﺕ ﻻ ﺗﺮﻏﺐ ﰲ ﺗﻠﻘﻲ ﻭﺭﻗﺎﺕ ﻋﻠﻤﻴﺔ ﻋﻦ ﺃﻋﻤﺎﻝ ﺗﻜﻮﻥ ﻗﺪ ﺳ‪‬ﺠﻠﺖ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ ﰲ ﻣﻘﺎﻟﺔ‬ ‫ﻣﻨﺸﻮﺭﺓ ﺃﻭ ﺗﻜﻮﻥ ﻗﺪ ﺗﻨﺎﻭﻟﺘﻬﺎ ﻭﺭﻗﺔ ﺃﺧﺮﻯ ﻗﹸﺪﻣﺖ ﺃﻭ ﻗﹸﺒﻠﺖ ﻟﻠﻨﺸﺮ ﰲ ﻣﻜﺎﻥ ﺁﺧﺮ‪ ،‬ﺳﻮﺍﺀ ﰲ ﻣﻨﺸﻮﺭﺓ ﻣﻄﺒﻮﻋﺔ‬ ‫ﺃﻭ ﰲ ﻭﺳﻂ ﺇﻟﻜﺘﺮﻭﱐ‪ .‬ﻭﻟﻜﻦ ﻫﺬﻩ ﺍﻟﺴﻴﺎﺳﺔ ﻻ ﲤﻨﻊ ﺍ‪‬ﻠﺔ ﻣﻦ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻭﺭﻗﺔ ﺗﻜﻮﻥ ﻗﺪ ﺭﻓﻀﺘﻬﺎ ﳎﻠﺔ ﺃﺧﺮﻯ‪،‬‬ ‫ﺃﻭ ﻣﻊ ﺗﻘﺮﻳﺮ ﻛﺎﻣﻞ ﻳﻠﻲ ﻧﺸﺮ ﺗﻘﺮﻳﺮ ﻣﺒﺪﺋﻲ ﻣﺜﻞ ﺧﻼﺻﺔ ﺃﻭ ﻣﻠﺼﻖ ﻋ‪‬ﺮﺽ ﻋﻠﻰ ﺍﻟﺰﻣﻼﺀ ﰲ ﺍﺟﺘﻤﺎﻉ ﻣﻬﲏ‪ .‬ﻛﻤﺎ‬ ‫ﺃ‪‬ﺎ ﻻ ﲤﻨﻊ ﺍ‪‬ﻼﺕ ﻣﻦ ﻣﻌﺎﻣﻠﺔ ﻭﺭﻗﺔ ﺳﺒﻖ ﺗﻘﺪﳝﻬﺎ ﰲ ﺍﺟﺘﻤﺎﻉ ﻋﻠﻤﻲ ﻭﱂ ﺗﻨﺸﺮ ﻛﺎﻣﻠﺔ‪ ،‬ﺃﻭ ﻣﺎﺯﺍﻝ ﻳ‪‬ﻨﻈﺮ ﰲ ﺃﻣﺮ‬ ‫ﻧﺸﺮﻫﺎ ﺿﻤﻦ ﳏﺎﺿﺮ ﺍﻹﺟﺘﻤﺎﻉ ﺃﻭ ﰲ ﺃﻱ ﺻﻴﻐﺔ ﳑﺎﺛﻠﺔ‪.‬‬ ‫ﻼ ﺑﻜﻞ ﻣﺎ ﺳﺒﻖ ﻧﺸﺮﻩ ﻣﻦ‬ ‫ﻭﻋﻨﺪ ﺗﻘﺪﱘ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ‪ ،‬ﻳﻨﺒﻐﻲ ﺩﺍﺋﻤﹰﺎ ﺃﻥ ﻳﻜﺘﺐ ﺍﳌﺆﻟﻒ ﺇﱃ ﺍﶈﺮﺭ ﺑﻴﺎﻧﹰﺎ ﺷﺎﻣ ﹰ‬ ‫ﻣﺬﻛﺮﺍﺕ ‪ submissions‬ﺃﻭ ﺗﻘﺎﺭﻳﺮ ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭﻫﺎ ﻣﻦ ﺍﻟﻨﺸﺮ ﺍﻟﻔﺎﺋﺾ ﺃﻭ ﺍﳌﻜﺮﺭ ﻟﻨﻔﺲ ﺍﻟﻌﻤﻞ ﺃﻭ ﻣﺜﻴﻞ ﻟﻪ‪.‬‬ ‫ﻭﻋﻠﻰ ﺍﳌﺆﻟﻒ ﺃﻥ ﻳﻨﺒﻪ ﺍﶈﺮﺭ ﺇﺫﺍ ﻛﺎﻥ ﻋﻤﻠﻪ ﻳﺸﻤﻞ ﻣﻮﺿﻮﻋﺎﺕ ﺳﺒﻖ ﺃﻥ ﻧ‪‬ﺸﺮ ﻋﻨﻬﺎ ﺗﻘﺮﻳﺮ ﻣﻦ ﻗﺒﻞ‪ .‬ﻓﺈﻥ ﻭ‪‬ﺟﺪ‬ ‫ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﻌﻤﻞ‪ ،‬ﻓﻴﺠﺐ ﺃﻥ ﻳﺸﺎﺭ ﺇﻟﻴﻪ ﻭﻳ‪‬ﺴﺘﺸﻬﺪ ﺑﻪ ﰲ ﺍﻟﻮﺭﻗﺔ ﺍﳉﺪﻳﺪﺓ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺇﺭﻓﺎﻕ ﻧﺴﺨﺔ ﻣﻨﻪ ﻣﻊ ﺍﻟﻮﺭﻗﺔ‬ ‫ﺍﳌﻘﺪﻣﺔ ﳌﺴﺎﻋﺪﺓ ﺍﶈﺮﺭ ﻋﻠﻰ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﺑﻜﻴﻔﻴﺔ ﻣﻌﺎﳉﺔ ﻫﺬﻩ ﺍﳌﺴﺄﻟﺔ‪.‬‬ ‫ﻭﻋﻨﺪ ﳏﺎﻭﻟﺔ ﺇﺟﺮﺍﺀ ﻧﺸﺮٍِ ﻓﺎﺋﺾ ﺃﻭ ﻣﻜﺮﺭ‪ ،‬ﺃﻭ ﻋﻨﺪ ﺣﺪﻭﺙ ﺫﻟﻚ ﻣﻦ ﺩﻭﻥ ﺍﻹﺧﻄﺎﺭ ﻋﻨﻪ‪ ،‬ﻓﻌﻠﻰ ﺍﳌﺆﻟﻔﲔ‬ ‫ﺃﻥ ﻳﺘﻮﻗﻌﻮﺍ ﺍﲣﺎﺫ ﺇﺟﺮﺍﺀ ﲢﺮﻳﺮﻱ ﻣﻨﺎﺳﺐ‪ ،‬ﻛﺎﻟﺮﻓﺾ ﺍﻟﻔﻮﺭﻱ ﻟﻠﻤﺨﻄﻮﻃﺔ ﻋﻠﻰ ﺃﻗﻞ ﺗﻘﺪﻳﺮ‪ .‬ﻓﺈﺫﺍ ﱂ ﻳﺘﻨﺒ‪‬ﻪ ﺍﶈﺮﺭ‬ ‫ﺇﱃ ﻭﻗﻮﻉ ﻫﺬﻩ ﺍﳌﺨﺎﻟﻔﺔ‪ ،‬ﻭﺗﻜﻮﻥ ﺍﳌﻘﺎﻟﺔ ﻗﺪ ﻧﺸﺮﺕ ﺑﺎﻟﻔﻌﻞ‪ ،‬ﻓﻤﻦ ﺍﶈﺘﻤﻞ ﺃﻥ ﺗﻨﺸﺮ ﺍ‪‬ﻠﺔ ﺇﺷﺎﺭﺓ ﺇﱃ ﻣﺎ ﺣﺪﺙ‬ ‫ﻣﻦ ﻧﺸﺮ ﻓﺎﺋﺾ ﺃﻭ ﻣﻜﺮﺭ‪ ،‬ﻣﺼﺤﻮﺑﺔ ﺃﻭ ﻏﲑ ﻣﺼﺤﻮﺑﺔ ﺑﺘﻔﺴﲑ ﺃﻭ ﻣﻮﺍﻓﻘﺔ ﻣﻦ ﺍﳌﺆﻟﻒ‪.‬‬

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‫ﺍﻟﻨﺸﺮ ﺍﻟﺜﺎﻧﻮﻱ ﺍﳌﻘﺒﻮﻝ‬ ‫ﺍﻟﻨﺸﺮ ﺍﻟﺜﺎﻧﻮﻱ ‪ secondary publication‬ﺑﻨﻔﺲ ﺍﻟﻠﻐﺔ ﺃﻭ ﺑﻠﻐﺔ ﺃﺧﺮﻯ‪ ،‬ﺧﺼﻮﺻﹰﺎ ﰲ ﺑﻠﺪﺍﻥ ﺃﺧﺮﻯ‪،‬‬ ‫ﻋﻤﻞ ﻣﺴﻤﻮﺡ ﺑﻪ‪ ،‬ﻭﻗﺪ ﻳﻜﻮﻥ ﻣﻔﻴﺪﺍﹰ‪ ،‬ﺑﺸﺮﻁ ﺍﺳﺘﻴﻔﺎﺀ ﻛﻞ ﺍﻟﺸﺮﻭﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪ ‬ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺆﻟﻔﻮﻥ ﻗﺪ ﺗﻠﻘﹼﻮﺍ ﻣﻮﺍﻓﻘﺔ ﳏﺮﺭﻱ ﺍ‪‬ﻠﺘﲔ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻟﺪﻯ ﺍﶈﺮﺭ ﺍﳌﺴﺆﻭﻝ‬ ‫ﻋﻦ ﺍﻟﻨﺸﺮ ﺍﻟﺜﺎﻧﻮﻱ ﻧﺴﺨﺔ ﻣﺼﻮﺭﺓ ﺃﻭ ﻣﻄﺒﻮﻋﺔ ﺃﻭ ﳐﻄﻮﻃﺔ ﻣﻦ ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﱃ‪.‬‬

‫‪  ‬ﺃﻥ ﺗ‪‬ﺤﺘﺮﻡ ﺃﺳﺒﻘﻴﺔ ﺍﳌﻨﺸﻮﺭﺓ ﺍﻷﻭﱃ ﺑﺘﺮﻙ ﻓﺘﺮﺓ ﻓﺎﺻﻠﺔ ﻻ ﺗﻘﻞ ﻋﻦ ﺍﺳﺒﻮﻉ ﺑﲔ ﺍﳌﻨﺸﻮﺭﺗﲔ‬ ‫)ﺇﻻ ﺇﺫﺍ ﻛﺎﻥ ﺍﶈﺮﺭﺍﻥ ﻗﺪ ﺍﺗﻔﻘﺎ ﻋﻠﻰ ﻏﲑ ﺫﻟﻚ(‪.‬‬ ‫‪ ‬ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻮﺭﻗﺔ ﺍﻟﱵ ﺳﺘﻜﻮﻥ ﳏﻞ ﺍﻟﻨﺸﺮ ﺍﻟﺜﺎﻧﻮﻱ ﻣﻮﺟﻬﺔ ﺇﱃ ﲨﺎﻋﺔ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻘﺮﺍﺀ‪،‬‬ ‫ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺭﲟﺎ ﻳﻜﻔﻲ ﻧﺺ ﳐﺘﺼﺮ‪.‬‬ ‫‪ ‬ﺃﻥ ﺗﻌﻜﺲ ﺍﳌﻨﺸﻮﺭﺓ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺑﺪﻗﺔ ﻣﺎ ﺗﻀﻤﻨﺘﻪ ﺍﳌﻨﺸﻮﺭﺓ ﺍﻷﻭﱃ ﻣﻦ ﺑﻴﺎﻧﺎﺕ ﻭﺗﻔﺴﲑﺍﺕ‪.‬‬

‫‪  ‬ﺃﻥ ﺍﳊﺎﺷﻴﺔ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺃﺳﻔﻞ ﺻﻔﺤﺔ ﺍﻟﻌﻨﻮﺍﻥ ﺗﻨﺒﻪ ﺍﻟﻘﺮﺍﺀ ﻭﺍﻟﺰﻣﻼﺀ ﻭﻭﻛﺎﻻﺕ ﺍﻟﺘﻮﺛﻴﻖ ﺇﱃ‬ ‫ﺃﻥ ﺍﻟﻮﺭﻗﺔ ﺳﺒﻖ ﻧﺸﺮﻫﺎ ﻛﻠﻴﹰﺎ ﺃﻭ ﺟﺰﺋﻴﺎﹰ‪ ،‬ﻭﺗﺬﻛﺮ ﺍﳌﺮﺟﻊ ﺍﻷﻭ‪‬ﻝ‪ .‬ﻭﻗﺪ ﻳﻜﻮﻥ ﺍﻟﻨﺺ ﺍﳌﻨﺎﺳﺐ‬ ‫ﻟﻠﺤﺎﺷﻴﺔ ﻛﻤﺎ ﻳﻠﻲ‪ :‬ﻫﺬﻩ ﺍﳌﻘﺎﻟﺔ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﺳﺒﻖ ﻧﺸﺮﻫﺎ ﰲ ﳎﻠﺔ ﻛﺬﺍ )ﻭﻳﺬﻛﺮ‬ ‫ﺍﺳﻢ ﺍ‪‬ﻠﺔ ﻭﺑﻴﺎﻧﺎ‪‬ﺎ ﻛﺎﻣﻠﺔ(‪.‬‬ ‫ﻭﺗﻜﻮﻥ ﺍﳌﻮﺍﻓﻘﺔ ﻋﻠﻰ ﺍﻟﻨﺸﺮ ﺍﻟﺜﺎﻧﻮﻱ ﻣﻦ ﺩﻭﻥ ﻣﻘﺎﺑﻞ‪.‬‬ ‫‪ 5.9.12‬ﲪﺎﻳﺔ ﺣﻘﻮﻕ ﺍﳌﺮﺿﻰ ﰲ ﺍﳋﺼﻮﺻﻴﺔ‬ ‫ﻟﻠﻤﺮﺿﻰ ﺣﻖ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺧﺼﻮﺻﻴﺎ‪‬ﻢ ‪ ،privacy‬ﻭﻻ ﳚﻮﺯ ﺍﻧﺘﻬﺎﻙ ﻫﺬﻩ ﺍﳋﺼﻮﺻﻴﺔ ﻣﻦ ﺩﻭﻥ‬ ‫ﻣﻮﺍﻓﻘﺘﻬﻢ ﺍﳌﺴﺘﻨﲑﺓ ‪ .informed consent‬ﻭﻳﻨﺒﻐﻲ ﻋﺪﻡ ﻧﺸﺮ ﻣﻌﻠﻮﻣﺎﺕ ﺗﻜﺸﻒ ﺍﳍﻮﻳﺔ ﰲ ﺍﻷﻭﺻﺎﻑ ﺍﳌﻜﺘﻮﺑﺔ‬ ‫ﺃﻭ ﺍﻟﺼﻮﺭ ﺍﻟﻀﻮﺋﻴﺔ ﺃﻭ ﺍﻟﻘﺮﺍﺑﺎﺕ ﺍﻟﻌﺎﺋﻠﻴﺔ ‪ pedigrees‬ﻟﻠﻤﺮﻳﺾ ﺇﻻ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﺳﺎﺳﻴﺔ ﻷﻏﺮﺍﺽ‬ ‫ﻋﻠﻤﻴﺔ‪ ،‬ﻭﻳﻜﻮﻥ ﺍﳌﺮﻳﺾ ﺃﻭ ﻭﺍﻟﺪﻩ ﺃﻭ ﻛﻔﻴﻠﻪ ﻗﺪ ﺃﻋﻄﻰ ﻣﻮﺍﻓﻘﺔ ﺧﻄﻴﺔ ﻣﺴﺘﻨﲑﺓ ﻋﻠﻰ ﻧﺸﺮﻫﺎ‪ .‬ﻭﺗﻘﺘﻀﻲ ﺍﳌﻮﺍﻓﻘﺔ‬ ‫ﺍﳌﺴﺘﻨﲑﺓ ﳍﺬﺍ ﺍﻟﻐﺮﺽ ﺃﻥ ﻳﻜﻮﻥ ﻟﻠﻤﺮﻳﺾ ﺣﻖ ﺍﻹﻃﻼﻉ ﻋﻠﻰ ﺍﳌﺨﻄﻮﻃﺔ ﻗﺒﻞ ﻧﺸﺮﻫﺎ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺣﺬﻑ ﺍﻟﺘﻔﺎﺻﻴﻞ ﺍﻟﻜﺎﺷﻔﺔ ﻟﻠﻬﻮﻳﺔ ﺇﺫﺍ ﱂ ﺗﻜﻦ ﺃﺳﺎﺳﻴﺔ‪ ،‬ﻭﻟﻜﻦ ﺑﻴﺎﻧﺎﺕ ﺍﳌﺮﻳﺾ ﻻﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻐﻴ‪‬ﺮ ﺃﻭ‬ ‫ﲢﺮﻑ ﰲ ﳏﺎﻭﻟﺔ ﺍﻟﺘﺠﻬﻴﻞ ‪ .anonymity‬ﻭﻗﺪ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﺼﻌﺐ ﲢﻘﻴﻖ ﺍﻟﺘﺠﻬﻴﻞ ﺍﻟﺘﺎﻡ ‪ .‬ﻭﳚﺐ ﺍﳊﺼﻮﻝ ﻋﻠﻰ‬ ‫ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ ﻣﻦ ﺍﻟﺸﺨﺺ ﺍﳌﻌﲏ ﰲ ﺣﺎﻟﺔ ﺍﻹﺭﺗﻴﺎﺏ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻥ ﺣﺠﺐ ﻣﻨﻄﻘﺔ ﺍﻟﻌﻴﻨﲔ ﰲ ﺍﻟﺼﻮﺭ‬ ‫ﺍﻟﻀﻮﺋﻴﺔ ﻟﻠﻤﺮﺿﻰ ﻻ ﻳﻜﻔﻲ ﻟﻀﻤﺎﻥ ﲡﻬﻴﻞ ﺍﳍﻮﻳﺔ‪.‬‬

‫‪10‬‬

‫ﺇﻥ ﺍﺷﺘﺮﺍﻁ ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ ﻫﻮ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﱵ ﺗ‪‬ﺬﻛﺮ ﻋﺎﺩﺓ ﰲ ﺇﺭﺷﺎﺩﺍﺕ ﺍ‪‬ﻼﺕ ﻟﻠﻤﺆﻟﻔﲔ‪ .‬ﻭﻋﻨﺪ‬ ‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﻮﺍﻓﻘﺔ ﻳﺘﻌﲔ ﺍﻹﺷﺎﺭﺓ ﺇﻟﻴﻬﺎ ﰲ ﺍﳌﻘﺎﻟﺔ ﺍﳌﻨﺸﻮﺭﺓ‪.‬‬ ‫‪ 6.9.12‬ﺗﺴﻠﻴﻢ ﺍﻟﻨﺘﺎﺋﺞ ﻟﻮﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ‬ ‫ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻌﻤﻞ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻋﻠﻰ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺘﻘﺪﻳﺮ ﺑﲔ ﺯﻣﻼﺋﻬﻢ ﺃﺳﺎﺳﹰﺎ‪ .‬ﻭﻟﻴﺲ ﻣﻦ ﺍﳌﻘﺒﻮﻝ ﺃﺧﻼﻗﻴﹰﺎ‬ ‫ﺇﻋﻼﻥ ﻧﺘﺎﺋﺠﻬﻢ ﻋﻠﻰ ﺍﳉﻤﻬﻮﺭ ﺃﻭ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﻗﺒﻞ ﺇﺑﻼﻏﻬﺎ ﺃﻭ ﹰﻻ ﺇﱃ ﻧﻈﺮﺍﺋﻬﻢ ﻋﻦ ﻃﺮﻳﻖ ﺍ‪‬ﻼﺕ ﺃﻭ‬ ‫ﺍﻹﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻭﺍﻟﺘﺴﺮﻳﺐ ﺍﻟﺘﻤﻬﻴﺪﻱ ﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻤﻴﺔ ﻣﻮﺻﻮﻓﺔ ﰲ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ ﰎ ﻗﺒﻮﳍﺎ ﻭﻟﻜﻦ ﱂ ﺗﻨﺸﺮ‬ ‫ﺑﻌﺪ‪ ،‬ﺃﻣﺮ ﻳﻨﺘﻬﻚ ﺳﻴﺎﺳﺎﺕ ﻋﺪﻳﺪ ﻣﻦ ﺍ‪‬ﻼﺕ‪ .‬ﻭﰲ ﺣﺎﻻﺕ ﺍﺳﺘﺜﻨﺎﺋﻴﺔ )ﻭﻧﺎﺩﺭﺓ(‪ ،‬ﻭﺑﻌﺪ ﺍﻻﺗﻔﺎﻕ ﻣﻊ ﺍﶈﺮﺭ ﻓﻘﻂ‪،‬‬ ‫ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﺴﺮﻳﺐ ﺍﻟﺘﻤﻬﻴﺪﻱ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺗﺼﺮﻓﺎﹰ ﻣﻘﺒﻮﻻﹰ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ‪ ،‬ﻋﻨﺪ ﻭﺟﻮﺩ ﻃﻮﺍﺭﻯﺀ ﺻﺤﻴﺔ ﻋﺎﻣﺔ‪.‬‬ ‫ﻭﺑﻌﺾ ﺍ‪‬ﻼﺕ ﺗ‪‬ﺼﺪﺭ ﻧﺸﺮﺍﺕ ﺻﺤﻔﻴﺔ ﺣﻮﻝ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﻬﻤﺔ ﰲ ﻭﻗﺖ ﻣﺘﺰﺍﻣﻦ ﻣﻊ ﻣﻮﻋﺪ ﻧﺸﺮ ﺍﳌﻘﺎﻟﺔ‪.‬‬ ‫‪ 7.9.12‬ﺍﻟﻐﺶ ﺍﻟﻌﻠﻤﻲ‬ ‫ﳝﻜﻦ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﳓﺮﺍﻓﺎﺕ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﲔ ﻋﻠﻰ ﺃ‪‬ﺎ ﺳﻠﺴﻠﺔ ﻣﺘﺼﻠﺔ ﺗﺘﺮﺍﻭﺡ ﻣﺎ ﺑﲔ ﺳﻮﺀ ﺍﻟﺘﻘﺪﻳﺮ )ﺃﻱ‬ ‫ﺃﺧﻄﺎﺀ ﺗﺮﺗﻜﺐ ﲝﺴﻦ ﻧﻴﺔ( ﻣﺜﻞ ﺍﻟﺘﺼﻤﻴﻢ ﻏﲑ ﺍﳌﻼﺋﻢ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﻭﺍﻟﺘﺤﻴ‪‬ﺰ‪ ،‬ﻭﺍﻟﺘﻮﻫﻢ ‪،self-delusion‬‬ ‫ﻭﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻏﲑ ﺍﳌﻨﺎﺳﺒﺔ‪ ،‬ﻭﺑﲔ ﻣﺎ ﳝﻜﻦ ﺗﺴﻤﻴﺘﻪ ﺳﻮﺀ ﺍﻟﺘﺼﺮﻑ ‪) misdemeanors‬ﻭﺗﺴﻤﻰ‬ ‫ﻛﺬﻟﻚ ﺍﻟﺘﺠﻤﻴﻞ ‪ trimming‬ﻭﺍﻟﺘﻠﻔﻴﻖ ‪ (cooking‬ﻣﺜﻞ ﲢﺮﻳﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﺳﺘﺒﻌﺎﺩﻫﺎ ﻭﻃﻤﺲ ﺍﳊﻘﺎﺋﻖ ﻏﲑ‬ ‫ﺍﳌﺮﻏﻮﺑﺔ‪ ،‬ﻭﺻﻮ ﹰﻻ ﺇﱃ ﺍﻟﻐﺶ ﺍﳌﺘﻌﻤﺪ ﺍﻟﺬﻱ ﻳﻮﺻﻒ ﻋﺎﺩﺓ ﺑﺎﻹﺧﺘﻼﻕ ‪ fabrication‬ﻭﺍﻟﺘﺰﻳﻴﻒ‬

‫‪falsification‬‬

‫ﻭﺍﻹﻧﺘﺤﺎﻝ ‪) plagiarism‬ﻓﺎﺭ ﺛﻨﻎ‪ .(1998 ،‬ﺇﻥ ﺛﻘﺎﻓﺔ ﺍﻟﻌﻠﻢ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﺜﻘﺔ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﻘﺪ‪‬ﻡ ﺍﻟﺒﺎﺣﺚ ﺑﻴﺎﻧﺎﺗﻪ‬ ‫ﻋﻠﻰ ﺍﳌﻸ ﻓﺈﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺳﻮﻑ ﺗ‪‬ﻌﺎﻣﻞ ﺣﺴﺐ ﻗﻴﻤﺘﻬﺎ ﺍﻟﻈﺎﻫﺮﺓ‪ .‬ﻭﺭﲟﺎ ﻳﻔﺴ‪‬ﺮ ﺍﻟﺒﻌﺾ ﺗﻠﻚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﻔﺴﲑﺍﺕ‬ ‫ﳐﺘﻠﻔﺔ‪ .‬ﻭﻗﺪ ﻳﺜﲑ ﺍﻟﺒﻌﺾ ﺗﺴﺎﺅﻻﺕ ﺣﻮﻝ ﺗﺼﻤﻴﻢ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻭ ﻳﻌﺘﺮﺽ ﻋﻠﻰ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ‪ .‬ﻏﲑ ﺃﻧﻨﺎ ﻟﻮ‬ ‫ﻓﻘﺪﻧﺎ ﺍﻟﺜﻘﺔ ﰲ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﺴﻮﻑ ﻳﻔﺴﺪ ﺟﻮ ﺍﻟﻌﻤﻞ ﺍﻟﻌﻠﻤﻲ ﺑﺄﻛﻤﻠﻪ‪ .‬ﻭﻫﻨﺎﻙ ﻛﺬﻟﻚ ﺍﻟﺘﺄﺛﲑ ﺍﻟﺬﻱ ﻳﺼﻴﺐ‬ ‫ﺍﳉﻤﺎﻫﲑ‪ .‬ﻓﻜﻞ ﺣﺎﻟﺔ ﻏﺶ ﻭﺍﺣﺪﺓ‪ ،‬ﺃﻭ ﺇﺳﺎﺀﺓ ﺗﺼﺮﻑ‪ ،‬ﺗﻨﺘﻘﺺ ﻣﻦ ﺛﻘﺔ ﺍﳉﻤﺎﻫﲑ ﰲ ﺍﻟﻌﻠﻢ‪ .‬ﻛﻤﺎ ﺃ‪‬ﺎ ﺗﻌﲏ ﺃﻳﻀﹰﺎ‬ ‫ﺃﻥ ﺍﻷﻣﻮﺍﻝ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﺘﱪﻋﺎﺕ ﺭﲟﺎ ﺗﻜﻮﻥ ﻗﺪ ﺃﺳﻲﺀ ﺍﺳﺘﻌﻤﺎﳍﺎ‪ .‬ﺇﻥ ﺣﺎﻻﺕ ﺍﻟﻐﺶ ﺍﻟﻌﻠﻤﻲ‬

‫‪scientific fraud‬‬

‫ﺗﺼﻴﺐ ﺍﻟﻐﺎﻟﺒﻴﺔ ﺍﻟﻌﻈﻤﻰ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﻌﻠﻤﻴﲔ ﺍﻟﺸﺮﻓﺎﺀ ﺑﺎﻟﻘﻠﻖ ﻭﺍﻹﺣﺒﺎﻁ‪.‬‬ ‫ﻟﻘﺪ ﺃﻧﺸﺌﺖ ﰲ ﲤﻮﺯ‪ /‬ﻳﻮﻟﻴﻮ ‪ 1997‬ﺑﺎﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ ﳉﻨﺔ ﻷﺧﻼﻗﻴﺎﺕ ﺍﻟﻨﺸﺮ )‪ (COPE‬ﺑﻌﺪ ﻣﻀﻲ ﺣﻮﺍﱄ‬ ‫ﻋﺎﻣﲔ ﻣﻦ ﺷﻄﺐ ﺍﺧﺘﺼﺎﺻﻲ ﺧﺒﲑ ﰲ ﺍﻷﻣﺮﺍﺽ ﺍﻟﻨﺴﺎﺋﻴﺔ ﻣﻦ ﺳﺠﻞ ﺍﻷﻃﺒﺎﺀ ﺑﻘﺮﺍﺭ ﻣﻦ ﺍ‪‬ﻠﺲ ﺍﻟﻄﱯ ﺍﻟﻌﺎﻡ‪ ،‬ﺑﻌﺪ‬ ‫ﺃﻥ ﺯﻳ‪‬ﻒ ﺑﻴ‪‬ﻨﺎﺕ ﻧﺸﺮﻫﺎ‪ ،‬ﻣﻦ ﺑﻴﻨﻬﺎ ﺯﻋﻤﻪ ﺃﻧﻪ ﳒﺢ ﰲ ﺇﻋﺎﺩﺓ ﲪﻞ ﻣﻨﺘﺒﺬ ‪ ectopic‬ﺇﱃ ﻣﻮﺿﻌﻪ‪ ،‬ﻭﺃﻧﻪ ﺟﺮ‪‬ﺏ ﻋﻠﻰ‬ ‫‪11‬‬

‫ﻣﺪﻯ ﺛﻼﺙ ﺳﻨﻮﺍﺕ ﻋﻼﺟﺎﹰ ﻫﺮﻣﻮﻧﻴﺎﹰ ﳊﺎﻻﺕ ﺍﻹﺟﻬﺎﺽ ﺍﳌﺘﻜﺮﺭ‪ .‬ﻭﱂ ﻳﻜﻦ ﻗﺪ ﺣﺪﺙ ﻣﻄﻠﻘﹰﺎ ﺃﻥ ﺃﻋﻴﺪ ﲪﻞ‬ ‫ﻣﻨﺘﺒﺬ ﺇﱃ ﻣﻮﺿﻌﻪ ﻭﻻ ﺃﺟﺮﻳﺖ ﺍﻟﺘﺠﺮﺑﺔ ﺍﳌﺰﻋﻮﻣﺔ‪ .‬ﻭﺗﻮﺟﺪ ﻋﻠﻰ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻋﻤﻞ ﳉﻨﺔ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﻨﺸﺮ )‪ (COPE‬ﻭﺗﻘﺎﺭﻳﺮﻫﺎ ﺍﻟﺪﻭﺭﻳﺔ‪ ،‬ﻭﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﰲ ﺍﻟﻌﻨﻮﺍﻥ ﺍﻟﺘﺎﱄ‬ ‫)‪.(http://www.publicationethis.org.uk‬‬ ‫‪ 8.9.12‬ﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﻷﺧﻼﻗﻴﺔ ﶈﺮﺭﻱ ﺍ‪‬ﻼﺕ‬ ‫ﻋﻠﻰ ﺍﶈﺮﺭﻳﻦ ﺃﻥ ﻳﺘﺨﺬﻭﺍ ﻛﻞ ﺍﳋﻄﻮﺍﺕ ﺍﳌﻌﻘﻮﻟﺔ ﻟﻀﻤﺎﻥ ﺩﻗﺔ ﺍﳌﻮﺍﺩ ﺍﻟﱵ ﻳﻨﺸﺮﻭ‪‬ﺎ‪ .‬ﻭﺣﻴﻨﻤﺎ ﻳﻼﺣﻈﻮﻥ ﻧﺸﺮ‬ ‫ﺧﻄﺄ ﺟﺴﻴﻢ ﺃﻭ ﻋﺒﺎﺭﺓ ﻣﻀﻠﻠﺔ ﺃﻭ ﺗﻘﺮﻳﺮ ﳏ‪‬ﺮﻑ‪ ،‬ﳚﺐ ﻋﻠﻴﻬﻢ ﺗﺼﺤﻴﺢ ﺫﻟﻚ ﻋﻠﻰ ﺍﻟﻔﻮﺭ ﻭﰲ ﻣﻜﺎﻥ ﺑﺎﺭﺯ‪ .‬ﻭﺇﺫﺍ‬ ‫ﺛﺒﺖ ﺃﻥ ﺍﳌﻘ ﺎﻻﺕ ﻛﺎﻧﺖ ﺧﺎﺩﻋﺔ ﺃﻭ ﲢﺘﻮﻱ ﻋﻠﻰ ﺃﺧﻄﺎﺀ ﺟﺴﻴﻤﺔ ﱂ ﺗﻜﻦ ﻭﺍﺿﺤﺔ ﰲ ﺍﻟﻨﺺ‪ ،‬ﻓﻴﺠﺐ ﻋﻨﺪﺋﺬ‬ ‫ﺳﺤﺒﻬﺎ‪ ،‬ﻋﻠﻰ ﺃﻥ ﺗﻈﻬﺮ ﻛﻠﻤﺔ »ﺍﻟﺴﺤﺐ ‪ «retraction‬ﰲ ﻋﻨﻮﺍﻥ ﻋﺒﺎﺭﺓ ﺍﻟﺴﺤﺐ )ﻟﺘﺄﻛﻴﺪ ﺃ‪‬ﺎ ﻗﺪ ﺍﻛﺘﺸﻔﺖ‬ ‫ﻣﻦ ﻗِﺒﻞ ﻧﻈﻢ ﺍﻟﻔﻬﺮﺳﺔ(‪ .‬ﻭﻳﻨﺒﻐﻲ ﻧﺸﺮ ﺍﻟﺘﻌﻠﻴﻘﺎﺕ ﺍﻹﻧﺘﻘﺎﺩﻳﺔ ﺍﳌﹸﻘﻨﻌﺔ ﻋﻠﻰ ﺍﳌﻮﺍﺩ ﺍﳌﻨﺸﻮﺭﺓ‪ ،‬ﺇﻻ ﺇﺫﺍ ﻛﺎﻧﺖ ﻟﺪﻯ‬ ‫ﺍﶈﺮﺭﻳﻦ ﺃﺳﺒﺎﺏ ﻗﻮﻳﺔ ﺗﺪﻓﻌﻬﻢ ﻟﻌﺪﻡ ﺍﻟﻨﺸﺮ‪ .‬ﻭﻟﻘﺪ ﺃﻧﺸﺄﺕ ﺑﻌﺾ ﺍ‪‬ﻼﺕ ﻭﺳﺎﺋﻞ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻺﺟﺎﺑﺔ ﺣﱴ ﻻ‬ ‫ﻳﻜﻮﻥ »ﺿﻴﻖ ﺍﳌﺴﺎﺣﺔ« ﻋﺎﺋﻘﺎﹰ ﻟﻨﺸﺮ ﺃﻱ ﺇﺟﺎﺑﺔ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳﺘﺤﻘﻖ ﺍﶈﺮﺭﻭﻥ ﻣﻦ ﺃﻥ ﺍﳌﺎﺩﺓ ﺍﻟﺒﺤﺜﻴﺔ ﺍﻟﱵ ﻳﻨﺸﺮﻭ‪‬ﺎ‬ ‫ﻗﺪ ﺣﻈﻴﺖ ﲟﻮﺍﻓﻘﺔ ﳉﻨﺔ ﳐﺘﺼﺔ ﺑﺎﻷﺧﻼﻗﻴﺎﺕ‪ .‬ﻭﻓﻀﻼﹰ ﻋﻦ ﺫﻟﻚ ﳚﺐ ﺃﻥ ﻳﺘﺄﻛﺪﻭﺍ ﻣﻦ ﺃﻥ ﺍﻟﺒﺤﺚ ﻣﺘﻔﻖ ﻣﻊ‬ ‫ﺍﳌﺒﺎﺩﺉ ﺍﻷﺧﻼﻗﻴﺔ‪ ،‬ﺣﻴﺚ ﺃ‪‬ﻢ ﺳﻴﺘﺤﻤﻠﻮﻥ ﻣﺴﺆﻭﻟﻴﺔ ﺃﻱ ﲝﺚ ﻻ ﺃﺧﻼﻗﻲ ﻳﻨﺸﺮﻭﻧﻪ‪ ،‬ﺣﱴ ﻟﻮ ﻛﺎﻥ ﳑﻬﻮﺭﺍﹰ‬ ‫ﲟﻮﺍﻓﻘﺔ ﳉﻨﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ‪.‬‬ ‫ﻭﳚﺐ ﺃﻥ ﻳﺼﻮﻥ ﺍﶈﺮﺭﻭﻥ ﺳﺮ‪‬ﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﺮﺿﻰ‪ .‬ﻭﺍﻟﱵ ﻳﻜﻮﻥ ﻗﺪ ﰎ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻋﻦ‬ ‫ﻃﺮﻳﻖ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺮﺿﻰ ﻭﺍﻷﻃﺒﺎﺀ‪ .‬ﻓﺈﺫﺍ ﱂ ﻳﻜﻦ ﲡﻬﻴﻞ ﻫﻮﻳﺎﺕ ﺍﳌﺮﺿﻰ ﳑﻜﻨﺎﹰ ﺑﺼﻮﺭﺓ ﻛﺎﻣﻠﺔ‪ ،‬ﻓﻴﺠﺐ‬ ‫ﺍﳊﺼﻮﻝ ﻣﻦ ﺍﳌﺮﺿﻰ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﺧﻄﻴﺔ ﻋﻠﻰ ﻧﺸﺮ ﺗﻠﻚ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬

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:‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ Als-Nielsen B, Chen W, Gluud C, Kjaergard LL. Association of funding and conclusions in randomized drug trials. Journal of the American Medical Association, 2003, 290: 921–928. Byrne DW. Publishing Your Medical Research Paper. What they don’t teach in medical school. New York, London, Lippincott Williams & Wilkins, 1998. Delamothe T. Is that it? How online articles have changed over the past five years. British Medical Journal, 2002, 325: 1475–1478. Farthing MJG. Ethics of publication. In: Hall GM, ed. How to write a paper. 2nd edition. London, BMJ Books,1998: 122–131. Grant JM and Laird A. How a paper is reviewed and why it might be turned down. In: O’Brien PMS, Pipkin FB, eds. Introduction to research methodology for specialists and trainees. London, Royal College of Obstetricians and Gynaecologists Press, 1999: 231–240. Huth EJ. How to write and publish papers in the medical sciences, 2nd edition. Baltimore, Williams & Wilkins, 1990. International Committee of Medical Journal Editors. Uniform requirements for manuscripts submitted to biomedical journals: writing and editing for biomedical publication. Updated November 2003. (http://www.icmje.org accessed 24/2/2004) Jones J. UK watchdog issues guidelines to combat medical research fraud. British Medical Journal, 1999, 319:660. Weeks WB, Wallace AE. Readability of British and American medical prose at the start of the 21st century. British Medical Journal, 2002, 325: 1451–1452.

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‫ﺍﻟﻔﺼﻞ ‪13‬‬

‫ﺗﻘﺪﱘ ﻋﺮﺽ ﻋﻠﻤﻲ‬ ‫‪ 1.13‬ﻣﻘﺪﻣﺔ‬ ‫ﺇﻥ ﺟﻮﺩﺓ ﺍﻟﻌﺮﻭﺽ ﺍﻟﱵ ﺗﻘﺪﻡ ﰲ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻛﺜﲑﹰﺍ ﻣﺎ ﺗﻜﻮﻥ ﺩﻭﻥ ﺍﳌﺴﺘﻮﻯ ﺍﳌﻄﻠﻮﺏ‪ .‬ﻭﻳﻮﺟﺪ‬ ‫ﺍﻵﻥ ﻋﺪﺩ ﻣﻦ ﺍﳌﺼﺎﺩﺭ ﺍﻟﱵ ﺗ‪‬ﻌﲔ ﺍﻟﺒﺎﺣﺜﲔ ﻋﻠﻰ ﲢﺴﲔ ﻋﺮﻭﺿﻬﻢ‪ .‬ﻭﺑﻌﺾ ﻫﺬﻩ ﺍﳌﺼﺎﺩﺭ ﻣﺬﻛﻮﺭ ﰲ ﻗﺎﺋﻤﺔ‬ ‫ﺍﳌﺮﺍﺟﻊ ﻭﺍﳌﺼﺎﺩﺭ ﺍﻹﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﳌﻠﺤﻘﺔ ‪‬ﺬﺍ ﺍﻟﻔﺼﻞ‪ .‬ﺇﻥ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻤﻲ ﺍﳉﻴﺪ ﳚﺐ ﺃﻥ ﻳﻠﺘﺰﻡ ﺑﺎﻟﺘﺎﺋﻴﺎﺕ‬ ‫ﺍﻟﺜﻼﺙ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﲣﻄﻴﻂ ﺑﻌﻨﺎﻳﺔ‪ ،‬ﻭﲢﻀﲑ ﺑﻌﻨﺎﻳﺔ‪ ،‬ﻭﺗﻘﺪﱘ ﺑﻌﻨﺎﻳﺔ‪ .‬ﻭﰲ ﺍﻟﻔﻘﺮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﻣﻔﻴﺪﺓ ﰲ‬ ‫ﻫﺬﺍ ﺍﻟﺸﺄﻥ‪ ،‬ﺧﺼﻮﺻﹰﺎ ﻟﻠﻤﺒﺘﺪﺋﲔ‪.‬‬ ‫‪ 2.13‬ﲣﻄﻴﻂ ﺍﻟﻌﺮﺽ‬ ‫ﰲ ﲣﻄﻴﻂ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﳛﺘﺎﺝ ﻣﻘﺪﻡ ﺍﻟﻌﺮﺽ ﺇﱃ ﺳﺆﺍﻝ ﻣﻨﻈﻤﻲ ﺍﻹﺟﺘﻤﺎﻉ ﻋﻦ ﻧﻮﻋﻴﺔ ﺍﳊﺎﺿﺮﻳﻦ‪،‬‬ ‫ﺽ ﳉﻤﻬﻮﺭ ﻣﺘﺨﺼﺺ ﳜﺘﻠﻒ ﻋﻨﻪ‬ ‫ﻭﻣﺴﺘﻮﻯ ﻣﻌﺮﻓﺘﻬﻢ ﺑﺎﳌﻮﺿﻮﻉ ﻭﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﻪ‪ ،‬ﻭﺫﻟﻚ ﻧﻈﺮﹰﺍ ﻷﻥ ﲣﻄﻴﻂ ﻋﺮ ٍ‬ ‫ﰲ ﺣﺎﻟﺔ ﲨﻬﻮﺭ ﻏﲑ ﻣﺘﺨﺼﺺ ﺃﻭ ﳐﺘﻠﻂ ﻣﻦ ﺍﻟﻨﻮﻋﲔ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳ‪‬ﺴﺄﻝ ﻋﻦ ﺍﻟﻮﻗﺖ ﺍﳌﺘﺎﺡ ﻟﺘﻘﺪﱘ ﺍﻟﻌﺮﺽ‪،‬‬ ‫ﻭﻧﻮﻉ ﺍﳌﹸﻌﻴﻨﺎﺕ ﺍﻟﺒﺼﺮﻳﺔ ﺍﳌﺘﺎﺣﺔ‪ .‬ﻭﻋﻠﻰ ﻣﻘﺪﻡ ﺍﻟﻐﺮﺽ ﺃﻥ ﻳ‪‬ﺴﺎﺋﻞ ﻧﻔﺴﻪ ﻋﻦ ﺍﻟﺮﺳﺎﻟﺔ ﺃﻭ ﺍﻟﺮﺳﺎﻻﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﱵ‬ ‫ﻳﺮﻳﺪ ﺃﻥ ﻳﻄﺮﺣﻬﺎ‪ ،‬ﻭﻛﻴﻒ ﳝﻜﻨﻪ ﺗﺒﻠﻴﻐﻬﺎ ﳍﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳉﻤﻬﻮﺭ ﰲ ﺍﻟﻮﻗﺖ ﺍﶈﺪﺩ‪.‬‬ ‫ﺇﻥ ﳐﻄﻮﻃﺔ ﺍﳌﻘﺎﻟﺔ )ﻛﻤﺎ ﺗ‪‬ﻘﺪﻡ ﺑﻐﺮﺽ ﺍﻟﻨﺸﺮ( ﻻ ﳝﻜﻦ ﺃﻥ ﺗ‪‬ﺴﺘﻌﻤﻞ ﻛﻤﺎ ﻫﻲ ﻟﺘﻘﺪﱘ ﻋﺮﺽ ﻋﻠﻤﻲ‪ .‬ﻓﺎﻟﻔﺮﻕ‬ ‫ﺑﲔ ﺍﻟﺘﺤﺪﺙ ﻭﺍﻟﻜﺘﺎﺑﺔ ﳝﺎﺛﻞ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻹﺳﺘﻤﺎﻉ ﻭﺍﻟﻘﺮﺍﺀﺓ‪ .‬ﺇﻥ ﺍﻟﻘﺎﺭﺉ ﻳﻘﺮﺃ ﺑﺎﻟﺴﺮﻋﺔ ﺍﻟﱵ ﳜﺘﺎﺭﻫﺎ ﻟﻨﻔﺴﻪ‬ ‫ﻭﻟﻜﻦ ﺍﳌﺴﺘﻤﻊ ﻋﻠﻴﻪ ﺃﻥ ﻳﻘﺒﻞ ﺍﻟﺴﺮﻋﺔ ﺍﻟﱵ ﳜﺘﺎﺭﻫﺎ ﺍﳌﺘﺤﺪﺙ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻹﺳﺘﻤﺎﻉ ﺇﱃ ﺍﻷﺧﺒﺎﺭ ﻋﻠﻰ ﺷﺎﺷﺔ‬ ‫ﺍﻟﺘﻠﻔﺎﺯ ﲣﺘﻠﻒ ﻋﻦ ﻗﺮﺍﺀ‪‬ﺎ ﰲ ﺻﺤﻴﻔﺔ‪.‬‬ ‫ﻭﻣﻦ ﺃﺟﻞ ﲢﻮﻳﻞ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻜﺘﻮﺑﺔ ﺇﱃ ﻋﺮﺽ ﺷﻔﻮﻱ ﳚﺐ ﻋﻠﻰ ﻣﻘﺪﻡ ﺍﻟﻌﺮﺽ ﺃﻥ ﻳﻠﺘﺰﻡ ﺑﻴﺎﺋﻴﺎﺕ‬ ‫ﺛﻼﺙ‪ :‬ﳜﺘﺎﺭ ‪ ،select‬ﻭﳚﻤ‪‬ﻊ ‪ ،synthesize‬ﻭﻳﺒﺴ‪‬ﻂ ‪ .simplify‬ﻓﻬﻮ ﳜﺘﺎﺭ ﻣﻦ ﺍﳌﻘﺎﻟﺔ ﺍﳌﻜﺘﻮﺑﺔ ﺍﻟﻨﻘﺎﻁ ﺍﻟﱵ‬ ‫ﺳﻮﻑ ﻳﻌﺮﺿﻬﺎ‪ .‬ﻭﳚﻤ‪‬ﻊ ﻣﻦ ﺍﳌﻘﺎﻟﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺮﻳﺪ ﺃﻥ ﻳﻀﻤﻬﺎ ﻣﻌﹰﺎ ﻟﺘﻘﺪﳝﻬﺎ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﺘﺎﺡ ﻟﻪ‪ .‬ﻭﻳﺒﺴ‪‬ﻂ‬ ‫ﻃﺮﻳﻘﺔ ﺗﻘﺪﱘ ﺍﻟﺒﻴﺎﻧﺎﺕ ﲝﻴﺚ ﻳﺴﻬ‪‬ﻞ ﻋﻠﻰ ﲨﻬﻮﺭ ﺍﳌﺴﺘﻤﻌﲔ ﻣﺘﺎﺑﻌﺘﻬﺎ ﻭﻓﻬﻤﻬﺎ‪.‬‬ ‫ﻭﰲ ﻣﺮﺣﻠﺔ ﺍﻟﺘﺨﻄﻴﻂ‪ ،‬ﻳﺘﻘﺮﺭ ﻋﻨﻮﺍﻥ ﺍﻟﻌﺮﺽ‪ ،‬ﻭﺗ‪‬ﻘﺪﻡ ﺧﻼﺻﺔ ﺍﻟﻌﺮﺽ ‪ abstract‬ﺇﱃ ﻣﻨﻈﻤﻲ ﺍﻻﺟﺘﻤﺎﻉ‬ ‫ﺍﻟﻌﻠﻤﻲ‪ .‬ﻭﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻟﻌﻨﻮﺍﻥ ﺍﳉﻴﺪ ﺑﺄﻧﻪ ﺃﻗﻞ ﻋﺪﺩ ﳑﻜﻦ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﺗﺼﻒ ﳏﺘﻮﻯ ﺍﻟﻌﺮﺽ ﻭﺻﻔﹰﺎ ﻭﺍﻓﻴﹰﺎ‪.‬‬ ‫ﻭﳝﻜﻦ ﳍﺬﻩ ﺍﳋﻼﺻﺔ ﺃﻥ ﲡﺬﺏ ﺍﳊﺎﺿﺮﻳﻦ ﺇﱃ ﺍﳌﻮﺿﻮﻉ ﺃﻭ ﺗﺼﺮِﻓﻬﻢ ﻋﻨﻪ‪ .‬ﻭﺍﳋﻼﺻﺔ ﻫﻲ ﺫﻟﻚ ﺍﳉﺰﺀ ﻣﻦ ﺍﻟﻌﺮﺽ‪،‬‬ ‫‪1‬‬

‫ﺍﻟﺬﻱ ﺳﻮﻑ ﻳﻨﺸﺮ ﰲ ﺑﺮﻧﺎﻣﺞ ﺍﳌﺆﲤﺮ‪ .‬ﻭﺍﳋﻼﺻﺔ ﺍﳉﻴﺪﺓ ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺻﻮﺭﺓ ﻣﺼﻐﺮﺓ ﻣﻦ ﺍﻟﻌﺮﺽ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺇﺭﺳﺎﻝ‬ ‫ﺍﳋﻼﺻﺔ ﺇﱃ ﺍﳌﻨﻈﻤﲔ ﻗﺒﻞ ﺍﻧﺘﻬﺎﺀ ﺍﳌﻮﻋﺪ ﺍﶈﺪﺩ‪ ،‬ﻣﻜﺘﻮﺑﺔ ﺑﺎﻟﺼﻴﻐﺔ ﺍﻟﻨﻤﻄﻴﺔ ‪ format‬ﻭﺍﳊﺠﻢ ﺍﳌﻄﻠﻮﺑﲔ‪.‬‬

‫‪ 3.13‬ﺍﻟﺘﺤﻀﲑ‬ ‫‪ 1.3.13‬ﲢﻀﲑ ﺍﻟﻨﺺ‬ ‫ﰲ ﲢﻀﲑ ﻧﺺ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻤﻲ ﻋﻠﻴﻚ ﲟﺎ ﻳﻠﻲ‪:‬‬

‫‪ ‬ﲡﻨ‪‬ﺐ ﺍﻟﺘﻔﺼﻴﻞ ﺍﳌﻔﺮﻁ‪ ،‬ﻭﻗﺎﻭﻡ ﺇﻏﺮﺍﺀ ﲢﻤﻴﻞ ﺍﻟﻌﺮﺽ ﲟﻌﻠﻮﻣﺎﺕ ﻛﺜﲑﺓ‪.‬‬

‫‪ ‬ﲡﻨﺐ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳌﺒﻬﻤﺔ ﻭﺍﻹﺧﺘﺼﺎﺭﺍﺕ ‪ ،abbreviations‬ﺇﻻ ﺇﺫﺍ ﻛﺎﻧﺖ ﻭﺍﺿﺤﺔ ﻟﻜﻞ‬ ‫ﺍﳌﺴﺘﻤﻌﲔ‪.‬‬ ‫‪ ‬ﻟﻴﻜﻦ ﺗﻮﺟ‪‬ﻬﻚ ﳓﻮ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ ﺑﲔ ﺍﳌﺴﺘﻤﻌﲔ‪.‬‬

‫‪ ‬ﺍﺳﺘﻌﻤﻞ ﻟﻐﺔ ﺇﻧﻜﻠﻴﺰﻳﺔ ﺳﻬﻠﺔ‪.‬‬ ‫ﻭﳜﺘﻠﻒ ﺑﻨﻴﺎﻥ ﺍﻟﻌﺮﺽ ﻋﻦ ﺑﻨﻴﺎﻥ ﺍﻟﻮﺭﻗﺔ ﺍﳌﻜﺘﻮﺑﺔ‪ .‬ﻓﻬﻮ ﻳﺸﻤﻞ ﰲ ﺍﻟﻌﺎﺩﺓ ﺛﻼﺛﺔ ﺃﺟﺰﺍﺀ‪ :‬ﺍﳌﻘﺪﻣﺔ‪ ،‬ﻭﺍﻟﺮﺳﺎﻟﺔ‬ ‫ﺍﻟﺮﺋﻴﺴﻴﺔ‪ ،‬ﻭﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺬﻛﺮ ﺍﳌﻘﺪﻣﺔ ﻟﻠﺤﺎﺿﺮﻳﻦ ﻣﺎ ﺍﻟﺬﻱ ﺳﻴﺪﻭﺭ ﺣﻮﻟﻪ ﺍﻟﻌﺮﺽ‪ .‬ﻭﻛﻠﻤﺎ ﺃﻣﻜﻦ‪ ،‬ﳚﺐ ﺃﻥ ﺗﺸﺪ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻻﻓﺘﺘﺎﺣﻴﺔ ﺍﻧﺘﺒﺎﻩ ﺍﳌﺴﺘﻤﻌﲔ‪ .‬ﻭﻣﻦ ﺍﳌﻔﻴﺪ ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻣﺎ ﻳﺸﺒﻪ ﺍﻟﺴﻄﺮ ﺍﳌﻨﺸ‪‬ﻂ ‪ punch line‬ﺍﻟﺬﻱ‬ ‫ﻳﻨﺒﻪ ﺍﳌﺴﺘﻤﻌﲔ ﺇﱃ ﺃﳘﻴﺔ ﺍﳌﻮﺿﻮﻉ‪.‬‬ ‫ﻭﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻭﺍﺿﺤﺔ ﻭﻣﻘﺘﻀﺒﺔ‪ .‬ﺃﻣﺎ ﺍﻟﺘﻔﺼﻴﻞ ﺍﳌﻌﺘﺎﺩ ﰲ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻜﺘﻮﺑﺔ‬ ‫ﻓﻠﻴﺲ ﻣﻨﺎﺳﺒﹰﺎ ﰲ ﺣﺎﻟﺔ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻤﻲ‪ .‬ﻭﻟﻴﺲ ﻣﻦ ﺍﻟﻔﻄﻨﺔ ﻋﻤ ﻮﻣﹰﺎ ﺗﻘﺪﱘ ﺃﻛﺜﺮ ﻣﻦ ﻓﻜﺮﺓ ﺟﺪﻳﺪﺓ ﻭﺍﺣﺪﺓ ﻛﻞ‬ ‫ﺩﻗﻴﻘﺘﲔ ﺃﻭ ﺛﻼﺙ ﺩﻗﺎﺋﻖ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺗﻠﺨﻴﺺ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺮﺋﻴﺴﻴﺔ ﰲ ﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ‪ .‬ﰒ ﺣﺎﻭﻝ ﺃﻥ ﺗﻜﻮﻥ ﺧﺎﲤﺔ ﺍﻟﻌﺮﺽ ﻗﻮﻳﺔ‪ .‬ﻓﻤﺠﺮﺩ‬ ‫ﺍﻟﺘﻮﻗﻒ ﻋﻦ ﺍﳊﺪﻳﺚ ﻟﻴﺲ ﺑﺎﳋﺘﺎﻡ ﺍﳌﻨﺎﺳﺐ‪ .‬ﻭﻋﻠﻴﻚ ﺃﻥ ﺗﺘﺮﻙ ﺍﳌﺴﺘﻤﻌﲔ ﻭﻣﻌﻬﻢ ﺭﺳﺎﻟﺔ ﳛﺘﻔﻈﻮﻥ ‪‬ﺎ‪.‬‬ ‫‪ 2.3.13‬ﲢﻀﲑ ﺍﳌﹸﻌﻴﻨﺎﺕ ﺍﻟﺒﺼﺮﻳﺔ‪ :‬ﺍﳊﺪﻳﺚ ﺍﳌﺮﺋﻲ‬

‫ﺃﻫﺪﺍﻑ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﹸﻌﻴﻨﺎﺕ ﺍﻟﺒﺼﺮﻳﺔ‬ ‫ﻳﻘﻮﻝ ﺍﻟﺒﻌﺾ ﺇﻧﻨﺎ ﻧﺘﺬﻛﺮ ‪ %20‬ﳑﺎ ﻧﺴﻤﻌﻪ ﻭ‪ %30‬ﳑﺎ ﻧﺮﺍﻩ‪ ،‬ﻭﻟﻜﻦ ﻣﺎ ﺑﲔ ‪ %50‬ﻭ‪ %75‬ﳑﺎ ﻧﺴﻤﻌﻪ ﻭﻧﺮﺍﻩ‬ ‫)ﺳﻮﺭﺟﻲ ﻭﻫﻮﻛﻨـﺰ‪ .(1985 ،‬ﻭﺗﻘﻮﻝ ﺣﻜﻤﺔ ﺻﻴﻨﻴﺔ »ﺍﻟﺼﻮﺭﺓ ﺗﺴﺎﻭﻱ ﺃﻟﻒ ﻛﻠﻤﺔ«‪ .‬ﻭﺍﳌﹸﻌﻴﻨﺎﺕ ﺍﻟﺒﺼﺮﻳﺔ‬ ‫‪ visual aids‬ﻟﻴﺴﺖ ﺃﻫﺪﺍﻓﺎﹰ ﰲ ﺣﺪ ﺫﺍ‪‬ﺎ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺗﺴﺘﻌﻤﻞ ﻟﺘﺨﺪﻡ ﻭﺍﺣﺪﺍﹰ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﺍﻷﻏﺮﺍﺽ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪2‬‬

‫‪ ‬ﺍﺣﻔﺎﻅ ﻋﻠﻰ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺴﺘﻤﻌﲔ‪،‬‬ ‫‪ ‬ﺗﻘﺪﱘ ﺍﻟﺒﻴﻨﺎﺕ ﺑﻄﺮﻳﻘﺔ ﻭﺍﺿﺤﺔ‪،‬‬

‫‪ ‬ﺇﻟﻘﺎﺀ ﺍﻟﻌﺮﺽ ﻣﻦ ﺩﻭﻥ ﺣﺎﺟﺔ ﺇﱃ ﺍﻟﻘﺮﺍﺀﺓ ﻣﻦ ﻣﺬﻛﺮﺍﺕ ﻣﻜﺘﻮﺑﺔ‪.‬‬ ‫ﻭﺗﺸﻤﻞ ﺍﳌﻌ‪‬ﻴﻨﺎﺕ ﺍﻟﺒﺼﺮﻳﺔ ﰲ ﺍﻟﻌﺎﺩﺓ‪ :‬ﺍﻟﺸﺮﺍﺋﺢ‪ ،‬ﻭﺍﻟﺸﻔﺎﻓﻴﺎﺕ‪ ،‬ﻭﺍﻟﻌﺮﻭﺽ ﺍﳊﺎﺳﻮﺑﻴﺔ‪.‬‬

‫ﺍﻟﺸﺮﺍﺋﺢ‬ ‫ﺍﻟﺸﺮﺍﺋﺢ ‪ slides‬ﻫﻲ ﺃﻛﺜﺮ ﺍﳌﹸﻌﻴﻨﺎﺕ ﺍﻟﺒﺼﺮﻳﺔ ﺍﺳﺘﻌﻤﺎ ﹰﻻ ﰲ ﺍﻟﻌﺮﻭﺽ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻓﺒﺎﻹﻣﻜﺎﻥ ﺃﻥ ﺗﻮﺻﻞ ﺍﻟﺸﺮﺍﺋﺢ‬ ‫ﻟﻠﻤﺴﺘﻤﻌﲔ ﻣﻀﻤﻮﻥ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻤﻲ ﺃﻭ ﲢﺠﺒﻪ ﻋﻨﻬﻢ‪ .‬ﻭﺣﱴ ﻭﻗﺖ ﻗﺮﻳﺐ ﻛﺎﻧﺖ ﺷﺮﺍﺋﺢ ﺍﻟﺼﻮﺭ ﺍﻟﻀﻮﺋﻴﺔ‬ ‫ﺍﻟﻔﻠﻤﻴﺔ ﻣﻨﺘﺸﺮﺓ ﻋﻠﻰ ﻧﻄﺎﻕ ﻭﺍﺳﻊ ﺃﻣﺎ ﺍﻵﻥ ﻓﻘﺪ ﺣﻠﺖ ﳏﻠﻬﺎ ﺇﱃ ﺣﺪ ﻛﺒﲑ ﺍﻟﺸﺮﺍﺋﺢ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﱵ ﺗﺴﺘﻌﻤﻞ‬ ‫ﰲ ﺍﻟﻌﺮﺽ ﺍﳊﺎﺳﻮﰊ ﻟﻠﺒﻴﺎﻧﺎﺕ ‪ .data show‬ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻌﺮﺽ ﺍﳉﻴﺪ ﻫﻲ ﻧﻔﺲ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻼﺯﻣﺔ‬ ‫ﻟﻠﺸﺮﺍﺋﺢ ﺍﻟﻔﻠﻤﻴﺔ ﻭﺍﻟﺸﺮﺍﺋﺢ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ .‬ﻭﺗﻮﺟﺪ ﺃﻧﻮﺍﻉ ﺭﺋﻴﺴﻴﺔ ﺛﻼﺛﺔ ﻣﻦ ﺍﻟﺸﺮﺍﺋﺢ ﻫﻲ‪ :‬ﺷﺮﺍﺋﺢ ﺍﻟﻨﺼﻮﺹ‪،‬‬ ‫ﻭﺷﺮﺍﺋﺢ ﺍﻟﺒﻴﺎﻧﺎﺕ )ﺍﻟﱵ ﺗﺸﻤﻞ ﺍﳉﺪﺍﻭﻝ ﻭﺍﳌﺨﻄﻄﺎﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪ graphs‬ﻭﺧﺮﺍﺋﻂ ﺍﻹﻧﺴﻴﺎﺏ ‪،(flow charts‬‬ ‫ﻭﺷﺮﺍﺋﺢ ﺍﻷﺷﻜﺎﻝ ‪ .figure slides‬ﻭﳑﺎ ﻳﺴﺎﻋﺪ ﰲ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺴﺘﻤﻌﲔ‪ ،‬ﺍﺳﺘﻌﻤﺎﻝ ﻣﺰﻳﺞ ﻣﻦ‬ ‫ﺷﺮﺍﺋﺢ ﺍﻟﻨﺼﻮﺹ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻷﺷﻜﺎﻝ ﻣﻌﹰﺎ‪.‬‬ ‫ﻭﻟﻴﺲ ﺍﳌﻘﺼﻮﺩ ﺑﺸﺮﺍﺋﺢ ﺍﻟﻨﺼﻮﺹ ﺃﻥ ﻳﻘﺮﺃﻫﺎ ﺍﳌﺘﺤﺪﺙ‪ ،‬ﺑﻞ ﺍﳊﺎﺿﺮﻭﻥ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﻳﺰﻳﺪ ﻣﺎ ‪‬ﺎ ﻣﻦ‬ ‫ﻛﺘﺎﺑﺔ ﻋﻦ ﺃﺭﺑﻌﺔ ﺃﺳﻄﺮ‪ ،‬ﻭﻻ ﺗﺘﺠﺎﻭﺯ ﺃﺑﺪﺍﹰ ﺳﺒﻌﺔ ﺃﺳﻄﺮ ﺷﺎﻣﻠﺔ ﺍﻟﻌﻨﻮﺍﻥ‪ .‬ﻭﻳﻔﻀﻞ ﺃﻻ ﻳﺰﻳﺪ ﻋﺪﺩ ﺍﻟﻜﻠﻤﺎﺕ ﰲ ﻛﻞ‬ ‫ﺳﻄﺮ ﻋﻦ ﲦﺎﱐ ﻛﻠﻤﺎﺕ‪.‬‬ ‫ﻭﺍﳉﺪﺍﻭﻝ ﺍﳌﻌﻘﺪﺓ ﻟﻴﺴﺖ ﻣ‪‬ﻌﻴﻨﺎﺕ ﺑﺼﺮﻳﺔ‪ .‬ﻭﻗﺪ ﻭﺻﻔﻬﺎ ﺍﻟﺒﻌﺾ ﺑﺄ‪‬ﺎ ﺃﺩﻭﺍﺕ ﺗﻌﺬﻳﺐ ﻟﻠﺤﺎﺿﺮﻳﻦ‪ .‬ﻓﺠﺪﺍﻭﻝ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺗﻨﺎﺳﺐ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻜﺘﻮﺑﺔ ﻟﻴﺴﺖ ﻣﻨﺎﺳﺒﺔ ﻣﻄﻠﻘﹰﺎ ﻟﻠﻌﺮﻭﺽ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻭﻳ‪‬ﺴﺘﻌﻤﻞ ﻭﺻﻒ »ﺷﺮﺍﺋﺢ‬ ‫ﻣﻮﺍﻋﻴﺪ ﺍﻟﻘﻄﺎﺭﺍﺕ« ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﺗﺜﲑﻫﺎ ﺷﺮﺍﺋﺢ ﺍﳉﺪﺍﻭﻝ ﺍﳌﻌﻘﺪﺓ‪ .‬ﻓﻼ ﺗﻜﺘﺐ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ﺳﺒﻌﺔ ﺃﺳﻄﺮ )ﺷﺎﻣﻠﺔ ﺍﻟﻌﻨﻮﺍﻥ( ﻭﺃﺭﺑﻌﺔ ﺃﻋﻤﺪﺓ ﰲ ﺃﻱ ﺟﺪﻭﻝ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻜﺘﺎﺑﺔ ﻋﻠﻰ ﺷﺮﳛﺔ‬ ‫ﻓﻠﻤﻴﺔ ﺳﻬﻠﺔ ﺍﻟﻘﺮﺍﺀﺓ ﺑﺎﻟﻌﲔ ﺍ‪‬ﺮﺩﺓ‪ .‬ﻭﻟﻚ ﺃﻥ ﺗﺴﺘﻌﻤﻞ ﻣﺴﺎﺣﺔ ﺍﻟﺸﺮﳛﺔ ﻛﻠﻬﺎ ﳍﺬﺍ ﺍﻟﻐﺮﺽ‪ .‬ﻭﻟﻴﺴﺖ ﻫﻨﺎﻙ ﺣﺎﺟﺔ‬ ‫ﺇﱃ ﺭﺳﻢ ﺇﻃﺎﺭ ﺧﺎﺭﺟﻲ ﺣﻮﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﻋﻨﺪ ﺗﺼﻤﻴﻢ ﺍﳉﺪﻭﻝ ﳚﺐ ﻣﻼﺣﻈﺔ ﺃﻥ ﺍﳉﺰﺀ ﺍﻟﺸﻔﺎﻑ ﰲ ﺍﻟﺸﺮﳛﺔ‬ ‫ﺍﻟﻔﻠﻤﻴﺔ ﻣﺴﺘﻄﻴﻞ ﻭﻟﻴﺲ ﻣﺮﺑﻌﹰﺎ‪ .‬ﻭﻳﻔﻀﻞ ﺃﻥ ﺗﻔﺼﻞ ﺑﲔ ﺍﻷﻋﻤﺪﺓ ﻣﺴﺎﻓﺎﺕ ﺗﺰﻳﺪ ﻋﻦ ﻋﺮﺽ ﺍﻟﻌﻤﻮﺩ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﲢﻞ ﺍﳌﺨﻄﻄﺎﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪ graphs‬ﳏﻞ ﺍﳉﺪﺍﻭﻝ ﻛﻠﻤﺎ ﺃﻣﻜﻦ ﰲ ﺗﻘﺪﱘ ﺍﻟﻌﺮﺽ ﺍﻟﺒﺼﺮﻱ‪ ،‬ﻓﻬﻲ‬ ‫ﺃﻓﻀﻞ ﰲ ﺇﻇﻬﺎﺭ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﺘﺒﺎﺩﻟﺔ‪ .‬ﻭﻟﻘﺪ ﺻﺎﺭ ﲢﻀﲑ ﺍﳌﺨﻄﻄﺎﺕ ﺍﻟﺒﺼﺮﻳﺔ ﺍﻵﻥ ﻣﻴﺴ‪‬ﺮﹰﺍ ﺑﻔﻀﻞ ﺍﻟﱪﺍﻣﺞ‬

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‫ﺍﳊﺎﺳﻮﺑﻴﺔ‪ .‬ﻭﻫﻨﺎﻙ ﺃﺭﺑﻌﺔ ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﳌﺨﻄﻄﺎﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ﺍﻟﻜﺜﲑﺓ ﺍﻻﺳﺘﻌﻤﺎﻝ‪ :‬ﻟﻮﺣﺎﺕ ﺍﻷﻋﻤﺪﺓ ﺃﻭ ﺍﻟﺸﺮﺍﺋﻂ‪،‬‬ ‫ﻭﺍﳌﻨﺤﻨﻴﺎﺕ‪ ،‬ﻭﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﺒﻴﺎﻧﻴﺔ‪ ،‬ﻭﳐﻄﻄﺎﺕ ﺍﻟﺘﺸﺘﺖ‪.‬‬ ‫‪ ‬ﺇﻥ ﻟﻮﺣﺎﺕ ﺍﻟﺸﺮﺍﺋﻂ ‪ bar charts‬ﺃﻓﻀﻞ ﻟﻠﻜﺘﺎﺑﺔ ﻋﻠﻴﻬﺎ ﻣﻦ ﻟﻮﺣﺎﺕ ﺍﻷﻋﻤﺪﺓ‬ ‫‪ .charts‬ﻭﻟﻜﻦ ﲡﻨ‪‬ﺐ ﺍﺯﺩﺣﺎﻡ ﺍﻟﺸﺮﳛﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﲢﺪﻳﺪ ﻋﺪﺩ ﺍﻟﺸﺮﺍﺋﻂ ﲞﻤﺴﺔ ﺇﱃ ﺳﺒﻌﺔ‪.‬‬ ‫ﻭﻟﻮﺣﺔ ﺍﻷﻋﻤﺪﺓ ﺍﳌﻔﺮﻃﺔ ﺍﻹﺯﺩﺣﺎﻡ ﺗﺴﻤﻰ ﺃﺣﻴﺎﻧﹰﺎ ﺷﺮﳛﺔ »ﺃﻓﻖ ﻧﻴﻮﻳﻮﺭﻙ ‪New York‬‬ ‫‪ «Skyline‬ﻭﺫﻟﻚ ﻟﺘﺄﻛﻴﺪ ﺃ‪‬ﺎ ﻻ ﺗﺼﻠﺢ ﰲ ﺗﻘﺪﱘ ﺍﻟﻌﺮﺽ‪.‬‬ ‫‪column‬‬

‫‪ ‬ﻻ ﳝﻜﻦ ﺃﻥ ﺗﺸﻤﻞ ﺍﻟﺸﺮﳛﺔ ﺃﻛﺜﺮ ﻣﻦ ﻣﻨﺤﻨﻴﲔ ﺃﻭ ﺛﻼﺛﺔ ﻣﻨﺤﻨﻴﺎﺕ ‪ curves‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻻ‬ ‫ﺗ‪‬ﻬﺪﺭ ﺍﳌﺴﺎﺣﺔ ﺍﳌﺘﺎﺣﺔ ﻋﻠﻰ ﺍﻟﺸﺮﳛﺔ‪.‬‬

‫‪ ‬ﳚﺐ ﺃﻥ ﻻ ﺗﻜﻮﻥ ﻗﻄﺎﻋﺎﺕ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪ pie-chart slices‬ﻛﺜﲑﺓ ﺟﺪﹰﺍ ﻭﻻ ﻗﻠﻴﻠﺔ‬ ‫ﺟﺪﺍﹰ‪ .‬ﻭﺍﻟﻌﺪﺩ ﺍﻟﻨﻤﻮﺫﺟﻲ ﻫﻮ ﻣﻦ ﺛﻼﺛﺔ ﻗﻄﺎﻋﺎﺕ ﺇﱃ ﲬﺴﺔ‪.‬‬ ‫‪ ‬ﳐﻄﻄﺎﺕ ﺍﻟﺘﺸﺘﺖ ‪ scatter graphs‬ﻣﻔﻴﺪﺓ ﰲ ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ‪ .‬ﻓﻬﻲ ﺗﺘﻴﺢ ﺇﻟﻘﺎﺀ ﻧﻈﺮﺓ‬ ‫ﻋﺎﻣﺔ ﻭﺍﺿﺤﺔ ﻭﺑﺴﻴﻄﺔ ﻋﻠﻰ ﺗﺸﺘﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﻄﺮﻳﻘﺔ ﺗﻮﺿﺢ ﻣﺎ ﺑﻴﻨﻬﺎ ﻣﻦ ﻋﻼﻗﺎﺕ‪.‬‬

‫‪ ‬ﺧﺮﺍﺋﻂ ﺍﻹﻧﺴﻴﺎﺏ ‪ flow charts‬ﳚﺐ ﺃﻥ ﻻ ﺗﻜﻮﻥ ﻣﻌﻘﺪﺓ‪ .‬ﻓﺨﺮﻳﻄﺔ ﺍﻹﻧﺴﻴﺎﺏ ﺍﳌﻌﻘﺪﺓ‬ ‫ﺍﻟﱵ ﺗﺒﺪﻭ ﻛﺨﻄﻮﻁ ﻗﻄﺎﺭﺍﺕ ﺍﻷﻧﻔﺎﻕ ﻻ ﺗﻔﻴﺪ ﻛﺜﲑﹰﺍ‪ .‬ﻭﳝﻜﻦ ﺑﻨﺎﺀ ﺧﺮﻳﻄﺔ ﺍﻧﺴﻴﺎﺏ ﻣﻌﻘﺪﺓ‬ ‫ﻋﻨﺪ ﺍﻟﻠﺰﻭﻡ ﺑﻌﺪﺩ ﻣﻦ ﺍﻟﺸﺮﺍﺋﺢ ﺍﳌﺘﻮﺍﻟﻴﺔ‪.‬‬ ‫ﺃﻣﺎ ﺷﺮﺍﺋﺢ ﺍﻷﺷﻜﺎﻝ ‪ figure slides‬ﺍﻟﱵ ﲢﻮﻱ ﺭﺳﻮﻣﺎﺕ ﺃﻭ ﺻﻮﺭﺍﹰ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﻳ‪‬ﻘﺼﺪ ‪‬ﺎ ﺷﻲﺀ ﻣﻦ‬ ‫ﺍﻟﺪﻋﺎﺑﺔ ﻭﺍﻟﺘﺮﻭﻳﺢ‪ ،‬ﻓﻴﺠﺐ ﺍﺧﺘﻴﺎﺭﻫﺎ ﲝﺬﺭ ﻭﺣﺴﺎﺳﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻨﻮﻋﻴﺔ ﺍﳊﺎﺿﺮﻳﻦ ﺣﱴ ﻻ ﺗﺆﺫﻱ ﻣﺸﺎﻋﺮ ﺃﻱ‬ ‫ﻭﺍﺣﺪ ﻣﻦ ﺍﳊﻀﻮﺭ‪.‬‬

‫ﶈﺎﺕ ﺣﻮﻝ ﲢﻀﲑ ﺍﻟﺸﺮﺍﺋﺢ‬ ‫‪ ‬ﻫﻨﺎﻙ ﺧﻄﺄ ﺷﺎﺋﻊ ﻫﻮ ﳏﺎﻭﻟﺔ ﻭﺿﻊ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﺷﺮﳛﺔ ﻭﺍﺣﺪﺓ‪ .‬ﻭﻛﻘﺎﻋﺪﺓ‬ ‫ﻋﺎﻣﺔ‪ ،‬ﳚﺐ ﺃﻥ ﻻ ﺗ‪‬ﻌﺮﺽ ﺃﻱ ﺷﺮﳛﺔ ﺇﻻ ﺇﺫﺍ ﻛﺎﻥ ﺍﳉﺎﻟﺴﻮﻥ ﺑﺎﻟﺼﻒ ﺍﻷﺧﲑ ﰲ ﺍﻟﻘﺎﻋﺔ‬ ‫ﻳﺴﺘﻄﻴﻌﻮﻥ ﻗﺮﺍﺀ‪‬ﺎ‪ .‬ﻛﻤﺎ ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻜﺘﺎﺑﺔ ﺍﳌﺴﺠﻠﺔ ﻋﻠﻰ ﺍﻟﺸﺮﳛﺔ ﺍﻟﻔﻠﻤﻴﺔ ﻛﺒﲑﺓ‬ ‫ﺍﳊﺮﻭﻑ ﲝﻴﺚ ﳝﻜﻦ ﻗﺮﺍﺀ‪‬ﺎ ﺑﺎﻟﻌﲔ ﺍ‪‬ﺮﺩﺓ ﺑﺪﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ‪.‬‬

‫‪ ‬ﺍﻟﺸﺮﳛﺔ ﺍﻟﻔﻠﻤﻴﺔ ﳍﺎ ﺷﻜﻞ ﻣﺴﺘﻄﻴﻞ ﺃﺑﻌﺎﺩﻩ ‪ 24 × 36‬ﻣﻴﻠﻴﻤﺘﺮ‪ .‬ﻭﳚﺐ ﺇﻋﺪﺍﺩ ﻣﺎﺩﺓ ﺍﻟﺸﺮﳛﺔ‬ ‫ﻣﻊ ﺃﺧﺬ ﻫﺬﻩ ﺍﻷﺑﻌﺎﺩ ﰲ ﺍﻻﻋﺘﺒﺎﺭ‪.‬‬

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‫‪ ‬ﺍﳊﺮﻭﻑ ﺍﻹﺳﺘﻬﻼﻟﻴﺔ ‪ upper case letters‬ﺃﻗﻞ ﻭﺿﻮﺣﹰﺎ ﰲ ﺍﻟﻘﺮﺍﺀﺓ ﻣﻦ ﺍﳊﺮﻭﻑ‬ ‫ﺍﻟﺼﻐﲑﺓ ‪ .lower case letters‬ﻣﻦ ﺃﺟﻞ ﺫﻟﻚ ﻳﺸﻴﻊ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳊﺮﻭﻑ ﺍﻟﺼﻐﲑﺓ ﰲ‬ ‫ﻟﻮﺣﺎﺕ ﲢﺪﻳﺪ ﺍﻻﲡﺎﻫﺎﺕ ﻋﻠﻰ ﻃﺮﻕ ﻣﺮﻭﺭ ﺍﳌﺮﻛﺒﺎﺕ ﻭﰲ ﺍﻷﻧﻔﺎﻕ ﲢﺖ ﺍﻷﺭﺿﻴﺔ‪ .‬ﺇﻥ‬ ‫ﻋﻴﻮﻧﻨﺎ ﺃﻛﺜﺮ ﺍﻋﺘﻴﺎﺩﹰﺍ ﻋﻠﻰ ﺍﳊﺮﻭﻑ ﺍﻟﺼﻐﲑﺓ ﰲ ﺍﻟﻜﺘﺐ ﻭﰲ ﺍﻟﺼﺤﻒ‪.‬‬

‫‪ ‬ﺑﻴﻨﻤﺎ ﳜﻀﻊ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻟﻮﺍﻥ ﺇﱃ ﺍﻟﺬﻭﻕ ﻭﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﺸﺨﺼﻲ ﺇﱃ ﺣﺪ ﻣﺎ‪ ،‬ﺇﻻ ﺃﻧﻪ ﳚﺐ ﺃﻥ ﻻ‬ ‫ﺗﺴﺘﻌﻤﻞ ﺍﻷﻟﻮﺍﻥ ﻷﻏﺮﺍﺽ ﺍﻟﺘﺠﻤﻴﻞ ﻭﺇﳕﺎ ﻟﺘﺤﺴﲔ ﻓﻬﻢ ﺍﳌﺎﺩﺓ ﺍﳌﻌﺮﻭﺿﺔ‪ .‬ﻓﻌﻠﻴﻚ ﺃﻥ ﲣﺘﺎﺭ‬ ‫ﻣﻦ ﺍﻷﻟﻮﺍﻥ ﻣﺎ ﻳﻜﻮﻥ ﻭﺍﺿﺤﹰﺎ ﻋﻨﺪ ﺍﻟﻌﺮﺽ‪ .‬ﻭﳝﺜﻞ ﺍﻟﻠﻮﻧﺎﻥ ﺍﻷﺯﺭﻕ ﻭﺍﻷﺑﻴﺾ ﻣﺰﳚﹰﺎ ﺷﺎﺋﻊ‬ ‫ﺍﻹﺳﺘﻌﻤﺎﻝ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﻠﻮﻧﺎﻥ ﺍﻷﺧﻀﺮ ﻭﺍﻷﺻﻔﺮ‪ .‬ﻭﻗﺪ ﺗﺘﻌﺬﺭ ﻗﺮﺍﺀﺓ ﻧﺺ ﻣﻜﺘﻮﺏ ﺑﺎﻟﻠﻮﻥ‬ ‫ﺍﻷﲪﺮ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺍﺧﺘﺼﺎﺭ ﻋﺪﺩ ﺍﻷﻟﻮﺍﻥ ﺍﳌﺨﺘﺎﺭﺓ ﲝﻴﺚ ﻻ ﻳﺘﺠﺎﻭﺯ ﻣﺎ ﻫﻮ ﺿﺮﻭﺭﻱ ﻟﺘﻘﺪﱘ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﻄﺮﻳﻘﺔ ﻭﺍﺿﺤﺔ‪.‬‬

‫ﺑﺮﳎﻴﺎﺕ ﺍﳊﺎﺳﻮﺏ‬ ‫ﺗﺴﺘﻌﻤﻞ ﺑﺮﳎﻴﺎﺕ ﺍﳊﺎﺳﻮﺏ ‪ computer software‬ﰲ ﲢﻀﲑ ﺍﻟﺸﺮﺍﺋﺢ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﻋﺮﺽ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﻫﻨﺎﻙ ﺑﺮﻧﺎﻣﺞ ﻳﺴﺘﻌﻤﻞ ﻋﻠﻰ ﻧﻄﺎﻕ ﻭﺍﺳﻊ ﻫﻮ ﻣﺎﻳﻜﺮﻭﺳﻮﻓﺖ ﺑﺎﻭﺭ ﺑﻮﻳﻨﺖ‬

‫‪Microsoft Powerpoint‬‬

‫‪ .‬ﻭﳝﻜﻦ ‪‬ﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﲢﻀﲑ ﺷﺮﺍﺋﺢ ﻓﻠﻤﻴﺔ ﻣﻘﺎﺳﻬﺎ ‪ 35‬ﻣﻴﻠﻴﻤﺘﺮ ﻋﻠﻰ ﳓﻮ ﺃﻳﺴﺮ ﻭﺃﻓﻀﻞ‪ .‬ﻭﳝﻜﻦ ﺇﺭﺳﺎﻝ ﻣﻠﻒ‬ ‫ﺍﻟﺸﺮﺍﺋﺢ ﺍﻟﺬﻱ ﻳ‪‬ﺠﻬﺰ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ ﺇﱃ ﻣﻜﺘﺐ ﳐﺘﺺ ﰲ ﺻﻮﺭﺓ ﻗﺮﺹ ﻣﺮﻥ ﺃﻭ ﻋﱪ ﺍﳌﻮﺩﻡ ﻟﻴﺼﻨﻊ ﻣﻨﻪ ﺷﺮﺍﺋﺢ‬ ‫ﻓﻠﻤﻴﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺗﻜﻮﻳﻦ ﺍﻟﺸﺮﺍﺋﺢ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺃﻭ ﺍ‪‬ﻤ‪‬ﻌﺔ ‪ field slides‬ﺑﺎﳊﺎﺳﻮﺏ ﻳﺘﻴﺢ ﻋﺪﺩﺍﹰ ﻣﻦ ﺍﳌﺰﺍﻳﺎ‬ ‫ﺍﻹﺿﺎﻓﻴﺔ‪ .‬ﻓﺎﻟﱪﳎﻴﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺗﺮﺷﺪﻙ ﻋﱪ ﻣﺮﺣﻠﺔ ﺍﻹﻋﺪﺍﺩ‪ ،‬ﻭﺗﻘﺪﻡ ﻟﻚ ﺍﻟﻘﻮﺍﻟﺐ ﺍﻟﻘﻴﺎﺳﻴﺔ ‪ templates‬ﻭﺗﺰﻛﹼﻲ‬ ‫ﻟﻚ ﺗﺸﻜﻴﻼﺕ ﺍﻷﻟﻮﺍﻥ ﺍﳌﺘﻨﺎﺳﻘﺔ‪ .‬ﻭﻣﻦ ﺍﻟﺴﻬﻞ ﲢﻀﲑ ﺍﳌﺨﻄﻄﺎﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪ graphs‬ﲟﺴﺎﻋﺪ‪‬ﺎ‪ .‬ﻭﳝﻜﻦ ﺍﳊﺼﻮﻝ‬ ‫ﻋﻠﻰ ﺻﻮﺭ ﺿﻮﺋﻴﺔ ﻭﺭﺳﻮﻣﺎﺕ ﻣﻦ ﺑﺮﳎﻴﺎﺕ ﺣﺎﺳﻮﺑﻴﺔ ﺃﺧﺮﻯ‪ .‬ﻭﻳﺘﻴﺢ ﺍﻟﱪﻧﺎﻣﺞ ﻛﺘﺎﺑﺔ ﺗﻌﻠﻴﻖ ﺧﻄﻲ ﻋﻠﻰ ﻛﻞ‬ ‫ﺷﺮﳛﺔ‪ .‬ﻭﳝﻜﻦ ﻃﺒﻊ ﺍﻟﺸﺮﳛﺔ ﻭﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﻧﻔﺲ ﺍﻟﺼﻔﺤﺔ ﺍﻟﻮﺭﻗﻴﺔ ﻟﺘﺼﺒﺢ ﺟﺰﺀﺍﹰ ﻣﻦ ﻣﺬﻛﺮﺍﺕ ﺍﳌﺘﺤﺪﺙ‪ .‬ﻛﻤﺎ‬ ‫ﳝﻜﻦ ﻃﺒﻊ ﻋﺪﺩ ﻣﻦ ﺍﻟﺸﺮﺍﺋﺢ ﻋﻠﻰ ﺻﻔﺤﺔ ﻭﺍﺣﺪﺓ ﻣﻦ ﺍﻟﻮﺭﻕ ﺗ‪‬ﺴﺘﻌﻤﻞ ﻛﻨﺸﺮﺓ ﻣﻄﺒﻮﻋﺔ ﺗﻮﺯﻉ ﻋﻠﻰ ﺍﳌﺴﺘﻤﻌﲔ‪.‬‬ ‫ﻭﳝﻜﻦ ﻣﺸﺎﻫﺪﺓ ﺍﻟﺸﺮﺍﺋﺢ ﺍﳌﻌﺪﺓ ﻟﻠﻌﺮﺽ‪ ،‬ﻛﻤﺎ ﳝﻜﻦ ﻣﺮﺍﺟﻌﺘﻬﺎ ﲢﺮﻳﺮﻳﺎﹰ ‪ edited‬ﻋﻠﻰ ﺷﺎﺷﺔ ﺍﳊﺎﺳﻮﺏ‪ .‬ﻭﳝﻜﻦ‬ ‫ﺣﻔﻆ ﺍﻟﺸﺮﺍﺋﺢ‪ ،‬ﻭﺇﻋﺎﺩﺓ ﺍﺳﺘﻌﻤﺎﳍﺎ ﰲ ﻋﺮﺽ ﺁﺧﺮ‪ .‬ﻛﻤﺎ ﳝﻜﻦ ﺇﻇﻬﺎﺭ ﺍﻟﺸﺮﺍﺋﺢ ﺍﳌﻌﺪﺓ ﻟﻠﻌﺮﺽ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ‬ ‫ﺣﺴﺐ ﺗﻮﻗﻴﺘﺎﺕ ﳏﺪﺩﺓ‪ ،‬ﻭﳝﻜﻦ ﺃﻳﻀﺎﹰ ﻣﺮﺍﺟﻌﺔ ﺗﻮﻗﻴﺘﺎﺕ ﺍﳊﺪﻳﺚ ﺍﳌﺼﺎﺣﺐ ﻟﻠﻌﺮﺽ ﻭﺗﻌﺪﻳﻠﻬﺎ‪.‬‬

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‫ﺷﻔﺎﻓﻴﺎﺕ ﺃﺟﻬﺰﺓ ﺍﻟﻌﺮﺽ‬ ‫ﺃﺟﻬﺰﺓ ﺍﻟﻌﺮﺽ ﺍﻟﻀﻮﺋﻴﺔ ‪ overhead projectors‬ﻫﻲ ﺍﳋﻠﻴﻔﺔ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻟﻠﺴﺒﻮﺭﺓ‪ ،‬ﻭﻫﻲ ﻣﻔﻴﺪﺓ ﺑﺼﻔﺔ ﺧﺎﺻﺔ‬ ‫ﰲ ﺍﻟﻌﺮﻭﺽ ﺍﳌﻘﺪﻣﺔ ‪‬ﻤﻮﻋﺎﺕ ﺻﻐﲑﺓ‪ .‬ﻭﻟﻠﺸﻔﺎﻓﻴﺎﺕ ﺍﻟﱵ ﺗﻌﺮﺽ ‪‬ﺬﻩ ﺍﻷﺟﻬﺰﺓ ﻛﻤ‪‬ﻌﻴﻨﺎﺕ ﺑﺼﺮﻳﺔ ﻣﺰﺍﻳﺎ ﻭﻋﻴﻮﺏ‪.‬‬ ‫ﻭﻣﺰﺍﻳﺎ ﺷﻔﺎﻓﻴﺎﺕ ﺃﺟﻬﺰﺓ ﺍﻟﻌﺮﺽ ﺍﻟﻀﻮﺋﻴﺔ ﻫﻲ‪:‬‬ ‫‪ ‬ﺃ‪‬ﺎ ﻗﺪ ﻻ ﲢﺘﺎﺝ ﺇﱃ ﺇﻇﻼﻡ ﺍﻟﻐﺮﻓﺔ‪،‬‬

‫ﻼ ﺑﺼﺮﻳﹰﺎ ﺃﻓﻀﻞ‪،‬‬ ‫‪ ‬ﺃﻥ ﺍﳌﺘﺤﺪﺙ ﻳﻮﺍﺟﻪ ﺍﳌﺴﺘﻤﻌﲔ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺘﻴﺢ ﺗﻮﺍﺻ ﹰ‬ ‫‪ ‬ﺃ‪‬ﺎ ﻟﻴﺴﺖ ﺑﺎﻫﻈﺔ ﺍﻟﺘﻜﻠﻔﺔ‪،‬‬

‫‪  ‬ﺃ‪‬ﺎ ﳝﻜﻦ ﺃﻥ ﺗ‪‬ﺼﻨﻊ ﺑﺴﺮﻋﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺁﻟﺔ ﺗﺼﻮﻳﺮ ﺍﻟﻨ‪‬ﺴﺦ ﺃﻭ ﻃﺎﺑﻌﺔ ﺍﳊﺎﺳﻮﺏ ﻣﻊ ﺻﺤﺎﺋﻒ‬ ‫ﺑﻼﺳﺘﻴﻜﻴﺔ ﺷﻔﺎﻓﺔ ﻣﻨﺎﺳﺒﺔ‪.‬‬

‫‪  ‬ﺃﺟﻬﺰﺓ ﺍﻟﻌﺮﺽ ﺍﻟﻀﻮﺋﻴﺔ ﺗﻜﻮﻥ ﰲ ﺍﻟﻌﺎﺩﺓ ﻣﺘﺎﺣﺔ ﻋﻠﻰ ﺍﻟﻔﻮﺭ ﻭﻣﻦ ﺍﻟﺴﻬﻞ ﲡﻬﻴﺰﻫﺎ ﻟﻠﻌﻤﻞ‪،‬‬ ‫ﻼ ﻣﺎ ﺗﺘﻌﻄﻞ‪ ،‬ﻭﻻ ﻳﻠﺰﻡ ﻟﺘﺸﻐﻴﻠﻬﺎ ﻋﺎﻣﻞ ﳐﺘﺺ‪،‬‬ ‫ﻭﻗﻠﻴ ﹰ‬ ‫‪ ‬ﻳﺴﺘﻄﻴﻊ ﺍﳌﺘﺤﺪﺙ ﺃﻥ ﻳﻜﺘﺐ ﻋﻠﻰ ﺍﻟﻔﻴﻠﻢ ﻣﺒﺎﺷﺮﺓ ﺑﻘﻠﻢ ﺧﺎﺹ‪،‬‬

‫‪ ‬ﳝﻜﻦ ﺗﺮﻛﻴﺐ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻄﺮﻳﻘﺔ ﺩﻳﻨﺎﻣﻴﻜﻴﺔ ﺇﻣﺎ ﺑﺎﻟﺮﺳﻢ ﻣﺒﺎﺷﺮﺓ ﻋﻠﻰ ﺍﻟﺸﻔﺎﻓﻴﺔ ﺃﻭ ﺗﻐﻄﻴﺘﻬﺎ‬ ‫ﺑﺸﻔﺎﻓﻴﺎﺕ ﺃﺧﺮﻯ‪،‬‬ ‫‪ ‬ﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻷﻟﻮﺍﻥ ﻋﻠﻴﻬﺎ ﺑﺴﻬﻮﻟﺔ‪،‬‬ ‫‪ ‬ﺃﻣﺎ ﻋﻴﻮﺏ ﺷﻔﺎﻗﻴﺎﺕ ﺃﺟﻬﺰﺓ ﺍﻟﻌﺮﺽ ﺍﻟﻀﻮﺋﻴﺔ ﻓﻬﻲ‪:‬‬ ‫‪ ‬ﺃ‪‬ﺎ ﻻ ﺗﻨﺎﺳﺐ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻜﺒﲑﺓ ﻣﻦ ﺍﳊﺎﺿﺮﻳﻦ‪،‬‬

‫‪ ‬ﺃﻥ ﺍﻟﺼﻮﺭﺓ ﺍﻟﱵ ﻳﻌﺮﺿﻬﺎ ﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﻟﻴﺴﺖ ﺑﺪﺭﺟﺔ ﻭﺿﻮﺡ ﺍﻟﺸﺮﳛﺔ‪،‬‬ ‫‪ ‬ﻻ ﳝﻜﻦ ﻭﺿﻊ ﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﰲ ﻛﺎﺑﻴﻨﺔ ﻋﺮﺽ‪،‬‬

‫‪ ‬ﺃ‪‬ﺎ ﺗﻌﻄﻲ ﺍﻧﻄﺒﺎﻋﺎﹰ ﺑﺄ‪‬ﺎ ﺃﹸﻋﺪﺕ ﻋﻠﻰ ﻋﺠﻞ ﺇﺫﺍ ﱂ ﺗﻜﻦ ﻗﺪ ﺭﻭﺟﻌﺖ ﺑﻌﻨﺎﻳﺔ ﻭﻋ‪‬ﺮﺿﺖ‬ ‫ﺟﻴﺪﺍﹰ‪.‬‬ ‫ﻭﺷﻔﺎﻓﻴﺎﺕ ﺃﺟﻬﺰﺓ ﺍﻟﻌﺮﺽ ﺍﻟﻀﻮﺋﻴﺔ ﺳﻬﻠﺔ ﺍﻟﺘﺤﻀﲑ‪ .‬ﻭﺍﻟﻜﺘﺎﺑﺔ ﲞﻂ ﺍﻟﻴﺪ ﻻ ﺗ‪‬ﻨﺘﺞ ﺷﻔﺎﻓﻴﺎﺕ ﺃﻧﻴﻘﺔ‪ ،‬ﺑﻞ ﺇ‪‬ﺎ‬ ‫ﺗﻌﻄﻲ ﺍﻹﻧﻄﺒﺎﻉ ﺑﺄ‪‬ﺎ ﺃﻋﺪﺕ ﰲ ﺍﻟﺪﻗﺎﺋﻖ ﺍﻷﺧﲑﺓ‪ .‬ﻭﻗﺪ ﻳﻜﻮﻥ ﺃﻛﺜﺮ ﻗﺒﻮ ﹰﻻ ﺃﻥ ﺗﺘﻢ ﺍﻟﻜﺘﺎﺑﺔ ﺃﻭ ﺍﻟﺮﺳﻢ ﻋﻠﻰ‬ ‫ﺍﻟﺸﻔﺎﻓﻴﺎﺕ ﺃﺛﻨﺎﺀ ﺗﻘﺪﱘ ﺍﻟﻌﺮﺽ‪ .‬ﻭﳝﻜﻦ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺁﻟﺔ ﺗﺼﻮﻳﺮ ﺿﻮﺋﻲ ﺇﻧﺘﺎﺝ ﺷﻔﺎﻓﻴﺎﺕ ﺟﻴﺪﺓ ﻣﻦ ﺍﻹﻧﺘﺎﺝ‬ ‫ﺍﳌﻄﺒﻮﻉ ﳌﻌﺎﰿ ﺍﻟﻨﺼﻮﺹ ‪ .word processor‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﺗﺴﺘﻌﻤﻞ ﳍﺬﺍ ﺍﻟﻐﺮﺽ ﺇﻻ ﺻﺤﺎﺋﻒ ﺷﻔﺎﻓﺔ ﺧﺎﺻﺔ‬

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‫ﺗﻜﻮﻥ ﻣﻨﺎﺳﺒﺔ ﻵﻟﺔ ﺍﻟﺘﺼﻮﻳﺮ ﺍﻟﻀﻮﺋﻲ ‪ .photocopy machine‬ﻭﺗﺴﺘﻄﻴﻊ ﻃﺎﺑﻌﺔ ﺍﳊﺎﺳﻮﺏ ﺃﻥ ﺗﻄﺒﻊ ﻣﺒﺎﺷﺮﺓ‬ ‫ﻋﻠﻰ ﺻﺤﺎﺋﻒ ﺷﻔﺎﻓﺔ ﺧﺎﺻﺔ ﺗﻜﻮﻥ ﻣﻨﺎﺳﺒﺔ ﺇﻣﺎ ﻟﻠﻄﺎﺑﻌﺎﺕ ﺍﻟﻨﻔﺎﺛﺔ ﺑﺎﻟﻠﻴﺰﺭ ﺃﻭ ﺍﻟﻨﻔﺎﺛﺔ ﺑﺎﳌﺪﺍﺩ ﺍﳌﻠﻮﻥ‪ .‬ﻭﻳﺘﻌﲔ‬ ‫ﻣﻼﺣﻈﺔ ﺃﻥ ﺍﻟﺸﻔﺎﻓﻴﺎﺕ ﲢﺘﺎﺝ ﺇﱃ ﻭﻗﺖ ﻟﺘﺠﻒ ﺃﻃﻮﻝ ﳑﺎ ﲢﺘﺎﺟﻪ ﺍﻷﻭﺭﺍﻕ ﺍﻟﻌﺎﺩﻳﺔ‪ .‬ﻭﳝﻜﻦ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺑﺮﳎﻴﺎﺕ‬ ‫ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻃﺒﻊ ﺍﻟﺸﻔﺎﻓﻴﺔ ﰲ ﺷﻜﻞ ﻭﺛﻴﻘﺔ ﻗﻼﺑﺔ ‪ flipped‬ﺣﻴﺚ ﳝﻜﻦ ﺃﻥ ﺗ‪‬ﻘﻠﺐ ﺻﻔﺤﺎﺕ ﺍﻟﻨﺺ ﻭﺍﻟﺼﻮﺭ‪.‬‬ ‫ﻭﺗ‪‬ﻌﺮﺽ ﺍﻟﺸﻔﺎﻓﻴﺎﺕ ﺍﳌﻄﺒﻮﻋﺔ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﺤﻮ ﻣﻘﻠﻮﺑﺔ ﻋﻠﻰ ﻭﺟﻬﻬﺎ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺘﻴﺢ ﻟﻠﻤﺘﺤﺪﺙ ﺃﻥ ﻳﻜﺘﺐ‬ ‫ﻋﻠﻰ ﻇﻬﺮ ﺍﻟﺸﻔﺎﻓﻴﺔ ﺃﺛﻨﺎﺀ ﺗﻘﺪﱘ ﺍﻟﻌﺮﺽ‪ .‬ﻭﻋﻨﺪﺋﺬ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﺴﻬﻞ ﳏﻮ ﺍﻟﻜﺘﺎﺑﺔ ﻓﻴﻤﺎ ﺑﻌﺪ ﻣﻦ ﺩﻭﻥ ﺧﺪﺵ‬ ‫ﺍﻷﺻﻞ‪.‬‬

‫ﺍﻟﻌﺮﺽ ﲟﻌﺎﻭﻧﺔ ﺍﳊﺎﺳﻮﺏ‬ ‫ﺑﺈﻣﻜﺎﻥ ﺑﺮﳎﻴﺎﺕ ﺍﳊﺎﺳﻮﺏ ﺍﻟﱵ ﺍﺳﺘ‪‬ﻌﻤﻠﺖ ﻹﻧﺘﺎﺝ ﺷﺮﺍﺋﺢ ﻣﻘﺎﺳﻬﺎ ‪ 35‬ﻣﻴﻠﻴﻤﺘﺮ ﺃﻥ ﺗﺼﻨﻊ ﻋﺮﺿﹰﺎ ﻟﻠﺸﺮﺍﺋﺢ‬ ‫‪ slide show‬ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ‪ ،‬ﻣﻊ ﺍﻟﺘﺤﻜﻢ ﺍﻟﻴﺪﻭﻱ ﺃﻭ ﺍﻷﻭﺗﻮﻣﺎﺗﻴﻜﻲ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﻔﺎﺻﻞ ﺑﲔ ﻛﻞ ﺷﺮﳛﺔ‬ ‫ﻭﺃﺧﺮﻯ‪ .‬ﻭﳝﻜﻦ ﺗﻘﺪﱘ ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ ﻣﺒﺎﺷﺮﺓ ﻟﻠﺤﺎﺿﺮﻳﻦ‪ .‬ﻭﺍﳊﻮﺍﺳﻴﺐ ﺍﶈﻤﻮﻟﺔ‬

‫‪notebook computers‬‬

‫‪‬ﺎ ﻣﻨﻔﺬ ﻳﺴﻤﺢ ﺑﺘﻮﺻﻴﻠﻬﺎ ﺑﺸﺎﺷﺔ ﺧﺎﺭﺟﻴﺔ ﺃﻭ ﲜﻬﺎﺯ ﻋﺮﺽ ﺧﺎﺹ‪ .‬ﻭﻫﺬﺍ ﺍﳉﻬﺎﺯ ﻏﺎﱄ ﺍﻟﺜﻤﻦ ﺇﱃ ﺣﺪ ﻣﺎ ﻭﻟﻜﻨﻪ‬ ‫ﻳ‪‬ﻨﺘﺞ ﻋﺮﻭﺿﹰﺎ ﻣﺘﻤﻴﺰﺓ ﺗﺸﻤﻞ ﺇﻣﻜﺎﻧﻴﺔ ﲢﺮﻳﻚ ﺍﻟﻨﺼﻮﺹ ﻭﺍﻟﺼﻮﺭ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ﻳﺴﺘﺤﺴﻦ ﺃﻥ ﻻ ﺗﺴﺮﻑ ﰲ‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﻃﺮﻳﻘﺔ ﺍﻟﺘﺤﺮﻳﻚ ﻷ‪‬ﺎ ﳝﻜﻦ ﺃﻥ ﺗﻠﻬﻲ ﺍﻟﻨﻈﺎﺭﺓ ﻭﺗﺆﺩﻱ ﺇﱃ ﺍﻟﻀﺠﺮ‪ .‬ﺇﻥ ﺍﻟﻌﺮﺽ ﺍﳉﻴﺪ ﻫﻮ ﻋﺮﺽ ﺑﺴﻴﻂ‬ ‫ﻛﺬﻟﻚ‪ .‬ﻭﳝﻜﻦ ﺑﺴﻬﻮﻟﺔ ﻓﺮﺯ ﺍﻟﺸﺮﺍﺋﺢ ﻭﺇﻋﺎﺩﺓ ﺗﺮﺗﻴﺒﻬﺎ ﻣﻦ ﺟﺪﻳﺪ‪ .‬ﺇﻥ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﻃﺮﻳﻘﻬﺎ ﻟﺘﺼﺒﺢ ﺍﻟﻮﺳﻴﻠﺔ‬ ‫ﺍﳌﻌﻴﺎﺭﻳﺔ ﻻﺳﺘﻌﻤﺎﻝ ﺍﳌﹸﻌﻴﻨﺎﺕ ﺍﻟﺒﺼﺮﻳﺔ ﲞﻄﻮﺍﺕ ﻣﺘﺴﺎﺭﻋﺔ‪.‬‬ ‫ﻗﺒﻞ ﲢﻀﲑ ﻋﺮﺽ ﲟﻌﺎﻭﻧﺔ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﺗﺄﻛﺪ ﺃﻭﻻﹰ ﻣﻦ ﻭﺟﻮﺩ ﺍﻷﺟﻬﺰﺓ‪ .‬ﻭﳌﺎ ﻛﺎﻧﺖ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳉﺪﻳﺪﺓ ﻣﻌﺮﺿﺔ‬ ‫ﻟﺘﻌﻄﻞ ﺍﻷﺟﻬﺰﺓ‪ ،‬ﻓﻤﻦ ﺍﳌﺴﺘﺤﺐ ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﻳﻚ ﺍﺣﺘﻴﺎﻃﻲ ﻣﻦ ﺍﻟﺸﺮﺍﺋﺢ ﺃﻭ ﺍﻟﺸﻔﺎﻓﻴﺎﺕ‪ .‬ﻭﻳﻔﻀﻞ ﺃﻥ ﻻ ﲢﺎﻭﻝ‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻤﺮﺓ ﺍﻷﻭﱃ ﰲ ﺍﺟﺘﻤﺎﻉ ﻣﻬﻢ‪ ،‬ﻭﺧﺼﻮﺻﺎﹰ ﺣﻴﺚ ﻻ ﺗﺘﻮﺍﻓﺮ ﺍﳋﱪﺓ ﺑﺎﺳﺘﻌﻤﺎﳍﺎ‪.‬‬ ‫‪ 3.3.13‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺒﻖ‬ ‫ﰲ ﲢﻀﲑ ﺍﻟﻨﺺ ﻭﺍﻟﺸﺮﺍﺋﺢ ﳚﺐ ﺃﻥ ﺗﺄﺧﺬ ﰲ ﺍﳊﺴﺒﺎﻥ ﺍﻟﻮﻗﺖ ﺍﳌﺨﺼﺺ ﻟﻠﻌﺮﺽ‪ .‬ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺒﻖ‬ ‫‪ rehearsal‬ﻫﻮ ﻣﻔﺘﺎﺡ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺃﻧﻚ ﺳﻮﻑ ﺗﻘﺪﻡ ﺍﻟﻌﺮﺽ ﻣﻦ ﺩﻭﻥ ﺃﻥ ﺗﺘﺠﺎﻭﺯ ﺍﻟﻮﻗﺖ ﺍﶈﺪﺩ‪ .‬ﺇﻥ ﺍﳌﺘﺤﺪﺛﲔ‬ ‫ﺫﻭﻱ ﺍﳋﱪﺓ ﺍﻟﻄﻮﻳﻠﺔ ﻳﺘﺪﺭﺑﻮﻥ ﻣﻘﺪﻣﹰﺎ ﻋﻠﻰ ﺗﻘﺪﱘ ﻋﺮﻭﺿﻬﻢ‪ .‬ﻭﺑﺈﻣﻜﺎﻧﻚ ﺃﻥ ﺗﺘﺪﺭﺏ ﻋﻠﻰ ﺫﻟﻚ ﻣﻨﻔﺮﺩﹰﺍ ﺃﻭ‬ ‫ﲟﻌﺎﻭﻧﺔ ﺯﻣﻼﺋﻚ‪.‬‬

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‫ﺇﻥ ﺍﳌﺘﻮﺳﻂ ﺍﳌﺮﻳﺢ ﻟﺴﺮﻋﺔ ﺗﻘﺪﱘ ﺍﻟﻌﺮﺽ ﻻ ﻳﺰﻳﺪ ﻋﻦ ‪ 120‬ﻛﻠﻤﺔ ﰲ ﺍﻟﺪﻗﻴﻘﺔ‪ .‬ﻭﳝﻜﻦ ﳌﻌﺎﰿ ﺍﻟﻨﺼﻮﺹ‬ ‫‪ word processor‬ﺃﻥ ﻳﻌﻄﻴﻚ ﺍﻟﻌﺪﺩ ﺍﳌﻀﺒﻮﻁ ﻟﻜﻠﻤﺎﺕ ﺍﻟﻌﺮﺽ ﺍﳌﻜﺘﻮﺏ‪ .‬ﻭﲢﺘﻮﻱ ﺍﻟﺼﻔﺤﺔ ﺍﳌﻜﺘﻮﺑﺔ ﺑﺎﻵﻟﺔ‬ ‫ﺍﻟﻜﺎﺗﺒﺔ ﻣﻊ ﺗﺮﻙ ﻣﺴﺎﻓﺘﲔ ﻓﺎﺻﻠﺘﲔ ﺑﲔ ﺍﻟﺴﻄﻮﺭ‪ ،‬ﻋﻠﻰ ﺣﻮﺍﱄ ‪ 240‬ﻛﻠﻤﺔ‪ .‬ﻭﻟﺘﻘﺪﱘ ﻋﺮﺽ ﻳﺴﺘﻐﺮﻕ ﻋﺸﺮ ﺩﻗﺎﺋﻖ‬ ‫ﳚﺐ ﺃﻥ ﺗﻀﻊ ﺧﻄﺘﻚ ﻋﻠﻰ ﺃﺳﺎﺱ ﲬﺲ ﺻﻔﺤﺎﺕ ﻋﻠﻰ ﺍﻷﻛﺜﺮ ﻣﻊ ﺗﺮﻙ ﻣﺴﺎﻓﺘﲔ ﻓﺎﺻﻠﺘﲔ ﺑﲔ ﺍﻟﺴﻄﻮﺭ‪.‬‬ ‫ﻭﻛﻘﺎﻋﺪﺓ ﻋﺎﻣﺔ‪ ،‬ﺗ‪‬ﻘﺪﻡ ﺷﺮﳛﺔ ﻭﺍﺣﺪﺓ ﰲ ﻛﻞ ﺩﻗﻴﻘﺔ ﺇﺫﺍ ﺍﺣﺘﻮﺕ ﺍﻟﺸﺮﳛﺔ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﺗﻘﺪﻡ ﺷﺮﳛﺔ ﻛﻞ‬ ‫ﲬﺲ ﺃﻭ ﻋﺸﺮ ﺛﻮﺍﻥ ﺇﺫﺍ ﺍﺣﺘﻮﺕ ﻋﻠﻰ ﻋﻨﺎﻭﻳﻦ ﻭﻛﻠﻤﺎﺕ ﻣﻔﺘﺎﺣﻴﺔ ﻓﻘﻂ‪ ،‬ﺃﻭ ﺇﺫﺍ ﺻ‪‬ﻤﻤﺖ ‪‬ﺮﺩ ﺇﺯﺍﺣﺔ ﻭﺳﻴﻠﺔ ﺑﺼﺮﻳﺔ‬ ‫ﺃﺧﺮﻯ ﻣﻦ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ‪ .‬ﻭﻳﻌﺘﻤﺪ ﺍﻟﻮﻗﺖ ﺍﻟﻼﺯﻡ ﻟﻌﺮﺽ ﺷﺮﳛﺔ ﺧﺎﻟﻴﺔ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﺍﳌﻘﺪﺍﺭ ﺍﻟﺬﻱ ﺳﺘﻐﻄﻴﻪ‬ ‫ﺗﻠﻚ ﺍﻟﺸﺮﳛﺔ ﰲ ﺃﺛﻨﺎﺀ ﻋﺮﺿﻬﺎ ﻣﻦ ﻧﺺ ﺍﳌﺨﻄﻮﻃﺔ‪ .‬ﻓﺈﺫﺍ ﺍﺿﻄﺮﺭﺕ ﺇﱃ ﺇﻏﻔﺎﻝ ﺑﻌﺾ ﺍﻟﺸﺮﺍﺋﺢ ﺍﺛﻨﺎﺀ ﺗﻘﺪﳝﻚ ﻟﻠﻌﺮﺽ‬ ‫ﺍﻟﻌﻠﻤﻲ ﻷﻧﻚ ﻭﺟﺪﺕ ﺃﻥ ﺍﻟﺸﺮﺍﺋﺢ ﻛﺎﻧﺖ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻼﺯﻡ‪ ،‬ﻓﺈﻥ ﺫﻟﻚ ﻳﻌﲏ ﺃﻧﻚ ﱂ ﺗ‪‬ﺤﺴﻦ ﲢﻀﲑ ﺍﻟﻌﺮﺽ‪.‬‬ ‫‪ 4.13‬ﺍﻟﺘﻘﺪﱘ‬ ‫ﺇﻥ ﺍﻟﺘﺤﺪﻱ ﺍﻟﺬﻱ ﻳﻮﺍﺟﻪ ﺍﳌﺘﺤﺪﺙ ﻫﻮ ﺃﻥ ﳛﺎﻓﻆ ﻋﻠﻰ ﺍﻧﺘﺒﺎﻩ ﺍﳊﺎﺿﺮﻳﻦ‪ .‬ﻭﺣﲔ ﺗﻜﻮﻥ ﺍﻷﺿﻮﺍﺀ ﺧﺎﻓﺘﺔ‬ ‫ﺑﺼﻔﺔ ﺧﺎﺻﺔ‪ ،‬ﻗﺪ ﳛﻠﻮ ﻟﻠﺤﺎﺿﺮﻳﻦ ﺃﻥ ﻳﺴﺘﻐﺮﻗﻮﺍ ﰲ ﺍﻷﺣﻼﻡ ﺇﻥ ﻛﺎﻥ ﺍﻟﻌﺮﺽ ﳑ ﹰ‬ ‫ﻼ )ﻫﺎﺭﰲ ﻭﺁﺧﺮﻭﻥ‪.(1983 ،‬‬ ‫ﻭﻋﻠﻴﻚ ﰲ ﺗﻘﺪﱘ ﺍﻟﻌﺮﺽ ﺃﻥ ﺗﻠﺘﺰﻡ ﺑﺎﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪ ‬ﻛﻦ ﻣﺴﺘﻌﺪﹰﺍ‬

‫‪ ‬ﲢﺪﺙ ﺟﻴﺪﹰﺍ‬

‫‪ ‬ﺩﺑ‪‬ﺮ ﺷﺮﺍﺋﺤﻚ‬

‫‪ ‬ﺍﻟﺘﺰﻡ ﺑﺎﻟﻮﻗﺖ ﺍﶈﺪﺩ‬

‫‪ ‬ﻫﻴﺊ ﻧﻔﺴﻚ ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ‪.‬‬

‫ﻛﻴﻒ ﺗﺴﺘﻌﺪ‬ ‫ﻣﻦ ﺍﳌﺴﺘﺤﺴﻦ ﺩﺍﺋﻤﹰﺎ ﺃﻥ ﺗﺘﻔﺤ‪‬ﺺ ﻣﻘﺪﻣﹰﺎ ﺍﻟﻐﺮﻓﺔ ﺍﻟﱵ ﺳﺘﻘﺪﻡ ﻓﻴﻬﺎ ﺍﻟﻌﺮﺽ‪ .‬ﺗﻔﺤ‪‬ﺺ ﺍﳌﻨﱪ‬

‫‪podium‬‬

‫ﻟﺘﻄﻤﺌﻦ ﻋﻠﻰ ﻣﻜﺒ‪‬ﺮ ﺍﻟﺼﻮﺕ ﻭﻋﻠﻰ ﺃﺩﺍﺓ ﺍﻟﺘﺤﻜﻢ ﻋﻦ ﺑ‪‬ﻌﺪ ﰲ ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ‪ ،‬ﻭﻋﻠﻰ ﻣﺆﺷﺮ ﺍﻟﺸﺮﺍﺋﺢ ﻭﺃﻧﻮﺍﺭ‬ ‫ﺍﻹﺿﺎﺀﺓ‪ .‬ﺳﻠﹼﻢ ﺍﻟﺸﺮﺍﺋﺢ ﺑﻌﺪ ﺗﺮﺗﻴﺒﻬﺎ ﺃﻭ ﺳﻠﹼﻢ ﺍﻟﻘﺮﻳﺺ ‪ diskette‬ﺇﱃ ﻓﲏ ﺍﻟﻌﺮﺽ‪.‬‬

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‫ﺍﻟﺘﺤﺪﺙ ﺟﻴﺪﺍﹰ‬ ‫ﺇﻥ ﺇﺟﺎﺩﺓ ﺍﳊﺪﻳﺚ ﻣﻮﻫﺒﺔ ﻣﻜﺘﺴﺒﺔ‪ .‬ﻓﻬﻲ ﺗ‪‬ﻜﺘﺴﺐ ﺑﺎﳌﺮﺍﻥ‪ ،‬ﻭﺑﺎﻹﺳﺘﻤﺎﻉ ﺇﱃ ﻣﺘﺤﺪﺛﲔ ﻣﺘﻤﻴﺰﻳﻦ‪ ،‬ﻭﺑﺎﻟﺘﻌﻠﻢ‬ ‫ﻣﻦ ﺃﺧﻄﺎﺋﻚ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺃﺧﻄﺎﺀ ﺍﳌﺘﺤﺪﺛﲔ ﺍﻵﺧﺮﻳﻦ‪ .‬ﻓﺈﻥ ﻛﻨﺖ ﻣﺘﺤﻤﺴﺎﹰ ﻭﺣﺮﻳﺼﺎﹰ ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﺔ ﻓﺴﻮﻑ‬ ‫ﻳﺘﻌﺎﻃﻒ ﻣﻌﻚ ﺍﳊﺎﺿﺮﻭﻥ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻥ ﻻﺑﺪ ﻣﻦ ﺗﺜﺒﻴﺖ ﻣﻜﱪ ﺍﻟﺼﻮﺕ ﻓﻠﺘﺜﺒ‪‬ﺘﻪ ﰲ ﺛﻨﻴﺔ ﺍﻟﺴﺘﺮﺓ ﺃﻭ ﺍﻟﺮﺩﺍﺀ ﻭﻟﻴﺲ ﰲ‬ ‫ﺷﻲﺀ ﻣﺘﺤﺮﻙ ﻣﺜﻞ ﺭﺑﻄﺔ ﺍﻟﻌﻨﻖ‪ ،‬ﻭﻻ ﻓﺈ‪‬ﺎ ﺳﻮﻑ ﺗ‪‬ﺼﺪﺭ ﺷﻮﺷﺮﺓ ﻏﲑ ﻣﺴﺘﺤﺒﺔ ﻛﻠﻤﺎ ﲢﺮﻛﺖ‪ .‬ﻭﺍﻧﻈﺮ ﺇﱃ‬ ‫ﺍﳊﻀﻮﺭ ﰲ ﻋﻴﻮ‪‬ﻢ‪.‬‬ ‫ﺳﻮﻑ ﺗﻜﻮﻥ ﺃﻛﺜﺮ ﺗﺄﺛﲑﹰﺍ ﺇﺫﺍ ﺃﻧﺖ ﱂ ﺗﻘﺮﺃ ﺍﻟﻌﺮﺽ ﺍﳌﻜﺘﻮﺏ‪ .‬ﻭﻟﻜﻦ ﺇﺫﺍ ﺭﺃﻳﺖ ﺃﻥ ﺗﻘﺮﺃ ﻣﻦ ﳐﻄﻮﻃﺔ ﻓﻠﻴﻜﻦ‬ ‫ﺍﻟﻨﺺ ﺍﳌﻜﺘﻮﺏ ﻣﻌﺪﹰﺍ ﺑﻐﺮﺽ ﺍﻹﺳﺘﻤﺎﻉ ﺇﻟﻴﻪ ﻭﻟﻴﺲ ﻗﺮﺍﺀﺗﻪ‪ .‬ﻭﻣﻦ ﺷﺄﻥ ﺍﻟﺒﻄﺎﻗﺎﺕ ﺍﻟﺘﻠﻘﻴﻨﻴﺔ‬

‫‪prompter cards‬‬

‫ﺃﻭ ﺍﻟﺸﺮﺍﺋﺢ ﺍﻟﺘﻠﻘﻴﻨﻴﺔ ﺃﻥ ﺗﺴﺎﻋﺪ ﺍﳌﺘﺤﺪﺙ ﰲ ﺇﻟﻘﺎﺀ ﻋﺮﺽ ﺩﻭﻥ ﺣﺎﺟﺔ ﺇﱃ ﺍﻟﻘﺮﺍﺀﺓ‪ .‬ﻭﺍﻟﺴﺮﻋﺔ ﺍﳌﻘﺒﻮﻟﺔ ﺑﺼﻮﺭﺓ‬ ‫ﻋﺎﻣﺔ ﻟﻺﺳﺘﻤﺎﻉ ﺑﻮﺿﻮﺡ ﻭﻓﻬﻢ ﻣﺎ ﻳﻘﺎﻝ‪ ،‬ﻻ ﺗﺰﻳﺪ ﻋﻦ ‪ 120‬ﻛﻠﻤﺔ ﰲ ﺍﻟﺪﻗﻴﻘﺔ ﻛﻤﺎ ﺫﻛﺮﻧﺎ ﻣﻦ ﻗﺒﻞ‪ .‬ﻭﺍﻟﺴﻜﻮﺕ‬ ‫ﰲ ﺍﺛﻨﺎﺀ ﺍﳊﺪﻳﺚ ﳛﻞ ﳏﻞ ﻋﻼﻣﺎﺕ ﺍﻟﺘﺮﻗﻴﻢ ﰲ ﺍﻟﻨﺺ ﺍﳌﻜﺘﻮﺏ‪ :‬ﻓﺎﻟﻔﺎﺻﻠﺔ ‪ comma‬ﻳﻘﺎﺑﻠﻬﺎ ﺗﻮﻗﻒ ﳌﺪﺓ ﺛﺎﻧﻴﺔ‬ ‫ﻭﺍﺣﺪﺓ‪ .‬ﻭﺍﻟﻨﻘﻄﺔ ﻭﺍﻟﻔﺎﺻﻠﺔ ‪ semicolon‬ﻳﻘﺎﺑﻠﻬﺎ ﺗﻮﻗﻒ ﳌﺪﺓ ﺛﺎﻧﻴﺘﲔ‪ ،‬ﻭﻋﻼﻣﺔ ﺍﻟﻮﻗﻒ‬

‫‪period/full stop‬‬

‫ﻳﻘﺎﺑﻠﻬﺎ ﺗﻮﻗﻒ ﳌﺪﺓ ﺛﻼﺙ ﺛﻮﺍﻥ‪ .‬ﻭﺍﻹﻧﺘﻘﺎﻝ ﺇﱃ ﻓﻘﺮﺓ ﺟﺪﻳﺪﺓ ﻳﻘﺎﺑﻠﻪ ﺗﻮﻗﻒ ﳌﺪﺓ ﺃﺭﺑﻊ ﺛﻮﺍﻥ‪ .‬ﻭﺍﻟﺘﻐﻴﲑ ﰲ ﻧﱪﺓ‬ ‫ﺍﻟﺼﻮﺕ ‪ tone‬ﻭﻧﻐﻤﺘﻪ ‪ pitch‬ﻭﺟﻬﺎﺭﺗﻪ ‪ volume‬ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﳛﺎﻓﻆ ﻋﻠﻰ ﺍﻧﺘﺒﺎﻩ ﺍﻟﺴﺎﻣﻌﲔ‪.‬‬

‫ﺗﺪﺑﲑ ﺍﻟﺸﺮﺍﺋﺢ‬ ‫ﻋﻠﹼﻢ ﺍﻟﺸﺮﺍﺋﺢ ﺍﻟﻔﻠﻤﻴﺔ ﻭﺭﻗﹼﻤﻬﺎ‪ .‬ﻓﺈﺫﺍ ﻋ‪‬ﺮﺿﺖ ﺇﺣﺪﻯ ﺍﻟﺸﺮﺍﺋﺢ ﻣﻘﻠﻮﺑﺔ‪ ،‬ﻓﺴﻮﻑ ﺗﻜﻮﻥ ﺃﻣﺎﻣﻚ ﺳﺒﻊ ﻃﺮﻕ‬ ‫ﳏﺘﻤﻠﺔ ﻟﺘﻜﺮﺍﺭ ﻋﺮﺿﻬﺎ ﰲ ﻭﺿﻊ ﺧﻄﺄ ﻗﺒﻞ ﺍﻛﺘﺸﺎﻑ ﺍﻟﻮﺿﻊ ﺍﻟﺼﺤﻴﺢ‪ .‬ﻭﻫﻨﺎﻙ ﺍﺗﻔﺎﻕ ﺩﻭﱄ ﻋﻠﻰ ﻭﺿﻊ ﻧﻘﻄﺔ ﰲ‬ ‫ﺍﻟﺮﻛﻦ ﺍﻷﺳﻔﻞ ﺍﻷﻳﺴﺮ ﻣﻦ ﺍﻟﺸﺮﳛﺔ ﻛﻤﺎ ﺗ‪‬ﺮﻯ ﺑﺎﻟﻌﲔ ﺍ‪‬ﺮﺩﺓ‪ .‬ﻭﺗﻈﻬﺮ ﺍﻟﻨﻘﻄﺔ ﰲ ﺍﻟﺮﻛﻦ ﺍﻷﻋﻠﻰ ﺍﻷﳝﻦ ﻋﻨﺪ‬ ‫ﺇﺩﺧﺎﻝ ﺍﻟﺸﺮﳛﺔ ﰲ ﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ‪ .‬ﺭﺍﺟﻊ ﺍﻟﺸﺮﺍﺋﺢ ﻗﺒﻞ ﺃﻥ ﺗﺒﺪﺃ ﺍﻟﻌﺮﺽ‪ .‬ﻭﰲ ﺍﳌﺆﲤﺮﺍﺕ ﺍﳉﻴﺪﺓ ﺍﻹﻋﺪﺍﺩ ﺗﻮﺟﺪ‬ ‫ﻋﺎﺩﺓ ﻏﺮﻓﺔ ﻟﻠﻌﺮﺽ ﺍﳌﺴﺒﻖ ﺣﻴﺚ ﳝﻜﻦ ﻣﺮﺍﺟﻌﺔ ﺍﻟﺸﺮﺍﺋﺢ ﻓﻴﻬﺎ‪.‬‬ ‫ﺗﺬﻛﹼﺮ ﺍﳌﻘﻮﻟﺔ ﺍﻟﱵ ﻣﻔﺎﺩﻫﺎ ﺃﻧﻪ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﺷﻲﺀ ﳝﻜﻦ ﺃﻥ ﳜﺮﺝ ﻋﻦ ﻣﺴﺎﺭﻩ ﺍﻟﺼﺤﻴﺢ‪ ،‬ﻓﺴﻮﻑ ﻳﻔﻌﻞ‬ ‫ﺫﻟﻚ‪ .‬ﻓﻜﻦ ﻣﺴﺘﻌﺪﹰﺍ ﻻﺣﺘﻤﺎﻝ ﺗﻌﻄﻞ ﻣﻌﺪﺍﺕ ﺍﻟﻌﺮﺽ ﺍﻟﺒﺼﺮﻱ‪ .‬ﻭﻣﻦ ﺍﳌﺴﺘﺤﺴﻦ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﺃﻥ ﺗﺒﺪﺃ ﺍﻟﻌﺮﺽ‬ ‫ﺑﻴﻨﻤﺎ ﺗﻜﻮﻥ ﺍﻷﻧﻮﺍﺭ ﻣﻀﺎﺀﺓ‪ .‬ﻭﺑﻌﺪ ﺫﻟﻚ ﺃﺗﺮﻙ ﺍﻷﻧﻮﺍﺭ ﻣﻄﻔﺄﺓ ﺣﱴ ﺗﺘﻨﺘﻬﻲ ﻣﻦ ﻋﺮﺽ ﲨﻴﻊ ﺍﻟﺸﺮﺍﺋﺢ‪ .‬ﺇﺳﺘﻌﻤﻞ‬ ‫ﺷﺮﺍﺋﺢ ﳌﻞﺀ ﺍﻟﻔﺮﺍﻍ ‪ filler sides‬ﻋﻨﺪ ﺍﻟﻠﺰﻭﻡ ﺣﱴ ﺗﺘﺠﻨﺐ ﺇﺿﺎﺀﺓ ﺍﻷﻧﻮﺍﺭ ﻭﺇﻃﻔﺎﺀﻫﺎ ﺃﺛﻨﺎﺀ ﺗﻘﺪﱘ ﺍﻟﻌﺮﺽ‪.‬‬ ‫ﻭﻟﻜﻦ ﻗﺪ ﻳﻜﻮﻥ ﺍﻷﻓﻀﻞ ﺃﻥ ﺗ‪‬ﻨﻬﻲ ﺍﻟﻌﺮﺽ ﻭﺍﻷﻧﻮﺍﺭ ﻣﻀﺎﺀﺓ ﺣﱴ ﺗﻘﺪﻡ ﺧﺎﲤﺔ ﻗﻮﻳﺔ‪.‬‬ ‫‪9‬‬

‫ﻻ ﺗﻘﺮﺃ ﻣﺎ ﰲ ﺍﻟﺸﺮﺍﺋﺢ‪ ،‬ﻓﻠﻚ ﺃﻥ ﺗﺜﻖ ﰲ ﻗﺪﺭﺓ ﺍﳊﺎﺿﺮﻳﻦ ﻋﻠﻰ ﺭﺅﻳﺘﻬﺎ ﻭﻗﺮﺍﺀ‪‬ﺎ‪ .‬ﻭﻟﻜﻦ ﻫﻨﺎﻙ ﺍﺳﺘﺜﻨﺎﺀ ﻭﺍﺣﺪ‬ ‫ﳍﺬﻩ ﺍﻟﻘﺎﻋﺪﺓ‪ ،‬ﻫﻮ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﺗﺮﲨﺔ ﻓﻮﺭﻳﺔ‪ ،‬ﺣﱴ ﻳﺴﺘﻄﻴﻊ ﺍﳌﺘﺮﺟﻢ ﺃﻥ ﻳﺘﺮﺟﻢ ﻣﻀﻤﻮﻥ ﺍﻟﺸﺮﳛﺔ ﺍﻟﱵ‬ ‫ﲡﺮﻱ ﻗﺮﺍﺀ‪‬ﺎ‪ .‬ﻭﺍﻷﻓﻀﻞ ﻣﻦ ﺫﻟﻚ ﺗﺰﻭﻳﺪ ﺍﳌﺘﺮﺟﻢ ﺑﻨﺴﺨﺔ ﻣﻦ ﻣﺬﻛﺮﺍﺗﻚ ﺍﳋﻄﻴﺔ‪ .‬ﻭﻻ ﺗﺮﺟﻊ ﺇﱃ ﺷﺮﳛﺔ ﺳﺎﺑﻘﺔ‬ ‫ﺃﺛﻨﺎﺀ ﺍﻟﻌﺮﺽ‪ ،‬ﻭﻟﻜﻦ ﺃﺩﺧﻞ ﻧﺴﺨﺔ ﻣﻨﻬﺎ ﰲ ﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﻋﻨﺪ ﺍﻟﻠﺰﻭﻡ‪.‬‬ ‫ﻭﺍﺳﺘﻌﻤﺎﻝ ﺟﻬﺎﺯﻱ‪ ‬ﻋﺮﺽ ﺑﺎﻟﺘﻮﺍﺯﻱ ﻣﻊ ﺷﺎﺷﺘﲔ )ﺍﻟﻌﺮﺽ ﺍﳌﺰﺩﻭﺝ( ﻭﳎﻤﻮﻋﺘﲔ ﻣﻦ ﺍﻟﺸﺮﺍﺋﺢ‪ ،‬ﻃﺮﻳﻘﺔ ﻻ‬ ‫ﺗﻔﻴﺪ ﺇﻻ ﺇﺫﺍ ﻛﻨﺖ ﺗﺮﻳﺪ ﺃﻥ ﺗﻌﺮﺽ ﻋﻠﻰ ﺍﳌﺸﺎﻫﺪﻳﻦ ﺗﻐﻴ‪‬ﺮﺍﺕ ﻳﺘﻌﺬﺭ ﺗﻮﺿﻴﺤﻬﺎ ﺇﻻ ﲟﻘﺎﺭﻧﺔ ﺷﺮﳛﺘﲔ ﺟﻨﺒﺎﹰ ﺇﱃ‬ ‫ﺟﻨﺐ‪ .‬ﻭﻫﻨﺎ ﳚﺐ ﺇﺗﺎﺣﺔ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﰲ ﻟﻠﻤﺸﺎﻫﺪﻳﻦ ﻟﺘﺄﻣﻞ ﻛﻠﺘﺎ ﺍﻟﺸﺮﳛﺘﲔ‪ .‬ﻭﻫﻨﺎﻙ ﻗﺎﻋﺪﺓ ﻣﻬﻤﺔ ﻫﻲ ﺃﻥ ﻻ‬ ‫ﺗﻌﺮﺽ ﻣﻄﻠﻘﹰﺎ ﺷﺮﳛﺘﲔ ﻣﻦ ﺷﺮﺍﺋﺢ ﺍﻟﻨﺼﻮﺹ ﰲ ﻭﻗﺖ ﻭﺍﺣﺪ‪.‬‬

‫ﺍﻹﻟﺘﺰﺍﻡ ﺑﺎﻟﻮﻗﺖ ﺍﶈﺪﺩ‬ ‫ﺍﳌﺘﺤﺪﺙ ﺍﻟﺬﻱ ﻳﺘﺠﺎﻭﺯ ﺍﻟﻮﻗﺖ ﺍﳌﺨﺼﺺ ﻟﻪ ﻳﻜﻮﻥ ﻗﺪ ﺍﺭﺗﻜﺐ ﺧﻄﺄﹰ ﺟﺴﻴﻤﺎﹰ‪ .‬ﻓﻬﻮ ﻳﻔﺮﺽ ﻧﻔﺴﻪ ﻟﻴﺲ ﻓﻘﻂ‬ ‫ﻋﻠﻰ ﲨﻬﻮﺭ ﺍﳌﺴﺘﻤﻌﲔ‪ ،‬ﺑﻞ ﺃﻳﻀﺎﹰ ﻋﻠﻰ ﺍﳌﺘﺤﺪﺛﲔ ﺍﻟﺬﻳﻦ ﻳﺄﰐ ﺩﻭﺭﻫﻢ ﺑﻌﺪﻩ‪ .‬ﻭﻫﺬﺍ ﻣﻦ ﻋﻼﻣﺎﺕ ﺳﻮﺀ ﺍﻟﺘﺤﻀﲑ‪.‬‬

‫ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ‬ ‫ﺃﺟﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﱵ ﺗﻮﺟ‪‬ﻪ ﺇﻟﻴﻚ ﺑﻄﺮﻳﻘﺔ ﻣﻬﺬﺑﺔ‪ :‬ﻓﻼ ﺗﻜﻮﻥ ﺇﺟﺎﺑﺎﺗﻚ ﺭﺍﻓﻀﺔ ﺃﻭ ﻣﺘﺤﺪﻳﺔ‪ .‬ﻭﺃﺟﺐ‬ ‫ﺑﺈﺟﺎﺑﺎﺕ ﻋﻠﻤﻴﺔ ﻣﺴﺘﻨﲑﺓ‪ .‬ﻭﺗﺬﻛﹼﺮ ﺃﻥ ﻣﻦ ﻗﺎﻝ ﻻ ﺃﺩﺭﻱ ﻓﻘﺪ ﺃﺟﺎﺏ‪.‬‬

‫‪ 5.13‬ﺩﻟﻴﻠﻚ ﺇﱃ ﺗﻘﺪﱘ ﻋﺮﺽ ﺭﺩﻱﺀ‬ ‫ﻼ ﻣﻦ ﻣﻘﺎﻟﺔ ﺳﺎﺧﺮﺓ ﺑﻘﻠﻢ ﺭﺗﺸﺎﺭﺩ ﲰﻴﺚ‪ ،‬ﳏﺮﺭ ﺍ‪‬ﻠﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﱪﻳﻄﺎﻧﻴﺔ‪.(2000 ،‬‬ ‫) ﻧﻘ ﹰ‬ ‫‪ ‬ﻧﺴﻴﺎﻥ ﻣﻮﺍﻓﻘﺘﻚ ﻋﻠﻰ ﺍﻟﺘﺤﺪﺙ ﺃﺻﻼﹰ‪ ،‬ﻃﺮﻳﻘﺔ ﺟﻴ‪‬ﺪﺓ ﻟﺘﺤﻮﻳﻞ ﻋﺮﺿﻚ ﺇﱃ ﻭﺭﻃﺔ ﻣﻌﻘﺪﺓ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﻃﺮﻳﻘﺔ ﺑﺪﻳﻠﺔ ﻫﻲ ﺃﻥ ﲢﻀ‪‬ﺮ ﻣﺘﺄﺧﺮﹰﺍ‪ .‬ﻭﻟﻜﻦ ﻻ ﺗﺘﺄﺧﺮ ﻛﺜﲑﺍﹰ‪ ،‬ﻷ‪‬ﻢ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ‬ ‫ﺳﻮﻑ ﻳﺸﻄﺒﻮﻥ ﺩﻭﺭﻙ‪ .‬ﻭﺭﲟﺎ ﻳﻘﺎﺑﻞ ﺫﻟﻚ ﺑﺎﻹﺳﺘﺤﺴﺎﻥ ﻣﻦ ﲨﻬﻮﺭ ﻳﻨﺘﻈﺮ ﺍﻹﺳﺘﻤﺎﻉ ﺇﱃ‬ ‫ﲬﺴﺔ ﻣﺘﺤﺪﺛﲔ ﻋﻠﻰ ﺍﻟﺘﻮﺍﱄ‪.‬‬

‫‪ ‬ﻭﻫﻨﺎﻙ ﻃﺮﻳﻘﺔ ﻟﻠﺘﺤﻀﲑ ﻟﻌﺮﺽ ﺭﺩﻱﺀ ﻫﻲ ﺃﻥ ﻻ ﲢﻀ‪‬ﺮ ﺷﻴﺌﹰﺎ ﻋﻠﻰ ﺍﻹﻃﻼﻕ‪ .‬ﺇﺻﻌﺪ ﺇﱃ‬ ‫ﺍﳌﻨﺼﺔ ﻭﺍﻓﺘﺢ ﻓﻤﻚ ﰒ ﺍﻧﻈﺮ ﻣﺎﺫﺍ ﺳﻴﻘﻮﻝ‪ .‬ﻭﻟﻜﻦ ﻫﺬﻩ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺷﺪﻳﺪﺓ ﺍﳋﻄﺮ ﻷﻥ‬ ‫ﺍﻟﺘﻠﻘﺎﺋﻴﺔ ﻗﺪ ﺗ‪‬ﻠﻬﻢ ﲨﻬﻮﺭﻙ ﻛﻤﺎ ﺗ‪‬ﻠﻬﻤﻚ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ‪ .‬ﳚﺐ ﺃﻥ ﺗﺘﺠﻨﺐ ﺍﻹﺳﺘﻠﻬﺎﻡ ﺑﻜﻞ‬ ‫ﻭﺳﻴﻠﺔ ﳑﻜﻨﺔ‪.‬‬

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‫‪ ‬ﺍﻟﻌﺮﺽ ﺍﻟﺮﺩﻱﺀ ﺣﻘﺎﹰ ﳛﺘﺎﺝ ﺇﱃ ﲢﻀﲑ ﺩﻗﻴﻖ‪ .‬ﻭﻫﻨﺎﻙ ﻧﺼﻴﺤﺔ ﺟﻴﺪﺓ ﻫﻲ ﺃﻥ ﺗ‪‬ﻌﺪ‪ ‬ﻧﻔﺴﻚ‬ ‫ﳉﻤﻬﻮﺭ ﳐﺘﻠﻒ‪ .‬ﺇﻥ ﺃﻓﻀﻞ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻋﻠﻰ ﺍﻹﻃﻼﻕ ﻫﻲ ﺃﻥ ﺗﻘﺪﻡ ﳍﻢ ﻋﺮﺿﹰﺎ ﺑﺎﻟﻎ‬ ‫ﺍﻟﺘﻌﻘﻴﺪ‪ ،‬ﻓﺬﻟﻚ ﺃﻓﻀﻞ ﻣﻦ ﺗﻘﺪﱘ ﻋﺮﺽ ﺑﺎﻟﻎ ﺍﻟﺘﺒﺴﻴﻂ‪.‬‬

‫‪ ‬ﺇﺣﺮﺹ ﻋﻠﻰ ﲢﻀﲑ ﻋﺮﺽ ﺫﻱ ﺣﺠﻢ ﺧﻄﺄ‪ .‬ﻓﺎﻟﻌﺮﺽ ﺍﻟﻄﻮﻳﻞ ﺟﺪﹰﺍ ﻫﻮ ﺍﻷﻓﻀﻞ‪ .‬ﺇﻥ‬ ‫ﻣﻌﻈﻢ ﺍﳊﻀﻮﺭ ﺳﻮﻑ ﻳﺴﺮﻫﻢ ﺃﻥ ﻳﻜﻮﻥ ﺣﺪﻳﺜﻚ ﻗﺼﲑﹰﺍ ﺟﺪﹰﺍ‪ .‬ﻭﻟﻜﻦ ﻋﺮﺿﹰﺎ ﻣﻔﺮﻁ ﺍﻟﻄﻮﻝ‬ ‫ﺳﻮﻑ ﻳﺮﻫﻖ ﺍﳉﻤﻬﻮﺭ ﺩﺍﺋﻤﹰﺎ ﺣﱴ ﻟﻮ ﻛﺎﻥ ﺣﺪﻳﺜﻚ ﻳﻔﻴﺾ ﺑﺎﻟﻔﻄﻨﺔ ﻭﺍﳊﻜﻤﺔ‪.‬‬ ‫‪ ‬ﻭﲦﺔ ﺣﻴﻠﺔ ﺃﺧﺮﻯ ﻫﻲ ﺃﻥ ﺗﺘﺠﺎﻫﻞ ﺍﳌﻮﺿﻮﻉ ﺍﳌﺴﻨﺪ ﺇﻟﻴﻚ ﻭﺗﺘﺤﺪﺙ ﻋﻦ ﻣﻮﺿﻮﻉ ﳐﺘﻠﻒ‬ ‫ﻋﻨﻪ ﲤﺎﻣﺎﹰ‪.‬‬

‫‪  ‬ﻭﳝﻜﻨﻚ ﺃﻥ ﺗﺰﻳﺪ ﺍﻟﻌﺮﺽ ﺍﻟﺮﺩﻱﺀ ﺭﺩﺍﺀﺓ ﺑﺄﻥ ﺗﺮﺳﻞ ﻟﻠﻤﻨﻈﻤﲔ ﻣﻘﺪﻣﹰﺎ ﺗﺎﺭﳜﻚ ﺍﻟﺸﺨﺼﻲ‬ ‫ﻣﻄﻮ ﹰﻻ ﻭﺳﺨﻴﻔﹰﺎ ﻟﻘﺮﺍﺀﺗﻪ ﻗﺒﻞ ﺗﻘﺪﱘ ﻋﺮﺿﻚ‪.‬‬

‫‪ ‬ﺍﻟﺸﺮﺍﺋﺢ ﺍﻟﺮﺩﻳﺌﺔ ﻫﻲ ﺍﳌﹸﻌﲔ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻟﻠﻌﺮﺽ ﺍﻟﺮﺩﻱﺀ‪ .‬ﻓﻴﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﻛﺜﲑﺓ ﺟﺪﺍﹰ‪ ،‬ﻭﺃﻥ‬ ‫ﲢﺘﻮﻱ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻏﺰﻳﺮﺓ ﺟﺪﺍﹰ‪ ،‬ﻭﺃﻥ ﺗﻜﺘﺐ ﲝﺮﻭﻑ ﺻﻐﲑﺓ ﺟﺪﹰﺍ ﲝﻴﺚ ﻻ ﻳﺴﺘﻄﻴﻊ‬ ‫ﻗﺮﺍﺀ‪‬ﺎ ﺣﱴ ﻣﻦ ﳚﻠﺴﻮﻥ ﰲ ﺍﻟﺼﻒ ﺍﻷﻭﻝ‪ .‬ﺇﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ ﺑﺄﻗﺼﻰ ﺳﺮﻋﺔ ﳑﻜﻨﺔ ﻭﺗﺄﻛﺪ‬ ‫ﻣﻦ ﺃ‪‬ﺎ ﻟﻴﺴﺖ ﰲ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺼﺤﻴﺢ‪ ،‬ﻭﺃﻥ ﺑﻌﻀﻬﺎ ﻣﻘﻠﻮﺏ ﺭﺃﺳﹰﺎ ﻋﻠﻰ ﻋﻘﺐ‪ .‬ﻭﻳﻨﺒﻐﻲ‬ ‫ﳕﻮﺫﺟﻴﺎﹰ ﺃﻥ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﻃﻔﻴﻔﺔ ﺑﲔ ﻣﺎ ﺗﻘﻮﻟﻪ ﻭﺑﲔ ﻣﺎ ﻳﻮﺟﺪ ﻋﻠﻰ ﺍﻟﺸﺮﳛﺔ‪.‬‬ ‫ﻂ ﻣﻦ‬ ‫ﻼ‪ .‬ﻭﺃﻱ ﺷﻲﺀ ﻻ ﳚﻠﺐ ﺍﳌﻠﻞ ﺳﻮﻑ ﳛ ﹼ‬ ‫‪ ‬ﺇﻥ ﺟﻮﻫﺮ ﺍﻟﻌﺮﺽ ﺍﻟﺮﺩﻱﺀ ﻫﻮ ﺃﻥ ﻳﻜﻮﻥ ﻣ‪‬ﻤ ﹰ‬ ‫ﺷﺄﻥ ﻋﺮﺿﻚ ﺍﻟﺮﺩﻱﺀ‪.‬‬

‫‪ ‬ﻻ ﺗﻨﻈﺮ ﻣﻄﻠﻘﹰﺎ ﺇﱃ ﺍﳉﻤﻬﻮﺭ‪ .‬ﲤﺘﻢ ﺍﻟﻌﺮﺽ ﻭﺍﻷﻓﻀﻞ ﺃﻥ ﺗﻘﺮﺃﻩ‪ .‬ﺇﻥ ﺍﻟﻌﺮﺽ ﺍﻟﺬﻱ ﻳ‪‬ﻘﺮﺃ‬ ‫ﺳﻮﻑ ﻳﻜﻮﻥ ﰲ ﺍﻟﻌﺎﺩﺓ ﺭﺩﻳﺌﹰﺎ ﻋﻠﻰ ﳓﻮ ﻣﻘﻨﻊ‪ .‬ﻭﻟﻜﻦ ﻟﺘﺼﻞ ﺇﱃ ﺍﻟﺘﺄﺛﲑ ﺍﻟﻜﺎﻣﻞ ﻋﻠﻴﻚ‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﻋﺒﺎﺭﺍﺕ ﻃﻮﻳﻠﺔ ﻣﻌﻘﺪﺓ ﲢﺘﻮﻱ ﻋﻠﻰ ﻋﺸﺮﺍﺕ ﻣﻦ ﺍﳉﻤﻞ ﺍﻹﻋﺘﺮﺍﺿﻴﺔ‪.‬‬

‫‪  ‬ﺍﻟﻌﺮﺽ ﺍﻟﺮﺩﻱﺀ ﺣﻘﺎﹰ‪ ،‬ﻳﻨﺪﺭ ﺃﻥ ﻳﺜﲑ ﺃﻱ ﺃﺳﺌﻠﺔ ﻓﻤﻌﻈﻢ ﺍﻟﻨﺎﺱ ﺳﻮﻑ ﻳﺸﻌﺮﻭﻥ ﲟﺠﺮﺩ ﺍﻟﺮﻏﺒﺔ‬ ‫ﰲ ﺍﻹﻧﺼﺮﺍﻑ‪ .‬ﻓﺈﺫﺍ ﻣﺎ ﻭ‪‬ﺟﻬﺖ ﺇﻟﻴﻚ ﺃﺳﺌﻠﺔ‪ ،‬ﻓﺬﻟﻚ ﺇﻳﺬﺍﻥ ﺑﺄﻧﻚ ﻗﺪ ﻓﺸﻠﺖ ﰲ ﺗﻘﺪﱘ‬ ‫ﻋﺮﺽ ﺭﺩﻱﺀ‪ .‬ﻭﻟﻜﻨﻚ ﻣﻊ ﺫﻟﻚ ﱂ ﺗﻔﻘﺪ ﻛﻞ ﺷﻲﺀ‪ .‬ﻓﻤﻊ ﺍﻹﻟﺘﺰﺍﻡ ﺑﺎﻟﻘﻮﺍﻋﺪ ﺍﻷﺳﺎﺳﻴﺔ ﺑﺄﻥ‬ ‫ﻼ ﻭﻣﻔﺮﻁ ﺍﻟﺘﻌﻘﻴﺪ ﻭﺑﺎﻟﻎ ﺍﻟﻄﻮﻝ‪ ،‬ﺭﲟﺎ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﻨﻘﺬ ﻋﺮﺿﻚ ﺍﻟﺮﺩﻱﺀ‪.‬‬ ‫ﻳﻜﻮﻥ ﺍﻟﻌﺮﺽ ﳑ ﹰ‬ ‫ﻭﲦﺔ ﻗﺎﻋﺪﺓ ﺇﺿﺎﻓﻴﺔ ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ‪ ،‬ﻫﻲ ﺃﻧﻚ ﻻ ﲡﻴﺐ ﻋﻦ ﺍﻟﺴﺆﺍﻝ ﺣﻘﹰﺎ ﻣﻬﻤﺎ ﻛﺎﻧﺖ‬ ‫ﺍﻟﻈﺮﻭﻑ‪ .‬ﻭﲟﺠﺮﺩ ﺃﻥ ﺗﻨﺘﻬﻲ ﻣﻦ ﺣﺪﻳﺜﻚ ﻗﻞ ﻟﻠﺴﺎﺋﻞ »ﻫﻞ ﺗﺮﺍﱐ ﺃﺟﺒﺖ ﻋﻦ ﺳﺆﺍﻟﻚ؟«‬

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‫ ﻭﻟﻜﻦ ﲟﺰﻳﺪ ﻣﻦ‬،‫ ﻓﻌﻠﻴﻚ ﺃﻥ ﺗﻜﺮﺭ ﻓﻌﻠﺘﻚ‬،‫ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﻟﺪﻯ ﺍﻟﺴﺎﺋﻞ ﺟﺮﺃﺓ ﻟﻴﻘﻮﻝ ﻟﻚ ﻻ‬ .‫ﺍﻻﺳﺘﺮﺳﺎﻝ‬

:‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ Harvey RF, Schullinger MB, Stassinopoulus A, Winkle E. Dreaming during scientific papers. British Medical Journal, 1983, 2: 1916–1919. Hawkins C. Speaking at meetings. In: Hawkins C, Sorgi M, eds. Research: How to plan, speak and write about it. Berlin, SpringerVerlag, 1985: 60–84. Hextall A, Cardozo L. Presenting a paper. In: O’Brien PMS, Pipkin FB, eds. Introduction to research methodology for specialists and trainees. London, Royal College of Obstetricians and Gynaecologists Press, 1999: 218–224. Lashford LS. Presenting a scientific paper, including the pitfalls. Archives of Disease in Childhood, 1995, 73: 168–169. Smith R. How not to give a presentation. British Medical Journal, 2000, 321:1570–1571. Sorgi M, Hawkins C. Illustrating talks and articles. In: Hawkins C, Sorgi M, eds. Research: How to plan, speak and write about it. Berlin, Springer-Verlag, 1985: 110–135. Thompson WA et al. Scientific presentations. What to do and what not to do. Investigative Radiology, 1987, 22: 224–45.

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‫ﺍﻟﻔﺼﻞ ‪14‬‬

‫ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻟﺒﺤﺚ ﻭﺗﻘﻴﻴﻤﻪ‬ ‫‪ 1.14‬ﻣﻘﺪﻣﺔ‬ ‫ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻟﺪﻯ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ‪ assess‬ﻭﺭﻗﺎﺕ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﻳﻘﺮﺃﻭ‪‬ﺎ ﻭﺗﻘﻴﻴﻤﻬﺎ‪،‬‬ ‫ﻭﻻﺳﻴﻤﺎ ﺗﻠﻚ ﺍﻟﱵ ﺗﺘﺼﻞ ﲟﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﳚﺮﻭﻧﻪ‪ .‬ﻭﻋﻠﻴﻬﻢ ﺃﻥ ﻳﻔﻌﻠﻮﺍ ﺫﻟﻚ ﻗﺒﻞ ﲣﻄﻴﻂ ﺍﻟﺒﺤﺚ ﻭﺃﺛﻨﺎﺀ‬ ‫ﺗﻨﻔﻴﺬ ﺍﳌﺸﺮﻭﻉ ﻭﻗﺒﻞ ﻣﻨﺎﻗﺸﺔ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺍﻟﺘﺤﻀﲑ ﻹﺑﻼﻏﻬﺎ‪ .‬ﻭﻗﺪ ﻳﺮﻏﺐ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻛﺬﻟﻚ ﰲ ﺇﺟﺮﺍﺀ ﺗﻘﺪﻳﺮ‬ ‫ﺍﻧﺘﻘﺎﺩﻱ ﺩﻗﻴﻖ ﻟﻘﻴﻤﺔ ﻛﻞ ﺍﻟﻮﺭﻗﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ ﺍﻟﱵ ﻳﺘﻮﺻﻠﻮﻥ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﺍﻟﱵ ﺗﺘﻨﺎﻭﻝ ﻣﻮﺿﻮﻋﹰﺎ ﻣﻌﻴﻨﺎﹰ‪ ،‬ﻭﺫﻟﻚ ﻟﻜﺘﺎﺑﺔ‬ ‫ﻣﺮﺍﺟﻌﺔ ﻣﻨﺘﻈﻤﺔ ‪ systematic review‬ﺣﻮﻝ ﺍﳌﻮﺿﻮﻉ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳﺘﺬﻛﺮﻭﺍ ﺩﺍﺋﻤﹰﺎ ﺃﻥ ﺍﳌﻄﻠﻮﺏ ﻣﻨﻬﻢ ﻟﻴﺲ‬ ‫ﺍﻹﺷﺎﺩﺓ ﺑﺎﻟﻌﻤﻞ ﺍﻟﻌﻠﻤﻲ ﻭﺇﳕﺎ ﻣﻨﺎﻗﺸﺘﻪ‪ .‬ﺇﻥ ﻛﻠﻤﱵ ﺍﳌﺆﻟﻒ ‪ author‬ﻭﺍﻟﺴﻠﻄﺔ ‪ authority‬ﺑﺎﻹﻧﻜﻠﻴﺰﻳﺔ ﻣﺸﺘﻘﺘﺎﻥ‬ ‫ﻣﻦ ﺃﺻﻞ ﺇﻧﻜﻠﻴﺰﻱ ﻭﺍﺣﺪ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﻬﺪﺩ ﺑﺎﻋﺘﺒﺎﺭﳘﺎ ﻣﺘﺮﺍﺩﻓﺘﲔ ﰲ ﻋﻘﻮﻝ ﺍﻟﺒﻌﺾ‪ .‬ﻭﻟﻜﻦ ﻋﻠﻰ ﺍﻟﻌﺎﻟِﻢ‬ ‫ﺍﳌﺘﻤﻜﻦ ﺃﻥ ﻳﺘﺨﺬ ﻟﻨﻔﺴﻪ ﻣﻮﻗﻔﹰﺎ ﻣﺘﺸﻜﻜﹰﺎ ﻋﻨﺪ ﻗﺮﺍﺀﺓ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻓﺎﻟﺸﻚ ﺟﺰﺀ ﺃﺻﻴﻞ ﻣﻦ ﺍﳌﻨﻬﺞ ﺍﻟﻌﻠﻤﻲ‪.‬‬ ‫ﻼ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺻﻮﺍﺑﻪ‬ ‫ﻭﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﻌ‪‬ﺮﻑ ﺃﻱ ﺑﻴﺎﻥ ‪ statement‬ﺑﺄﻧﻪ ﻋﻠﻤﻲ‪ ،‬ﻫﻮ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺑ ﹰ‬

‫‪verifiable‬‬

‫ﻣﻦ ﺣﻴﺚ ﺍﳌﺒﺪﺃ‪ .‬ﺃﻭ ﻛﻤﺎ ﻳﻘﺎﻝ ﺃﺣﻴﺎﻧﺎﹰ ﻗﺎﺑﻼﹰ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻋﺪﻡ ﺻﻮﺍﺑﻪ ‪ falsifiable‬ﻣﻦ ﺣﻴﺚ ﺍﳌﺒﺪﺃ‪ .‬ﻭﺗﻜﺎﺩ ﻻ‬ ‫ﺗﻮﺟﺪ ﻧﻈﺮﻳﺔ ﰲ ﺩﻧﻴﺎ ﺍﻟﻌﻠﻢ ﺗﺼﻞ ﺇﱃ ﺩﺭﺟﺔ ﻣﻦ ﺍﻟﻴﻘﲔ ‪ certainty‬ﲡﻌﻠﻬﺎ ﺑﻌﻴﺪﺓ ﻋﻦ ﻣﺘﻨﺎﻭﻝ ﺍﻹﻧﺘﻘﺎﺩ ﺃﻭ ﻋﻦ‬ ‫ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻌﺪﻳﻞ‪ .‬ﻓﻔﻲ ﳎﺎﻝ ﺍﻟﻌﻠﻢ ﺳﻴﻈﻞ ﻫﻨﺎﻙ ﺩﺍﺋﻤﹰﺎ ﺍﻟﻜﺜﲑ ﺍﻟﺬﻱ ﻻ ﻳﺰﺍﻝ ﺑﻌﻴﺪﹰﺍ‪.‬‬ ‫ﻭﻗﺪ ﻳ‪‬ﻄﻠﺐ ﺇﱃ ﺍﻟﺒﺎﺣﺜﲔ ﻛﺬﻟﻚ ﲢﻜﻴﻢ ‪ peer-review‬ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ ﻗﺪ‪‬ﻣﻬﺎ ﺑﺎﺣﺜﻮﻥ ﺁﺧﺮﻭﻥ ﺑﻐﺮﺽ‬ ‫ﻧﺸﺮﻫﺎ‪ ،‬ﺃﻭ ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻹﻧﺘﺎﺝ ﺍﻟﻌﻠﻤﻲ ﻟﻠﻤﺮﺷﺤﲔ ﳌﺮﺍﻛﺰ ﺃﻛﺎﺩﳝﻴﺔ‪.‬‬ ‫ﻭﺍﳊﺎﺟﺔ ﺇﱃ ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻟﺒﺤﺚ ﻭﺗﻘﻴﻴﻤﻪ ﻟﻴﺴﺖ ﻣﻘﺼﻮﺭﺓ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ‪ .‬ﻓﺘﻌﻠﹼﻢ ﻛﻴﻔﻴﺔ ﺗﻘﻴﻴﻢ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ‬ ‫ﻭﺍﻹﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﺟﺰﺀ ﻣﻬﻢ ﻣﻦ ﺍﻟﺘﻄﻮﺭ ﺍﳌﻬﲏ ﻟﻠﻤﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ ﺍﻟﺬﻱ ﻳﺴﺘﻤﺮ ﻃﻮﻝ ﺍﳊﻴﺎﺓ‪ .‬ﻓﻬﻢ ﳛﺘﺎﺟﻮﻥ ﺇﱃ‬ ‫ﺇﺟﺮﺍﺀ ﺗﻘﺪﻳﺮ ﺇﻧﺘﻘﺎﺩﻱ ﺩﻗﻴﻖ ﻟﻘﻴﻤﺔ ﺍﻟﺒﺤﻮﺙ ﺍﳉﺪﻳﺪﺓ ﺍﳌﻨﺸﻮﺭﺓ ﻗﺒﻞ ﺃﻥ ﻳﻨﻈﺮﻭﺍ ﰲ ﻣﻀﺎﻣﻴﻨﻬﺎ ﺍﻟﻌﻤﻠﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻌﻤﻠﻬﻢ‪.‬‬ ‫ﻭﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﻬﻨﻴﻮﻥ ﺍﻟﺼﺤﻴﻮﻥ ﻋﻠﻰ ﺩﺭﺍﻳﺔ ﺑﻮﺟﻮﺩ ﻣﺴﺘﻮﻳﺎﺕ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‬

‫‪scientific‬‬

‫‪ ، evidence‬ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﺼﺤﻴﲔ ﺃﻥ ﻳﺴﺎﻋﺪﻭﺍ ﰲ ﺗﻮﺿﻴﺢ ﻫﺬﻩ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ‪.‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﻟﺼﺎﻧﻌ ﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺃﻥ ﺗﻜﻮﻥ ﻟﺪﻳﻬﻢ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﻭﻣﻀﺎﻣﻴﻨﻬﺎ ﺑﺎﻟﻨﺴﺒﺔ‬ ‫ﻟﻠﺴﻴﺎﺳﺎﺕ‪ .‬ﻓﻬﻢ ﳛﺘﺎﺟﻮﻥ ﺑﺼﻔﺔ ﺧﺎﺻﺔ ﺇﱃ ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ‬ ‫‪1‬‬

‫ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺮﺍﻫﻦ‪ ،‬ﺣﱴ ﳝﻜﻨﻬﻢ ﺗﻄﺒﻴﻖ ﻣﺎ ﻫﻮ ﺟﺪﻳﺪ ﻭﻓﻌ‪‬ﺎﻝ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺘﻜﻠﻔﺘﻪ‪ ،‬ﻭﻳﺴﺘﺒﻌﺪﻭﺍ ﻣﺎ ﻟﻴﺲ‬ ‫ﻓﻌ‪‬ﺎﻻﹰ‪ ،‬ﺃﻭ ﻣﺎ ﳛﺘﻤﻞ ﺃﻥ ﻳﺴﺒﺐ ﺿﺮﺭﺍﹰ‪ ،‬ﻭﺣﱴ ﻳﺮﻭ‪‬ﺟﻮﺍ ﻣﺎ ﻫﻮ ﻓﻌﺎﻝ ﻭﻻ ﻳﺴﺘﻔﺎﺩ ﺑﻪ ﺑﺎﻟﻘﺪﺭ ﺍﻟﻜﺎﰲ‪ ،‬ﻭ ﻳﺆﺟﻠﻮﺍ‬ ‫ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﺣﲔ ﺗﻌﻮﺯﻫﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﺼﺤﻴﲔ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻣﺪﺭﻛﲔ ﳍﺬﻩ ﺍﻹﻋﺘﺒﺎﺭﺍﺕ‪.‬‬ ‫ﺇﻥ ﺍﻟﺒﺤﺚ ﺍﺳﺘﺜﻤﺎﺭ‪ .‬ﻭﺗﻜﻠﻔﺘﻪ ﺁﺧﺬﺓ ﰲ ﺍﻟﺘﺰﺍﻳﺪ ﺃﻛﺜﺮ ﻓﺄﻛﺜﺮ ﻭﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﳝﻮ‪‬ﻟﻮﻥ ﺍﻟﺒﺤﻮﺙ ﳛﺘﺎﺟﻮﻥ ﺇﱃ‬ ‫ﺗﻘﻴﻴﻢ ﻣﺮﺩﻭﺩ ﺍﺳﺘﺜﻤﺎﺭﺍ‪‬ﻢ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻋﺎﺭﻓﲔ ﺑﻜﻴﻔﻴﺔ ﺗﻘﻴﻴﻢ ﺍﺳﺘﺜﻤﺎﺭﺍﺕ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻣﻦ‬ ‫ﻗِﺒﻞ ﻭﻛﺎﻻﺕ ﺍﻟﺘﻤﻮﻳﻞ‪ ،‬ﻭﺧﺼﻮﺻﹰﺎ ﻣﻦ ﺟﺎﻧﺐ ﺍﳊﻜﻮﻣﺎﺕ ﺍﻵﻣﺮﺓ ﺑﺎﻟﺼﺮﻑ ﻣﻦ ﺍﳌﺎﻝ ﺍﻟﻌﺎﻡ‪.‬‬ ‫ﻭﻳﺘﻨﺎﻭﻝ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻟﺒﺤﻮﺙ ‪ research assessment‬ﻭﺗﻘﻴﻴﻤﻬﺎ ﻣﻦ ﻗِﺒﻞ ﺍﻟﺒﺎﺣﺜﲔ ﻭﺃﺭﺑﺎﺏ‬ ‫ﺍﳌﻬﻦ ﺍﻟﺼﺤﻴﺔ ﻭﺻﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﳌﺴﺘﺜﻤﺮﻳﻦ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺣﻮﻝ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﳝﻜﻦ ﺍﻹﻃﻼﻉ ﻋﻠﻰ ﺍﳌﺼﺎﺩﺭ ﺍﳌﺬﻛﻮﺭﺓ ﰲ ﻗﺎﺋﻤﺔ ﺍﳌﺮﺍﺟﻊ ﻭﺍﳌﺼﺎﺩﺭ ﺍﻹﺿﺎﻓﻴﺔ ﺍﻟﻮﺍﺭﺩﺓ ﰲ‬ ‫ﺁﺧﺮ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪.‬‬

‫‪ 2.14‬ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻟﺒﺤﺚ ﻭﺗﻘﻴﻴﻤﻪ ﲟﻌﺮﻓﺔ ﺍﻟﺒﺎﺣﺜﲔ‬ ‫‪ 1.2.14‬ﻗﺮﺍﺀﺓ ﻭﺭﻗﺔ ﲝﺜﻴﺔ‬ ‫ﺇﻥ ﻋﻨﻮﺍﻥ ﺍﻟﻮﺭﻗﺔ ﻭﺧﻼﺻﺘﻬﺎ ﻳﺪﻻﻥ ﻋﻠﻰ ﻣﺪﻯ ﺣﺪﺍﺛﺔ ﺍﻟﻮﺭﻗﺔ ﻭﻓﺎﺋﺪ‪‬ﺎ‪.‬‬ ‫ﻭﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﻘﺎﺭﺉ ﺍﻟﻨﻘﺎﺩ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻘﺴﻢ ﺍﳋﺎﺹ ﺑﻄﺮﻕ ﺍﻟﺒﺤﺚ ﻫﻮ ﺃﻭﻝ ﺟﺰﺀ ﰲ ﺍﻟﻮﺭﻗﺔ ﻳﻘﺪﻡ‬ ‫ﺑﺘﻘﺪﻳﺮ ﻗﻴﻤﺘﻪ‪ .‬ﻓﻤﻨﻪ ﺳﻴﻌﺮﻑ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﶈﺘﻮﻯ ﺍﻟﻌﻠﻤﻲ ﻟﻠﻮﺭﻗﺔ ﺟﻴﺪﹰﺍ ﺃﻭ ﺭﺩﻳﺌﹰﺎ‪ .‬ﻭﻟﻘﺪ ﺳﺒﻖ ﺃﻥ ﻗﻴﻞ ﺑﺼﺪﻕ ﺇﻥ‬ ‫ﺍﻟﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺳﻮﻑ ﺗ‪‬ﻐﺮﻕ ﺃﻭ ﺗ‪‬ﻄﻔﻮ ﺍﺳﺘﻨﺎﺩﹰﺍ ﺇﱃ ﻗﻮﺓ ﻗﺴﻢ ﻃﺮﻕ ﺍﻟﺒﺤﺚ )ﻏﺮﻳﻨﺎﻟﻎ‪ .(1997 ،‬ﻭﻗﺴﻢ ﻃﺮﻕ‬ ‫ﺍﻟﺒﺤﺚ ﺍﳉﻴﺪ ﳚﺐ ﺃﻥ ﻳﺘﻀﻤﻦ ﺗﻔﺼﻴﻼﺕ ﻛﺎﻓﻴﺔ ﺗﺴﻤﺢ ﻟﻠﺒﺎﺣﺜﲔ ﺍﻵﺧﺮﻳﻦ ﺃﻥ ﻳﻜﺮﺭﻭﺍ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺃﻥ ﻳﺆﻛﺪﻭﺍ‬ ‫ﻧﺘﺎﺋﺠﻬﺎ‪ .‬ﻓﺈﺫﺍ ﱂ ﻳﻜﻦ ﺍﻷﻣﺮ ﻛﺬﻟﻚ‪ .‬ﻓﻠﻦ ﳝﻜﻦ ﻗﺒﻮﻝ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺴﻬﻮﻟﺔ‪.‬‬ ‫ﺇﻥ ﺃﻫﻢ ﻣﺴﺄﻟﺘﲔ ﻣﻨﻬﺠﻴﺘﲔ ﰲ ﻣﻌﻈﻢ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺗﺘﻌﻠﻘﺎﻥ ﺑﻜﻴﻔﻴﺔ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺑﺎﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﱵ‬ ‫ﻃﺒﻘﺖ‪ .‬ﻭﻻﺑﺪ ﻟﻠﻌﻴﻨﺔ ﺃﻥ ﺗﻜﻮﻥ ﳑﺜﻠﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺍﳋﺎﺿﻊ ﻟﻠﺪﺭﺍﺳﺔ‪ .‬ﻓﺈﺫﺍ ﺃﺭﻳﺪ ﻣﻘﺎﺭﻧﺔ ﻋﻴﻨﺘﲔ‪ ،‬ﻓﻼﺑﺪ ﻣﻦ ﺍﺧﺘﻴﺎﺭﳘﺎ‬ ‫ﲝﻴﺚ ﺗﺘﻄﺎﺑﻘﺎﻥ ﰲ ﻛﻞ ﺍﳌﺘﻐﲑﺍﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‪ ،‬ﻓﻴﻤﺎ ﻋﺪﺍ ﺍﳌﺘﻐﲑ ﺍﻟﺬﻱ ﲡﺮﻱ ﺩﺭﺍﺳﺘﻪ‪ .‬ﻭﻋﻠﻰ ﺍﻟﻘﺎﺭﺉ ﺍﻟﻨﻘﺎﺩ ﺃﻥ‬ ‫ﻳﺘﺴﺎﺀﻝ ﻋﻤﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ ﻗﺪ ﰎ ﺗﻘﺪﻳﺮﻫﺎ ﻣﻦ ﺣﻴﺚ ﺍﻟﺼﻼﺣﻴﺔ ‪ validity‬ﻭﺍﳌﻌﻮ‪‬ﻟﻴﺔ‬ ‫)ﺍﳌﻮﺛﻮﻗﻴﺔ( ‪ .reliability‬ﻭﻛﻤﺎ ﺫﻛﺮﻧﺎ ﰲ ﺍﻟﻔﺼﻞ ‪ ،4‬ﻓﺈﻥ ﺍﻟﺼﻼﺣﻴﺔ ﻫﻲ ﺍﻟﺪﻟﻴﻞ ﻋﻠﻰ ﻣﺪﻯ ﻗﺪﺭﺓ ﺍﺧﺘﺒﺎﺭٍ ﺃﻭ‬ ‫ﺇﺟﺮﺍﺀٍ ﻣﺎ ﻋﻠﻰ ﻗﻴﺎﺱ ﻣﺎ ﻳﺮﺍﺩ ﻗﻴﺎﺳﻪ ﺑﻪ‪ .‬ﺃﻣﺎ ﺍﳌﻌﻮ‪‬ﻟﻴﺔ ﻓﻬﻲ ﺍﻟﱵ ﻳﻘﺪ‪‬ﺭ ‪‬ﺎ ﻣﺪﻯ ﺍﺗﺴﺎﻕ ﺍﻟﻘﻴﺎﺳﺎﺕ‪ ،‬ﻭﺗﺘﻌﻠﻖ ﺑﺈﻣﻜﺎﻥ‬ ‫ﺗﻜﺮﺍﺭ ﺍﻟﻘﻴﺎﺳﺎﺕ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺩﺭﺟﺔ ﺍﳌﻌﻮﻟﻴﺔ ﻣﺮﺗﻔﻌﺔ‪ ،‬ﻓﺈﻥ ﺍﻹﺧﺘﺒﺎﺭ ﺍﻟﺬﻱ ﻳﻌﺎﺩ ﺇﺟﺮﺍﺅﻩ ﻋﻠﻰ ﻧﻔﺲ ﺍﳌﺮﻳﺾ‬ ‫‪2‬‬

‫ﻭﰲ ﻧﻔﺲ ﺍﻟﻈﺮﻭﻑ ﺳﻮﻑ ﻳﺴﻔﺮ ﻧﻔﺲ ﺍﻟﻨﺘﻴﺠﺔ‪ ،‬ﺳﻮﺍﺀ ﺃﺟﺮﻯ ﺍﻹﺧﺘﺒﺎﺭ ﺑﺎﺣﺜﻮﻥ ﳐﺘﻠﻔﻮﻥ )ﻣﻌﻮﻟﻴﺔ ﻣﺎ ﺑﲔ‬ ‫ﺍﻟﻔﺎﺣﺼﲔ ‪ (inter-rater reliability‬ﺃﻭ ﺃﺟﺮﺍﻩ ﺑﺎﺣﺚ ﻭﺍﺣﺪ )ﻣﻌﻮﻟﻴﺔ ﺍﻟﻔﺎﺣﺺ ‪.(intra rater reliability‬‬ ‫ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻳﻘﺪ‪‬ﻣﻮﺍ ﰲ ﺍﳌﻜﺎﻥ ﺍﳌﻨﺎﺳﺐ ﺗﺄﻛﻴﺪﹰﺍ ﺑﺘﺤﻘﻴﻖ ﺟﻮﺩﺓ ‪ quality control‬ﻳﻴﺎﻧﺎ‪‬ﻢ‪ .‬ﻭﻛﻤﺜﺎﻝ‬ ‫ﻷﳘﻴﺔ ﺍﳌﻌﻮ‪‬ﻟﻴﺔ ﺑﲔ ﺍﻟﻔﺎﺣﺼ ﲔ‪ ،‬ﺃﺟﺮﻳﺖ ﺩﺭﺍﺳﺔ ﻟﺒﺤﺚ ﻣﺪﻯ ﺍﻻﺗﻔﺎﻕ ﺑﲔ ﺃﺭﺑﻌﺔ ﻣﻦ ﺧﱪﺍﺀ ﺍﳌﺮﺿﻴﺎﺕ‬ ‫)ﺍﻟﺒﺎﺛﻮﻟﻮﺟﻴﲔ( ﺣﻮﻝ ﺗﺼﻨﻴﻒ ﻭﺭﻡ ﺍﳋﻼﻳﺎ ﺍﻟﻈﻬﺎﺭﻳﺔ ﺑﻌﻨﻖ ﺍﻟﺮﺣﻢ‪ .‬ﻭﺫﻟﻚ ﺑﺎﳌﻘﺎﺭﻧﺔ ﻣﻊ ﺧﺒﲑ ﺑﺎﺛﻮﻟﻮﺟﻲ ﺩﻟﻴﻞ‪.‬‬ ‫ﻭﻣﻦ ﺑﲔ ‪ 101‬ﺣﺎﻟﺔ ﻣﻦ ﺣﺎﻻﺕ ﺍﻟﺴﺮﻃﺎﻧﺔ ﺍﻟﻼﺑﺪﺓ ‪ ،carcinoma in situ‬ﺷﺨﺼﺖ ﺳﺖ ﺣﺎﻻﺕ ﺑﺄ‪‬ﺎ ﺧﻠﻞ‬ ‫ﺑﺴﻴﻂ ﰲ ﺍﻟﺘﻨﺴﺞ ‪ ،dysplasia‬ﻭﺷﺨﺼﺖ ‪ 19‬ﺣﺎﻟﺔ ﺑﺄ‪‬ﺎ ﺧﻠﻞ ﻣﺘﻮﺳﻂ ﰲ ﺍﻟﺘﻨﺴﺞ‪ ،‬ﻭﺷﺨﺼﺖ ‪ 54‬ﺣﺎﻟﺔ‬ ‫ﺑﺄ‪‬ﺎ ﺧﻠﻞ ﻭﺧﻴﻢ ﰲ ﺍﻟﺘﻨﺴﺞ‪ ،‬ﺑﻴﻨﻤﺎ ﺷﺨﺼﺖ ‪ 22‬ﺣﺎﻟﺔ ﺑﺄ‪‬ﺎ ﺳﺮﻃﺎﻧﺔ ﻻﺑﺪﺓ )ﺩﻱ ﻓﻴﺖ ﻭﺁﺧﺮﻭﻥ‪.(1990 ،‬‬ ‫ﻭﺍﻟﻘﺎﺭﺉ ﺍﻟﻨﺎﻗﺪ ﻟﻠﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻳ‪‬ﻠﻘﻲ ﻧﻈﺮﺓ ﻓﺎﺣﺼﺔ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺗﻔﺴﲑﻫﺎ‪ .‬ﻭﰲ ﺍﻟﻔﺼﻞ ‪ 9‬ﻣﻨﺎﻗﺸﺔ ﻣﻔﺼﻠﺔ‬ ‫ﳌﺰﺍﻟﻖ ﺗﻔﺴﲑ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‪.‬‬ ‫ﻭﻻ ﻳﻨﺒﻐﻲ ﻟﻠﻘﺎﺭﺉ ﺍﻟﻨﺎﻗﺪ ﺃﻥ ﻳ‪‬ﺤﺒﻂ ﺑﺴﺒﺐ ﺍﻟﺘﻌﺒﲑﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﻐﺎﻣﻀﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻹﺣﺼﺎﺀﺍﺕ‬ ‫ﻼ‪ .‬ﻭﻗﺪ ﻧﺴﺐ ﺇﱃ ﺩﺯﺭﺍﺋﻴﻠﻲ ﺃﻧﻪ ﻛﺎﻥ ﻳﻘﻮﻝ »ﺗﻮﺟﺪ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ ﻣﻦ‬ ‫ﻭﺗﻔﺴﲑﻫﺎ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻣﻀﻠ ﹰ‬ ‫ﺍﻷﻛﺎﺫﻳﺐ‪ :‬ﺍﻟﻜﺬﺏ‪ ،‬ﻭﺍﻟﻜﺬﺏ ﺍﻟﻔﺎﺿﺢ‪ ،‬ﻭﺍﻹﺣﺼﺎﺀ«‪ .‬ﻭﻻ ﳛﺘﺎﺝ ﺍﳌﺮﺀ ﻷﻥ ﻳﻜﻮﻥ ﺇﺣﺼﺎﺋﻴﹰﺎ ﺣﱴ ﻳﻜﻮ‪‬ﻥ ﺭﺃﻳﹰﺎ‬ ‫ﻣﺎ ﺣﻮﻝ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ ﻟﻠﺒﺤﺚ‪ .‬ﺇﻥ ﺍﻹﺣﺼﺎﺀﺍﺕ ﻫﻲ ﻣﺴﺄﻟﺔ ﺗﺘﻌﻠﻖ ﺑﺎﳊﺲ ﺍﻟﺴﻠﻴﻢ‬

‫‪common sense‬‬

‫ﻗﺒﻞ ﺃﻥ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺮﻳﺎﺿﻴﺎﺕ‪ .‬ﻭﺃﻭﻝ ﺳﺆﺍﻝ ﻳ‪‬ﻄﺮﺡ ﰲ ﻫﺬﺍ ﺍﻟﺸﺄﻥ ﻫﻮ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺆﻟﻔﻮﻥ ﻗﺪ ﺍﺳﺘﺨﺪﻣﻮﺍ ﺃﻱ‬ ‫ﻃﺮﻕ ﺇﺣﺼﺎﺋﻴﺔ‪ .‬ﻓﺈﺫﺍ ﱂ ﻳﻜﻮﻧﻮﺍ ﻗﺪ ﻓﻌﻠﻮﺍ‪ ،‬ﻓﻼ ﻣﱪﺭ ﺇﺫﻥ ﻟﻘﺒﻮﻝ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﺍﻟﻨﺘﺎﺋﺞ ﱂ ﺗﻜﻦ ﻭﻟﻴﺪﺓ ﺍﻟﺼﺪﻓﺔ‬ ‫ﻭﺣﺪﻫﺎ‪ .‬ﻭﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﱐ ﻫﻮ ﻣﺎ ﺇﺫﺍ ﺍﳌﺆﻟﻔﻮﻥ ﻗﺪ ﺍﺳﺘﻌﻤﻠﻮﺍ ﺍﻟﻄﺮﻕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻟﺘﺤﻠﻴﻞ ﺑﻴﺎﻧﺎ‪‬ﻢ‪.‬‬ ‫ﻭﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻟﺚ ﻫﻮ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﻮﺍ ﻗﺪ ﺗﻮﺻﻠﻮﺍ ﺇﱃ ﺍﻻﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ ﻣﻦ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻻﺣﺼﺎﺋﻲ‪ .‬ﻭﰲ ﺑﻌﺾ‬ ‫ﺍﻷﺣﻴﺎﻥ ﳜﻀﻊ ﺍﻟﺒﺎﺣﺚ ﻹِﻏﺮﺍﺀ ﻭﺿﻊ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﺧﺎﻃﺌﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ‪ .‬ﻓﻬﻨﺎﻙ ﺣﺪﻭﺩ ﳌﺎ‬ ‫ﳝﻜﻦ ﺃﻥ ﺗﻔﺼﺢ ﻋﻨﻪ ﺍﻹﺣﺼﺎﺀﺍﺕ‪.‬‬ ‫‪ 2.2.14‬ﺍﻟﺘﺤﻜﻴﻢ ﻣﻦ ِﻗﺒ‪‬ﻞ ﺍﻟﻨﻈﺮﺍﺀ‬ ‫ﺍﻟﺘﺤﻜﻴﻢ ‪ peer review‬ﻫﻮ ﺍﻟﺘﻘﺪﻳﺮ ﺍﻹﻧﺘﻘﺎﺩﻱ ﻟﻘﻴﻤﺔ ﺍﳌﺨﻄﻮﻃﺎﺕ ﺍﳌﻘﺪﻣﺔ ﺇﱃ ﺍ‪‬ﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ ﲟﻌﺮﻓﺔ‬ ‫ﺧﱪﺍﺀ ﻻ ﻳﺸﺘﺮﻛﻮﻥ ﰲ ﺃﻋﻤﺎﻝ ﺍﻟﺘﺤﺮﻳﺮ‪ .‬ﻭﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﻜﻴﻢ ﺗﺴﺎﻋﺪ ﺍﶈﺮﺭﻳﻦ ﻋﻠﻰ ﺃﻥ ﻳﻘﺮﺭﻭﺍ ﺃﻱ ﺍﳌﺨﻄﻮﻃﺎﺕ‬ ‫ﻳﺴﺘﺤﻖ ﺍﻟﻨﺸﺮ‪ ،‬ﻭﺗﺴﺎﻋﺪ ﺍﳌﺆﻟﻔﲔ ﻋﻠﻰ ﲢﺴﲔ ﻧﻮﻋﻴﺔ ﻭﺭﻗﺎ‪‬ﻢ‪ .‬ﻭﺍ‪‬ﻠﹼﺔ ﺍﶈﻜﹼﻤﺔ ﻫﻲ ﺗﻠﻚ ﺍﻟﱵ ﺗ‪‬ﻄﺮﺡ ﻣﻌﻈﻢ‬ ‫ﻣﻘﺎﻻ‪‬ﺎ ﺍﻟﺒﺤﺜﻴﺔ ﺍﳌﻨﺸﻮﺭﺓ ﻟﻠﻤﺮﺍﺟﻌﺔ ﺍﳋﺎﺭﺟﻴﺔ‪.‬‬ ‫‪3‬‬

‫ﻭﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﻜﻴﻢ‪ ،‬ﻳﻘﻮﻡ ﺍﶈﺮﺭﻭﻥ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ‪ ،‬ﺑﺘﺰﻭﻳﺪ ﺍﶈﻜﹼﻤﲔ ﺑﺼﻴﻐﺔ ﳕﻄﻴﺔ ﻟﺘﻘﺪﻳﺮ ﻛﻞ ﻋﻨﺎﺻﺮ‬ ‫ﺍﻟﻮﺭﻗﺔ‪ ،‬ﺍﺑﺘﺪﺍﺀ ﻣﻦ ﺍﻟﻌﻨﻮﺍﻥ ﻭﺍﻧﺘﻬﺎﺀ ﺑﺎﳌﺮﺍﺟﻊ‪ .‬ﻭﻫﻨﺎﻙ ﺳﻮﺀ ﻓﻬﻢ ﺷﺎﺋﻊ ﺑﺄﻥ ﻛﺸﻒ ﺍﻷﺧﻄﺎﺀ ﻫﻮ ﻣﻔﺘﺎﺡ ﺍﻟﺘﺤﻜﻴﻢ‬ ‫ﺍﳉﻴﺪ‪ .‬ﺇﻥ ﻫﺪﻑ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﻜﻴﻢ ﻟﻴﺲ ﻫﻮ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺷﻲﺀ ﳝﻜﻦ ﺍﻧﺘﻘﺎﺩﻩ‪ .‬ﻓﺎﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺍﻷﺧﻄﺎﺀ ﻣﻬﻢ ﺑﻼ‬ ‫ﺷﻚ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺘﺸﻜﻚ ﻟﻪ ﺍﺣﺘﺮﺍﻣﻪ ﰲ ﺍﻟﺘﻘﺎﻟﻴﺪ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﻳﺴﺘﻔﻴﺪ ﺍﳌﺆﻟﻔﻮﻥ ﻣﻦ ﺍﻹﻧﺘﻘﺎﺩﺍﺕ ﺍﻟﺒﻨﺎﺀﺓ ﻣﻦ‬ ‫ﻗِﺒﻞ ﺍﳌﺮﺍﺟﻌﲔ ﺍﳋﱪﺍﺀ‪ .‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﻓﺈﻥ ﺍﻟﺮﺩ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻴﻘﺎﺕ ﺫﺍﺕ ﺍﻟﺘﻮﺟﻪ ﺍﳋﺎﻃﺊ ﻗﺪ ﻳﺆﺩﻱ ﺇﱃ ﺇﻫﺪﺍﺭ‬ ‫ﺍﻟﻮﻗﺖ ﻭﺍﳉﻬﺪ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﺍﻋﺘﺒﺎﺭﺍﺕ ﺃﺧﻼﻗﻴﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﻜﻴﻢ‪ .‬ﻓﻌﻠﻰ ﺍﳌﺮﺍﺟﻌﲔ ﺍﶈﻜﹼﻤﲔ ﺃﻥ ﻳﻜﺸﻔﻮﺍ ﻟﻠﻤﺤﺮﺭﻳﻦ ﻋﻦ ﺃﻱ‬ ‫ﺗﻀﺎﺭﺏ ﰲ ﺍﳌﺼﺎﱀ ﳝﻜﻦ ﺃﻥ ﻳﺆﺛﺮ ﰲ ﺭﺃﻳﻬﻢ ﺣﻮﻝ ﺍﳌﺨﻄﻮﻃﺔ‪ .‬ﻭﻋﻠﻴﻬﻢ ﺃﻥ ﻳﻨﺴﺤﺒﻮﺍ ﻣﻦ ﻣﺮﺍﺟﻌﺔ ﳐﻄﻮﻃﺎﺕ‬ ‫ﻣﻌﻴ‪‬ﻨﺔ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺫﻟﻚ ﻣﻼﺋﻤﺎﹰ‪ .‬ﻭﻋﻠﻰ ﺍﶈﺮﺭﻳﻦ ﺃﻥ ﻳﺘﺠﻨﺒﻮﺍ ﺍﺧﺘﻴﺎﺭ ﳏﻜﹼﻤﲔ ﺧﺎﺭﺟﻴﲔ ﻣﻦ ﺍﻟﻮﺍﺿﺢ ﺃﻥ ﻟﺪﻳﻬﻢ‬ ‫ﻼ ﰲ ﺍﳌﺼﺎﱀ‪ ،‬ﻣﺜﻼﹰ‪ ،‬ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﻣﻊ ﺍﳌﺆﻟﻔﲔ ﰲ ﻧﻔﺲ ﺍﻟﻘﺴﻢ ﺃﻭ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﳚﺐ ﻋﻠﻰ‬ ‫ﺗﻀﺎﺭﺑﹰﺎ ﳏﺘﻤ ﹰ‬ ‫ﺍﶈﻜﹼﻤﲔ ﺃﻥ ﻻ ﻳﺴﺘﻐﻠﻮﺍ ﻣﻌﺮﻓﺘﻬﻢ ﺑﺎﻟﻌﻤﻞ ﻗﺒﻞ ﻧﺸﺮﻩ ﻣﻦ ﺃﺟﻞ ﺗﻌﺰﻳﺰ ﻣﺼﺎﳊﻬﻢ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬

‫‪ 3.14‬ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻟﺒﺤﺚ ﻭﺗﻘﻴﻴﻤﻪ ﲟﻌﺮﻓﺔ ﺍﳌﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ‬ ‫‪ 1.3.14‬ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ‬ ‫ﻋﻠﻰ ﺍﳌﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ ﺍﻟﺬﻳﻦ ﻳﻘﺮﺃﻭﻥ ﻭﺭﻗﺎﺕ ﻋﻠﻤﻴﺔ ﻻﺣﺘﻤﺎﻝ ﺗﻄﺒﻴﻘﻬﺎ ﺳﺮﻳﺮﻳﺎﹰ ﺃﻥ ﻳﻼﺣﻈﻮﺍ ﻭﺟﻮﺩ ﻣﺮﺍﺗﺐ‬ ‫ﻣﺘﺴﻠﺴﻠﺔ ‪ hierarchy‬ﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ﺍﻟﻨﺎﲡﺔ ﻣﻦ ﳐﺘﻠﻒ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ‪ .‬ﻓﻘﺪ ﻗﺎﻡ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺍﳌﺨﺘﺺ‬ ‫ﺑﺎﳋﺪﻣﺎﺕ ﺍﻟﻮﻗﺎﺋﻴﺔ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﰲ ﺳﻨﺔ ‪ 1989‬ﻭﺍﳌﻜﻮﻥ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﻋﺸﺮﻳﻦ ﺧﺒﲑﺍﹰ ﻋﻠﻤﻴﺎﹰ ﻭﻃﺒﻴﺎﹰ‪،‬‬ ‫ﺑﺘﻘﺪﻳﺮ ﻓﻌ‪‬ﺎﻟﻴﺔ ‪ 169‬ﺗﺪﺧﻼﹰ‪ ،‬ﻭﺍﻗﺘﺮﺡ ﺍﻟﺪﻟﻴﻞ ﺍﻟﺘﺎﱄ ﻟﺘﺤﺪﻳﺪ ﻣﺮﺍﺗﺐ ﺟﻮﺩﺓ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ﻷﻏﺮﺍﺽ ﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ‪:‬‬ ‫‪ ‬ﺑﻴ‪‬ﻨﺎﺕ ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ‪ :‬ﻫﻲ ﺑﻴ‪‬ﻨﺎﺕ ﻣﺴﺘﻤﺪﺓ ﻣﻦ ﲡﺮﺑﺔ ﻣﺮﺍﻗﺒﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻭﺍﺣﺪﺓ ﻋﻠﻰ ﺍﻷﻗﻞ‪،‬‬ ‫ﻭﺗﻜﻮﻥ ﺟﻴﺪﺓ ﺍﻟﺘﺼﻤﻴﻢ‪.‬‬ ‫‪ ‬ﺑﻴ‪‬ﻨﺎﺕ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﱐ ‪ :1 -‬ﻫﻲ ﺑﻴ‪‬ﻨﺎﺕ ﻣﺴﺘﻤﺪﺓ ﻣﻦ ﲡﺎﺭﺏ ﺳﺮﻳﺮﻳﺔ ﻣﺮﺍﻗﺒﺔ ﻣﻦ ﻏﲑ‬ ‫ﺗﻌﺸﻴﺔ‪ ،‬ﻭﺗﻜﻮﻥ ﺟﻴﺪﺓ ﺍﻟﺘﺼﻤﻴﻢ‪.‬‬ ‫‪ ‬ﺑﻴ‪‬ﻨﺎﺕ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﱐ ‪ :2 -‬ﻫﻲ ﺑﻴ‪‬ﻨﺎﺕ ﻣﺴﺘﻤﺪﺓ ﻣﻦ ﺩﺭﺍﺳﺎﺕ ﻓﻮﺟﻴﺔ ‪ cohort‬ﺃﻭ‬ ‫ﺩﺭﺍﺳﺎﺕ ﻋﻠﻰ ﺣﺎﻻﺕ ﻣﺮﺍﻗﺒﺔ ﺑﺸﻮﺍﻫﺪ ﻭﺗﻜﻮﻥ ﺟﻴﺪﺓ ﺍﻟﺘﺼﻤﻴﻢ‪ .‬ﻭﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﺍﳌﻼﺣﻈﺔ‪ ،‬ﻻ ﻳﻜﻮﻥ ﻟﻠﺒﺎﺣﺚ ﺃﻱ ﺩﻭﺭ ﰲ ﺗﻌﻴﲔ ﺍﳋﺎﺿﻌﲔ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﻭﻟﻜﻨﻪ‬ ‫ﻳﻘ ﻮﻡ ﲟﻼﺣﻈﺔ ﺍﳌﺴﺎﺭ ﺍﻟﻄﺒﻴﻌﻲ ﻷﺣﺪﺍﺙ ﺍﻟﺘﻌﺮﺽ ﻭﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﻳﺴﻔﺮ ﻋﻨﻬﺎ‪.‬‬ ‫‪4‬‬

‫‪ ‬ﺑﻴ‪‬ﻨﺎﺕ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﱐ ‪ :3 -‬ﺗﺸﻤﻞ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺴﺘﻌﺮﺿﺔ ‪،cross-sectional‬‬ ‫ﻭﻫﻲ ﺩﺭﺍﺳﺎﺕ ﺑﺎﳌﻼﺣﻈﺔ ﺗﻘﻴ‪‬ﻢ ﻓﻴﻬﺎ ﺣﺎﻻﺕ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺣﻴﺚ ﻭﺟﻮﺩ ﺃﻭ ﻏﻴﺎﺏ ﻛﻞ ﻣﻦ‬ ‫ﺍﻟﺘﻌﺮﺽ ﻭﺍﻟﻨﺘﻴﺠﺔ ﰲ ﻭﻗﺖ ﻣﻌﲔ‪ .‬ﻭﺗﺸﻤﻞ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ﻛﺬﻟﻚ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺪﺧﻠﻴﺔ ﻏﲑ‬ ‫ﺍﳌﺮﺍﻗﺒﺔ‪ .‬ﻭﻗﺪ ﺗﺴﻔﺮ ﻋﻦ ﻧﺘﺎﺋﺞ ﻣﺜﲑﺓ‪ ،‬ﺇﻻ ﺃﻧﻪ ﰲ ﻏﻴﺎﺏ ﳎﻤﻮﻋﺔ ﺷﺎﻫﺪﺓ ‪control group‬‬ ‫ﳝﻜﻦ ﺃﻥ ﺗﻌﺰﻯ ﺍﻟﻨﺘﺎﺋﺞ ﺇﱃ ﻋﻮﺍﻣﻞ ﺃﺧﺮﻯ ﻏﲑ ﺍﻟﺘﺪﺧﻞ ﺃﻭ ﺍﻟﻌﻼﺝ‪ .‬ﻭﻟﻜﻦ ﻗﺪ ﻳﺘﻌﺬﺭ ﺭﻓﺾ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺜﲑﺓ ﻟﺒﻌﺾ ﺍﻟﺘﺠﺎﺭﺏ ﻏﲑ ﺍﳌﺮﺍﻗﺒﺔ )ﻣﺜﻞ ﻧﺘﺎﺋﺞ ﺍﳌﻌﺎﳉﺔ ﺑﺎﻟﺒﻨﺴﻠﲔ ﰲ ﺃﺭﺑﻌﻴﻨﺎﺕ‬ ‫ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ(‪.‬‬ ‫‪ ‬ﺑﻴ‪‬ﻨﺎﺕ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﺸﻤﻞ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻮﺻﻔﻴﺔ‪ ،‬ﻣﺜﻞ ﺗﻘﺎﺭﻳﺮ ﺍﳊﺎﻻﺕ‬ ‫‪ ،reports‬ﻭﺳﻼﺳﻞ ﺍﳊﺎﻻﺕ ‪ .case series‬ﻭﻫﻲ ﺗﺸﻤﻞ ﻛﺬﻟﻚ ﺁﺭﺍﺀ ﺍﳋﱪﺍﺀ ﺍﻟﱵ ﻏﺎﻟﺒﺎﹰ‬ ‫ﻣﺎ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﺧﱪ‪‬ﻢ ﺍﻟﺴﺮﻳﺮﻳﺔ‪.‬‬ ‫‪case‬‬

‫‪ 2.3.14‬ﺍﳌﺮﺍﺟﻌﺎﺕ ﺍﳌﻨﺘﻈﻤﺔ ﻭﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﻟﺘﺠﻤﻴﻌﻴﺔ‬ ‫ﻛﺜﲑﹰﺍ ﻣﺎ ﺗﻜﻮﻥ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻏﲑ ﻣﺘﻤﺎﺛﻠﺔ ‪ .not uniform‬ﻭﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﻣﻦ‬ ‫ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺑﺈﺟﺮﺍﺀ ﻣﺮﺍﺟﻌﺎﺕ ﻣﻨﺘﻈﻤﺔ ‪ systematic reviews‬ﻋﻠﻴﻬﺎ‪ .‬ﻭﻛﻤﺎ ﺳﺒﻖ ﺫﻛﺮﻩ ﰲ‬ ‫ﺍﻟﻔﺼﻞ ‪ ،11‬ﻓﺈﻥ ﺍﳌﺮﺍﺟﻌﺔ ﺍﳌﻨﺘﻈﻤﺔ ﻫﻲ ﻧﻈﺮﺓ ﻋﺎﻣﺔ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻷﻭﻟﻴﺔ‪ ،‬ﲢﻮﻱ ﺑﻴﺎﻧﹰﺎ ﻭﺍﺿﺤﹰﺎ ﻋﻦ ﺃﻫﺪﺍﻓﻬﺎ‬ ‫ﻭﻃﺮﺍﺋﻘﻬﺎ‪ ،‬ﻭﲡﺮﻯ ﻭﻓﻘﹰﺎ ﳌﻨﻬﺠﻴﺔ ﻭﺍﺿﺤﺔ ﳝﻜﻦ ﺗﻜﺮﺍﺭﻫﺎ‪.‬‬

‫ﻭﻫﻲ ﲣﺘﻠﻒ ﻋﻦ ﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﺴﺮﺩﻳﺔ ‪narrative review‬‬

‫ﺍﻟﱵ ﲤﺜﻞ ﻧﻈﺮﺓ ﻋﺎﻣﺔ ﻋﻠﻰ ﺩﺭﺍﺳﺎﺕ ﺃﻭﻟﻴﺔ ﱂ ﲢﺪﺩ ﺃﻭ ﲢﻠﻞ ﺑﻄﺮﻳﻘﺔ ﻣﻨﺘﻈﻤﺔ )ﺃﻱ ﻣﻨﻬﺠﻴﺔ ﻭﻣﻮﺿﻮﻋﻴﺔ(‪.‬‬ ‫ﻭﳝﻜﻦ ﺍﳊﻜﻢ ﻋﻠﻰ ﺟﻮﺩﺓ ﺍﳌﺮﺍﺟﻌﺎﺕ ﺍﳌﻨﺘﻈﻤﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﳌﻌﻴﺎﺭﻳﻦ ﺍﻟﺘﺎﻟﻴﲔ‪:‬‬ ‫‪ ‬ﻫﻞ ﻗﺎﻡ ﺍﳌﺆﻟﻔﻮﻥ ﲟﺮﺍﺟﻌﺔ ﺷﺎﻣﻠﺔ ﻟﻠﻤﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ ﺃﻭ ﺍﻛﺘﻔﻮﺍ ﻓﻘﻂ ﺑﺘﻘﺪﱘ ﻧﺘﺎﺋﺞ ﲝﻮﺙ‬ ‫ﻣﻨﺘﻘﺎﺓ؟‬ ‫‪  ‬ﻫﻞ ﻭﺍﻓﻘﻮﺍ ﻣﻦ ﺩﻭﻥ ﻣﻨﺎﻗﺸﺔ ﻋﻠﻰ ﺗﻔﺴﲑﺍﺕ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻷﻭﺍﺋﻞ ﻟﺒﻴﺎﻧﺎﺕ ﺩﺭﺍﺳﺎ‪‬ﻢ ﺃﻭ ﺃ‪‬ﻢ‬ ‫ﺍﺿﺎﻓﻮﺍ ﺗﻌﻠﻴﻘﺎﺕ ﻣﻨﻬﺠﻴﺔ ﺇﱃ ﺟﺎﻧﺐ ﺍﺳﺘﻌﺮﺍﺿﻬﻢ ﻟﻠﻤﺤﺘﻮﻳﺎﺕ؟‬ ‫ﻭﻛﻤﺎ ﻧﺎﻗﺸﻨﺎ ﰲ ﺍﻟﻔﺼﻞ ‪ ،11‬ﻳ‪‬ﻌﺘﱪ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﺠﻤﻴﻌﻲ ‪ meta-analysis‬ﻧﻮﻋﺎﹰ ﺧﺎﺻﺎﹰ ﻣﻦ ﺍﳌﺮﺍﺟﻌﺔ‬ ‫ﺍﳌﻨﺘﻈﻤﺔ‪ ،‬ﺗ‪‬ﻀﻢ ﻓﻴﻪ ﻧﺘﺎﺋﺞ ﺃﻛﺜﺮ ﻣﻦ ﺍﺳﺘﻘﺼﺎﺀ ﻭﺍﺣﺪ ﻣﻦ ﺃﺟﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﺘﻮﺳﻂ ﻣﻮﺯﻭﻥ‬

‫‪weighted‬‬

‫‪ average‬ﻟﺘﺄﺛﲑ ﻣﺘﻐﻴ‪‬ﺮ ﺃﻭ ﺗﺪﺧ‪‬ﻞ ﻣﻌﻴ‪‬ﻦ ﰲ ﻧﺘﻴﺠﺔ ﻣﻌﻴ‪‬ﻨﺔ‪ .‬ﻭﻣﻦ ﺷﺄﻥ ﺿﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺴﺘﻘﺎﺓ ﻣﻦ ﻋﺪﺩ ﻣﻦ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺇﱃ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﺃﻥ ﻳﺰﻳﺪ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻭﻗﻮ‪‬ﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻟﻠﺘﻮﺻﻞ ﺇﱃ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﺫﺍﺕ ﻣﻌﻨﻮﻳﺔ‬

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‫ﺇﺣﺼﺎﺋﻴﺔ‪ .‬ﺇﻥ ﲢﻠﻴﻼﹰ ﲡﻤﻴﻌﻴﺎﹰ ﻳ‪‬ﺠﺮﻯ ﺑﺪﻗﺔ ﻭﻋﻨﺎﻳﺔ‪ ،‬ﻭﻓﻴﻪ ﻳﺘﻢ ﺗﺼﻴ‪‬ﺪ ﻛﻞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻷﻭﻟﻴﺔ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﺑﻌﻴﻨﻪ ﰒ‬ ‫ﻳﺘﻢ ﺗﻘﻴﻴﻤﻬﺎ ﺑﻄﺮﻳﻘﺔ ﺍﻧﺘﻘﺎﺩﻳﺔ ﺣﺎﲰﺔ ﻭﻓﻘﺎﹰ ﳌﻌﺎﻳﲑ ﺻﺎﺭﻣﺔ‪ ،‬ﺳﻮﻑ ﺗﻜﻮﻥ ﻟﻪ ﻣﻨـﺰﻟﺔ ﺭﻓﻴﻌﺔ ﰲ ﺗﺴﻠﺴﻞ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ‪.‬‬ ‫ﻭﻟﺪﻯ ﻗﺮﺍﺀﺓ ﺩﺭﺍﺳﺔ ﺑﺎﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﺠﻤﻴﻌﻲ‪ ،‬ﻳﻨﺒﻐﻲ ﻣﻼﺣﻈﺔ ﺃﻥ ﺟﻮﺩﺓ ﻫﺬﺍ ﺍﻟﺘﺤﻠﻴﻞ ﺗﻜﻮﻥ ﻣﺮﻫﻮﻧﺔ ﲜﻮﺩﺓ‬ ‫ﺍﳌﻜﹼﻮﻧﺎﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻟﻠﺪﺭﺍﺳﺔ‪ .‬ﻭﰲ ﺗﻘﺪﻳﺮ ﻣﺪﻯ ﺟﻮﺩﺓ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﺠﻤﻴﻌﻲ ﻳﺘﻌﲔ ﺗﻨﺎﻭﻝ ﺍﻟﺴﺆﺍﻟﲔ ﺍﻟﺘﺎﻟﻴﲔ‪:‬‬ ‫‪ ‬ﻫﻞ ﰎ ﲡﻤﻴﻊ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍ ﻟﱵ ﺗﺘﺴﻢ ﻭﺣﺪﻫﺎ ﺑﻘﺪﺭ ﻣﻌﻘﻮﻝ ﻣﻦ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺃﻥ ﺍﻷﻓﺮﺍﺩ‬ ‫ﻭﺍﻟﻌﻼﺟﺎﺕ ﻣﺘﻤﺎﺛﻠﺔ؟ ﺇﻥ ﲡﻤﻴﻊ ﺩﺭﺍﺳﺎﺕ ﻏﲑ ﻣﺘﺠﺎﻧﺴﺔ ﳝﻜﻦ ﺃﻥ ﻳﺴﻔﺮ ﻋﻦ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ‬ ‫ﺧﺎﺩﻋﺔ‪.‬‬ ‫‪ ‬ﻫﻞ ﰎ ﺗﻮﺧﻲ ﺍﻟﻌﻨﺎﻳﺔ ﺑﺎﺳﺘﺒﻌﺎﺩ ﲢﻴ‪‬ﺰ ﺍﻟﻨﺸﺮ ﳓﻮ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻹﳚﺎﺑﻴﺔ؟ ﺇﻥ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺫﺍﺕ ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﺍﻹﳚﺎﺑﻴﺔ ﻫﻲ ﺍﻟﱵ ﻳﺮﺟ‪‬ﺢ ﻧﺸﺮﻫﺎ ﺃﻛﺜﺮ ﻣﻦ ﻏﲑﻫﺎ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺜﲑ ﺍﳌﺸﺎﻛﻞ ﰲ ﺗﻔﺴﲑ‬ ‫ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﺠﻤﻴﻌﻲ‪ ،‬ﻓﻜﺜﲑ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﳛﺠﻤﻮﻥ ﻋﻦ ﻣﺘﺎﺑﻌﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﻠﺒﻴﺔ ﻭﻧﺸﺮﻫﺎ‪.‬‬ ‫‪ 3.3.14‬ﻣﺆﺳﺴﺔ ﻛﻮﻛﺮﻳﻦ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ‬ ‫ﺗﺮﻛﹼﺰ ﻣﺆﺳﺴﺔ ﻛﻮﻛﺮﻳﻦ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ ‪ Cochrane Collaboration‬ﺟﻬﻮﺩﻫﺎ ﻋﻠﻰ ﺍﺳﺘﻌﺮﺍﻑ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ‬ ‫ﺍﳌﻮﺛﻮﻗﺔ ﻭﲢﻀﲑ ﻣﺮﺍﺟﻌﺎﺕ ﻣﻨﺘﻈﻤﺔ ﻟﻠﺘﺪﺧﻼﺕ ﺍﻟﻌﻼﺟﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﳌﺮﺍﻗﺒﺔ ‪) RCTs‬ﺑﲑﻭ‬ ‫ﻭﺭﻳﲏ‪ .(1995 ،‬ﻟﻘﺪ ﻛﺎﻥ ﺁﺭﺗﺸﻲ ﻛﻮﻛﺮﻳﻦ ﺧﺒﲑﹰﺍ ﺍﺳﻜﺘﻠﻨﺪﻳﹰﺎ ﰲ ﺍﻟﻮﺑﺎﺋﻴﺎﺕ‪ ،‬ﻇﻞ ﻳﻌﻤﻞ ﰲ ﻭﻳﻠﺰ ﻣﻌﻈﻢ‬ ‫ﺳﻨﻮﺍﺕ ﻋﻤﺮﻩ‪ .‬ﻭﰲ ﺳﻨﺔ ‪ 1972‬ﺃﻟﹼﻒ ﻛﺘﺎﺑﹰﺎ ﺃﺑﺮﺯ ﻓﻴﻪ ﻋﺪﻡ ﻭﺟﻮﺩ ﻗﺎﻋﺪﺓ ﻣﻼﺋﻤﺔ ﺗﻀﻢ ﺍﳌﻌﺎﺭﻑ ﺍﳌﺘﺎﺣﺔ ﺣﻮﻝ‬ ‫ﻛﺜﲑ ﻣﻦ ﺃﻋﻤﺎﻝ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﺍﳌﻘﺪﻣﺔ‪ .‬ﻭﻗﺪ ﺩﻋﺎ ﺑﻘﻮﺓ ﺇﱃ ﺗﻘﻴﻴﻢ ﺃﺷﻜﺎﻝ ﺍﻟﺮﻋﺎﻳﺔ ﺍﳉﺪﻳﺪﺓ ﻭﺍﻟﺮﺍﻫﻨﺔ ﰲ ﲡﺎﺭﺏ‬ ‫ﻣﺮﺍﻗﺒﺔ ‪ controlled trials‬ﺗ‪‬ﻄﺒﻖ ﻓﻴﻬﺎ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﺸﻴﺔ ﻟﺘﻜﻮﻳﻦ ﳎﻤﻮﻋﺎﺕ ﻣﻘﺎﺭﻧﺔ ﻏﲑ ﻣﺘﺤﻴ‪‬ﺰﺓ‪ .‬ﻭﻟﻘﺪ ﺭﻛﺰ‬ ‫ﻛﻮﻛﺮﻳﻦ ﰲ ﺍﻟﺒﺪﺍﻳﺔ ﻋﻠﻰ ﻣﻬﻨﺔ ﺍﻟﺘﻮﻟﻴﺪ ﲝﺜﺎﹰ ﻋﻦ ﺑﻴ‪‬ﻨﺎﺕ ﻗﻮﻳﺔ ﰲ ﳑﺎﺭﺳﺎ‪‬ﺎ‪ .‬ﻭﰲ ﻣﻮﺍﺟﻬﺔ ﻫﺬﺍ ﺍﻟﺘﺤﺪ‪‬ﻱ ﰎ ﺇﻧﺸﺎﺀ‬ ‫ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﻟﺘﺠﺎﺭﺏ ﻣﺎ ﺣﻮﻝ ﺍﻟﻮﻻﺩﺓ‪ ،‬ﻭﻛﺎﻧﺖ ﻫﻲ ﺍﻷﻭﱃ ﻣﻦ ﻧﻮﻋﻬﺎ‪ .‬ﻭﻣﻊ ﺇﺛﺒﺎﺕ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻄﺒﻴﻖ ﻫﺬﺍ‬ ‫ﺍﻷﺳﻠﻮﺏ ﻣﻊ ﺃﺣﺪ ﺍﻟﺘﺨﺼﺼﺎﺕ‪ ،‬ﻓﻘﺪ ﺍﻣﺘﺪ ﺍﻟﻌﻤﻞ ﻟﻴﺸﻤﻞ ﳎﺎﻻﺕ ﺃﺧﺮﻯ ﰲ ﺣﻘﻞ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﰲ ﺳﻨﺔ‬ ‫‪ 1992‬ﰎ ﺍﻓﺘﺘﺎﺡ ﻣﺮﻛﺰ ﻛﻮﻛﺮﻳﻦ ﺍﻷﻭﻝ ﰲ ﺃﻛﺴﻔ ﻮﺭﺩ‪ ،‬ﻭﺍﻓﺘﺘﺤﺖ ﻣﺆﺳﺴﺔ ﻛﻮﻛﺮﻳﻦ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪ‬ ‫ﺍﻟﺪﻭﱄ ﺑﻌﺪ ﺫﻟﻚ ﺑﺴﻨﺔ‪ .‬ﻭﺗﻌﺘﱪ ﻣﻜﺘﺒﺔ ﻛﻮﻛﺮﻳﻦ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ ﻭﺍﺣﺪﺓ ﻣﻦ ﺃﻓﻀﻞ ﺍﳌﺼﺎﺩﺭ ﺍﳌﻨﻔﺮﺩﺓ ﻟﻠﺒﻴ‪‬ﻨﺎﺕ‬ ‫ﺍﳊﺎﲰﺔ ﰲ ﳎﺎﻻﺕ ﺗﺪﺧﻼﺕ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ )‪.(http://www.update-software.com/cochrane/‬‬ ‫ﻭﺗﻨﺸﺮ ﺍﳌﻜﺘﺒﺔ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﺧﺎﺻﺔ ﺑﺎﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﳌﺮﺍﻗﺒﺔ ‪ .RCTs‬ﻭﻫﻲ ﺗ‪‬ﻨﺸﺮ ﻋﻠﻰ ﺃﺳﺎﺱ ﺭﺑﻊ‬ ‫ﺳﻨﻮﻱ‪ ،‬ﻭﺗ‪‬ﺘﺎﺡ ﻟﻠﺮﺍﻏﺒﲔ ﻋﻠﻰ ﺃﻗﺮﺍﺹ ﻣﻜﺘﻨـﺰﺓ ﺑﺬﺍﻛﺮﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻓﻘﻂ ‪ CD-ROM‬ﻭﻛﺬﻟﻚ ﻋﻠﻰ ﺷﺒﻜﺔ‬ ‫‪6‬‬

‫ﺍﻹﻧﺘﺮﻧﺖ‪ .‬ﻭﻣﻦ ﺍﻟﺴﻬﻞ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﰲ ﺻﻴﻐﺔ ﳕﻄﻴﺔ ‪ format‬ﻣﻴﺴ‪‬ﺮﺓ ﻟﻠﻤﻨﺘﻔﻌﲔ‪ .‬ﻭﻫﻲ ﻧﺘﻴﺠ ﹸﺔ ﺟﻬﻮﺩ ﺗﻌﺎﻭﻧﻴﺔ‬ ‫ﻣﻦ ﺍﻟﺒﺤﺚ ﺍﻟﻴﺪﻭﻱ ﻭﺍ ﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺬﻱ ﺗﻘﻮﻡ ﺑﻪ ﳎﻤﻮﻋﺎﺕ ﺍﳌﺮﺍﺟﻌﺔ ﻭﺍﳌﺮﺍﻛﺰ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﺘﺎﺑﻌﺔ ﳌﺆﺳﺴﺔ ﻛﻮﻛﺮﻳﻦ‬ ‫ﺍﻟﺘﻌﺎﻭﻧﻴﺔ‪ .‬ﻭﻟﻘﺪ ﺗﻄﻮﺭﺕ ﳎﻤﻮﻋﺎﺕ ﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ ﻭﺻﺎﺭﺕ ﺗﻐﻄﻲ ﻣﻌﻈﻢ ﳎﺎﻻﺕ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‪.‬‬

‫‪ 4.14‬ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻟﺒﺤﺚ ﻭﺗﻘﻴﻴﻤﻪ ﲟﻌﺮﻓﺔ ﺻﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ‬ ‫ﰲ ﺍﻟﻌﻘﻮﺩ ﺍﻟﻘﻠﻴﻠﺔ ﺍﳌﺎﺿﻴﺔ ﺣﺪﺙ ﺍﻧﻔﺠﺎﺭ ﰲ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﻛﻨﺘﻴﺠﺔ ﻟﻠﺘﻮﺳﻊ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﺗﺘﻴﺢ‬ ‫ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﻓﺮﺻﹰﺎ ﻫﺎﺋﻠﺔ ﰲ ﳎﺎﻝ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﻳﺜﲑ ﲢﺪﻳﺎﺕ‬ ‫ﻛﱪﻯ ﺃﻣﺎﻡ ﺻﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ‪ .‬ﻭﺃﺣﺪ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﻜﺒﲑﺓ ﻫﻮ ﻛﻴﻒ ﳝﻜﻦ ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ‬ ‫ﻟﺘﺤﺪﻳﺪ ﻣﺪﻯ ﻣﻼﺀﻣﺘﻬﺎ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﻳﻘﺘﺼﺮ ﺍﻟﺘﻘﺪﻳﺮ ﻋﻠﻰ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳌﺒﺘﻜﺮﺓ ﺣﺪﻳﺜﹰﺎ‪ .‬ﻭﺇﳕﺎ ﻫﻨﺎﻙ ﺣﺎﺟﺔ‬ ‫ﻛﺬﻟﻚ ﻟﺘﻘﺪﻳﺮ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺮﺍﻫﻦ‪ ،‬ﻭﺍﻟﱵ ﺭﲟﺎ ﻻ ﺗﻜﻮﻥ ﻓﻌﺎﻟﺔ ﺃﻭ ﺣﱴ ﳏﺘﻤﻠﺔ ﺍﻟﻀﺮﺭ‪.‬‬ ‫ﻛﻤﺎ ﺃﻥ ﻫﻨﺎﻙ ﺗﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﻣﻔﻴﺪﺓ ﻭﻟﻜﻨﻬﺎ ﻗﺪ ﻻ ﺗﻜﻮﻥ ﻣﺴﺘﺨﺪﻣﺔ ﺑﺎﻟﻘﺪﺭ ﺍﻟﻜﺎﰲ‪ .‬ﻭﳝﻜﻦ ﺗﻌﺮﻳﻒ‬ ‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺄ‪‬ﺎ ﺗﻄﺒﻴ ‪‬ﻖ ﺍﳌﻌﺎﺭﻑ ﺍﻟﻌﻠﻤﻴﺔ ﻣﻦ ﺃﺟﻞ ﺗﻠﺒﻴﺔ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺇﻧﺴﺎﻧﻴﺔ‪ .‬ﻭﺗﺸﻤﻞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﻟﺼﺤﻴﺔ‬ ‫ﺍﻷﺩﻭﻳﺔ ﻭﺍﻟﻮﺳﺎﺋﻞ ﻭﺍﳌﻌﺪﺍﺕ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻄﺒﻴﺔ ﻭﺍﳉﺮﺍﺣﻴﺔ ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﺍﻟﻮﻗﺎﻳﺔ ﻣﻦ ﺍﳌﺮﺽ ﻭﺍﻛﺘﺸﺎﻓﻪ‬ ‫ﻭﺗﺸﺨﻴﺼﻪ ﻭﻋﻼﺟﻪ ﻭﺗﺄﻫﻴﻞ ﺍﳌﺼﺎﺑﲔ ﺑﻪ‪.‬‬ ‫ﻭﺍﳌﺴﺆﻭﻟﻴﺔ ﻋﻦ ﺗﻘﺪﻳﺮ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﻟﺼﺤﻴﺔ ﻟﻴﺴﺖ ﳏﺪﺩﺓ ﺑﻮﺿﻮﺡ‪ .‬ﻓﺴﻠﻄﺎﺕ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺪﻭﺍﺋﻲ ﻋﻠﻴﻬﺎ‬ ‫ﻣﺴﺆﻭﻟﻴﺔ ﺍﻋﺘﻤﺎﺩ ﺍﻷﺩﻭﻳﺔ ﻟﻼﺳﺘﻌﻤﺎﻝ ﺍﻵﺩﻣﻲ‪ .‬ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﺩﺭﺍﺳﺎﺕ ﺳﺮﻳﺮﻳﺔ ﻭﻗﺒﻞ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺗﻘﺮﺭ ﺍﻟﺴﻠﻄﺔ ﻣﺎ ﺇﺫﺍ‬ ‫ﻛﺎﻥ ﺍﻟﺪﻭﺍﺀ ﻣﺄﻣﻮﻧﺎﹰ ﻭﻓﻌﺎﻻﹰ ﰲ ﺃﺩﺍﺀ ﻣﺎ ﻳﻘﺎﻝ ﺇﻧﻪ ﻳﻔﻌﻠﻪ‪ .‬ﻭﻟﻜﻦ ﻟﻴﺴﺖ ﻣﻬﻤﺔ ﺳﻠﻄﺔ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺪﻭﺍﺋﻲ ﺃﻥ ﺗﻘﺎﺭﻥ‬ ‫ﻫﺬﺍ ﺍﻟﺪﻭﺍﺀ ﻣﻊ ﺍﻷﺩﻭﻳﺔ ﺍﳌﺘﺎﺣﺔ ﺍﻷﺧﺮﻯ‪ .‬ﺇﻥ ﻋﻠﻴﻬﺎ ﻓﻘﻂ ﺃﻥ ﺗﺘﺤﻘﻖ ﻣﻦ ﺃﻥ ﺻﺎﻧﻊ ﺍﻟﺪﻭﺍﺀ ﱂ ﻳ‪‬ﻄﻠﻖ ﻣﺰﺍﻋﻢ ﻏﲑ‬ ‫ﻣﱪﺭﺓ‪ .‬ﻫﺬﺍ ﻫﻮ ﻭﺿﻊ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺪﻭﺍﺋﻲ‪ .‬ﻭﻟﻜﻦ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﻟﺼﺤﻴﺔ ﺗﺸﻤﻞ ﻛﺬﻟﻚ ﺍﻟﻮﺳﺎﺋﻞ ﻭﺍﳌﻌﺪﺍﺕ‬ ‫ﻭﺍﻹﺟﺮﺍﺀﺍﺕ‪ .‬ﻓﺎﻟﻮﺳﺎﺋﻞ ‪ devices‬ﲣﻀﻊ ﻟﻠﺘﻨﻈﻴﻢ ﰲ ﺣﺎﻟﺔ ﺍﺳﺘﻌﻤﺎﳍﺎ ﺩﺍﺧﻞ ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ ﻓﻘﻂ‪ .‬ﺃﻣﺎ ﺍﳌﻌﺪﺍﺕ‬ ‫‪ equipment‬ﺍﻟﻄﺒﻴﺔ ﻭﺍﻹﺟﺮﺀﺍﺕ ﺍﻟﻄﺒﻴﺔ ﻭﺍﳉﺮﺍﺣﻴﺔ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻓﻼ ﲣﻀﻊ ﻟﻠﺘﻨﻈﻴﻢ ﲟﻌﺮﻓﺔ ﺍﻟﺴﻠﻄﺎﺕ‪ .‬ﻓﻠﻴﺲ‬ ‫ﻣﻦ ﺍﳌﺮﻏﻮﺏ ﻓﻴﻪ ﺇﺟﺮﺍﺀ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﺘﻨﻈﻴﻢ ﰲ ﳎﺎﻝ ﺳﺮﻳﻊ ﺍﻟﺘﻄﻮﺭ‪.‬‬ ‫ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺃﺭﺑﻌﺔ ﺃﺳﺌﻠﺔ ﻳﺘﻌﲔ ﺗﺄﻣﻠﻬﺎ ﺑﻌﻨﺎﻳﺔ ﻗﺒﻞ ﺍﻋﺘﺒﺎﺭ ﺃﻱ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺟﺪﻳﺪﺓ‪ ،‬ﻣﻼﺋﻤﺔ‪:‬‬ ‫‪ ‬ﻫﻞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﺮﺗﻜﺰﺓ ﻋﻠﻰ ﺑﻴ‪‬ﻨﺔ ‪evidence-based‬؟‬ ‫‪ ‬ﻫﻞ ﻫﻲ ﺟﺪﻳﺮﺓ ﲟﺎ ﻳﻨﻔﻖ ﻋﻠﻴﻬﺎ ﻣﻦ ﺃﻣﻮﺍﻝ؟‬ ‫‪ ‬ﻫﻞ ﻫﻲ ﻣﻘﺒﻮﻟﺔ ﺛﻘﺎﻓﻴﺎﹰ ﻭﺃﺧﻼﻗﻴﺎﹰ؟‬ ‫‪7‬‬

‫‪ ‬ﻫﻞ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻄﺒﻴﻘﻬﺎ ﻣﺘﺎﺣﺔ؟‬ ‫ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ ﺣﻮﻝ ﻫﺬﻩ ﺍﻷﺳﺌﻠﺔ‪:‬‬

‫ﻫﻞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﺮﺗﻜﺰﺓ ﻋﻠﻰ ﺑﻴﻨﺔ؟‬ ‫ﻻﺑﺪ ﻣﻦ ﺇﺟﺮﺍﺀ ﺗﻘﺪﻳﺮ ﺍﻧﺘﻘﺎﺩﻱ ﺣﺎﺳﻢ ﻟﻠﺒﻴ‪‬ﻨﺔ ﻗﺒﻞ ﺍﻋﺘﻤﺎﺩ ﺃﻱ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺟﺪﻳﺪﺓ‪ .‬ﻭﺫﻟﻚ ﺃﻣﺮ ﻟﻪ ﺃﳘﻴﺔ‬ ‫ﺧﺎﺻﺔ ﻋﻨﺪ ﻭﺟﻮﺩ ﻣﺼﺎﱀ ﲡﺎﺭﻳﺔ ﻗﻮﻳﺔ‪ .‬ﺇﻥ ﳑﺎﺭﺳﺔ ﺍﻟﻄﺐ ﺁﺧﺬﺓ ﰲ ﺍﻟﺘﻄﻮﺭ ﺍﻟﺴﺮﻳﻊ ﻣﻦ ﻛﻮ‪‬ﺎ ﻋﻤﻞ ﻗﺎﺋﻢ ﻋﻠﻰ‬ ‫ﺍﳋﱪﺓ ‪ authority-based‬ﺇﱃ ﻋﻤﻞ ﻳﺮﺗﻜﺰ ﻋﻠﻰ ﺍﻟﺒﻴ‪‬ﻨﺔ ‪ .evidence-based‬ﻭﺗﺎﺭﻳﺦ ﳑﺎﺭﺳﺎﺗﻨﺎ ﺍﻟﻄﺒﻴﺔ ﻻ‬ ‫ﻳﻔ ﺘﻘﺮ ﺇﱃ ﺃﻣﺜﻠﺔ ﻣﻦ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﻟﱵ ﻛﺎﻧﺖ ﺗﺴﺘﻌﻤﻞ ﻋﻠﻰ ﻧﻄﺎﻕ ﻭﺍﺳﻊ ﰒ ﺛﺒﺖ ﻓﻴﻤﺎ ﺑﻌﺪ ﺃ‪‬ﺎ ﻟﻴﺴﺖ ﻣﻔﻴﺪﺓ‬ ‫ﺑﻞ ﺭﲟﺎ ﻣﻀﺮﺓ‪.‬‬ ‫ﻭﺍﳉﻬﻮﺩ ﲡﺮﻱ ﻋﻠﻰ ﻗﺪﻡ ﻭﺳﺎﻕ ﻟﺘﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﻟﺼﺤﻴﺔ ﺍﳌﺘﺎﺣﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺮﺍﻫﻦ‪ .‬ﻭﰲ‬ ‫ﻋﻤﻠﻴﺔ ﺟﺎﺭﻳﺔ ﻟﺘﻘﺪﻳﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﻟﺼﺤﺔ ﺍﻹﳒﺎﺑﻴﺔ‪ ،‬ﺻﻨ‪‬ﻔﺖ ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﰲ‬ ‫ﺍﻟﻔﺌﺎﺕ ﺍﻟﺴﺖ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﻣﻔﻴﺪﺓ‪ ،‬ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣﻔﻴﺪﺓ‪ ،‬ﳍﺎ ﺑﺪﻳﻞ ﳑﺎﺛﻞ ‪ ،trade-off‬ﻏﲑ ﻣﻌﺮﻭﻓﺔ ﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ‪ ،‬ﳝﻜﻦ‬ ‫ﺃﻥ ﺗﻜﻮﻥ ﻏﲑ ﻓﻌ‪‬ﺎﻟﺔ‪ ،‬ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣﻀﺮﺓ )ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ .(2002 ،‬ﻭﰲ ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ ﺃﻧﺸﺊ‬ ‫ﺍﳌﻌﻬﺪ ﺍﻟﻮﻃﲏ ﻟﻠﺘﻤﻴﺰ ﺍﻟﺴﺮﻳﺮﻱ )‪ (NICE‬ﻛﻤﺮﻛﺰ ﺧﱪﺓ ﰲ ﺍ‪‬ﺎﻝ ﺍﻟﺼﺤﻲ ﺧﺎﺹ ﺑﺈﳒﻠﺘﺮﺍ ﻭﻭﻳﻠﺰ ﰲ ﺳﻨﺔ‬ ‫‪ ، 1999‬ﻭﻭﻇﻴﻔﺘﻪ ﺗﺰﻭﻳﺪ ﺍﳌﺮﺿﻰ ﻭﺃﺭﺑﺎﺏ ﺍﳌﻬﻦ ﺍﻟﺼﺤﻴﺔ ﻭﺍﳉﻤﻬﻮﺭ ﺑﺈﺭﺷﺎﺩﺍﺕ ﻭﺛﻴﻘﺔ ﻭﻗﻮﻳﺔ ﻳ‪‬ﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﺣﻮﻝ‬ ‫ﺃﻓﻀﻞ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﳉﺎﺭﻳﺔ )‪.(www.nice.org.uk‬‬

‫ﻫﻞ ﻫﻲ ﺟﺪﻳﺮﺓ ﲟﺎ ﻳﻨﻔﻖ ﻋﻠﻴﻬﺎ ﻣﻦ ﺃﻣﻮﺍﻝ؟‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺘﻜﻮﻟﻮﺟﻴﺎ ﻣﺮﺗ ﻜﺰﺓ ﻋﻠﻰ ﺑﻴ‪‬ﻨﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﺴﻮﺍﻝ ﺍﻟﺘﺎﱄ ﺳﻮﻑ ﻳﺪﻭﺭ ﺣﻮﻝ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺟﺪﻳﺮﺓ ﲟﺎ‬ ‫ﻳﻨﻔﻖ ﻋﻠﻴﻬﺎ ﻣﻦ ﺃﻣﻮﺍﻝ‪ .‬ﻭﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﳜﺘﻠﻒ ﻋﻦ ﻣﺴﺄﻟﺔ ﺇﻣﻜﺎﻥ ﲢﻤﻞ ﺗﻜﻠﻔﺘﻬﺎ ‪ .affordability‬ﻟﻘﺪ ﺃﻇﻬﺮ‬ ‫ﺍﻹﻗﺘﺼﺎﺩﻳﻮﻥ ﺍﻫﺘﻤﺎﻣﹰﺎ ﻣﺘﺰﺍﻳﺪﹰﺍ ﲟﺎ ﻳﻔﻌﻠﻪ ﺍﳌﻬﻨﻴﻮﻥ ﺍﻟﺼﺤﻴﻮﻥ‪ ،‬ﻭﺃﻧﺸﺄﻭﺍ ﳍﺬﺍ ﺍﻟﻐﺮﺽ ﳎﺎ ﹰﻻ ﻋﻠﻤﻴﹰﺎ ﺟﺪﻳﺪﹰﺍ ﻫﻮ‬ ‫»ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺼﺤﺔ«‪ .‬ﻭﻣﻊ ﺍﻟﺰﻳﺎﺩﺓ ﺍﳌﻄﹼﺮﺩﺓ ﰲ ﺗﻄﺒﻴﻖ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﺃﺻﺒﺤﺖ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‬ ‫ﺑﺎﻫﻈﺔ ﺍﻟﺘﻜﻠﻔﺔ ﺑﺪﺭﺟﺔ ﻻ ﳝﻜﻦ ﻣﻌﻬﺎ ﺗﺮﻛﻬﺎ ﰲ ﺃﻳﺪﻱ ﻣﻘﺪﻣﻲ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﻭﺣﺪﻫﻢ‪ .‬ﻭﻗﺪ ﻧﺎﻗﺸﻨﺎ ﲝﻮﺙ‬ ‫ﺍﻹﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺼﺤﻴﺔ ﰲ ﺍﻟﻔﺼﻞ ‪.4‬‬ ‫ﻟﻘﺪ ﺃﺩﺧﻞ ﺧﱪﺍﺀ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺼﺤﺔ ﻣﻔﻬﻮﻣﲔ ﻣﻬﻤ‪‬ﲔ ﳚﺐ ﺃﺧﺬﳘﺎ ﰲ ﺍﻹﻋﺘﺒﺎﺭ ﻋﻨﺪ ﺗﻘﺮﻳﺮ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳉﺪﻳﺪﺓ ﺗﺴﺘﺤﻖ ﻣﺎ ﻳﻨﻔﻖ ﻋﻠﻴﻬﺎ ﻣﻦ ﺃﻣﻮﺍﻝ‪ :‬ﲢﻠﻴﻞ ﺍﻟﺘﻜﻠﻔﺔ ﻭﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ ‪،cost-effectiveness‬‬ ‫ﻭﺗﻜﻠﻔﺔ ﺍﻟﻔﺮﺻﺔ ﺍﻟﺒﺪﻳﻠﺔ ‪ .opportunity cost‬ﺇﻥ ﲢﻠﻴﻞ ﺍﻟﺘﻜﻠﻔﺔ ﻭﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ ﻳﻘﻴﺲ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺼﺎﻓﻴﺔ ﻟﺘﻘﺪﱘ‬ ‫‪8‬‬

‫ﺍﳋﺪﻣﺔ ﺇﱃ ﺟﺎﻧﺐ ﻓﻌ‪‬ﺎﻟﻴﺔ ﺍﳋﺪﻣﺔ‪ .‬ﻭﻧﺘﻴﺠﺔ ﲢﻠﻴﻞ ﺍﻟﺘﻜﻠﻔﺔ ﻭﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ ﻳﻌﺒ‪‬ﺮ ﻋﻨﻬﺎ ﺑﺄ‪‬ﺎ ﺍﻟﺘﻜﻠﻔﺔ ﺍﳌﺎﻟﻴﺔ ﻟﻜﻞ ﻭﺣﺪﺓ ﻣﻦ‬ ‫ﻼ ﺇﺣﺪﻯ ﻃﺮﺍﺋﻖ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﺴﺎﻋﺪﺓ ﺍﻹﳒﺎﺏ‪.‬‬ ‫ﻭﺣﺪﺍﺕ ﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ‪ .‬ﻭﺣﱴ ﳝﻜﻦ ﺗﺼﻮﻳﺮ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ‪ ،‬ﻟﻨﺄﺧﺬ ﻣﺜ ﹰ‬ ‫ﻓﻬﻨﺎ ﺗﻘﺎﺱ ﺍﻟﺘﻜﻠﻔﺔ ﰲ ﻣﻘﺎﺑﻞ ﺍﻟﻨﺘﻴﺠﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻭﻫﻲ »ﺇﳒﺎﺏ ﻃﻔﻞ« ﻭﻟﻴﺲ ﻓﻘﻂ ﺗﻜﻠﻔﺔ ﺍﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ‪ .‬ﻓﺈﺫﺍ‬ ‫ﻛﺎﻥ ﻣﻌﺪﻝ ﺍﻟﻨﺠﺎﺡ ﻣﺜﻼﹰ ‪ ،%25‬ﺇﺫﻥ ﺳﺘﻜﻮﻥ ﺗﻜﻠﻔﺔ »ﺇﳒﺎﺏ ﻃﻔﻞ« ﻫﻲ ﺃﺭﺑﻌﺔ ﺃﻣﺜﺎﻝ ﺗﻜﻠﻔﺔ ﺍﻟﻄﺮﻳﻘﺔ‪ .‬ﻓﺈﺫﺍ‬ ‫ﺟﺎﺀﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺟﺪﻳﺪﺓ ﻭﻗﻴﻞ ﺇ‪‬ﺎ ﺗﺮﻓﻊ ﻣﻌﺪﻝ ﺍﻟﻨﺠﺎﺡ ﺑﻨﺴﺒﺔ ‪ ،%10‬ﻭﻟﻜﻦ ﺍﻹﺟﺮﺍﺀ ﻧﻔﺴﻪ‪ ‬ﳛﺘﺎﺝ ﻛﺬﻟﻚ‬ ‫ﻟﺘﻜﻠﻔﺔ ﺇﺿﺎﻓﻴﺔ‪ ،‬ﻓﻴﺠﺐ ﺃﻥ ﻻ ﻧﻨﺴﻰ ﺃﻧﻪ ﻟﻜﻞ ﺣﺎﻟﺔ »ﺇﳒﺎﺏ ﻃﻔﻞ« ﺇﺿﺎﰲ ﻻ ﺑﺪ ﺃﻥ ﳛﺼﻞ ﻋﺸﺮﺓ ﻣﺮﺿﻰ ﻋﻠﻰ‬ ‫ﻫﺬﺍ ﺍﻹﺟﺮﺍﺀ ﺍﳉﺪﻳﺪ‪ .‬ﻭﺳﻮﻑ ﺗﻜﻮﻥ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻹﺿﺎﻓﻴﺔ ﻟﻜﻞ ﺣﺎﻟﺔ »ﺇﳒﺎﺏ ﻃﻔﻞ« ﻋﺸﺮﺓ ﺃﻣﺜﺎﻝ ﺍﻟﺘﻜﻠﻔﺔ‬ ‫ﺍﻹﺿﺎﻓﻴﺔ ﻟﻺﺟﺮﺍﺀ ﺍﳉﺪﻳﺪ‪.‬‬ ‫ﻭﺍﳌﻔﻬﻮﻡ ﺍﻹﻗﺘﺼﺎﺩﻱ ﺍﻟﺜﺎﱐ ﰲ ﺍﳊﻜﻢ ﺑﺄﻥ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻨﻴﺔ ﺟﺪﻳﺮﺓ ﲟﺎ ﻳﻨﻔﻖ ﻋﻠﻴﻬﺎ ﻣﻦ ﻣﺎﻝ‪ ،‬ﻫﻮ ﺗﻜﻠﻔﺔ‬ ‫ﺍﻟﻔﺮﺻﺔ ﺍﻟﺒﺪﻳﻠﺔ‪ .‬ﻭﻣﻀﻤﻮﻥ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﺃﻧﻪ ﺇﺫﺍ ﺍﺳﺘﻌﻤﻠﺖ ﺍﳌﻮﺍﺭﺩ ﺑﻄﺮﻳﻘﺔ ﻣﻌﻴ‪‬ﻨﺔ‪ ،‬ﻓﻴﺠﺐ ﺍﻟﺘﺨﻠﻲ ﻋﻦ ﻓﺮﺻﺔ ﻣﺎ‬ ‫ﻟﺘﺤﻘﻴﻖ ﻓﺎﺋﺪﺓ ﺃﺧﺮﻯ‪ .‬ﻭﻟﺘﺼﻮﻳﺮ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ‪ ،‬ﻟﻨﺄﺧﺬ ﻣﺜﺎﻝ ﻣﺴﺆﻭﻝ ﻋﻦ ﺭﺳﻢ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﺼﺤﻴﺔ ﻳﺮﻳﺪ ﺃﻥ ﻳﺄﺧﺬ‬ ‫ﻗﺮﺍﺭﹰﺍ ﺑﺘﺰﻭﻳﺪ ﺍﳌﺮﺿﻰ ﺍﻟﻌﻘﻴﻤﲔ ﲞﺪﻣﺎﺕ ﳎﺎﻧﻴﺔ ﳌﺴﺎﻋﺪﺓ ﺍﻹﳒﺎﺏ‪ .‬ﻓﺎﳌﺴﺄﻟﺔ ﻟﻴﺴﺖ ﳎﺮﺩ ﺗﻮﻓﲑ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﻟﻜﺎﻓﻴﺔ‪،‬‬ ‫ﺇﺫ ﺃﻥ ﻫﻨﺎﻙ ﺧﺪﻣﺎﺕ ﺻﺤﻴﺔ ﺃﺧﺮﻯ ﳝﻜﻦ »ﺷﺮﺍﺅﻫﺎ« ﺑﻨﻔﺲ ﻣﺴﺘﻮﻯ ﺍﳌﻮﺍﺭﺩ‪ .‬ﻓﺎﻟﻘﻀﻴﺔ ﻫﻲ ﺍﻟﻔﺮﺹ ﺍﻟﱵ‬ ‫ﺳﺘﻀﻴﻊ ﻋﻠﻰ ﺻﺎﻧﻊ ﺍﻟﺴﻴﺎﺳﺔ ﰲ ﺣﺎﻟﺔ ﲣﺼﻴﺺ ﺍﳌﻮﺍﺭﺩ ﳍﺬﻩ ﺍﳋﺪﻣﺔ‪.‬‬

‫ﻫﻞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﻘﺒﻮﻟﺔ ﺛﻘﺎﻓﻴﹰﺎ ﻭﺃﺧﻼﻗﻴﺎ؟‬ ‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺘﺎﱄ ﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﺗﻨﺎﻭﻟﻪ ﻫﻮ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺼﺤﻴﺔ ﻣﻘﺒﻮﻟﺔ ﺛﻘﺎﻓﻴﹰﺎ ﻭﺃﺧﻼﻗﻴﹰﺎ‪ .‬ﻓﺎﻟﺘﻘﺪﻳﺮ‬ ‫ﻫﻨﺎ ﳚﺐ ﺃﻥ ﳚﺮﻯ ﰲ ﺍﻟﺴﻴﺎﻕ ﺍﳋﺎﺹ ﺑﻜﻞ ﺑﻠﺪ ﻭﺩﻳﻦ‪ .‬ﻭﳍﺬﺍ ﺍﻟﺴﺆﺍﻝ ﺃﳘﻴﺔ ﺧﺎﺻﺔ ﰲ ﺗﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﻟﺼﺤﺔ‬ ‫ﺍﻹﳒﺎﺑﻴﺔ‪ .‬ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﺍﳉﺪﻳﺮﺓ ﺑﺎﻟﺬﻛﺮ ﻫﻨﺎ ﺗﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﻣﺴﺎﻋﺪﺓ ﺍﻹﳒﺎﺏ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺗﻨﻈﻴﻢ ﺍﳋﺼﻮﺑﺔ‪.‬‬

‫ﻫﻞ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻨﻈﺎﻡ ﻣﺘﺎﺣﺔ؟‬ ‫ﳚﺐ ﺍﻟﺘﺤﻘﻖ ﺑﻌﻨﺎﻳﺔ ﻣﻦ »ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻨﻈﺎﻡ ‪ «system requirements‬ﻗﺒﻞ ﺍﻟﻨﻈﺮ ﰲ ﺃﻱ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬ ‫ﺟﺪﻳﺪﺓ‪ .‬ﻭﻫﺬﺍ ﻣﺼﻄﻠﺢ ﻣﺴﺘﻌﻤﻞ ﰲ ﻟﻐﺔ ﺍﳊﺎﺳﻮﺏ‪ .‬ﻓﺈﺫﺍ ﺃﺭﺩﻧﺎ ﺃﻥ ﻧ‪‬ﺪﺧﻞ ﰲ ﺍﳊﺎﺳﻮﺏ ﺑﺮﳎﻴﺎﺕ ﺟﺪﻳﺪﺓ‪،‬‬ ‫ﻳﻜﻮﻥ ﻋﻠﻴﻨﺎ ﺃﻥ ﻧﺘﺤﻘﻖ ﻣﻦ ﺗﻮﺍﻓﺮ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻣﻦ ﺣﻴﺚ ﻧﻈﺎﻡ ﺍﻟﺘﺸﻐﻴﻞ‪ ،‬ﻭﺍﻟﺬﺍﻛﺮﺓ ﺍﻟﺸﺎﻏﺮﺓ‪ ،‬ﺍﱁ‪ .‬ﻭﺇﺫﺍ ﱂ‬ ‫ﺗﻜﻦ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻨﻈﺎﻡ ﻣﺘﻮﻓﺮﺓ ﻭﺃﺭﺩﻧﺎ ﻣﻊ ﺫﻟﻚ ﺇﺩﺧﺎﻝ ﺍﻟﱪﳎﻴﺎﺕ‪ ،‬ﻓﺴﻮﻑ ﻳﺮﻓﺾ ﺍﳉﻬﺎﺯ ﻫﺬﻩ ﺍﶈﺎﻭﻟﺔ‪.‬‬ ‫ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﻟﺼﺤﻴﺔ ﺍﳉﺪﻳﺪﺓ ﳍﺎ ﻛﺬﻟﻚ »ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻨﻈﺎﻡ« ﻣﻦ ﺣﻴﺚ ﺍﳌﺮﺍﻓﻖ ﻭﺍﻟﻌﺎﻣﻠﲔ ﺍﳌﺆﻫﻠﲔ‬ ‫ﻭﺍﳌﺪﺭﺑﲔ‪ ،‬ﻭﻟﻮﺟﺴﺘﻴﺎﺕ ﺍﻟﺼﻴﺎﻧﺔ ﻭﺍﻹﻣﺪﺍﺩ‪ .‬ﻓﺈﺫﺍ ﺃﺭﺩﻧﺎ ﺇﺩﺧ ﺎﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺟﺪﻳﺪﺓ ﺣﻴﺚ ﺗﻜﻮﻥ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻨﻈﺎﻡ‬ ‫‪9‬‬

‫ﻏﲑ ﻣﺘﻮﻓﺮﺓ‪ ،‬ﻓﺈﻥ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺼﺤﻲ ﻟﻦ ﻳﺮﻓﻀﻬﺎ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﻟﻦ ﺗﻌﻤﻞ ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﳍﺎ‪ .‬ﻭﺭﲟﺎ ﺗﺴﻔﺮ ﻋﻦ ﺃﺿﺮﺍﺭ ﺃﻛﺜﺮ‬ ‫ﳑﺎ ﲢﻘﻘﻪ ﻣﻦ ﻓﺎﺋﺪﺓ‪ .‬ﻭﰲ ﺃﺛﻨﺎﺀ ﺫﻟﻚ ﺗ‪‬ﻬﺪﺭ ﺍﳌﻮﺍﺭﺩ‪.‬‬ ‫ﻭﻛﺜﲑﹰﺍ ﻣﺎ ﺗ‪‬ﺜﺎﺭ ﳐﺎﻭﻑ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺣﻮﻝ ﺗﻜﺎﺛﺮ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﻟﺼﺤﻴﺔ ﺍﳉﺪﻳﺪﺓ‪ .‬ﻭﳛﺘﺎﺝ ﺃﺭﺑﺎﺏ ﺍﳌﻬﻦ‬ ‫ﺍﻟﺼﺤﻴﺔ ﺇﱃ ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﻳﻬﻢ ﻭﻋﻲ ﺍﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻣﺘﻨﺒﻬﲔ ﲤﺎﻣﹰﺎ ﳍﺬﻩ ﺍﳌﺨﺎﻭﻑ‪ .‬ﻓﻬﻨﺎﻙ ﲣﻮ‪‬ﻑ ﻣﻦ ﺃﻥ‬ ‫ﺗﻜﺎﺛﺮ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﻟﺼﺤﻴﺔ ﺁﺧﺬ ﰲ ﺍﻹﻧﻔﻼﺕ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳ‪‬ﺴﻬﻢ ﰲ ﺗﺼﺎﻋﺪ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‬ ‫ﺑﺪﺭﺟﺔ ﻣﺘﺰﺍﻳﺪﺓ‪ .‬ﻭﻫﻨﺎﻙ ﲣﻮ‪‬ﻑ ﻛﺬﻟﻚ ﻣﻦ ﺃﻥ ﺍﻟﻔﺎﺭﻕ ﺍﻟﺼﺤﻲ ﺑﲔ ﺍﻷﻏﻨﻴﺎﺀ ﻭﺍﻟﻔﻘﺮﺍﺀ ﺭﲟﺎ ﻳﺘﺴﻊ ﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﺃﻛﺜﺮ ﺍﺳﺘﺠﺎﺑﺔ ﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻷﻏﻨﻴﺎﺀ‪ ،‬ﻭﻻ ﺗﺘﺎﺡ ﺇﻻ ﳌﻦ ﳝﻠﻜﻮﻥ ﺗﻜﻠﻔﺘﻬﺎ ﺍﻟﻌﺎﻟﻴﺔ‪ .‬ﰒ ﺇﻥ‬ ‫ﻫﻨﺎﻙ ﲣﻮ‪‬ﻓﹰﺎ ﻣﻦ ﺃﻥ ﺍﻟﻄﺐ ﺭﲟﺎ ﺻﺎﺭ ﻳﺘﺤﺮﻙ ﺑﻌﻴﺪﹰﺍ ﺟﺪﹰﺍ ﻋﻦ ﺟﺬﻭﺭﻩ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺃﻥ ﺍﳌﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ‬ ‫ﻳﺘﺤﻮ‪‬ﻟﻮﻥ ﺇﱃ ﻓﻨﻴﲔ ﻟﻶﻻﺕ ﺑﺪﻻﹰ ﻣﻦ ﻛﻮ‪‬ﻢ ﺃﻃﺒﺎﺀ ﺑﺸﺮﻳﲔ‪ .‬ﻭﻗﺪﳝﺎﹰ ﻛﺘﺐ ﺑﻘﺮﺍﻁ‪ ،‬ﺣﻮﺍﱄ ﺳﻨﺔ ‪ 400‬ﻗﺒﻞ ﺍﳌﻴﻼﺩ‬ ‫» ﻋﻠﻰ ﻛﻞ ﻣﻦ ﻳﺮﻳﺪ ﺃﻥ ﳝﻌﻦ ﰲ ﺩﺭﺍﺳﺔ ﺍﻟﻄﺐ ﺑﻄﺮﻳﻘﺔ ﺻﺤﻴﺤﺔ ﺃﻥ ﻳﺘﻘﺪﻡ ﰲ ﺳﻌﻴﻪ ﻫﻜﺬﺍ‪ :‬ﺃﻥ ﻳﺘﻌﺮﻑ ﰲ ﺍﳌﻘﺎﻡ‬ ‫ﺍﻷﻭﻝ ﻋﻠﻰ ﻓﺼﻮﻝ ﺍﻟﺴﻨﺔ‪ .‬ﻭﺑﻌﺪ ﺫﻟﻚ ﻳﺪﺭﺱ ﺍﻟﺮﻳﺎﺡ ‪ ...‬ﻭﺑﻨﻔﺲ ﺍﻟﻄﺮﻳﻘﺔ‪ ،‬ﺣﲔ ﻳﺄﰐ ﺍﳌﺮﺀ ﺇﱃ ﻣﺪﻳﻨﺔ ﻭﻳﻜﻮﻥ‬ ‫ﻏﺮﻳﺒﹰﺎ ﻋﻨﻬﺎ‪ ،‬ﻓﻌﻠﻴﻪ ﺃﻥ ﻳﺘﻌﺮﻑ ﻋﻠﻰ ﻣﻮﻗﻌﻬﺎ‪ ،‬ﻭﺍﳌﺎﺀ ﺍﻟﺬﻱ ﻳﺴﺘﻌﻤﻠﻪ ﺳﻜﺎ‪‬ﺎ‪ ،‬ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﻳﻌﻴﺶ ‪‬ﺎ ﺍﻟﻨﺎﺱ‪ ،‬ﻭﻣﺎ‬ ‫ﻫﻲ ﺃﺷﻐﺎﳍﻢ«‪ .‬ﺃﻣﺎ ﺍﻵﻥ ﻓﺈﻥ ﻣﻌﻠﻤﻲ ﺍﻟﻄﺐ ﻳﻨﺼﺤﻮﻥ ﻛﻞ ﻣﻦ ﻳﺮﻳﺪ ﺃﻥ ﳝﻌﻦ ﰲ ﺩﺭﺍﺳﺔ ﺍﻟﻄﺐ ﺑﻄﺮﻳﻘﺔ ﺻﺤﻴﺤﺔ‬ ‫ﺃﻥ ﻳﺪﺭﺱ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺎ ﺍﳉﺰﻳﺌﻴﺔ‪ ،‬ﻭﺭﲟﺎ ﻳﻨﺴﻮﻥ ﰲ ﺃﺛﻨﺎﺀ ﺫﻟ ﻚ ﺃﻥ ﻫﺬﻩ ﺍﳉﺰﻳﺌﺎﺕ ﻭﺍﳋﻼﻳﺎ ﺗﻜﻮ‪‬ﻥ ﻛﺎﺋﻨﺎﹰ ﺑﺸﺮﻳﺎﹰ ﻟﻪ‬ ‫ﻼ ﺑﲔ ﺍﻷﻃﺒﺎﺀ ﻭﺍﳌﺮﺿﻰ‪ .‬ﻭﻣﻊ ﺗﺴﻠﻂ‬ ‫ﺣﻴﺎﺓ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺧﺎﺻﺔ ﺑﻪ ﺃﻭ ‪‬ﺎ‪ .‬ﻟﻘﺪ ﺻﺎﺭﺕ ﺍﻵﻻﺕ ﺗﻘﻒ ﺍﻵﻥ ﺣﺎﺋ ﹰ‬ ‫ﻓﻜﺮﺓ ﺳﻴﻄﺮﺓ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻗﺪ ﻳﻜﻮﻥ ﺍﻟﻄﺒﻴﺐ ﺍﻟﺒﺸﺮﻱ ﻣﻌﺮﺿﹰﺎ ﻷﻥ ﻳﺼﺒﺢ ﻳﻮﻣﹰﺎ ﻣﺎ ﻧﻮﻋﹰﺎ ﻣﻬﺪﺩﹰﺍ ﺑﺎﻹﻧﻘﺮﺍﺽ‬ ‫)ﻓﺘﺢ ﺍﷲ‪.(2000 ،‬‬ ‫‪ 5.14‬ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻟﺒﺤﺚ ﻭﺗﻘﻴﻴﻤﻪ ﲟﻌﺮﻓﺔ ﺍﳌﺴﺘﺜﻤﺮﻳﻦ ﰲ ﺍﻟﺒﺤﻮﺙ‬ ‫ﻳﻨﺘﻈﺮ ﺍﳌﺴﺘﺜﻤﺮﻭﻥ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺃﻥ ﻳﺘﻠﻘﻮﺍ ﻋﺎﺋﺪﹰﺍ ﻻﺳﺘﺜﻤﺎﺭﺍ‪‬ﻢ‪ .‬ﻭﻻ ﻣﻔﺮ ﻣﻦ ﺃﻥ ﺍﻟﻄﺒﻴﻌﺔ ﺍﻟﱵ ﻻ‬ ‫ﳝﻜﻦ ﺍﻟﺘﻜﻬﻦ ‪‬ﺎ ﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻌﻠﻤﻴﺔ ﺳﻮﻑ ﺗﺜﲑ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺣﻮﻝ ﻣﺮﺩﻭﺩ ﺃﻣﻮﺍﳍﻢ‪ .‬ﻟﺬﻟﻚ ﻓﺈﻥ ﺍﻟﺘﺰﺍﻡ‬ ‫ﺍ‪‬ﺘﻤﻊ ﺍﻟﻌﻠﻤﻲ ﺑﺎﻟﺘﻘﻴﻴﻢ ﻭﺍﻹﺳﺘﻌﺪﺍﺩ ﻟﻠﻤﺤﺎﺳﺒﺔ ﺃﻣﺮ ﺃﺳﺎﺳﻲ ﺇﺫﺍ ﺃﺭﻳﺪ ﺍﺟﺘﻨﺎﺏ ‪‬ﻤﻴﺶ ﺍﻟﻌﻠﻢ ﰲ ﺑﺮﺍﻣﺞ ﺍﻟﻌﻤﻞ‬ ‫ﺍﻟﻌﻤﻮﻣﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ‪ .‬ﻓﺎﻟﺒﺤﺚ ﺍﺳﺘﺜﻤﺎﺭ‪.‬‬ ‫ﻭﳝﻜﻦ ﻣﺘﺎﺑﻌﺔ ﺛﻼﺛﺔ ﺃﺳﺎﻟﻴﺐ ﺗﺴﺘﻌﻤﻞ ﺍﻵﻥ ﰲ ﺗﻘﻴﻴﻢ ﻋﺎﺋﺪﺍﺕ ﺍﺳﺘﺜﻤﺎﺭﺍﺕ ﺍﻟﺒﺤﻮﺙ‪ :‬ﺍﻟﺘﺄﺛﲑ ﰲ ﺗﻘﺪﻡ‬ ‫ﺍﻟﻌﻠﻮﻡ‪ ،‬ﺍﻟﺘﺄﺛﲑ ﰲ ﺗﻌﺰﻳﺰ ﺍﻟﺼﺤﺔ‪ ،‬ﺍﺗﺄﺛﲑ ﰲ ﺗﻜﻮﻳﻦ ﺍﻟﺜﺮﻭﺓ‪.‬‬

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‫ﺍﻟﺘﺄﺛﲑ ﰲ ﺗﻘﺪﻡ ﺍﻟﻌﻠﻮﻡ‬ ‫ﳝﻜﻦ ﺗﻘﻴﻴﻢ ﺍﻹﺳﺘﺜﻤﺎﺭ ﰲ ﺍﻟﺒﺤﻮﺙ ﻋﻠﻰ ﺃﺳﺎﺱ ﻛﻤﻴﺔ ﻭﻧﻮﻋﻴﺔ ﺍﻟﻨﺎﺗﺞ ﺍﻟﻌﻠﻤﻲ‪ .‬ﻓﻬﺬﻩ ﻫﻲ ﺍﳌﻌﺎﻳﲑ ﺍﻟﱵ‬ ‫ﺗﺴﺘﻌﻤﻞ ﻋﺎﺩﺓ ﰲ ﺗﻘﻴﻴﻢ ﺍﻟﺒﺎﺣﺜﲔ ﻭﻣﺆﺳﺴﺎﺕ ﺍﻟﺒﺤﻮﺙ‪ .‬ﻭﺗ‪‬ﺨﺼﺺ ﺍﳊﻜﻮﻣﺎﺕ ﺍﻟﺘﻤﻮﻳﻞ ﺍﻟﻼﺯﻡ ﻋﻠﻰ ﺃﺳﺎﺱ‬ ‫ﻫﺬﻩ ﺍﳌﻘﺎﻳﻴﺲ‪ .‬ﻭﺗ‪‬ﻴﺴﺮ ﺍﳊﻮﺍﺳﻴﺐ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ ﲢﻠﻴﻞ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﺒﻠﻮﻏﺮﺍﰲ ‪ biblometric‬ﺍﻟﺬﻱ ﻳﺘﻴﺢ ﻗﻴﺎﺱ‬ ‫ﺣﺼﻴﻠﺔ ﺍﳌﻮﺍﺩ ﺍﳌﻨﺸﻮﺭﺓ‪ .‬ﺃﻣﺎ ﺍﳉﻮﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻬﻲ ﺗﺮﺗﻜﺰ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻋﻠﻰ ﺃﺻﺎﻟﺔ ﺍﳌﻮﺿﻮﻉ ﻭﻣﺎ ﻓﻴﻪ ﻣﻦ ﻓﻜﺮ‬ ‫ﻭﻣﺎ ﻳ‪‬ﺴﺘﺨﺪﻡ ﻣﻦ ﻃﺮﻕ‪ .‬ﻭﳝﻜﻦ ﻗﻴﺎﺳﻬﺎ ﻛﻤﻴﹰﺎ ﺑﺄ‪‬ﺎ ﻣﻘﺪﺍﺭ ﺍﻹﺳﻬﺎﻡ ﰲ ﺗﻘﺪﻡ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺬﻱ ﻳﻨﻌﻜﺲ ﰲ ﻋﺪﺩ‬ ‫ﺍﳌﺮﺍﺕ ﺍﻟﱵ ‪‬ﻳﺴﺘﺸﻬﺪ ﻓﻴﻬﺎ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺍﻟﻼﺣﻘﻮﻥ ‪‬ﺬﻩ ﺍﻟﻮﺭﻗﺔ ﻛﻤﺮﺟﻊ‪ .‬ﻭﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺔ‬ ‫ﺑﺴﻬﻮﻟﺔ ﻣﻦ ﻓﻬﺮﺱ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺍﻟﻌﻠﻤﻲ )‪ (SCI‬ﺍﻟﺬﻱ ﻳﺼﺪﺭﻩ ﻣﻌﻬﺪ ﺍﻹﻋﻼﻡ ﺍﻟﻌﻠﻤﻲ‬

‫)‪(ISI‬‬

‫)‪ .(www.isinet.com/isi/products/citation/sci/‬ﻛﻤﺎ ﺃﻥ ﺍ‪‬ﻠﺔ ﺍﻟﱵ ﺗﻨﺸﺮ ﻓﻴﻬﺎ ﺍﳌﻘﺎﻟﺔ ﻋﺎﻣﻞ ﻣﻬﻢ‬ ‫ﺃﻳﻀﺎﹰ‪ .‬ﻓﻠﻜﻞ ﳎﻠﺔ ﻋﺎﻣﻞ ﺗﺄﺛﲑ ‪ impact factor‬ﳏﺪﺩ ﳍﺎ‪ .‬ﻭﻋﺎﻣﻞ ﺍﻟﺘﺄﺛﲑ ﻳﻘﻴﺲ ﺗﻮﺍﺗﺮ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺎﳌﻘﺎﻟﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺔ ﺍﳌﻨﺸﻮﺭﺓ ﰲ ﳎﻠﺔ ﻣﺎ ﰲ ﺳﻨﺔ ﻣﺎ ﺃﻭ ﰲ ﻓﺘﺮﺓ ﻣﻌﻴﻨﺔ‪ .‬ﻭﻫﻮ ﻳﺘﻴﺢ ﻃﺮﻳﻘﺔ ﻟﻠﺤﻜﻢ ﻋﻠﻰ ﻣﻜﺎﻧﺔ ﳎﻠﺔ ﻣﻌﻴﻨﺔ‬ ‫ﻭﻋﻠﻰ ﻣﺪﻯ ﺗﺄﺛﲑﻫﺎ‪.‬‬ ‫ﺇﻥ ﺃﺣﺪ ﺍﻷﻫﺪﺍﻑ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺒﺤﺚ ﻫﻮ ﺍﻹﺳﻬﺎﻡ ﰲ ﺗﻘﺪﻡ ﺍﻟﻌﻠﻢ‪ .‬ﻭﺍﻟﻌﻠﻢ ﻳﺘﻘﺪﻡ ﺧﻄﻮﺓ ﺑﻌﺪ ﺃﺧﺮﻯ ﻋﻦ‬ ‫ﻃﺮﻳﻖ ﺍﳉﻬﻮﺩ ﺍﻟﺒﺤﺜﻴﺔ ﻟﺒﺤ‪‬ﺎﺙ ﻣﺘﻌﺎﻗﺒﲔ‪ .‬ﻭﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻈﻮﺭ ﰲ ﺍ‪‬ﺘﻤﻊ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻓﺈﻥ ﺗﺄﺛﲑ ﺍﻟﺒﺤﺚ ﻻ ﻳﻘﺘﺼﺮ ﻓﻘﻂ‬ ‫ﻋﻠﻰ ﺍﺗﺴﺎﻉ ﻧﻄﺎﻕ ﻧﺸﺮﻩ ﻭﺍﻻﻃﻼﻉ ﻋﻠﻴﻪ‪ ،‬ﻭﺇﳕﺎ ﳝﺘﺪ ﺗﺄﺛﲑﻩ ﻛﺬﻟﻚ ﺇﱃ ﻣﺪﻯ ﺇﺳﻬﺎﻣﻪ ﰲ ﺗﻘﺪﻡ ﺍﻟﻌﻠﻢ ﻋﻦ ﻃﺮﻳﻖ‬ ‫ﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﺃﻋﻤﺎﻝ ﻻﺣﻘﺔ ﻟﺒﺎﺣﺜﲔ ﺁﺧﺮﻳﻦ‪.‬‬ ‫ﺇﻥ ﺍﻟﻌﻠﻤﺎﺀ ﻻ ﻳﺼﻨ‪‬ﻔﻮﻥ ﺍ‪‬ﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻃﺒﻘﹰﺎ ﻟﺘﻮﺯﻳﻌﻬﺎ‪ ،‬ﻭﺇﳕﺎ ﲝﺴﺐ ﻋﻮﺍﻣﻞ ﺍﻟﺘﺄﺛﲑ ﺍﳋﺎﺻﺔ ‪‬ﺎ‪ ،‬ﻭﻳﺘﻮﱃ‬ ‫ﻓﻬﺮﺱ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺍﻟﻌﻠﻤﻲ ﺣﺴﺎﺏ ﻋﺎﻣﻞ ﺍﻟﺘﺄﺛﲑ ﻷﻱ ﳎﻠﺔ‬

‫‪(Institute of Scientific Information‬‬

‫)‪ .www.isinet.com‬ﻓﺘﺘﻮﱃ ﺗﻘﺎﺭﻳﺮ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺎ‪‬ﻼﺕ ‪ Journal Citation Reports‬ﺣﺴﺎﺏ ﻋﺪﺩ‬ ‫ﺍﳌﺮﺍﺕ ﺍﻟﱵ ﺍﺳﺘ‪‬ﺸﻬﺪ ﻓﻴﻬﺎ ﲟﻘﺎﻻﺕ ﻣﻦ ﺍ‪‬ﻠﺔ ﺧﻼﻝ ﺍﻟﺴﻨﺘﲔ ﺍﳌﺎﺿﻴﺘﲔ ﻣﻘﺴﻮﻣﹰﺎ ﻋﻠﻰ ﺇﲨﺎﱄ ﻋﺪﺩ ﺍﳌﻘﺎﻻﺕ ﺍﻟﱵ‬ ‫ﻼ ﻋﻠﻰ ﻣﻜﺎﻧﺘﻬﺎ ﺍﻟﻔﻜﺮﻳﺔ ﺍﻟﻨﺴﺒﻴﺔ‪ .‬ﻭﺑﻌﺾ ﺍ‪‬ﻼﺕ ﺍﻟﱵ‬ ‫ﻧﺸﺮ‪‬ﺎ ﺍ‪‬ﻠﺔ ﺧﻼﻝ ﺗﻠﻚ ﺍﻟﻔﺘﺮﺓ‪ .‬ﻭﻳﺘﻴﺢ ﻋﺎﻣﻞ ﺍﻟﺘﺄﺛﲑ ﺩﻟﻴ ﹰ‬ ‫ﳍﺎ ﻋﺎﻣﻞ ﺗﺄﺛﲑ ﻣﺮﺗﻔﻊ‪ ،‬ﻻ ﺗﻮﺯ‪‬ﻉ ﺇﻻ ﰲ ﻧﻄﺎﻕ ﺿﻴﻖ ﻧﺴﺒﻴﹰﺎ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻥ ﳎﻠﺔ ﻧﻴﺘﺸﺮ ‪ Nature‬ﺗﻮﺯﻉ‬ ‫ﻧﺴﺨﺔ ﻭﻳﻘﺪ‪‬ﺭ ﻋﺎﻣﻞ ﺍﻟﺘﺄﺛﲑ ﺍﳋﺎﺹ ‪‬ﺎ ﲞﻤﺴﺔ ﻭﻋﺸﺮﻳﻦ‪ ،‬ﺑﻴﻨﻤﺎ ﳎﻠﺔ ﺍﳉﻤﻌﻴﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺗﻮﺯﻉ‬

‫‪30 000‬‬

‫‪370 000‬‬

‫ﻧﺴﺨﺔ ﻭﻳﻘﻞ ﻋﺎﻣﻞ ﺍﻟﺘﺄﺛﲑ ﺍﳋﺎﺹ ‪‬ﺎ ﻋﻦ ﺳﺒﻌﺔ )ﺑﲑﻥ‪ .(1998 ،‬ﻛﻤﺎ ﺇﻥ ﺇﺳﻬﺎﻡ ﻋﺎﱂ ﻣﺎ ﰲ ﺗﻘﺪﻡ ﺍﻟﻌﻠﻢ ﻻ‬ ‫ﻳﻘﺎﺱ ﺑﻌﺪﺩ ﻣﻨﺸﻮﺭﺍﺗﻪ ﻭﺇﳕﺎ ﺑﺘﺄﺛﲑ ﻫﺬﻩ ﺍﳌﻨﺸﻮﺭﺍﺕ‪ .‬ﻭﻳﻘﺪ‪‬ﺭ ﺗﺄﺛﲑ ﺍﳌﻨﺸﻮﺭﺍﺕ ﻋﻠﻰ ﳓﻮ ﻏﲑ ﻣﺒﺎﺷﺮ ﺑﻌﻮﺍﻣﻞ ﺍﻟﺘﺄﺛﲑ‬

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‫ﺍﳋﺎﺻﺔ ﺑﺎ‪‬ﻼﺕ ﺍﻟﱵ ﻧﺸﺮﺕ ﻓﻴﻬﺎ‪ ،‬ﻭﺑﻌﺪﺩ ﺍﻹﺳﺘﺸﻬﺎﺩﺍﺕ ﺍﻟﻼﺣﻘﺔ ‪‬ﺬﻩ ﺍﳌﻘﺎﻻﺕ ﻣﻦ ﻗِﺒﻞ ﺍﳌﺆﻟﻔﲔ ﺍﻵﺧﺮﻳﻦ‪.‬‬ ‫ﻭﺗﺸﲑ ﲢﻠﻴﻼﺕ ﺍﻹﺳﺘﺸﻬﺎﺩﺍﺕ ﺇﱃ ﺃﻥ ﻣﺎ ﺑﲔ ﺛﻠﺚ ﻭﻧﺼﻒ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻨﺸﻮﺭﺓ ﻻ ﻳ‪‬ﺴﺘﺸﻬﺪ ‪‬ﺎ ﻭﻻ ﻣﺮﺓ‬ ‫ﻭﺍﺣﺪﺓ ﰲ ﻗﻮﺍﺋﻢ ﺍﳌﺮﺍﺟﻊ ﺍﻟﻼﺣﻘﺔ )ﻟﻮﻙ‪ ، (1984 ،‬ﺑﻞ ﺇﻥ ﻛﺜﲑﹰﺍ ﻣﻦ ﺍﳌﻘﺎﻻﺕ ﻳﻜﺎﺩ ﻻ ﻳﻘﺮﺃ ﻋﻠﻰ ﺍﻹﻃﻼﻕ‪.‬‬ ‫ﻟﻘﺪ ﺃﹸﻭﱄ ﻛﺜﲑ ﻣﻦ ﺍﻹﻫﺘﻤﺎﻡ ﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﺄﺛﲑ‪ ،‬ﻭﻫﻨﺎﻙ ﻣﺂﺧﺬ ﻋﺪﻳﺪﺓ ﻋﻠﻰ ﻫﺬﺍ ﺍﻻﻫﺘﻤﺎﻡ )ﺳﻴﻐﻠﲔ‪.(1997 ،‬‬ ‫ﻓﻘﺪ ﻻ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﺃﻱ ﻋﻼﻗﺔ ﺗﻘﻨﻴﺔ ﺑﲔ ﺍﻟﺘﺄﺛﲑ ﻭﺑﲔ ﺍﳉﻮﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﻤﻨﺸﻮﺭﺓ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻛﺬﻟﻚ ﻣﻼﺣﻈﺔ ﺃﻥ‬ ‫ﺗﺄﺛﲑ ﺍﻻﺳﺘﺸﻬﺎﺩ ﻳﺰﻳﺪ ﻛﻠﻤﺎ ﺍﻧﺘﻘﻠﻨﺎ ﻣﻦ ﺍﻟﺒﺤﺚ ﺍﻟﺴﺮﻳﺮﻱ ﺇﱃ ﺍﻟﺒﺤﺚ ﺍﻷﺳﺎﺳﻲ )ﺩﺍﻭﺳﻮﻥ ﻭﺁﺧﺮﻭﻥ‪.(1998 ،‬‬ ‫ﺇﻥ ﺗﻘﺪﻳﺮ ﻋﺎﻣﻞ ﺍﻟﺘﺄﺛﲑ ﻟﻴﺲ ﻣﻨﺼﻔﹰﺎ ﺑﺎﻟﻨﺴﺒﺔ ‪‬ﺎﻻﺕ ﺍﻟﺒﺤﺚ ﺫﺍﺕ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﺒﺎﺷﺮﺓ ﰲ ﳎﺎﻝ ﺍﻟﻨﻬﻮﺽ‬ ‫ﺑﺎﻟﺼﺤﺔ‪.‬‬

‫ﺍﻟﺘﺄﺛﲑ ﰲ ﺗﻌﺰﻳﺰ ﺍﻟﺼﺤﺔ‬ ‫ﺇﻥ ﺍﻟﻐﺮﺽ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻫﻮ ﲢﺴﲔ ﺻﺤﺔ ﺍﻟﻨﺎﺱ‪ .‬ﻭﻟﻜﻦ ﺍﳉﻮﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻻ ﺗﺮﺗﺒﻂ ﺩﺍﺋﻤﹰﺎ ﻣﻊ‬ ‫ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﺍﻟﺼﺤﺔ‪ .‬ﻓﻜﺜﲑ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﻗﺪ ﻳﻌﺘﱪﻫﺎ ﺍﻟﻌﻠﻤﺎﺀ ﺭﻓﻴﻌﺔ ﺍﳌﺴﺘﻮﻯ ﻟﻴﺲ ﳍﺎ ﺗﺄﺛﲑ ﻣﻠﻤﻮﺱ ﻋﻠﻰ‬ ‫ﺍﻟﺼﺤﺔ‪ ،‬ﻭﺫﻟﻚ ﻏﺎﻟﺒﺎﹰ ﻷﻧﻪ ﻻﺑﺪ ﻣﻦ ﻣﻀﻲ ﻋﻘﻮﺩ ﻣﻦ ﺍﻟﺰﻣﻦ ﻗﺒﻞ ﺃﻥ ﻳﻈﻬﺮ ﳍﺎ ﺃﺛﺮ‪ .‬ﻭﻋﻠﻰ ﻧﻘﻴﺾ ﺫﻟﻚ ﻫﻨﺎﻙ‬ ‫ﲝﻮﺙ ﻗﺪ ﻻ ﻳﺮﻯ ﺍﻟﻌﻠﻤﺎﺀ ﺃ‪‬ﺎ ﺟﻴﺪﺓ ﺍﻟﻨﻮﻋﻴﺔ ﻷ‪‬ﺎ ﺗﻔﺘﻘﺮ ﺇﱃ ﺍﳉﺎﺫﺑﻴﺔ‪ ،‬ﻭﻟﻜﻦ ﻗﺪ ﺗﻜﻮﻥ ﳍﺎ ﻣﺰﺍﻳﺎ ﺻﺤﻴﺔ ﻓﻮﺭﻳﺔ‬ ‫ﻟﻮ ﺃﻥ ﳍﺎ ﻣﻀﺎﻣﲔ ﻣﻬﻤﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺴﻴﺎﺳﺔ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﻟﻴﺲ ﻣﻦ ﺍﻟﺴﻬﻞ ﺗﻘﻴﻴﻢ ﺍﺳﺘﺜﻤﺎﺭﺍﺕ ﺍﻟﺒﺤﻮﺙ ﻣﻦ ﺣﻴﺚ‬ ‫ﺗﺄﺛﲑﻫﺎ ﰲ ﺗﻌﺰﻳﺰ ﺍﻟﺼﺤﺔ‪ .‬ﻭﻟﻜﻦ ﻫﺬﺍ ﻻ ﻳﱪﺭ ﺍﻹﻣﺘﻨﺎﻉ ﻋﻦ ﺇﺟﺮﺍﺀ ﺫﻟﻚ ﺍﻟﺘﻘﻴﻴﻢ ﺑﺘﻄﺒﻴﻖ ﻣﻨﻬﺠﻴﺎﺕ ﻛﻴﻔﻴﺔ ﻭﻧﻮﻋﻴﺔ‬ ‫ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ‪ .‬ﻓﻬﻨﺎﻙ ﺣﺎﺟﺔ ﺇﻟﻴﻪ‪ ،‬ﻭﻟﻪ ﺿﺮﻭﺭﺗﻪ ﻟﻠﻤﺴﺘﺜﻤﺮﻳﻦ ﰲ ﺍﻟﺒﺤﻮﺙ ﺳﻮﺍﺀ ﻣﻦ ﺍﳌﺎﻝ ﺍﻟﻌﺎﻡ ﺃﻭ ﻣﻦ ﺍﻟﻘﻄﺎﻉ‬ ‫ﺍﳋﺎﺹ ﺍﻟﺬﻱ ﻻ ﻳﻬﺪﻑ ﻟﻠﺮﺑﺢ‪.‬‬ ‫ﻭﰲ ﺗﻘﻴﻴﻢ ﺗﺄﺛﲑ ﺍﻟﺒﺤﻮﺙ ﰲ ﺗﻌﺰﻳﺰ ﺍﻟﺼﺤﺔ‪ ،‬ﻳﻮﺟﺪ ﻣﺮﺩﻭﺩ ﺍﻗﺘﺼﺎﺩﻱ ﻳﻨﺒﻐﻲ ﻋﺪﻡ ﺍﻹﻗﻼﻝ ﻣﻦ ﺷﺄﻧﻪ‪ .‬ﻓﻬﻨﺎﻙ‬ ‫ﺃﺭﻭﺍﺡ ﺑﺸﺮﻳﺔ ﺗ‪‬ﺴﺘﻨﻘﺬ‪ ،‬ﻭﺍﳊﻴﺎﺓ ﺍﻟﺒﺸﺮﻳﺔ ﳍﺎ ﻣﻘﺎﺑﻞ ﻣﺎﱄ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺘﺄﺛﲑﻫﺎ ﰲ ﺍﻹﻧﺘﺎﺟﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ .‬ﺇﻥ ﺍﻟﺼﺤﺔ‬ ‫ﺛﺮﻭﺓ‪ .‬ﻭﻟﻜﻦ ﻣﺎ ﻟﻴﺲ ﻣﻘﺪﺭﺍﹰ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﻫﻮ ﺃﻥ ﺑﺎﻹﻣﻜﺎﻥ ﲢﻘﻴﻖ ﻭﻓﻮﺭﺍﺕ ﻟﻠﺨﺪﻣﺎﺕ ﺍﻟﺼﺤﻴﺔ ﻋﻦ ﻃﺮﻳﻖ‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳌﻼﺋﻤﺔ ﻭﺍﺳﺘﺒﻌﺎﺩ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺃﻭ ﺍﻟﺘﺪﺧﻼﺕ ﻏﲑ ﺍﻟﻔﻌﺎﻟﺔ‪ ،‬ﻭﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺮﺷﻴﺪ ﻟﻠﻤﻮﺍﺭﺩ‪ .‬ﺇﻥ‬ ‫ﺍﻹﻧﻔﺎﻕ ﻋﻠﻰ ﺍﻟﺒﺤﻮﺙ ﻣﻦ ﻗِﺒﻞ ﺇﺩﺍﺭﺓ ﺍﻟﺼﺤﺔ ﺍﻟﻮﻃﻨﻴﺔ )‪ (NHS‬ﺑﺎﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻗﹸﺪ‪‬ﺭ ﺑﺄﻛﺜﺮ ﻣﻦ ﺃﺭﺑﻌﻤﺌﺔ ﻣﻠﻴﻮﻥ‬ ‫ﺟﻨﻴﻪ ﺍﺳﺘﺮﻟﻴﲏ ﰲ ﻛﻞ ﺳﻨﺔ )ﺍﲢﺎﺩ ﻭﻳﻠﻜﹶﻢ‪ .(2000 ،‬ﻭﰲ ﺗﱪﻳﺮ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺮﺗﻔﻊ ﻧﺴﺒﻴﺎﹰ ﻣﻦ ﺍﻹﻧﻔﺎﻕ ﻋﻠﻰ‬ ‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﺃﻛﺪﺕ ﺇﺩﺍﺭﺓ ﺍﻟﺼﺤﺔ ﺍﻟﻮﻃﻨﻴﺔ ﺑﺪﻳﻬﻴﺔ ﻣﺆﺩﺍﻫﺎ ﺃﻥ ﺍﻟﺒﺤﻮﺙ ﺍﳌﻤﻮﻟﺔ ﻣﻦ ﺍﳌﺎﻝ ﺍﻟﻌﺎﻡ ﻣﻬﻤﺔ ﰲ‬

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‫ﺇﺩﺍﺭﺓ ﺍﻟﺼﺤﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻟﺘﻤﻜﲔ ﺍﳌﺪﻳﺮﻳﻦ ﻣﻦ ﺍﻹﻗﺘﺼﺎﺩ ﰲ ﺇﻧﻔﺎﻕ ﺍﳌﺎﻝ‪ ،‬ﺑﻘﺪﺭ ﺃﳘﻴﺘﻬﺎ ﰲ ﳎﺎﻝ ﺍﻟﺼﻨﺎﻋﺔ ﻣﻦ ﺃﺟﻞ‬ ‫ﻛﺴﺐ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﳌﺎﻝ ﻣﻦ ﻭﺭﺍﺀ ﺍﳌﻨﺘﺠﺎﺕ ﻭﺍﳋﺪﻣﺎﺕ ﺍﳉﺪﻳﺪﺓ )ﺍﻟﻜﻠﻴﺔ ﺍﳌﻠﻜﻴﺔ ﻷﺧﺼﺎﺋﻴﻲ ﺍﳌﺮﺿﻴﺎﺕ‪.(1996 ،‬‬ ‫ﻟﻘﺪ ﺭ‪‬ﻭﻱ ﻋﻦ ﻣﺎﺭﻱ ﻻﺳﻜﺮ‪ ،‬ﻭﻫﻲ ﻣﻦ ﺍﻟﺸﺨﺼﻴﺎﺕ ﺍﳌﻌﺮﻭﻓﺔ ﺑﺄﻋﻤﺎﳍﺎ ﺍﳋﲑﻳﺔ ﻭﺍﻹﻧﺴﺎﻧﻴﺔ‪ ،‬ﻭﻗﺎﻣﺖ ﺑﺪﻭﺭ‬ ‫ﺭﺋﻴﺴﻲ ﰲ ﺍﻟﺘﻮﺳﻊ ﺍﻟﺴﺮﻳﻊ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﻭﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﻣﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﺃ‪‬ﺎ ﻗﺎﻟﺖ »ﺇﺫﺍ‬ ‫ﻇﻨﻨﺖ ﺃﻥ ﺍﻟﺒﺤﻮﺙ ﻣﻜﻠﹼﻔﺔ ﻓﻠﺘﺠﺮﺏ ﺍﳌﺮﺽ«‪ .‬ﻭﰲ ﺳﻨﺔ ‪ 1999‬ﻃﻠﺒﺖ ﻣﺆﺳﺴﺔ ﻻﺳﻜﺮ ﻋﻦ ﻃﺮﻳﻖ ﻣﺒﺎﺩﺭ‪‬ﺎ‬ ‫ﺍﳌﺴﻤﺎﺓ »ﺍﻟﺘﻤﻮﻳﻞ ﺃﻭﻻﹰ« ‪ ،‬ﻣﻦ ﺗﺴﻌﺔ ﻣﻦ ﺧﱪﺍﺀ ﺍﻹﻗﺘﺼﺎﺩ ﺍﻷﻛﺎﺩﳝﻴﲔ ﺍﻟﻌﺎﻣﻠﲔ ﲜﺎﻣﻌﺎﺕ ﺷﻴﻜﺎﻏﻮ ﻭﻛﻮﳌﺒﻴﺎ‬ ‫ﻭﻫﺎﺭﻓﺎﺭﺩ ﻭﺳﺘﺎﻧﻔﻮﺭﺩ ﻭﻳﻴﻞ ﺃﻥ ﻳﺮﻛﹼﺰﻭﺍ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻟﺰﻳﺎﺩﺓ ﺗﻮﻗﻌﺎﺕ ﺍﳊﻴﺎﺓ ﻋﻨﺪ ﺍﳌﻴﻼﺩ ﻭﺍﳍﺒﻮﻁ‬ ‫ﺍﳌﺜﲑ ﰲ ﺍﻟﻮﻓﻴﺎﺕ‪ .‬ﻭﻟﻘﺪ ﺟﺎﺀ ﰲ ﺍﻟﺘﻘﺮﻳﺮ ﺍﳌﻌﻨﻮﻥ »ﻣﺮﺩﻭﺩ ﺍﺳﺘﺜﻨﺎﺋﻲ‪ :‬ﺍﻟﻘﻴﻤﺔ ﺍﻹﻗﺘﺼﺎﺩﻳﺔ ﻟﻺﺳﺘﺜﻤﺎﺭﺍﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ ﰲ‬ ‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ« )‪ (http://www.laskerfoundation.org/reports/Pdf/exceptional.pdf‬ﺃﻥ‬ ‫ﺍﻟﺰﻳﺎﺩﺓ ﰲ ﺗﻮﻗﻌﺎﺕ ﺍﳊﻴﺎﺓ ﻋﻨﺪ ﺍﳌﻴﻼﺩ ﺑﲔ ﺳﻨﺔ ‪ 1970‬ﻭﺳﻨﺔ ‪ 1990‬ﺗﻘﺪﺭ ﲟﺎ ﻗﻴﻤﺘﻪ ﺗﻘﺮﻳﺒﹰﺎ ‪ 2.8‬ﺗﺮﻳﻠﻴﻮﻥ ﺩﻭﻻﺭ‬ ‫ﺃﻣﺮﻳﻜﻲ ﺳﻨﻮﻳﺎﹰ‪ .‬ﻭﻗﹸﺪﺭﺕ ﻗﻴﻤﺔ ﻧﻘﺺ ﻭﻓﻴﺎﺕ ﺍﻷﻣﺮﺍﺽ ﺍﻟﻘﻠﺒﻴﺔ ﺍﻟﻮﻋﺎﺋﻴﺔ ﻭﺣﺪﻫﺎ ﲟﺎ ﻗﻴﻤﺘﻪ ‪ 1.5‬ﺗﺮﻳﻠﻴﻮﻥ ﺩﻭﻻﺭ‬ ‫ﺃﻣﺮﻳﻜﻲ ﺳﻨﻮﻳﺎﹰ‪ .‬ﻭﺣﱴ ﻟﻮ ﻛﺎﻧﺖ ﻧﺴﺒﺔ ﻣﺌﻮﻳﺔ ﺻﻐﲑﺓ ﻣﻦ ﻫﺬﺍ ﺍﻟﻜﺴﺐ ﺗ‪‬ﻌﺰﻯ ﺇﱃ ﺗﻘﺪﻡ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﻓﺴﻮﻑ ﻳﺒﻠﻎ‬ ‫ﻣﺮﺩﻭﺩ ﺍﺳﺘﺜﻤﺎﺭﺍﺕ ﺍﻟﺒﺤﻮﺙ ﻣﻘﺪﺍﺭ ﻫﺎﺋﻼﹰ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﺃﻳﻀﹰﺎ ﻭ‪‬ﻓﻮﺭﺍﺕ ﰲ ﺗﻜﺎﻟﻴﻒ ﺍﳋﺪﻣﺎﺕ ﺍﻟﺼﺤﻴﺔ ﻧﺘﻴﺠﺔ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺍﻟﱵ ﺗ‪‬ﺠﺮﻯ ﻋﻠﻰ ﳓﻮ ﺳﻠﻴﻢ‪.‬‬ ‫ﻭﺗﺸﻤﻞ ﻭ‪‬ﻓﻮﺭﺍﺕ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ ،‬ﺍﳌﺎﻝ ﺍﻟﺬﻱ ﻳﺘﻮﻓﺮ ﺑﺴﺒﺐ ﺣﺎﻻﺕ ﺍﳌﻌﺎﳉﺔ ﰲ ﺍﳌﺴﺘﺸﻔﻴﺎﺕ ﺍﻟﱵ ﻳﺘﻢ ﲡﻨﺒﻬﺎ‪،‬‬ ‫ﻭﺑﺴﺒﺐ ﺍﻟﻌﻤﻞ ﺍﳌﻨﺘﺞ ﺍﻟﺬﻱ ﻳﺘﻢ ﺍﻛﺘﺴﺎﺑﻪ‪ ،‬ﻧﺘﻴﺠﺔ ﺍﻹﺳﺘﻐﻨﺎﺀ ﻋﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻄﺒﻴﺔ ﺍﻟﱵ ﱂ ﻳﻌﺪ ﳍﺎ ﻟﺰﻭﻡ‪ .‬ﻓﻤﺜﻼﹰ‬ ‫ﻣﻨﻊ ﺣﺪﻭﺙ ﻛﺴﻮﺭ ﻋﻈﻤﺔ ﺍﻟﻮﺭﻙ ﰲ ﺍﻟﻨﺴﺎﺀ ﺑﻌﺪ ﺳﻦ ﺍﻹﻳﺎﺱ‪ ،‬ﺍﳌﻌﺮﺿﺎﺕ ﻟﺘﺨﻠﺨﻞ ﺍﻟﻌﻈﻢ‪ ،‬ﳝﻜﻦ ﺃﻥ ﻳﻮﻓﹼﺮ‬ ‫ﻣﻼﻳﲔ ﺍﻟﺪﻭﻻﺭﺍﺕ ﺳﻨﻮﻳﺎﹰ ﻣﻦ ﺗﻜﺎﻟﻴﻒ ﺍﳌﻌﺎﳉﺔ ﺇﱃ ﺟﺎﻧﺐ ﻓﻘﺪﺍﻥ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ .‬ﻭﻟﻘﺪ ﺃﻭﺿﺤﺖ ﺩﺭﺍﺳﺔ ﺃﺟﺮﻳﺖ ﰲ‬ ‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﺃﻧﻪ ﰲ ﻣﻘﺎﺑﻞ ﻛﻞ ﺩﻭﻻﺭ ﻳ‪‬ﺴﺘﺜﻤﺮ ﰲ ﺍﻟﻘﻄﺎﻋﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻭﺍﳋﺎﺻﺔ ﲨﻴﻌﻬﺎ‪ ،‬ﻳﺘﺤﻘﻖ‬ ‫ﻋﺎﺋﺪ ﻻ ﺗﻘﻞ ﻧﺴﺒﺘﻪ ﻋﻦ ﺛﻼﺛﺔ ﺇﱃ ﻭﺍﺣﺪ ﻣﻦ ﻭ‪‬ﻓﻮﺭﺍﺕ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻭﺣﺪﻫﺎ )ﺭﻭﺯﻧﱪﻍ‪.(2002 ،‬‬

‫ﺍﻟﺘﺄﺛﲑ ﰲ ﺗﻜﻮﻳﻦ ﺍﻟﺜﺮﻭﺓ‬ ‫ﳝﻜﻦ ﺭﺅﻳﺔ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻋﻠﻰ ﺃ‪‬ﺎ ﳏﺮﻙ ﺍﻟﻨﻤﻮ ﺍﻹﻗﺘﺼﺎﺩﻱ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﳌﺘﻘﺪﻣﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﻣﺆﺧﺮﺍﹰ ﰲ‬ ‫ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‪ .‬ﻭﺻﻨﺎﻋﺔ ﺍﻟﺼﺤﺔ ‪ health industry‬ﻫﻲ ﻭﺍﺣﺪﺓ ﻣﻦ ﺃﺳﺮﻉ ﺍﻟﺼﻨﺎﻋﺎﺕ ﳕﻮﹰﺍ ﻭﺃﻋﻈﻤﻬﺎ‬ ‫ﺭﲝﺎﹰ‪ .‬ﻭﻟﻘﺪ ﻗﹸﺪﺭ ﺃﻥ ﺍﻟﺸﺮﻛﺎﺕ ﺍﻟﻌﺎﻣﻠﺔ ﰲ ﺃﺳﻮﺍﻕ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﺗﺴﻬﻢ ﲝﻮﺍﱄ ‪ %5‬ﻣﻦ ﺇﲨﺎﱄ ﺍﻟﻨﺎﺗﺞ‬ ‫ﺍﻹﻧِﻤﺎﺋﻲ ‪ gross development product‬ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻭﲢﻘﻖ ﺯﻳﺎﺩﺓ ﲡﺎﺭﻳﺔ ﻗﺪﺭﻫﺎ ﺣﻮﺍﱄ ﻣﻠﻴﺎﺭﻱ‬ ‫ﺟﻨﻴﻪ ﺍﺳﺘﺮﻟﻴﲏ )ﺍﻟﻜﻠﻴﺔ ﺍﳌﻠﻜﻴﺔ ﻷﺧﺼﺎﺋﻲ ﺍﳌﺮﺿﻴﺎﺕ‪ .(1996 ،‬ﻭﲦﺔ ﻣﻌ‪‬ﻠﻢ ﺁﺧﺮ ﻫﻮ ﺗﻮﻓﲑ ﺍﻟﻮﻇﺎﺋﻒ ﰲ ﺍﻟﻘﻄﺎﻉ‬ ‫‪13‬‬

‫ﺍﳋﺎﺹ‪ .‬ﻓﻘﺪ ﻗﺪ‪‬ﺭ ﺃﻥ ﻫﻨﺎﻙ ﺃﻛﺜﺮ ﻣﻦ ‪ 500 000‬ﺷﺨﺺ ﻳﻌﻤﻠﻮﻥ ﰲ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ ﺍﳊﻴﻮﻳﺔ‬ ‫‪ biopharmaceutical industry‬ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﺑﺴﺒﺐ ﺍﻟﺘﺰﺍﻣﺎ‪‬ﺎ ﰲ ﺃﻋﻤﺎﻝ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ‬ ‫)ﺭﻭﺯﻧﱪﻍ‪ .(2002 ،‬ﻭﻣﺎ ﻛﺎﻥ ﳍﺬﻩ ﺍﻟﻔﺮﺹ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺫﺍﺕ ﺍﻟﺮﻭﺍﺗﺐ ﺍﻟﻌﺎﻟﻴﺔ ﺃﻥ ﺗﻮﺟﺪ ﻟﻮ ﱂ ﺗﻜﻦ ﺍﳊﻜﻮﻣﺔ‬ ‫ﺗﻨﺸ‪‬ﻂ ﺍﻹﻧﺘﺎﺝ ﺍﻟﻌﻠﻤﻲ ﻋﻦ ﻃﺮﻳﻖ ﺩﻋﻢ ﺍﻟﺒﺤﻮﺙ‪.‬‬ ‫ﺇﻥ ﺍﳊﻜﻮﻣﺎﺕ ﺗﺸﺠﻊ ﻭﺗﺪﻋﻢ ﺍﻟﺒﺤﻮﺙ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﳝﻜﻨﻬﺎ ﺃﻥ ﺗﻘﺪﻡ ﻣﺒﺎﺩﺭﺍﺕ ﻭﺍﻋﺪﺓ ﺗﻘﻮﺩ ﺇﱃ‬ ‫ﺍﻹﻛﺘﺸﺎﻑ ﻭﺍﻟﺘﺤﺪﻳﺚ ﻭﺗﻜﻮﻳﻦ ﺍﻟﺜﺮﻭﺓ‪ .‬ﻭﰲ ﳎﺎﻝ ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﺗﻜﻮﻳﻦ ﺍﻟﺜﺮﻭﺓ‪ ،‬ﺗ‪‬ﺴﺘﻌﻤﻞ ﻣﺆﺷﺮﺍﺕ ﺍﻹﺳﺘﺸﻬﺎﺩ‬ ‫ﺑﺎﻟﱪﺍﺀﺍﺕ ﻣﻦ ﺃﺟﻞ ﺗﻘﻴﻴﻢ ﺣﺠﻢ ﺍﻹﺳﺘﺜﻤﺎﺭ ﰲ ﺍﻟﺒﺤﻮﺙ‪ .‬ﺇﻥ ﺍﻟﱪﺍﺀﺍﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺗﺸﲑ ﺇﱃ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺑﺄ‪‬ﺎ‬ ‫»ﺍﻷﺩﺑﻴﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ‪ «prior art‬ﲟﻌﲎ ﺃﻥ ﺍﻟﺒﺤﺚ ﺍﳌﻌﲏ ﻛﺎﻥ ﺃﺳﺎﺱ ﺗﻄﻮﻳﺮ ﻣﻨﺘﺞ ﺟﺪﻳﺪ ﻭﺃﺻﻴﻞ‪ .‬ﻭﺍﲢﺎﺩ‬ ‫ﻭﻳﻠﻜﹶﻢ‪ ،‬ﻣﺜﻼﹰ‪ ،‬ﳛﺘﻔﻆ ﲟﺎ ﻳﺴﻤﻰ »ﺗﻴﻚ ﺗﺮﺍﻙ ‪ «Tech Trac‬ﻭﻫﻮ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﺩﺍﺧﻠﻴﺔ ﺗﺮﺑﻂ ﺑﲔ ﻣﺎ ﻳﻨﺸﺮ ﰲ‬ ‫ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ ﻭﺑﲔ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﱪﺍﺀﺍﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻋﻦ »ﺍﻷﺩﺑﻴﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ« )ﺩﺍﻭﺳﻮﻥ ﻭﺁﺧﺮﻭﻥ‪.(1998 ،‬‬ ‫ﻟﻘﺪ ﺣﻈﻴﺖ ﺃﳘﻴﺔ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻨﻤﻴﺔ ﲟﺰﻳﺪ ﻣﻦ ﺍﻹﻫﺘﻤﺎﻡ ﺍﻟﺪﻭﱄ ﺧﻼﻝ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﻌﺸﺮﺓ‬ ‫ﺇﱃ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﺎﺿﻴﺔ‪ .‬ﻭﰲ ﺗﺸﺮﻳﻦ ﺍﻷﻭﻝ‪ /‬ﺃﻛﺘﻮﺑﺮ ‪ 2000‬ﻋﻘﺪ ﰲ ﺑﺎﻧﻜﻮﻙ ﻣﺆﲤﺮ ﺩﻭﱄ ﺣﻮﻝ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‬ ‫ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻨﻤﻴﺔ‪ ،‬ﻭﻗﺪ ﺍﺷﺘﺮﻙ ﰲ ﺭﻋﺎﻳﺘﻪ ﳎﻠﺲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻨﻤﻴﺔ‪ ،‬ﻭﺍﳌﻨﺘﺪﻯ ﺍﻟﻌﺎﳌﻲ ﻟﻠﺒﺤﻮﺙ‬ ‫ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﱄ‪ ،‬ﻭﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ .‬ﻭﺻﺪﺭ ﺇﻋﻼﻥ ﻋﻦ ﻫﺬﺍ ﺍﳌﺆﲤﺮ )ﺍﳌﻠﺤﻖ ‪ .(5‬ﻭﲣﻄﻂ ﻣﻨﻈﻤﺔ‬ ‫ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻟﻌﻘﺪ ﻗﻤﺔ ﻭﺯﺍﺭﻳﺔ ﺣﻮﻝ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﰲ ﺷﻬﺮ ﺗﺸﺮﻳﻦ ﺍﻟﺜﺎﱐ‪ /‬ﻧﻮﻓﻤﱪ ‪ 2004‬ﰲ ﺍﳌﻜﺴﻴﻚ‪.‬‬

‫ﺍﳌﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﺇﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪:‬‬

‫‪14‬‬

‫ﺍﳌﻠﺤﻖ ‪1‬‬ ‫ﺍﳉﻤﻌﻴﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ‬ ‫ﺇﻋﻼﻥ ﻫﻠﺴﻨﻜﻲ‬ ‫ﺍﳌﺒﺎﺩﻯﺀ ﺍﻷﺧﻼﻗﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‬ ‫ﺍﻋﺘﻤﺪﺗﻪ ﺍﳉﻤﻌﻴﺔ ﺍﻟﻌﺎﻣﺔ ﺍﻟﺜﺎﻣﻨﺔ ﻋﺸﺮﺓ ﻟﻠﺠﻤﻌﻴﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻫﻠﺴﻨﻜﻲ‪ ،‬ﻓﻨﻠﻨﺪﺍ‪ ،‬ﺣﺰﻳﺮﺍﻥ ‪ /‬ﻳﻮﻧﻴﻮ‬

‫‪1964‬‬

‫ﻭﻋﺪﻟﺘﻪ ﺍﳉﻤﻌﻴﺔ ﺍﻟﻌﺎﻣﺔ ﺍﻟﺘﺎﺳﻌﺔ ﻭﺍﻟﻌﺸﺮﻭﻥ ﻟﻠﺠﻤﻌﻴﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻃﻮﻛﻴﻮ‪ ،‬ﺍﻟﻴﺎﺑﺎﻥ‪ ،‬ﺗﺸﺮﻳﻦ ﺍﻷﻭﻝ ‪ /‬ﺃﻛﺘﻮﺑﺮ ‪1975‬‬

‫ﻭﺍﳉﻤﻌﻴﺔ ﺍﻟﻌﺎﻣﺔ ﺍﳋﺎﻣﺴﺔ ﻭﺍﻟﺜﻼﺛﻮﻥ ﻟﻠﺠﻤﻌﻴﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻓﻴﻨﻴﺴﻴﺎ‪ ،‬ﺇﻳﻄﺎﻟﻴﺎ‪ ،‬ﺗﺸﺮﻳﻦ ﺍﻷﻭﻝ ‪ /‬ﺃﻛﺘﻮﺑﺮ‬ ‫ﻭﺍﳉﻤﻌﻴﺔ ﺍﻟﻌﺎﻣﺔ ﺍﻟﻮﺍﺣﺪﺓ ﻭﺍﻷﺭﺑﻌﻮﻥ ﻟﻠﺠﻤﻌﻴﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻫﻮﻧﻎ ﻛﻮﻧﻎ‪ ،‬ﺃﻳﻠﻮﻝ ‪ /‬ﺳﺒﺘﻤﱪ‬

‫‪1983‬‬

‫‪1989‬‬

‫ﻭﺍﳉﻤﻌﻴﺔ ﺍﻟﻌ ﺎﻣﺔ ﺍﻟﺜﺎﻣﻨﺔ ﻭﺍﻷﺭﺑﻌﻮﻥ ﻟﻠﺠﻤﻌﻴﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﺳﻮﻣﺮﺳﺖ ﺍﻟﻐﺮﺑﻴﺔ‪ ،‬ﲨﻬﻮﺭﻳﺔ ﺟﻨﻮﺏ ﺇﻓﺮﻳﻘﻴﺎ‪،‬‬ ‫ﺗﺸﺮﻳﻦ ﺍﻷﻭﻝ ‪ /‬ﺃﻛﺘﻮﺑﺮ ‪.1996‬‬ ‫ﻭﺍﳉﻤﻌﻴﺔ ﺍﻟﻌﺎﻣﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺍﳋﻤﺴﻮﻥ ﻟﻠﺠﻤﻌﻴﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﺃﺩﻧﱪﻩ‪ ،‬ﺍﺳﻜﺘﻠﻨﺪﺍ‪ ،‬ﺗﺸﺮﻳﻦ ﺍﻷﻭﻝ ‪ /‬ﺃﻛﺘﻮﺑﺮ‬ ‫ﻭﺃﺿﻴﻔﺖ ﺇﻟﻴﻪ ﻧﺒﺬﺓ ﺗﻮﺿﻴﺤﻴﺔ ﻟﻠﻔﻘﺮﺓ ‪ 29‬ﲟﻌﺮﻓﺔ ﺍﳉﻤﻌﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺠﻤﻌﻴﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻭﺍﺷﻨﻄﻦ‬

‫‪2000‬‬

‫‪2002‬‬

‫ﺃ ‪ .‬ﻣﻘﺪﻣﺔ‬ ‫‪ .1‬ﻭﺿﻌﺖ ﺍﳉﻤﻌﻴﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺇﻋﻼﻥ ﻫﻠﺴﻨﻜﻰ ﻛﺒﻴﺎﻥ ﺑﺎﳌﺒﺎﺩﻯﺀ ﺍﻷﺧﻼﻗﻴﺔ‪ ،‬ﻟﻴﺴﺘﺮﺷﺪ ﺑﻪ ﺍﻷﻃﺒﺎﺀ‬ ‫ﻭﻏﲑﻫﻢ ﻣﻦ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ .‬ﻭﺗﺸﻤﻞ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﻟﱵ‬ ‫ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ ‪ ،‬ﺗﻠﻚ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﻣﻮﺍﺩ ﺑﺸﺮﻳﺔ ﺃﻭ ﺑﻴﺎﻧﺎﺕ ﳝﻜﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺼﺎﺩﺭﻫﺎ‪.‬‬ ‫‪ .2‬ﺇﻥ ﻭﺍﺟﺐ ﺍﻟﻄﺒﻴﺐ ﻫﻮ ﺗﻌﺰﻳﺰ ﺻﺤﺔ ﺍﻟﻨﺎﺱ ﻭﲪﺎﻳﺘﻬﺎ‪ .‬ﻭﻣﻌﺮﻓﺔ ﺍﻟﻄﺒﻴﺐ ﻭﺿﻤﲑﻩ ﻣﻜﺮﺳﺎﻥ ﻟﻠﻮﻓﺎﺀ ‪‬ﺬﺍ‬ ‫ﺍﻟﻮﺍﺟﺐ‪.‬‬ ‫‪ .3‬ﺇﻥ ﺇﻋﻼﻥ ﺟﻨﻴﻒ ﺍﻟﺼﺎﺩﺭ ﻋﻦ ﺍﳉﻤﻌﻴﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻳﻘﻴ‪‬ﺪ ﺍﻟﻄﺒﻴﺐ ﺑﺎﻟﺘﻌﻬﺪ ﺍﻟﺘﺎﱄ »ﺳﻮﻑ ﺗﻜﻮﻥ ﺻﺤﺔ‬ ‫ﻣﺮﻳﻀﻲ ﻫﻰ ﺃﻭﻝ ﺍﻫﺘﻤﺎﻣﺎﺗﻰ«‪ .‬ﻭﺗﻌﻠﻦ ﺍﳌﺪ‪‬ﻭﻧﺔ ﺍﻟﺪﻭﻟﻴﺔ ﳌﺒﺎﺩﻯﺀ ﺍﻷﺧﻼﻗﻴﺎﺕ ﺍﻟﻄﺒﻴﺔ ﺃﻥ »ﻋﻠﻰ ﺍﻟﻄﺒﻴﺐ ﺃﻥ‬ ‫ﻻ ﻳﻌﻤﻞ ﺇﻻ ﻣﺎ ﻓﻴﻪ ﻣﺼﻠﺤﺔ ﺍﳌﺮﻳﺾ ﻭﺣﺪﻫﺎ ﻋﻨﺪﻣﺎ ﻳﻘﺪﻡ ﻟﻪ ﺭﻋﺎﻳﺔ ﻃﺒﻴﺔ ﻗﺪ ﻳﻜﻮﻥ ﻣﻦ ﺁﺛﺎﺭﻫﺎ ﺇﺿﻌﺎﻑ‬ ‫ﺣﺎﻟﺘﻪ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ«‪.‬‬ ‫‪ .4‬ﻳﺮﺗﻜﺰ ﺍﻟﺘﻘﺪﻡ ﺍﻟﻌﻠﻤﻲ ﻋﻠﻰ ﲝﻮﺙ ﳚﺐ ﺃﻥ ﺗﺴﺘﻨﺪ ﰲ ﺍﻟﻨﻬﺎﻳﺔ‪ ،‬ﺟﺰﺋﻴﺎﹰ‪ ،‬ﻋﻠﻰ ﺇﺟﺮﺍﺀ ﲡﺎﺭﺏ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪.‬‬

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‫‪ .5‬ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻳﻨﺒﻐﻰ ﺇﻋﻄﺎﺀ ﺍﻹﻋﺘﺒﺎﺭﺍﺕ ﺍﳌﺘﺼﻠﺔ ﺑﺴﻼﻣﺔ ﺍﻹﻧﺴﺎﻥ‬ ‫ﺍﳋﺎﺿﻊ ﻟﻠﺒﺤﺚ ﺃﺳﺒﻘﻴﺔ ﻋﻠﻰ ﺍﻫﺘﻤﺎﻣﺎﺕ ﺍﻟﻌﻠﻢ ﻭﺍ‪‬ﺘﻤﻊ‪.‬‬ ‫‪ .6‬ﺍﻟﻐﺮﺽ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻠﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ ﻫﻮ ﲢﺴﲔ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻮﻗﺎﺋﻴﺔ ﻭﺍﻟﺘﺸﺨﻴﺼﻴﺔ‬ ‫ﻭﺍﻟﻌﻼﺟﻴﺔ‪ ،‬ﻭﺗﻔﻬ‪‬ﻢ ﺳﺒﺒﺒﻴ‪‬ﺎﺕ ﺍﳌﺮﺽ ﻭﻋﻤﻠﻴﺔ ﺍﻹﻣﺮﺍﺽ ‪ ،pathogenesis‬ﻭﳚﺐ ﺩﺍﺋﻤﹰﺎ ﺇﺧﻀﺎﻉ‬ ‫ﺍﻟﻄﺮﺍﺋﻖ ﺍﻟﻮﻗﺎﺋﻴﺔ ﻭﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﻭﺍﻟﻌﻼﺟﻴﺔ‪ ،‬ﺣﱴ ﺃﻓﻀﻠﻬﺎ‪ ،‬ﻟﻠﺘﺤﻘﻖ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺒﺤﻮﺙ ﻣﻦ ﻓﻌ‪‬ﺎﻟﻴﺘﻬﺎ‬ ‫ﻭﻛﻔﺎﻳﺘﻬﺎ ﻭﺇﻣﻜﺎﻧﻴﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺟﻮﺩ‪‬ﺎ‪.‬‬ ‫‪ .7‬ﰲ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳉﺎﺭﻳﺔ ﻭﰱ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ‪ ،‬ﺗﻨﻄﻮﻯ ﻣﻌﻈﻢ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻮﻗﺎﺋﻴﺔ ﻭﺍﻟﺘﺸﺨﻴﺼﻴﺔ‬ ‫ﻭﺍﻟﻌﻼﺟﻴﺔ ﻋﻠﻰ ﳐﺎﻃﺮ ﻭﺃﻋﺒﺎﺀ‪.‬‬ ‫‪ .8‬ﲣﻀﻊ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﳌﻌﺎﻳﲑ ﺃﺧﻼﻗﻴﺔ ﺗﻌﺰﺯ ﺇﺣﺘﺮﺍﻡ ﻛﻞ ﺍﻟﺒﺸﺮ ﻭﲢﻤﻰ ﺻﺤﺘﻬﻢ ﻭﺣﻘﻮﻗﻬﻢ‪ .‬ﻭﺑﻌﺾ‬ ‫ﺍ‪‬ﺘﻤﻌﺎﺕ ﺳﺮﻳﻌﺔ ﺍﻟﺘﺄﺛﺮ ‪ vulnerable‬ﲢﺘﺎﺝ ﺇﱃ ﲪﺎﻳﺔ ﺧﺎﺻﺔ‪ .‬ﻓﻴﺠﺐ ﻣﺮﺍﻋﺎﺓ ﺍﻹﺣﺘﻴﺎﺟﺎﺕ ﺍﳋﺎﺻﺔ‬ ‫ﻟﻠﻤﺤﺮﻭﻣﲔ ﺇﻗﺘﺼﺎﺩﻳﺎﹰ ﻭﻃﺒﻴﺎﹰ‪ .‬ﻛﻤﺎ ﻳﻠﺰﻡ ﺇﻋﻄﺎﺀ ﻋﻨﺎﻳﺔ ﺧﺎﺻﺔ ﻷﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺍﳌﻮﺍﻓﻘﺔ ﺃﻭ‬ ‫ﺍﻟﺮﻓﺾ ﺑﺎﻷﺻﺎﻟﺔ ﻋﻦ ﺃﻧﻔﺴﻬﻢ‪ ،‬ﻭﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻗﺪ ﻳ‪‬ﺠﱪﻭﻥ ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ ﲢﺖ ﺍﻹﻛﺮﺍﻩ‪ ،‬ﻭﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ‬ ‫ﻟﻦ ﻳﺴﺘﻔﻴﺪﻭﺍ ﺷﺨﺼﻴﹰﺎ ﻣﻦ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻳﻜﻮﻥ ﺍﻟﺒﺤﺚ ﻋﻠﻴﻬﻢ ﻣﻘﺘﺮﻧﹰﺎ ﺑﺎﻟﺮﻋﺎﻳﺔ ﺍﳌﻘﺪﻣﺔ ﳍﻢ‪.‬‬ ‫‪ .9‬ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻘﺎﺋﻤﻮﻥ ﺑﺎﻟﺒﺤﻮﺙ ﻋﻠﻰ ﺩﺭﺍﻳﺔ ﺑﺎﳌﺘﻄﻠﺒﺎﺕ ﺍﻷﺧﻼﻗﻴﺔ ﻭﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﻭﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﻠﺒﺤﻮﺙ‬ ‫ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ ﰲ ﺑﻠﺪﺍ‪‬ﻢ‪ ،‬ﻭﻛﺬﻟﻚ ﺑﺎﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﺍﳌﻄﺒﻘﺔ‪ .‬ﻭﻻ ﻳ‪‬ﺴﻤﺢ ﻷﻱ ﻣﻄﻠﺐ‬ ‫ﺃﺧﻼﻗﻲ ﺃﻭ ﻗﺎﻧﻮﱐ ﺃﻭ ﺗﻨﻈﻴﻤﻲ ﰲ ﺃﻱ ﺑﻠﺪ ﺃﻥ ﻳﻨﺘﻘﺺ ﺃﻭ ﻳﻠﻐﻲ ﺃﻱ ﺿﻤﺎﻧﺔ ﻣﻦ ﺿﻤﺎﻧﺎﺕ ﲪﺎﻳﺔ ﺍﻹﻧﺴﺎﻥ‬ ‫ﺍﳌﺬﻛﻮﺭﺓ ﰲ ﻫﺬﺍ ﺍﻹﻋﻼﻥ‪.‬‬ ‫ﺏ‪ .‬ﺍﳌﺒﺎﺩﻯﺀ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺴﺎﺋﺮ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ‬ ‫‪ .10‬ﻋﻠﻰ ﺍﻟﻄﺒﻴﺐ ﺍﻟﺬﻱ ﳚﺮﻱ ﲝﺜﺎﹰ ﻃﺒﻴﺎﹰ ﻭﺍﺟﺐ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺣﻴﺎﺓ ﺍﻹﻧﺴﺎﻥ ﺍﳋﺎﺿﻊ ﻟﻠﺒﺤﺚ‪ ،‬ﻭﻋﻠﻰ‬ ‫ﺻﺤﺘﻪ ﻭﺧﺼﻮﺻﻴﺘﻪ ﻭﻛﺮﺍﻣﺘﻪ‪.‬‬ ‫‪ .11‬ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ ﳚﺐ ﺃﻥ ﺗﺘﻄﺎﺑﻖ ﻣﻊ ﺍﳌﺒﺎﺩﻯﺀ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﺘﻔﻖ ﻋﻠﻴﻬﺎ ﺑﺼﻔﺔ‬ ‫ﻋﺎﻣﺔ‪ ،‬ﻭﺃﻥ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﻭﺍﺳﻌﺔ ﺑﺎﳌﻄﺒﻮﻋﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻨﺸﻮﺭﺓ‪ ،‬ﻭﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺧﺮﻯ ﺫﺍﺕ‬ ‫ﺍﻟﺼﻠﺔ‪ ،‬ﻭﻋﻠﻰ ﳐﺘﱪ ﻭﺍﻑ ﺑﺎﻟﻐﺮﺽ‪ ،‬ﻭﻋﻨﺪ ﺍﻟﻠﺰﻭﻡ‪ ،‬ﻋﻠﻰ ﲡﺎﺭﺏ ﺣﻴﻮﺍﻧﻴﺔ‪.‬‬ ‫‪ .12‬ﳚﺐ ﺗﻮﺧﻰ ﺍﳊﺬﺭ ﺍﻟﺘﺎﻡ ﻋﻨﺪ ﺇﺟﺮﺍﺀ ﲝﺚ ﻗﺪ ﻳﺆﺛﺮ ﻋﻠﻰ ﺍﻟﺒﻴﺌﺔ‪ .‬ﻭﳚﺐ ﺿﻤﺎﻥ ﺳﻼﻣﺔ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﱵ‬ ‫ﺗﺴﺘﻌﻤﻞ ﰲ ﺍﻟﺒﺤﺚ‪.‬‬ ‫‪2‬‬

‫‪ .13‬ﺗﺼﻤﻴﻢ ﻭﺗﻨﻔﻴﺬ ﻛﻞ ﺇﺟﺮﺍﺀ ﲡﺮﻳﺒـﻰ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻮﺻﻒ ﺑﻮﺿﻮﺡ ﰲ ﺑﺮﻭﺗﻮﻛﻮﻝ‬ ‫ﲡﺮﻳﺒـﻰ‪ .‬ﻭﻳﻘﺪﻡ ﻫﺬﺍ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﻟﻠﻨﻈﺮ ﻭﺍﻟﺘﻌﻠﻴﻖ ﻭﺍﻟﺘﻮﺟﻴﻪ‪ ،‬ﻭﺣﻴﺜﻤﺎ ﻳﻠﺰﻡ‪ ،‬ﻟﻠﻤﻮﺍﻓﻘﺔ ﻣﻦ ﻗﺒﻞ ﳉﻨﺔ‬ ‫ﻟﻠﻤﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ ﺗﻌﻴ‪‬ﻦ ﺧﺼﻴﺼﹰﺎ ﳍﺬﺍ ﺍﻟﻐﺮﺽ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻠﺠﻨﺔ ﻣﺴﺘﻘﻠﺔ ﻋﻦ ﺍﻟﺒﺎﺣﺚ‬ ‫ﻭﺭﺍﻋﻲ ﺍﻟﺒﺤﺚ ﻭﺑﻌﻴﺪﺓ ﻋﻦ ﺃﻱ ﻧﻮﻉ ﻣﻦ ﺍﻟﻨﻔﻮﺫ ﻏﲑ ﺍﳌﱪﺭ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻭﺟﻮﺩ ﻫﺬﻩ ﺍﻟﻠﺠﻨﺔ‬ ‫ﺍﳌﺴﺘﻘﻠﺔ ﻣﺘﻔﻘﹰﺎ ﻣﻊ ﻗﻮﺍﻧﲔ ﻭﻟﻮﺍﺋﺢ ﺍﻟﺒﻠﺪ ﺍﻟﺬﻱ ﲡﺮﻯ ﻓﻴﻬﺎ ﲡﺮﺑﺔ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻣﻦ ﺣﻖ ﺍﻟﻠﺠﻨﺔ ﺃﻥ ﺗﺮﺻﺪ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ ﺍﳉﺎﺭﻳﺔ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﳝﺪ‪‬ﻫﺎ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺮﺻﺪ‪ ،‬ﻭﻻ ﺳﻴﻤﺎ ﺃﻳﺔ ﺗﻄﻮﺭﺍﺕ ﺿﺎﺭﺓ‬ ‫ﻭﺧﻴﻤﺔ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﻛﺬﻟﻚ ﺃﻥ ﻳﻘﺪ‪‬ﻡ ﻟﻠﺠﻨﺔ‪ ،‬ﺑﻘﺼﺪ ﺍﳌﺮﺍﺟﻌﺔ‪ ،‬ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﲤﻮﻳﻞ ﺍﻟﺒﺤﺚ‬ ‫ﻭﺭ‪‬ﻋﺎﺗﻪ‪ ،‬ﻭﻋﻦ ﺇﻧﺘﻤﺎﺀﺍﺗﻪ ﺍﳌﺆﺳﺴﻴﺔ‪ ،‬ﻭﻏﲑ ﺫﻟﻚ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﶈﺘﻤﻠﺔ ﻟﺘﻀﺎﺭﺏ ﺍﳌﺼﺎﱀ‪ ،‬ﻭﻋﻦ ﻣﻨ‪‬ﺢ ﺣﻮﺍﻓﺰ‬ ‫ﺗﺸﺠﻴﻌﻴﺔ ﻷﻓﺮﺍﺩ ﺍﻟﺒﺤﺚ‪.‬‬ ‫‪ .14‬ﻳﻨﺒﻐﻰ ﺃﻥ ﳛﺘﻮﻱ ﺑﺮﻭﺗﻮﻛﻮﻝ ﺍﻟﺒﺤﺚ ﺩﺍﺋﻤﺎﹰ ﻋﻠﻰ ﺑﻴﺎﻥ ﺣﻮﻝ ﺍﻹﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‪ ،‬ﻭﺃﻥ‬ ‫ﻳﺆﻛﺪ ﺍﻹﻣﺘﺜﺎﻝ ﻟﻠﻤﺒﺎﺩﻯﺀ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﻫﺬﺍ ﺍﻹﻋﻼﻥ‪.‬‬ ‫‪ .15‬ﳚﺐ ﺃﻥ ﻻ ﲡﺮﻯ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ ﺇﻻ ﲟﻌﺮﻓﺔ ﺃﺷﺨﺎﺹ ﻣﺆﻫﻠﲔ ﻋﻠﻤﻴﹰﺎ ﻭﲢﺖ ﺇﺷﺮﺍﻑ‬ ‫ﻃﺒﻴﺐ ﺧﺒﲑ ﺑﺎﻟﻌﻤﻞ ﺍﻟﺴﺮﻳﺮﻱ‪ .‬ﻭﳚﺐ ﺩﺍﺋﻤﹰﺎ ﺃﻥ ﺗ‪‬ﺴﻨﺪ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻋﻦ ﺍﻟﺸﺨﺺ ﺍﳋﺎﺿﻊ ﻟﻠﺘﺠﺮﺑﺔ ﺇﱃ‬ ‫ﻃﺒﻴﺐ‪ ،‬ﻭﻻ ﻳﺘﺤﻤﻠﻬﺎ ﻣﻄﻠﻘﹰﺎ ﺍﻟﺸﺨﺺ ﺍﳋﺎﺿﻊ ﻟﻠﺘﺠﺮﺑﺔ ﺣﱴ ﻟﻮ ﻭﺍﻓﻖ ﻋﻠﻰ ﺫﻟﻚ‪.‬‬ ‫‪ .16‬ﻛﻞ ﻣﺸﺮﻭﻉ ﲝﺚ ﻃﺒـﻲ ﳚﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﳚﺐ ﺃﻥ ﻳﺴﺒﻘﻪ ﺗﻘﺮﻳﺮ ﺩﻗﻴﻖ ﳌﺎ ﳝﻜﻦ ﺍﻟﺘﻜﻬﻦ ﺑﻪ ﻣﻦ‬ ‫ﺍﳌﺨﺎﻃﺮ ﻭﺍﻷﻋﺒﺎﺀ ﺑﺎﳌﻘﺎﺭﻧﺔ ﲟﺎ ﻳ‪‬ﻨﺘﻈﺮ ﻣﻦ ﺍﻟﻔﻮﺍﺋﺪ ﳌﻦ ﳚﺮﻯ ﻋﻠﻴﻪ ﺍﻟﺒﺤﺚ ﺃﻭ ﻟﻐﲑﻩ‪ .‬ﻭﻻ ﳛﻮﻝ ﺫﻟﻚ ﺩﻭﻥ‬ ‫ﻣﺸﺎﺭﻛﺔ ﻣﺘﻄﻮﻋﲔ ﺃﺻﺤﺎﺀ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺗﺼﻤﻴﻤﺎﺕ ﻛﻞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻣﺘﺎﺣﺔ‬ ‫ﻟﻠﺠﻤﻴﻊ‪.‬‬ ‫‪ .17‬ﻋﻠﻰ ﺍﻷﻃﺒﺎﺀ ﺃﻥ ﳝﺘﻨﻌﻮﻥ ﻋﻦ ﺍﻟﺪﺧﻮﻝ ﰲ ﻣﺸﺎﺭﻳﻊ ﲝﻮﺙ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ ﺇﻻ ﺇﺫﺍ ﻛﺎﻧﻮ ﻋﻠﻰ ﺛﻘﺔ‬ ‫ﺑﺄﻥ ﺍﳌﺨﺎﻃﺮ ﺍﶈﺘﻤﻠﺔ ﺧﻀﻌﺖ ﻟﻠﺘﻘﺪﻳﺮ ﺍﻟﻜﺎﰲ ﻭﺃﻥ ﺑﺎﻹﻣﻜﺎﻥ ﻣﻌﺎﳉﺘﻬﺎ ﺑﺼﻮﺭﺓ ﻣ‪‬ﺮﺿﻴﺔ ﻭﳚﺐ ﺃﻥ ﻳﻮﻗﻔﻮﺍ‬ ‫ﺃﻯ ﺇﺳﺘﻘﺼﺎﺀ ﺇﺫﺍ ﻭﺟﺪﻭﺍ ﺃﻥ ﺍﳌﺨﺎﻃﺮ ﺗﻔﻮﻕ ﺍﻟﻔﻮﺍﺋﺪ ﺍﶈﺘﻤﻠﺔ‪ ،‬ﺃﻭ ﺇﺫﺍ ﺗﻮﺻﻠﻮﺍ ﺇﱃ ﺃﺩﻟﺔ ﻗﺎﻃﻌﺔ ﻋﻠﻰ ﻧﺘﺎﺋﺞ‬ ‫ﺇﳚﺎﺑﻴﺔ ﻭﻣﻔﻴﺪﺓ‪.‬‬ ‫‪ .18‬ﺍﻟﺒﺤﺚ ﺍﻟﻄﱯ ﺍﻟﺬﻱ ﻳﺸﻤﻞ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻻ ﳚﺮﻯ ﺇﻻ ﺇﺫﺍ ﻛﺎﻧﺖ ﺃﳘﻴﺔ ﺃﻫﺪﺍﻓﻪ ﺗﻔﻮﻕ ﺍﳌﺨﺎﻃﺮ‬ ‫ﻭﺍﻷﻋﺒﺎﺀ ﺍﻟﱵ ﻳﻨﻄﻮﻱ ﻋﻠﻴﻬﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺸﺨﺺ ﺍﳋﺎﺿﻊ ﻟﻠﺒﺤﺚ‪ .‬ﻭﻫﺬﺍ ﺃﻣﺮ ﻣﻬﻢ ﺑﺼﻔﺔ ﺧﺎﺻﺔ ﻋﻨﺪﻣﺎ‬ ‫ﻳﺸﺎﺭﻙ ﰲ ﺍﻟﺒﺤﺚ ﻣﺘﻄﻮﻋﻮﻥ ﺃﺻﺤﺎﺀ‪.‬‬

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‫‪ .19‬ﻻ ﻳﻜﻮﻥ ﺍﻟﺒﺤﺚ ﺍﻟﻄﱯ ﻣﱪﺭﹰﺍ ﺇﻻ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﺇﺣﺘﻤﺎﻝ ﻣﻌﻘﻮﻝ ﺑﺄﻥ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﻟﱵ ﺳﻴﺠﺮﻯ ﻓﻴﻬﺎ‪،‬‬ ‫ﺳﻮﻑ ﺗﺴﺘﻔﻴﺪ ﻣﻦ ﻧﺘﺎﺋﺠﻪ‪.‬‬ ‫‪ .20‬ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﳋﺎﺿﻌﻮﻥ ﻟﻠﺒﺤﺚ‪ ،‬ﻣﺸﺎﺭﻛﲔ ﻣﺘﻄﻮﻋﲔ ﻋﺎﺭﻓﲔ ﺑﻜﻞ ﺍﻟﺘﻔﺎﺻﻴﻞ‪.‬‬ ‫‪ .21‬ﳚﺐ ﺩﺍﺋﻤﹰﺎ ﺍﺣﺘﺮﺍﻡ ﺣﻘﻮﻕ ﺍﳋﺎﺿﻌﲔ ﻟﻠﺒﺤﺚ ﰲ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺳﻼﻣﺘﻬﻢ‪ .‬ﻭﳚﺐ ﺍﲣﺎﺫ ﻛﺎﻓﺔ‬ ‫ﺍﻹﺣﺘﻴﺎﻃﺎﺕ ﻟﻀﻤﺎﻥ ﺧﺼﻮﺻﻴﺔ ﻛﻞ ﻣﻨﻬﻢ‪ ،‬ﻭﺳﺮﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﺮﺿﻰ‪ ،‬ﻭﺗﻘﻠﻴﺺ ﺗﺄﺛﲑ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺃﺩﱏ ﺣﺪ ﳑﻜﻦ ﻋﻠﻰ ﺍﻟﺴﻼﻣﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻟﻜﻞ ﻣﺸﺎﺭﻙ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻋﻠﻰ ﺷﺨﺼﻴﺘﻪ‪.‬‬ ‫‪ .22‬ﰲ ﺃﻱ ﲝﺚ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ ﳚﺐ ﺗﺰﻭﻳﺪ ﻛﻞ ﻣﺸﺎﺭﻙ ﳏﺘﻤﻞ ﲟﻌﻠﻮﻣﺎﺕ ﻛﺎﻣﻠﺔ ﻋﻦ ﺃﻏﺮﺍﺽ ﺍﻟﺒﺤﺚ‬ ‫ﻭﻃﺮﺍﺋﻘﻪ ﻭﻣﺼﺎﺩﺭ ﲤﻮﻳﻠﻪ ﻭﺃﻱ ﺗﻀﺎﺭﺏ ﳑﻜﻦ ﰲ ﺍﳌﺼﺎﱀ ﻭﺍﻹﻧﺘﻤﺎﺀﺍﺕ ﺍﳌﺆﺳﺴﻴﺔ ﻟﻠﺒﺎﺣﺚ ﻭﺍﻟﻔﻮﺍﺋﺪ‬ ‫ﺍﳌﺘﻮﻗﻌﺔ ﻭﺍﳌﺨﺎﻃﺮ ﺍﶈﺘﻤﻠﺔ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻣﺎ ﳝﻜﻦ ﺃﻥ ﺗﺴﺒﺒﻪ ﻣﻦ ﻣﻀﺎﻳﻘﺎﺕ‪ .‬ﻭﳚﺐ ﺗﻌﺮﻳﻒ ﺍﳋﺎﺿﻊ‬ ‫ﻟﻠﺪﺭﺍﺳﺔ ﲝﻘﻪ ﰲ ﺍﻟﻌﺪﻭﻝ ﻋﻦ ﺍﳌﺸﺎﺭﻛﺔ ﻓﻴﻬﺎ ﺃﻭ ﺳﺤﺐ ﻣﻮﺍﻓﻘﺘﻪ ﻋﻠﻰ ﺍﻹﺷﺘﺮﺍﻙ ﻓﻴﻬﺎ ﰲ ﺃﻱ ﻭﻗﺖ ﺩﻭﻥ‬ ‫ﺃﻥ ﻳﺘﻌﺮﺽ ﻟﻺﻧﺘﻘﺎﻡ‪ .‬ﻭﺑﻌﺪ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺃﻧﻪ ﻗﺪ ﺗﻔﻬ‪‬ﻢ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳚﺐ ﻋﻠﻰ ﺍﻟﻄﺒﻴﺐ ﻋﻨﺪﺋﺬ ﺃﻥ‬ ‫ﳛﺼﻞ ﻣﻨﻪ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﻣﺴﺘﻨﲑﺓ ﻃﻮﻋﻴﺔ ﻭﺍﻷﻓﻀﻞ ﺃﻥ ﺗﻜﻮﻥ ﺧﻄﻴﺔ‪ .‬ﻓﺈﺫﺍ ﱂ ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ‬ ‫ﻛﺘﺎﺑﺔ ﻳﺘﻌﲔ ﺗﻮﺛﻴﻖ ﺍﳌﻮﺍﻓﻘﺔ ﻏﲑ ﺍﳌﻜﺘﻮﺑﺔ ﺭﲰﻴﹰﺎ ﻭﺍﻹﺷﻬﺎﺩ ﻋﻠﻴﻬﺎ‪.‬‬ ‫‪ .23‬ﻋﻨﺪ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ ﻋﻠﻰ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺒﺤﺜﻲ‪ ،‬ﻳﺘﻌﲔ ﻋﻠﻰ ﺍﻟﻄﺒﻴﺐ ﺃﻥ ﻳﻜﻮﻥ ﺣﺬﺭﹰﺍ‬ ‫ﺑﺼﻔﺔ ﺧﺎﺻﺔ ﺇﺫﺍ ﻛﺎﻥ ﺍﳋﺎﺿﻊ ﻟﻠﺒﺤﺚ ﺗﺎﺑﻌﹰﺎ ﻟﻪ ﺃﻭ ﻗﺪ ﻳﻜﻮﻥ ﻣﻮﺍﻓﻘﹰﺎ ﲢﺖ ﺍﻹﻛﺮﺍﻩ‪ .‬ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ‬ ‫ﻳﻨﺒﻐﻲ ﺍﳊ ﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ ﲟﻌﺮﻓﺔ ﻃﺒﻴﺐ ﺁﺧﺮ ﻣﻄﻠﻊ ﻟﻴﺲ ﻣﺸﺎﺭﻛﹰﺎ ﰲ ﺍﻹﺳﺘﻘﺼﺎﺀ‪ ،‬ﻭﺑﻌﻴﺪﹰﺍ‬ ‫ﻛﻞ ﺍﻟﺒﻌﺪ ﻋﻦ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ‪.‬‬ ‫‪ .24‬ﺇﺫﺍ ﻛﺎﻥ ﺍﳋﺎﺿﻊ ﻟﻠﺒﺤﺚ ﻏﲑ ﻣﺆﻫﻞ ﻗﺎﻧﻮﻧﺎﹰ‪ ،‬ﺃﻭ ﻏﲑ ﻗﺎﺩﺭ ﺑﺪﻧﻴﹰﺎ ﺃﻭ ﻧﻔﺴﻴﹰﺎ ﻋﻠﻰ ﺇﻋﻄﺎﺀ ﺍﳌﻮﺍﻓﻘﺔ‪ ،‬ﺃﻭ ﺇﺫﺍ‬ ‫ﻛﺎﻥ ﻗﺎﺻﺮﺍﹰ ﻏﲑ ﻣﺆﻫﻞ ﻗﺎﻧﻮﻧﺎﹰ‪ ،‬ﻳﺘﻌﲔ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﳛﺼﻞ ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ ﻣﻦ ﳑﺜﻠﻪ ﺍﳌﻔﻮﺽ‬ ‫ﻗﺎﻧﻮﻧﺎﹰ ﻃﺒﻘﺎﹰ ﻷﺣﻜﺎﻡ ﺍﻟﻘﺎﻧﻮﻥ ﺍﳌﻄﺒﻖ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻋﺪﻡ ﺇﺷﺮﺍﻙ ﻫﺬﻩ ﺍﻟﻔﺌﺎﺕ ﰲ ﺍﻟﺒﺤﺚ ﺇﻻ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺒﺤﺚ‬ ‫ﺿﺮﻭﺭﻳﹰﺎ ﻟﺘﻌﺰﻳﺰ ﺻﺤﺔ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﳝﺜﻠﻮﻧﻪ‪ .‬ﻭﻻ ﳝﻜﻦ ﺇﺟﺮﺍﺀ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺑﺪ ﹰﻻ ﻣﻦ ﺫﻟﻚ ﻋﻠﻰ ﺃﺷﺨﺎﺹ‬ ‫ﻣﺆﻫﻠﲔ ﻗﺎﻧﻮﻧﺎﹰ‪.‬‬ ‫‪ .25‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺷﺨﺺ ﻳﻌﺘﱪ ﻏﲑ ﻣﺆﻫﻞ ﻗﺎﻧﻮﻧﺎﹰ‪ ،‬ﻛﻄﻔﻞ ﻗﺎﺻﺮ ﻣﺜﻼﹰ‪ ،‬ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﻗﺒﻮﻝ ﻗﺮﺍﺭﺍﺕ ﺍﳌﻮﺍﻓﻘﺔ‬ ‫ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﺚ‪ ،‬ﳚﺐ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﳛﺼﻞ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻘﺒﻮﻝ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻣﻮﺍﻓﻘﺔ ﳑﺜﻠﻪ‬ ‫ﺍﳌﻔﻮﺽ ﻗﺎﻧﻮﻧﺎﹰ‪.‬‬

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‫‪ .26‬ﻳﻨﺒﻐﻲ ﺃﻻ ﲡﺮﻯ ﲝﻮﺙ ﻋﻠﻰ ﺃﻱ ﺃﻓﺮﺍﺩ ﻳﺘﻌﺬﺭ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺘﻬﻢ‪ ،‬ﲟﺎ ﰲ ﺫﻟﻚ ﺍﳌﻮﺍﻓﻘﺔ ﺑﺎﻟﻮﻛﺎﻟﺔ‬ ‫ﺃﻭ ﺍﳌﻮﺍﻓﻘﺔ ﻣﻘﺪﻣﺎﹰ‪ ،‬ﺇﻻ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﳊﺎﻟﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﱵ ﺗﻌﻮﻕ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ‬ ‫ﺻﻔﺔ ﺿﺮﻭﺭﻳﺔ ﰲ ﳎﺘﻤﻊ ﺍﻟﺒﺤﺚ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﺬﻛﺮ ﰲ ﺑﺮﻭﺗﻮﻛﻮﻝ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻷﺳﺒﺎﺏ ﺍﶈﺪﺩﺓ ﻹﺷﺮﺍﻙ‬ ‫ﺃﺷﺨﺎﺹ ﰲ ﺍﻟﺒﺤﺚ ﻟﺪﻳﻬﻢ ﺣﺎﻟﺔ ﲡﻌﻠﻬﻢ ﻋﺎﺟﺰﻳﻦ ﻋﻦ ﺇﻋﻄﺎﺀ ﻣﻮﺍﻓﻘﺔ ﻣﺴﺘﻨﲑﺓ‪ ،‬ﻭﺫﻟﻚ ﻟﻠﻨﻈﺮ ﻭﺍﳌﻮﺍﻓﻘﺔ‬ ‫ﻣﻦ ﻗﺒﻞ ﳉﻨﺔ ﺍﳌﺮﺍﺟﻌﺔ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳﻨﺺ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﻋﻠﻰ ﺃﻥ ﺍﳌﻮﺍﻓﻘﺔ ﻋﻠﻰ ﺍﻹﺳﺘﻤﺮﺍﺭ ﰲ ﺍﻟﺒﺤﺚ ﺳﻮﻑ‬ ‫ﳛﺼ‪‬ﻞ ﻋﻠﻴﻬﺎ ﰲ ﺃﻗﺮﺏ ﻭﻗﺖ ﳑﻜﻦ ﺇﻣﺎ ﻣﻦ ﺍﻟﺸﺨﺺ ﻧﻔﺴﻪ ﺃﻭ ﻣﻦ ﻭﻛﻴﻞ ﻣﻔﻮﺽ ﻗﺎﻧﻮﻧﹰﺎ‪.‬‬ ‫‪ .27‬ﺍﳌﺆﻟﻔﻮﻥ ﻭﺍﻟﻨﺎﺷﺮﻭﻥ ﲨﻴﻌﹰﺎ ﻋﻠﻴﻬﻢ ﺇﻟﺘﺰﺍﻣﺎﺕ ﺃﺧﻼﻗﻴﺔ‪ .‬ﻓﻔﻰ ﻧﺸﺮ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻳﺘﻌﲔ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ‬ ‫ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺩﻗﺔ ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻧﺸﺮ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﻠﺒﻴﺔ ﻭﺍﻹﳚﺎﺑﻴﺔ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ ﺃﻭ ﺇﺗﺎﺣﺘﻬﺎ ﻟﻠﺠﻤﻴﻊ‬ ‫ﺑﻄﺮﻳﻘﺔ ﺃﺧﺮﻯ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﻌﻠﻦ ﰲ ﺍﳌﻨﺸﻮﺭﺓ ﻣﺼﺎﺩﺭ ﺍﻟﺘﻤﻮﻳﻞ ﻭﺍﻹﻧﺘﻤﺎﺀﺍﺕ ﺍﳌﺆﺳﺴﻴﺔ ﻭﺃﻱ ﺗﻀﺎﺭﺏ‬ ‫ﳏﺘﻤﻞ ﰲ ﺍﳌﺼﺎﱀ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻋﺪﻡ ﻗﺒﻮﻝ ﻧﺸﺮ ﺗﻘﺎﺭﻳﺮ ﻋﻦ ﲡﺎﺭﺏ ﻻ ﺗﺘﻔﻖ ﻣﻊ ﺍﳌﺒﺎﺩﻯﺀ ﺍﳌﺬﻛﻮﺭﺓ ﰲ ﻫﺬﺍ‬ ‫ﺍﻹﻋﻼﻥ‪.‬‬ ‫ﺝ‪ .‬ﻣﺒﺎﺩﻯﺀ ﺇﺿﺎﻓﻴﺔ ﻟﻠﺒﺤﺚ ﺍﻟﻄﱮ ﺍﳌﻘﺘﺮﻥ ﺑﺎﻟﺮﻋﺎﻳﺔ ﺍﻟﻄﺒﻴﺔ‬ ‫‪ .28‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﺒﻴﺐ ﺃﻥ ﻳﻘﺮﻥ ﺍﻟﺒﺤﺚ ﺍﻟﻄﱯ ﺑﺎﻟﺮﻋﺎﻳﺔ ﺍﻟﻄﺒﻴﺔ‪ ،‬ﲝﻴﺚ ﻻ ﻳﺘﺠﺎﻭﺯ ﺣﺪﻭﺩ ﺗﱪﻳﺮ ﺍﻟﺒﺤﺚ ﳌﺎ‬ ‫ﻳﻨﻄﻮﻱ ﻋﻠﻴﻪ ﻣﻦ ﻗﻴﻤﺔ ﻭﻗﺎﺋﻴﺔ ﺃﻭ ﺗﺸﺨﻴﺼﻴﺔ ﺃﻭ ﻋﻼﺟﻴﺔ ﳏﺘﻤﻠﺔ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﻘﺘﺮﻥ ﺍﻟﺒﺤﺚ ﺍﻟﻄﺒـﻲ‬ ‫ﺑﺎﻟﺮﻋﺎﻳﺔ ﺍﻟﻄﺒﻴﺔ ﳚﺐ ﺗﻄﺒﻴﻖ ﻣﻌﺎﻳﲑ ﺇﺿﺎﻓﻴﺔ ﳊﻤﺎﻳﺔ ﺍﳌﺮﺿﻰ ﺍﻟﺬﻳﻦ ﻳ‪‬ﺠﺮﻯ ﻋﻠﻴﻬﻢ ﺍﻟﺒﺤﺚ‪.‬‬ ‫‪ .29‬ﳚﺐ ﺍﺧﺘﺒﺎﺭ ﻓﻮﺍﺋﺪ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳉﺪﻳﺪﺓ ﻭﳐﺎﻃﺮﻫﺎ ﻭﺃﻋﺒﺎﺀﻫﺎ ﻭﻓﻌﺎﻟﻴﺘﻬﺎ ﰲ ﻣﻘﺎﺑﻞ ﺃﻓﻀﻞ ﺍﻟﻄﺮﻕ ﺍﻟﻮﻗﺎﺋﻴﺔ‬ ‫ﻭﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﻭﺍﻟﻌﻼﺟﻴﺔ ﺍﳌﻄﺒﻘﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺮﺍﻫﻦ‪ .‬ﻭﻻ ﳛﻮﻝ ﺫﻟﻚ ﺩﻭﻥ ﺍﺳﺘﻌﻤﺎﻝ ﻣﺎﺩﺓ ﻏﻔﻞ ﺃﻭ ﻋﺪﻡ‬ ‫ﺇﻋﻄﺎﺀ ﻋﻼﺝ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﻻ ﺗﻮﺟﺪ ﳍﺎ ﺃﻯ ﻃﺮﻳﻘﺔ ﻭﻗﺎﺋﻴﺔ ﺃﻭ ﺗﺸﺨﻴﺼﻴﺔ ﺃﻭ ﻋﻼﺟﻴﺔ ﳎﺮﺑﺔ )ﺃﻧﻈﺮ‬ ‫ﺍﳊﺎﺷﻴﺔ(‪.‬‬ ‫‪ .30‬ﰲ ‪‬ﺎﻳﺔ ﺍﻟﺪﺭﺍﺳﺔ ﳚﺐ ﺍﻟﺘﺄﻛﻴﺪ ﻟﻜﻞ ﻣﺮﻳﺾ ﺷﺎﺭﻙ ﻓﻴﻬﺎ‪ ،‬ﺑﺄﻥ ﺑﺈﻣﻜﺎﻥ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺃﻓﻀﻞ ﺍﻟﻄﺮﺍﺋﻖ‬ ‫ﺍﻟﻮﻗﺎﺋﻴﺔ ﻭﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﻭﺍﻟﻌﻼﺟﻴﺔ ﺍ‪‬ﺮﺑﺔ ﺍﻟﱵ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫‪ .31‬ﻋﻠﻰ ﺍﻟﻄﺒﻴﺐ ﺃﻥ ﻳﻌﺮ‪‬ﻑ ﺍﳌﺮﻳﺾ ﺗﻌﺮﻳﻔﹰﺎ ﺗﺎﻣﹰﺎ ﲜﻮﺍﻧﺐ ﺭﻋﺎﻳﺘﻪ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺎﻟﺒﺤﺚ‪ .‬ﻭﻟﻮ ﺃﻥ ﺍﳌﺮﻳﺾ‬ ‫ﺭﻓﺾ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺩﺭﺍﺳﺔ ﻣﺎ ﻓﻴﺠﺐ ﺃﻥ ﻻ ﻳﺆﺛﺮ ﺫﻟﻚ ﰲ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺮﻳﺾ ﻭﺍﻟﻄﺒﻴﺐ‪.‬‬ ‫‪ .32‬ﰲ ﻣﻌﺎﳉﺔ ﻣﺮﻳﺾ ﻣﺎ‪ ،‬ﺣﻴﺚ ﻻ ﺗﻮﺟﺪ ﻃﺮﺍﺋﻖ ﻭﻗﺎﺋﻴﺔ ﺃﻭ ﺗﺸﺨﻴﺼﻴﺔ ﺃﻭ ﻋﻼﺟﻴﺔ ﳎﺮﺑﺔ‪ ،‬ﺃﻭ ﻛﺎﻧﺖ‬ ‫ﺍﻟﻄﺮﺍﺋﻖ ﺍﳌﺘﺎﺣﺔ ﻏﲑ ﻧﺎﺟﻌﺔ‪ ،‬ﻓﻴﺠﺐ ﻋﻠﻰ ﺍﻟﻄﺒﻴﺐ ﺑﻌﺪ ﻣﻮﺍﻓﻘﺔ ﺍﳌﺮﻳﺾ ﺍﳌﺴﺘﻨﲑﺓ ـ ﺃﻥ ﻳﺴﺘﻌﻤﻞ ﺗﺪﺍﺑﲑ‬ ‫‪5‬‬

‫ﻭﻗﺎﺋﻴﺔ ﺃﻭ ﺗﺸﺨﻴﺼﻴﺔ ﺃﻭ ﻋﻼﺟﻴﺔ ﻏﲑ ﳎﺮﺑﺔ ﺃﻭ ﺟﺪﻳﺪﺓ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﰲ ﺗﻘﺪﻳﺮﻩ ﺳﻮﻑ ﺗﺆﺩﻱ ﺇﱃ ﺇﻧﻘﺎﺫ‬ ‫ﺍﳊﻴﺎﺓ ﺃﻭ ﺇﺳﺘﻌﺎﺩﺓ ﺍﻟﺼﺤﺔ ﺃﻭ ﲣﻔﻴﻒ ﺍﳌﻌﺎﻧﺎﺓ‪ .‬ﻭﺣﻴﺜﻤﺎ ﺃﻣﻜﻦ‪ ،‬ﻳﻨﺒﻐﻰ ﺇﺧﻀﺎﻉ ﻫﺬﻩ ﺍﻟﺘﺪﺍﺑﲑ ﻟﻠﺒﺤﺚ ﻣﻦ‬ ‫ﺃﺟﻞ ﺗﻘﻴﻴﻢ ﻣﺄﻣﻮﻧﻴﺘﻬﺎ ﻭﳒﺎﻋﺘﻬﺎ ‪ .efficacy‬ﻭﰱ ﲨﻴﻊ ﺍﳊﺎﻻﺕ ﳚﺐ ﺗﺴﺠﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﰒ‬ ‫ﻧﺸﺮﻫﺎ ﺣﻴﺜﻤﺎ ﻛﺎﻥ ﺫﻟﻚ ﻣﻼﺋﻤﺎﹰ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺍﺗﺒﺎﻉ ﺍﻟﺪﻻﺋﻞ ﺍﻹﺭﺷﺎﺩﻳﺔ ﺍﻷﺧﺮﻯ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‪ ،‬ﻭﺍﻟﻮﺍﺭﺩﺓ ﰲ‬ ‫ﻫﺬﺍ ﺍﻹﻋﻼﻥ‪.‬‬ ‫ﺣﺎﺷﻴﺔ‪ :‬ﻧﺒﺬﺓ ﺇﻳﻀﺎﺣﻴﺔ ﺣﻮﻝ ﺍﻟﻔﻘﺮﺓ ‪ 29‬ﻣﻦ ﺇﻋﻼﻥ ﻫﻠﺴﻨﻜﻰ ﺍﻟﺼﺎﺩﺭ ﻣﻦ ﺍﳉﻤﻌﻴﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ‬

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‫ﺗﺆﻛﺪ ﺍﳉﻤﻌﻴﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﺬﺍ ﺍﻟﺘﻮﺿﻴﺢ‪ ،‬ﻣﻮﻗﻔﻬﺎ ﺑﻮﺟﻮﺏ ﺗﻮﺧﻲ ﻏﺎﻳﺔ ﺍﳊﺬﺭ ﻋﻨﺪ ﺍﺳﺘﻌﻤﺎﻝ ﲡﺮﺑﺔ‬ ‫ﻣﺮﺍﻗﺒﺔ ﲟﺎﺩﺓ ﻏﻔﻞ ‪ ، placebo – controlled trial‬ﻭﺃﻥ ﻫﺬﻩ ﺍﳌﻨﻬﺠﻴﺔ ﻳﻨﺒﻐﻰ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﺃﻥ ﻻ ﺗﺴﺘﻌﻤﻞ‬ ‫ﺇﻻ ﰲ ﺣﺎﻟﺔ ﻋﺪﻡ ﻭﺟﻮﺩ ﻋﻼﺝ ﳎﺮﺏ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺘﺠﺮﺑﺔ ﺍﳌﺮﺍﻗﺒﺔ ﲟﺎﺩﺓ ﻏﻔﻞ ﻣﻘﺒﻮﻟﺔ ﺃﺧﻼﻗﻴﺎﹰ‪،‬‬ ‫ﺣﱴ ﺣﱴ ﻣﻊ ﻭﺟﻮﺩ ﺍﻟﻌﻼﺝ ﺍ‪‬ﺮﺏ‪ ،‬ﰲ ﺍﻟﻈﺮﻭﻑ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪ ‬ﻋﻨﺪ ﻭﺟﻮﺩ ﺃﺳﺒﺎﺏ ﻣﻨﻬﺠﻴﺔ ﻗﺎﻫﺮﺓ ﻭﺳﻠﻴﻤﺔ ﻋﻠﻤﻴﹰﺎ ﺗﻮﺟﺐ ﺍﺳﺘﻌﻤﺎﳍﺎ ﻟﺘﻌﻴﲔ ﻣﺴﺘﻮﻯ ﳒﺎﻋﺔ‬ ‫ﺃﻭ ﻣﺄﻣﻮﻧﻴﺔ ﻃﺮﻳﻘﺔ ﻭﻗﺎﺋﻴﺔ ﺃﻭ ﺗﺸﺨﻴﺼﻴﺔ ﺃﻭ ﻋﻼﺟﻴﺔ‪،‬‬ ‫‪ ‬ﺃﻭ ﻋﻨﺪ ﺍﺳﺘﻘﺼﺎﺀ ﻃﺮﻳﻘﺔ ﻭ ﻗﺎﺋﻴﺔ ﺃﻭ ﺗﺸﺨﻴﺼﻴﺔ ﺃﻭ ﻋﻼﺟﻴﺔ ﻟﺼﺎﱀ ﺣﺎﻟﺔ ﻗﻠﻴﻠﺔ ﺍﻷﳘﻴﺔ ﻭﻻ‬ ‫ﻳﺘﻌﺮﺽ ﺍﳌﺮﺿﻰ ﺍﻟﺬﻳﻦ ﻳﺘﻠﻘﻮﻥ ﺍﳌﺎﺩﺓ ﺍﻟﻐﻔﻞ ﻷﻯ ﺧﻄﺮ ﺇﺿﺎﰱ ﻣﻦ ﺃﻱ ﺿﺮﺭ ﺧﻄﲑ ﺃﻭ ﻻ‬ ‫ﻋﻜﻮﺱ ‪.irreversible‬‬ ‫ﻭﳚﺐ ﺍﻹﻟﺘﺰﺍﻡ ﺑﻜﻞ ﺍﻷﺣﻜﺎﻡ ﺍﻷﺧﺮﻯ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺇﻋﻼﻥ ﻫﻠﺴﻨﻜﻰ ﻭﻻ ﺳﻴﻤﺎ ﺿﺮﻭﺭﺓ ﺍﳌﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ‬ ‫ﻭﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻼﺋﻤﺔ‪.‬‬

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‫ﺍﳌﻠﺤﻖ ‪2‬‬

‫ﺍﻟﺪﻻﺋﻞ ﺍﻷﺭﺷﺎﺩﻳﺔ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻷﻧﺴﺎﻥ‬ ‫ﺃﻋﺪﻫﺎ ﳎﻠﺲ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﺔ )‪ (CIOMS‬ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﳎﻠﺲ‬ ‫ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﺔ‪ ،‬ﺟﻨﻴﻒ ‪ .2002‬ﻭﻧﺺ ﺍﻟﺪﻻﺋﻞ ﺍﻹﺭﺷﺎﺩﻳﺔ ﺍﻟﻮﺍﺭﺩ ﻫﻨﺎ ﻻﻳﺸﻤﻞ ﺍﻟﺘﻌﻠﻴﻖ ﺍﻟﻮﺍﺭﺩ‬ ‫ﰲ ﺍﻟﻮﺛﻴﻘﺔ ﺍﻟﻜﺎﻣﻠﺔ‪ .‬ﻭﳝﻜﻦ ﺍﻟﺮﺟﻮﻉ ﺇﻟﻴﻬﺎ ﰲ ﺍﳌﻮﻗﻊ ﺍﻟﺘﺎﱃ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪:‬‬ ‫‪http:\\www.cioms.ch\frame_guidelines_nov_2002.htm‬‬

‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻯ ‪ :1‬ﺍﳌﱪﺭ ﺍﻷﺧﻼﻗﻰ ﻭ ﺍﻟﺼﻼﺣﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ‬ ‫ﻛﺎﺋﻨﺎﺕ ﺑﺸﺮﻳﺔ‬ ‫ﺇﻥ ﺍﳌﱪﺭ ﺍﻷﺧﻼﻗﻰ ﻟﻠﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻷﻧﺴﺎﻥ ﻫﻮ ﺍﻟﺘﻄﻠﻊ ﺇﱃ ﺍﻛﺘﺸﺎﻑ ﻃﺮﺍﺋﻖ ﺟﺪﻳﺪﺓ‬ ‫ﻹﻓﺎﺩﺓ ﺻﺤﺔ ﺍﻟﻨﺎﺱ‪ .‬ﻭﻻ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﺒﺤﻮﺙ ﻣﱪﺭﺓ ﺃﺧﻼﻗﻴﹰﺎ ﺇﻻ ﺇﺫﺍ ﺃﺟﺮﻳﺖ ﺑﻄﺮﻕ ﲢﺘﺮﻡ ﺍﻷﻓﺮﺍﺩ ﺍﳋﺎﺿﻌﲔ‬ ‫ﻼ ﻋﻦ ﺫﻟﻚ‪،‬‬ ‫ﻟﻠﺒﺤﺚ ﻭﲢﻤﻴﻬﻢ ﻭﺗﻌﺎﻣﻠﻬﻢ ﺑﺄﻣﺎﻧﺔ‪ ،‬ﻭﻛﺎﻧﺖ ﻣﻘﺒﻮﻟﺔ ﺃﺧﻼﻗﻴﹰﺎ ﻟﺪﻯ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﻟﱵ ﲡﺮﻯ ﻓﻴﻬﺎ‪ .‬ﻭﻓﻀ ﹰ‬ ‫ﻧﻈﺮﹰﺍ ﻷﻥ ﺍﻟﺒﺤﺚ ﻏﲑ ﺍﻟﺼﺎﱀ ﻋﻠﻤﻴﹰﺎ ﻻ ﻳﻜﻮﻥ ﺃﺧﻼﻗﻴﹰﺎ ﻷﻧﻪ ﻳﻌﺮ‪‬ﺽ ﺍﳋﺎﺿﻌﲔ ﻟﻠﺒﺤﺚ ﺇﱃ ﺍﳌﺨﺎﻃﺮ ﺩﻭﻥ ﻭﺟﻮﺩ‬ ‫ﻣﺮﺩﻭﺩ ﳑﻜﻦ‪ ،‬ﻓﺈﻥ ﺍﻟﺒﺎﺣﺜﲔ ﻭﺭﻋﺎﺓ ﺍﻟﺒﺤﻮﺙ ﳚﺐ ﺃﻥ ﻳﻀﻤﻨﻮﺍ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﻘﺘﺮﺡ ﺇﺟﺮﺍﺅﻫﺎ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ ﺗﻜﻮﻥ‬ ‫ﻣﺘﻔﻘﺔ ﺑﺼ ﻮﺭﺓ ﻋﺎﻣﺔ ﻣﻊ ﺍﳌﺒﺎﺩﻯﺀ ﺍﻟﻌﻠﻤﻴﺔ ﻭﻣﺮﺗﻜﺰﺓ ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﻭﺍﻓﻴﺔ ﺑﺎﳌﻄﺒﻮﻋﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻨﺸﻮﺭﺓ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‪.‬‬

‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ :2‬ﳉﺎﻥ ﺍﳌﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ‬ ‫ﳚﺐ ﺃﻥ ﺗ‪‬ﻘﺪﻡ ﻛﻞ ﺍﻹﻗﺘﺮﺍﺣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺈﺟﺮﺍﺀ ﲝﻮﺙ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﺇﱃ ﻭﺍﺣﺪﺓ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﳉﺎﻥ‬ ‫ﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﳌﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗ ﻴﺔ ﺣﱴ ﺗﺮﺍﺟﻊ ﻣﺪﻯ ﺟﺪﺍﺭ‪‬ﺎ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺇﻣﻜﺎﻥ ﻗﺒﻮﳍﺎ ﺃﺧﻼﻗﻴﹰﺎ‪ .‬ﻭﳚﺐ ﺃﻥ‬ ‫ﺗﻜﻮﻥ ﳉﺎﻥ ﺍﳌﺮﺍﺟﻌﺔ ‪ review committees‬ﻣﺴﺘﻘﻠﺔ ﻋﻦ ﻓﺮﻳﻖ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻳﻨﺒﻐﻰ ﺃﻥ ﻻ ﺗﻜﻮﻥ ﺃﻯ ﻣﻨﻔﻌﺔ‬ ‫ﻣﺎﻟﻴﺔ ﺃﻭ ﻣﺎﺩﻳﺔ ﻣﺒﺎﺷﺮﺓ ﺗﻌﻮﺩ ﻋﻠﻰ ﺃﻋﻀﺎﺋﻬﺎ ﻣﻦ ﺍﻟﺒﺤﺚ‪ ،‬ﻣﺘﻮﻗﻔﺔ ﻋﻠﻰ ﻧﺘﻴﺠﺔ ﻣﺮﺍﺟﻌﺘﻬﻢ‪ .‬ﻭﳚﺐ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ‬ ‫ﺃﻥ ﳛﺼﻞ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺘﻬﻢ ﺃﻭ ﺍﻋﺘﻤﺎﺩﻫﻢ ﻗﺒﻞ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻋﻠﻰ ﳉﻨﺔ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ ﺃﻥ ﺗ‪‬ﺠﺮﻱ ﻣﺰﻳﺪﹰﺍ‬ ‫ﻣﻦ ﺍﳌﺮﺍﺟﻌﺎﺕ ﺣﺴﺒﻤﺎ ﻳﺘﻄﻠﺐ ﺍﻷﻣﺮ ﺃﺛﻨﺎﺀ ﻣﺴﲑﺓ ﺍﻟﺒﺤﺚ‪ ،‬ﲟﺎ ﰲ ﺫﻟﻚ ﺭﺻﺪ ﺗﻘﺪﻡ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

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‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ :3‬ﺍﳌﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﱵ ﺗﺮﻋﺎﻫﺎ ﺟﻬﺎﺕ ﺧﺎﺭﺟﻴﺔ‬ ‫ﻋﻠﻰ ﺍﳍﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﺮﺍﻋ ﻴﺔ ﻟﻠﺒﺤﺚ‪ ،‬ﻭﻋﻠﻰ ﻛﻞ ﺑﺎﺣﺚ ﻣﻨﻔﺮﺩ‪ ،‬ﺗﻘﺪﱘ ﺑﺮﻭﺗﻮﻛﻮﻝ ﺍﻟﺒﺤﺚ ﻟﻠﻤﺮﺍﺟﻌﺔ‬ ‫ﺍﻷﺧﻼﻗﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺑﻠﺪ ﺍﳍﻴﺌﺔ ﺍﻟﺮﺍﻋﻴﺔ‪ .‬ﻭﻳﻨﺒﻐﻰ ﺃﻥ ﻻ ﺗﻜﻮﻥ ﺍﳌﻌﺎﻳﲑ ﺍﻷﺧﻼﻗﻴﺔ ﺍﳌﻄﺒﻘﺔ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﺃﻗﻞ ﺣﺰﻣﹰﺎ‬ ‫ﻣﻦ ﺗﻠﻚ ﺍﻟﱵ ﺗﻄﺒﻖ ﻋﻠﻰ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﲡﺮﻯ ﰲ ﺫﻟﻚ ﺍﻟﺒﻠﺪ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺴﻠﻄﺎﺕ ﺍﻟﺼﺤﻴﺔ ﻟﻠﺒﻠﺪ ﺍﳌﻀﻴﻒ ﺇﱃ‬ ‫ﺟﺎﻧﺐ ﳉﻨﺔ ﻭﻃﻨﻴﺔ ﺃﻭ ﳏﻠﻴﺔ ﻟﻠﻤﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ‪ ،‬ﺿﻤﺎﻥ ﺃﻥ ﻳﻠﱯ ﺍﻟﺒﺤﺚ ﺍﳌﻘﺘﺮﺡ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﺎ ﻭﺃﻭﻟﻮﻳﺎ‪‬ﺎ ﻭﻳﺘﻔﻖ‬ ‫ﻣﻊ ﺍﳌﻌﺎﻳﲑ ﺍﻷﺧﻼﻗﻴﺔ ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬

‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ :4‬ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﰲ ﲨﻴﻊ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﳚﺐ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﳛﺼﻞ ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ‬ ‫ﺍﳌﺴﺘﻨﲑﺓ ﺍﻟﻄﻮﻋﻴﺔ ‪voluntary informed consent‬ﻣﻦ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﺳﻴﺨﻀﻊ ﻟﻠﺒﺤﺚ‪ .‬ﻭﰲ ﺣﺎﻟﺔ‬ ‫ﺍﻟﺸﺨﺺ ﻏﲑ ﺍﻟﻘﺎﺩﺭ ﻋﻠﻰ ﺇﻋﻄﺎﺀ ﻣﻮﺍﻓﻘﺔ ﻣﺴﺘﻨﲑﺓ‪ ،‬ﻋﻠﻴﻪ ﺃﻥ ﳛﺼﻞ ﻋﻠﻰ ﺇﺫﻥ ﻣﻦ ﳑﺜﻞ ﻣﻔﻮﺽ ﻗﺎﻧﻮﻧﹰﺎ ﻃﺒﻘﹰﺎ‬ ‫ﻷﺣﻜﺎﻡ ﺍﻟﻘﺎﻧﻮﻥ ﺍﳌﻄﺒﻖ‪ .‬ﻭﻳﻌﺘﱪ ﺍﻟﺘﻐﺎﺿﻲ ﻋﻦ ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ ﺃﻣﺮﹰﺍ ﺇﺳﺘﺜﻨﺎﺋﻴﺎﹰ ﻏﲑ ﻣﺄﻟﻮﻑ‪ .‬ﻭﳚﺐ ﰲ ﲨﻴﻊ‬ ‫ﺍﳊﺎﻻﺕ ﺃﻥ ﺗﻘﺮ‪‬ﻩ ﳉﻨﺔ ﳌﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ‪.‬‬

‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ :5‬ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ‪ :‬ﺗﺰﻭﻳﺪ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﺳﻴﺠﺮﻯ ﻋﻠﻴﻬﻢ‬ ‫ﺍﻟﺒﺤﺚ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﻗﺒﻞ ﺃﻥ ﻳﻄﻠﺐ ﺍﻟﺒﺎﺣﺚ ﻣﻮﺍﻓﻘﺔ ﺷﺨﺺ ﻣﺎ ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﺚ‪ ،‬ﳚﺐ ﻋﻠﻴﻪ ﺗﻘﺪﱘ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﰲ ﻟﻐﺔ ﺃﻭ ﻭﺳﻴﻠﺔ ﺇﺗﺼﺎﻝ ﺃﺧﺮﻯ ﻳﺴﺘﻄﻴﻊ ﺫﻟﻚ ﺍﻟﺸﺨﺺ ﺃﻥ ﻳﻔﻬﻤﻬﻤﺎ‪:‬‬ ‫‪ .1‬ﺃﻥ ﺍﻟﺸﺨﺺ ﻣﺪﻋ ‪‬ﻮ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﻋﻤﻞ ﲝﺜﻲ‪ ،‬ﻭﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﲡﻌﻠﻪ ﻣﻨﺎﺳﺒﹰﺎ ﻟﻠﻤﺸﺎﺭﻛﺔ ﻓﻴﻪ‪ ،‬ﻭﺃﻥ ﻣﺸﺎﺭﻛﺘﻪ‬ ‫ﺍﺧﺘﻴﺎﺭﻳﺔ‪.‬‬ ‫‪ .2‬ﺃﻥ ﺍﻟﺸﺨﺺ ﺣﺮ‪ ‬ﰲ ﺭﻓﺾ ﺍﳌﺸﺎﺭﻛﺔ‪ ،‬ﻭﺳﻴﻜﻮﻥ ﺣﺮﺍﹰ ﰲ ﺍﻹﻧﺴﺤﺎﺏ ﻣﻦ ﺍﻟﺒﺤﺚ ﰲ ﺃﻱ ﻭﻗﺖ ﻣﻦ ﺩﻭﻥ‬ ‫ﺍﻟﺘﻌﺮﺽ ﻷﻱ ﻋﻘﻮﺑﺔ ﺃﻭ ﻓﻘﺪﺍﻥ ﺃﻱ ﻓﻮﺍﺋﺪ ﻛﺎﻥ ﻣﻦ ﺣﻘﻪ ﺃﻭ ﻣﻦ ﺣﻘﻬﺎ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻟﻮ ﺍﺳﺘﻤﺮ ﰲ ﺍﻟﺒﺤﺚ‪،‬‬ ‫‪ .3‬ﺍﻟﻐﺮﺽ ﻣﻦ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﱵ ﺳﻴﻨﻔﺬﻫﺎ ﺍﻟﺒﺎﺣﺚ ﻭﺍﻟﺸﺨﺺ ﺍﳌﺸﺎﺭﻙ ﰲ ﺍﻟﺒﺤﺚ‪ ،‬ﻣﻊ ﺷﺮﺡ ﻛﻴﻔﻴﺔ‬ ‫ﺍﺧﺘﻼﻑ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﺮﻭﺗﻴﻨﻴﺔ‪،‬‬ ‫‪2‬‬

‫‪ .4‬ﰲ ﺍﻟﺘﺠﺎﺭﺏ ﺍﳌﺮﺍﻗﺒﺔ ‪ ،controlled trials‬ﻳﺸﺮﺡ ﺍﻟﺒﺎﺣﺚ ﻣﻼﻣﺢ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺒﺤﺜﻲ )ﻣﺜﻞ ﺍﻟﺘﻌﺸﻴﺔ ﻭﺍﻟﺘﻌﻤﻴﺔ‬ ‫ﺍﳌﺰﺩﻭﺟﺔ(‪ .‬ﻭﻻ ﻳﺒﻠﹼﻎ ﺍﻟﺸﺨﺺ ﺍﳌﺸﺎﺭﻙ ﰲ ﺍﻟﺒﺤﺚ ﺑﺎﻟﻌﻼﺝ ﺍﳌﺨﺼﺺ ﻟﻪ ﺣﱴ ﺗﻜﺘﻤﻞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺗ‪‬ﺮﻓﻊ ﺍﻟﺘﻌﻤﻴﺔ‪،‬‬ ‫‪ .5‬ﺍﳌﺪﺓ ﺍﳌﺘﻮﻗﻌﺔ ﳌﺸﺎﺭﻛﺔ ﺍﻟﺸﺨﺺ ﰲ ﺍﻟﺒﺤﺚ ) ﺷﺎﻣﻠﺔ ﻋﺪﺩ ﻭﻣﺪﺩ ﺯﻳﺎﺭﺍﺗﻪ ﳌﺮﻛﺰ ﺍﻟﺒﺤﺚ ﻭﺍﻟﻮﻗﺖ ﺍﻹﲨﺎﱃ‬ ‫ﺍﻟﻼﺯﻡ( ‪ ،‬ﻭﺇﻣﻜﺎﻧﻴﺔ ﺇ‪‬ﺎﺀ ﺍﻟﺘﺠﺮﺑﺔ ﺃﻭ ﻣﺸﺎﺭﻛﺔ ﺍﻟﺸﺨﺺ ﻓﻴﻬﺎ ﰲ ﻭﻗﺖ ﻣﺒﻜﺮ‪،‬‬ ‫‪ .6‬ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺸﺨﺺ ﺍﳌﺸﺎﺭﻙ ﺳﻴﺘﻠﻘﻰ ﻧﻘﻮﺩﹰﺍ ﺃﻭ ﺃﻧﻮﺍﻋﹰﺎ ﺃﺧﺮﻯ ﻣﻦ ﺍﻟﺴﻠﻊ ﺍﳌﺎﺩﻳﺔ ﰲ ﻣﻘﺎﺑﻞ ﻣﺸﺎﺭﻛﺘﻪ‪ ،‬ﻭﺇﻥ‬ ‫ﻛﺎﻥ ﺍﻷﻣﺮ ﻛﺬﻟﻚ ﻓﻤﺎ ﻧﻮﻋﻬﺎ ﻭﻣﻘﺪﺍﺭﻫﺎ‪،‬‬ ‫‪ .7‬ﺃﻧﻪ ﺑﻌﺪ ﺇﲤﺎﻡ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺳﻮﻑ ﻳﺒﻠﹼﻎ ﺍﻟﺸﺨﺺ ﺍﳌﺸﺎﺭﻙ ﺑﻨﺘﺎﺋﺠﻬﺎ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ‪ .‬ﻛﻤﺎ ﺳﻴﺒﻠﹼﻎ ﻛﻞ ﻣﺸﺎﺭﻙ ﻋﻠﻰ‬ ‫ﺣﺪﺓ ﺑﺄﻱ ﻧﺘﻴﺠﺔ ﺗﺘﻌﻠﻖ ﲝﺎﻟﺘﻪ ﺍﻟﺼﺤﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ‪،‬‬ ‫‪ .8‬ﺃﻥ ﻟﻸﺷﺨﺎﺹ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺍﻟﺒﺤﺚ ﺣﻖ ﺍﻹﻃﻼﻉ ﻋﻠﻰ ﺑﻴﺎﻧﺎ‪‬ﻢ ﻋﻨﺪﻣﺎ ﻳﻄﻠﺒﻮﻥ ﺫﻟﻚ‪ ،‬ﺣﱴ ﻭﻟﻮ ﻛﺎﻧﺖ‬ ‫ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﻔﺘﻘﺮ ﺇﱃ ﻓﺎﺋﺪﺓ ﺳﺮﻳﺮﻳﺔ ﻓﻮﺭﻳﺔ )ﺇﻻ ﺇﺫﺍ ﻛﺎﻧﺖ ﳉﻨﺔ ﺍﳌﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ ﻗﺪ ﻗﺮﺭﺕ ﺣﺠﺐ‬ ‫ﺍ ﻟﺒﻴﺎﻧﺎﺕ ﻣﺆﻗﺘﺎﹰ ﺃﻭ ﺑﺼﻔﺔ ﺩﺍﺋﻤﺔ‪ ،‬ﻭﰲ ﻫﺬﺓ ﺍﳊﺎﻟﺔ ﳚﺐ ﺇﺑﻼﻍ ﺍﻟﺸﺨﺺ ﺍﳌﺸﺎﺭﻙ ﺑﺬﻟﻚ‪ ،‬ﻭﺑﺎﻷﺳﺒﺎﺏ ﺍﻟﱵ‬ ‫ﺩﻋﺖ ﺇﱃ ﺣﺠﺐ ﺍﻟﺒﻴﺎﻧﺎﺕ(‪،‬‬ ‫‪ .9‬ﺃﻱ ﺃﺧﻄﺎﺭ ﺃﻭ ﺃﱂ ﺃﻭ ﺇﺯﻋﺎﺝ ﺃﻭ ﻣﻀﺎﻳﻘﺔ ﻣﺘﻮﻗﻌﺔ ﻟﻠﺸﺨﺺ ﺍﳌﺸﺎﺭﻙ )ﺃﻭ ﻟﻐﲑﻩ( ﺑﺴﺒﺐ ﻣﺸﺎﺭﻛﺘﻪ ﰲ ﺍﻟﺒﺤﺚ‪،‬‬ ‫ﲟﺎ ﰲ ﺫﻟﻚ ﺍﳌﺨﺎﻃﺮ ﺍﻟﱵ ﺗﺘﻌﺮﺽ ﳍﺎ ﺻﺤﺔ ﺃﻭ ﺳﻼﻣﺔ ﺍﻟﺰﻭﺝ ﺃﻭ ﺍﻟﺰﻭﺟﺔ‪،‬‬ ‫‪ .10‬ﺍﻟﻔﻮﺍﺋﺪ ﺍﳌﺒﺎﺷﺮﺓ‪ ،‬ﺇﻥ ﻭﺟﺪﺕ‪ ،‬ﺍﻟﱵ ﻳ‪‬ﺘﻮﻗﻊ ﺃﻥ ﳛﺼﻞ ﻋﻠﻴﻬﺎ ﻣﻦ ﻳﺸﺎﺭﻛﻮﻥ ﰲ ﺍﻟﺒﺤﺚ ﻧﺘﻴﺠﺔ ﻣﺸﺎﺭﻛﺘﻬﻢ‪،‬‬ ‫‪ .11‬ﺍﻟﻔﻮﺍﺋﺪ ﺍﳌﺘﻮﻗﻌﺔ ﻣﻦ ﺍﻟﺒﺤﺚ ﻟﻠﻤﺠﺘﻤﻊ ﺍﶈﻠﻲ ﺃﻭ ﺍ‪‬ﺘﻤﻊ ﺍﻟﻌﺮﻳﺾ‪ ،‬ﺃﻭ ﺍﻹﺳﻬﺎﻣﺎﺕ ﺍﳌﺘﻮﻗﻌﺔ ﰲ ﺍﳌﻌﺎﺭﻑ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‪،‬‬ ‫‪ .12‬ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺃﻱ ﻣﻨﺘﺠﺎﺕ ﺃﻭ ﺗﺪﺧﻼﺕ ﻳ‪‬ﺜﺒﺖ ﺍﻟﺒﺤﺚ ﻣﺄﻣﻮﻧﻴﺘﻬﺎ ﻭﳒﺎﻋﺘﻬﺎ‪ ،‬ﺳﻮﻑ ﺗﺘﺎﺡ ﻟﻠﻤﺸﺎﺭﻛﲔ ﰲ‬ ‫ﺍﻟﺒﺤﺚ ﺑﻌﺪ ﺍﻧﺘﻬﺎﺀ ﻣﺸﺎﺭﻛﺘﻬﻢ‪ ،‬ﻭﻣﱴ ﻭﻛﻴﻒ ﺳﻴﺤﺪﺙ ﺫﻟﻚ‪ ،‬ﻭﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻳﻨﺘﻈﺮ ﻣﻨﻬﻢ ﺃﻥ ﻳﺪﻓﻌﻮﺍ ﲦﻨﻬﺎ‪،‬‬ ‫‪ .13‬ﺃﻱ ﺗﺪﺧﻼﺕ ﺃﻭ ﻣﻘﺮﺭﺍﺕ ﻋﻼﺟﻴﺔ ﺑﺪﻳﻠﺔ ﻭﻣﺘﺎﺣﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺮﺍﻫﻦ‪،‬‬ ‫‪ .14‬ﺍﻹﺣﺘﻴﺎﻃﺎﺕ ﺍﻟﱵ ﺳﺘﺘﺨﺬ ﻟﻀﻤﺎﻥ ﺍﺣﺘﺮﺍﻡ ﺧﺼﻮﺻﻴﺔ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺳﺮ‪‬ﻳﺔ ﺍﻟﺴﺠﻼﺕ ﺍﻟﱵ‬ ‫ﻳﻜﺸﻒ ﻓﻴﻬﺎ ﻋﻦ ﻫﻮﻳﺎ‪‬ﻢ‪،‬‬ ‫‪ .15‬ﺍﻟﻘﻴﻮﺩ‪ ،‬ﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﺃﻭ ﻏﲑﻫﺎ‪ ،‬ﺍﻟﱵ ﲢ ‪‬ﺪ ﻣﻦ ﻗﺪﺭﺓ ﺍﻟﺒﺎﺣﺜﲔ ﻋﻠﻰ ﺻﻮﻥ ﺍﻟﺴﺮ‪‬ﻳﺔ‪ ،‬ﻭﺍﻟﻌﻮﺍﻗﺐ ﺍﶈﺘﻤﻠﺔ ﻻﻧﺘﻬﺎﻛﺎﺕ‬ ‫ﺍﻟﺴﺮ‪‬ﻳﺔ‪،‬‬

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‫‪ .16‬ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﱵ ﲢﻜﻢ ﺍﺳﺘﻌﻤﺎﻝ ﻧﺘﺎﺋﺞ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻮﺭﺍﺛﻴﺔ‪ ،‬ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻮﺭﺍﺛﻴﺔ ﺍﻟﻌﺎﺋﻠﻴﺔ‪ ،‬ﻭﺍﻹﺣﺘﻴﺎﻃﺎﺕ‬ ‫ﺍﳌﺘﺨﺬﺓ ﳌﻨﻊ ﺍﻟﻜﺸﻒ ﻋﻦ ﻧﺘﺎﺋﺞ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻮﺭﺍﺛﻴﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺸﺨﺺ ﺍﳌﺸﺎﺭﻙ ﺇﱃ ﺃﻗﺮﺑﺎﺋﻪ ﺍﳌﺒﺎﺷﺮﻳﻦ ﺃﻭ‬ ‫ﻏﲑﻫﻢ )ﻣﺜﻞ ﺷﺮﻛﺎﺕ ﺍﻟﺘﺄﻣﲔ ﺃﻭ ﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ( ﻣﻦ ﺩﻭﻥ ﻣﻮﺍﻓﻘﺘﻪ ﺷﺨﺼﻴﺎﹰ‪،‬‬ ‫‪ .17‬ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺭﻋﺎﺓ ﺍﻟﺒﺤﺚ ﻭﺍﻹﻧﺘﻤﺎﺀﺍﺕ ﺍﳌﺆﺳﺴﻴﺔ ﻟﻠﺒﺎﺣﺜﲔ‪ ،‬ﻭﻃﺒﻴﻌﺔ ﲤﻮﻳﻞ ﺍﻟﺒﺤﺚ ﻭﻣﺼﺎﺩﺭﻩ‪،‬‬ ‫‪ .18‬ﺇﺳﺘ ﻔﺎﺩﺓ ﺍﻟﺒﺤﺚ ﺍﳌﻤﻜﻨﺔ‪ ،‬ﺍﳌﺒﺎﺷﺮﺓ ﺃﻭ ﺍﻟﺜﺎﻧﻮﻧﻴﺔ‪ ،‬ﻣﻦ ﺍﻟﺴﺠﻼﺕ ﺍﻟﻄﺒﻴﺔ ﻟﻠﺸﺨﺺ ﺍﳌﺸﺎﺭﻙ‪ ،‬ﻭﻣﻦ ﺍﻟﻌﻴ‪‬ﻨﺎﺕ‬ ‫ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ ﺍﳌﺄﺧﻮﺫﺓ ﻣﻨﻪ ﺃﺛﻨﺎﺀ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻟﻪ‪،‬‬ ‫‪ .19‬ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﳐﻄﻄﹰﺎ ﻟﻠﻌﻴﻨ‪‬ﺎﺕ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ ﺍﳌﺄﺧﻮﺫﺓ ﺃﺛﻨﺎﺀ ﺍﻟﺒﺤﺚ ﺃﻥ ﺗ‪‬ﻌﺪﻡ ﰲ ‪‬ﺎﻳﺔ ﺍﻟﺒﺤﺚ‪ .‬ﻭﺇﺫﺍ ﱂ ﻳﻜﻦ‬ ‫ﺍﻷﻣﺮ ﻛﺬﻟﻚ‪ ،‬ﻓﻤﺎ ﺗﻔﺎﺻﻴﻞ ﲣﺰﻳﻨﻬﺎ )ﺃﻳﻦ ﻭﻛﻴﻒ ﻭﺇﱃ ﻣﱴ‪ ،‬ﻭﻛﻴﻒ ﺳﻴﻜﻮﻥ ﻣﺼﲑﻫﺎ ﺍﻟﻨﻬﺎﺋﻲ( ﻭﺇﻣﻜﺎﻧﻴﺔ‬ ‫ﺍﺳﺘﻌﻤﺎﳍﺎ ﻣﺴﺘﻘﺒﻼﹰ‪ .‬ﻭﻳﻨﺒﻐﻰ ﺗﻌﺮﻳﻒ ﺍﻟﺸﺨﺺ ﺍﳌﺸﺎﺭﻙ ﺃﻥ ﻣﻦ ﺣﻘﻪ ﺃﻥ ﻳﻘﺮﺭ ﻣﺎ ﻳﺮﺍﻩ ﺑﺸﺄﻥ ﺇﻣﻜﺎﻧﻴﺔ‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﺗﻠﻚ ﺍﻟﻌﻴﻨﺎﺕ ﻣﺴﺘﻘﺒﻼﹰ‪ ،‬ﻭﺃﻥ ﻳﺮﻓﺾ ﲣﺰﻳﻨﻬﺎ‪ ،‬ﻭﺃﻥ ﻳﻄﻠﺐ ﺇﻋﺪﺍﻣﻬﺎ‪،‬‬ ‫‪ .20‬ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻣﻦ ﺍﶈﺘﻤﻞ ﺗﻄﻮﻳﺮ ﻣﻨﺘﺠﺎﺕ ﲡﺎﺭﻳﺔ ﻣﻦ ﺍﻟﻌﻴﻨﺎﺕ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ‪ ،‬ﻭﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺻﺎﺣﺐ ﺍﻟﻌﻴﻨﺎﺕ‬ ‫ﺳﻮﻑ ﻳﺘﻠﻘﻰ ﻋﺎﺋﺪﹰﺍ ﻣﺎﻟﻴﹰﺎ ﺃﻭ ﻏﲑ ﺫﻟﻚ ﺑﻌﺪ ﺗﻄﻮﻳﺮ ﻣﺜﻞ ﻫﺬﺓ ﺍﳌﻨﺘﺠﺎﺕ‪،‬‬ ‫‪ .21‬ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺒﺎﺣﺚ ﻳﻌﻤﻞ ﻛﺒﺎﺣﺚ ﻓﻘﻂ ﺃﻭ ﻛﺒﺎﺣﺚ ﻭﻃﺒﻴﺐ ﻟﻠﺸﺨﺺ ﺍﳌﺸﺎﺭﻙ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ‪،‬‬ ‫‪ .22‬ﻣﺪﻯ ﻣﺴﺆﻭﻟﻴﺔ ﺍﻟﺒﺎﺣﺚ ﻋﻦ ﺗﻘﺪﱘ ﺍﳋﺪﻣﺎﺕ ﺍﻟﻄﺒﻴﺔ ﻟﻠﻤﺸﺎﺭﻙ ﰲ ﺍﻟﺒﺤﺚ‪،‬‬ ‫‪ .23‬ﺃﻥ ﺍﻟﻌﻼﺝ ﺳﻴﻘﺪﻡ ﳎﺎﻧﹰﺎ ﻷﻧﻮﺍﻉ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻹﺻﺎﺑﺎﺕ ﺃﻭ ﺍﳌﻀﺎﻋﻔﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﺒﺤﺚ‪ ،‬ﻭﻃﺒﻴﺒﻌﺔ ﻫﺬﻩ‬ ‫ﺍﻟﺮﻋﺎﻳﺔ ﻭﻣﺪ‪‬ﺎ‪ ،‬ﻭﺍﺳﻢ ﺍﳍﻴﺌﺔ ﺃﻭ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﺳﻴﻘﺪﻡ ﺍﻟﻌﻼﺝ‪ ،‬ﻭﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺃﻳﺔ ﺷﻜﻮﻙ ﺣﻮﻝ‬ ‫ﲤﻮﻳﻞ ﻫﺬﺍ ﺍﻟﻌﻼﺝ‪،‬‬ ‫‪ .24‬ﻣﺎ ﻫﻲ ﻃﺮﻳﻘﺔ ﺗﻌﻮﻳﺾ ﺍﻟﺸﺨﺺ ﺍﳌﺸﺎﺭﻙ ﺃﻭ ﺃﺳﺮﺗﻪ ﺃﻭ ﻣﻦ ﻳﻌﻮﻝ ﻋﻦ ﺃﻱ ﺇﻋﺎﻗﺔ ﺃﻭ ﻭﻓﺎﺓ ﺗﻨﺠﻢ ﻋﻦ ﻣﺜﻞ‬ ‫ﻫﺬﻩ ﺍﻹﺻﺎﺑﺔ‪ ،‬ﻭﻣﺎ ﻫﻲ ﺍﳍﻴﺌﺔ ﺍﻟﱵ ﺳﺘﻘﻮﻡ ﺑﺬﻟﻚ ) ﺃﻭ ﺃﻧﻪ ﻻ ﺗﻮﺟﺪ ﳐﻄﻄﺎﺕ ﻟﺘﻘﺪﱘ ﻫﺬﺍ ﺍﻟﺘﻌﻮﻳﺾ ﻋﻨﺪﻣﺎ‬ ‫ﻳﻘﺘﻀﻲ ﺍﻷﻣﺮ ﺫﻟﻚ(‪،‬‬ ‫‪ .25‬ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺣﻖ ﺍﻟﺘﻌﻮﻳﺾ ﻣﻀﻤﻮﻧﹰﺎ ﻗﺎﻧﻮﻧﺎﹰ‪ ،‬ﺃﻭ ﻏﲑ ﺫﻟﻚ ﰲ ﺍﻟﺒﻠﺪ ﺍﻟﱵ ﻳ‪‬ﺪﻋﻰ ﻓﻴﻬﺎ ﺍﻟﺸﺨﺺ ﺍﳌﻌﲏ‬ ‫ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﺚ‪.‬‬ ‫‪ .26‬ﺃﻥ ﳉﻨﺔ ﺍﳌﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ ﻗﺪ ﻭﺍﻓﻘﺖ ﻋﻠﻰ ﺑﺮﻭﺗﻮﻛﻮﻝ ﺍﻟﺒﺤﺚ ﺃﻭ ﺃﺟﺎﺯﺗﻪ‪.‬‬

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‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ : 6‬ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ‪ ،‬ﺍﻟﺘﺰﺍﻣﺎﺕ ﺍﻟﺮﻋﺎﺓ ﻭﺍﻟﺒﺎﺣﺜﲔ‪.‬‬ ‫ﻋﻠﻰ ﺍﻟﺮﻋﺎﺓ ‪ sponsors‬ﻭﺍﻟﺒﺎﺣﺜﲔ ﻣﺮﺍﻋﺎﺓ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪ ‬ﲡﻨ‪‬ﺐ ﺍﳋﺪﺍﻉ ﺃﻭ ﺍﻟﻀﻐﻂ ﺃﻭ ﺍﻟﺘﺨﻮﻳﻒ ﻏﲑ ﺍﳌﱪﺭ‪،‬‬ ‫‪ ‬ﻋﺪﻡ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﻣﻦ ﻳ‪‬ﻨﺘﻈﺮ ﺃﻥ ﻳﺸﺎﺭﻙ ﰲ ﺍﻟﺒﺤﺚ‪ ،‬ﺇﻻ ﺑﻌﺪ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺃﻧﻪ ﻳﺘﻔﻬ‪‬ﻢ‬ ‫ﲤﺎﻣﺎﹰ ﻛﻞ ﺍﳊﻘﺎﺋﻖ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﻭﻧﺘﺎﺋﺞ ﻣﺸﺎﺭﻛﺘﻪ‪ ،‬ﻭﺃﻧﻪ ﻣ‪‬ﻨﺢ ﺍﻟﻔﺮﺻﺔ ﺍﻟﻜﺎﻓﻴﺔ ﻟﻠﺘﻔﻜﲑ ﻓﻴﻤﺎ ﺇﺫﺍ‬ ‫ﻛﺎﻥ ﻳﺸﺘﺮﻙ ﺃﻡ ﻻ‪،‬‬ ‫‪ ‬ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﺳﺘﻤﺎﺭﺓ ﻣﻮﻗﻌﺔ ﻣﻦ ﻛﻞ ﺷﺨﺺ ﺳﻮﻑ ﻳﺸﺎﺭﻙ ﰲ ﺍﻟﺒﺤﺚ ﻛﺪﻟﻴﻞ ﻋﻠﻰ‬ ‫ﻣﻮﺍﻓﻘﺘﻪ ﺍﳌﺴﺘﻨﲑﺓ‪ ،‬ﻭﺫﻟﻚ ﻛﻘﺎﻋﺪﺓ ﻋﺎﻣﺔ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﻴﲔ ﺃﻥ ﻳﱪﺭﻭﺍ ﺃﻱ ﺍﺳﺘﺜﻨﺎﺀﺍﺕ ﻣﻦ‬ ‫ﻫﺬﻩ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻭﺃﻥ ﳛﺼﻠﻮﺍ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﳉﻨﺔ ﺍﳌﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ ﻋﻠﻰ ﺫﻟﻚ‪،‬‬ ‫‪ ‬ﲡﺪﻳﺪ ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ ﻣﻦ ﻛﻞ ﻣﺸﺎﺭﻙ ﰲ ﺍﻟﺒﺤﺚ ﻋﻨﺪ ﺇﺩﺧﺎﻝ ﺗﻐﻴﲑﺍﺕ ﻣﻬﻤﺔ ﰲ‬ ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺒﺤﺚ ﺃﻭ ﻋﻨﺪ ﺗﻮﺍﻓﺮ ﻣﻌﻠﻮﻣﺎﺕ ﺟﺪﻳﺪﺓ ﳝﻜﻦ ﺃﻥ ﺗﺆﺛﺮ ﻋﻠﻰ ﺍﺳﺘﻌﺪﺍﺩ ﺍﻷﺷﺨﺎﺹ‬ ‫ﺍﳌﻌﻨﻴﲔ ﻻﺳﺘﻤﺮﺍﺭ ﺍﳌﺸﺎﺭﻛﺔ‪،‬‬ ‫‪ ‬ﲡﺪﻳﺪ ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ ﻣﻦ ﻛﻞ ﻣﺸﺎﺭﻙ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻄﻮﻳﻠﺔ ﺍﻷﻣﺪ ﻭﺫﻟﻚ ﰲ ﻓﺘﺮﺍﺕ‬ ‫ﳏﺪﺩﺓ ﺳﻠﻔﺎﹰ‪ ،‬ﺣﱴ ﻟﻮ ﱂ ﲢﺪﺙ ﺃﻱ ﺗﻐﲑﺍﺕ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ ﺃﻭ ﰲ ﺃﻫﺪﺍﻓﻪ‪.‬‬

‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ :7‬ﺍﻹﻏﺮﺍﺀ ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﺔ‬ ‫ﳝ ﻜﻦ ﺗﻌﻮﻳﺾ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺍﻟﺒﺤﺚ ﻋﻦ ﺧﺴﺎﺋﺮ ﺍﻟﺪﺧﻞ ﻭﻧﻔﻘﺎﺕ ﺍﻟﺴﻔﺮ ﻭﻏﲑ ﺫﻟﻚ ﻣﻦ ﺍﳌﺼﺮﻭﻓﺎﺕ ﺍﻟﱵ‬ ‫ﻳﺘﺤﻤﻠﻮ‪‬ﺎ ﺑﺴﺒﺐ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻛﻤﺎ ﳝﻜﻦ ﺗﻐﻄﻴﺘﻬﻢ ﲞﺪﻣﺎﺕ ﻃﺒﻴﺔ ﳎﺎﻧﻴﺔ‪ .‬ﻭﳝﻜﻦ ﺃﻳﻀﺎﹰ ﻣﻜﺎﻓﺄﺓ‬ ‫ﺍﳌﺸﺎﺭﻛﲔ‪ ،‬ﻭﺧﺎﺻﺔ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻻ ﻳﺘﻠﻘﻮﻥ ﺃﻱ ﻣﺮﺩﻭﺩ ﻣﺒﺎﺷﺮ ﻣﻦ ﺍﻟﺒﺤﺚ‪ ،‬ﺃﻭ ﺗﻌﻮﻳﻀﻬﻢ ﺑﻄﺮﻳﻘﺔ ﺃﺧﺮﻯ‪ ،‬ﳌﺎ‬ ‫ﻳﺘﺤﻤﻠﻮﻧﻪ ﻣﻦ ﻣﺘﺎﻋﺐ ﻭﻣﺎ ﻳﻨﻔﻘﻮﻧﻪ ﻣﻦ ﻭﻗﺖ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻣﻊ ﺫﻟﻚ ﺃﻥ ﻻ ﺗﻜﻮﻥ ﺍﳌﺪﻓﻮﻋﺎﺕ ﻛﺒﲑﺓ‪ ،‬ﻭﺃﻥ ﻻ ﺗﻜﻮﻥ‬ ‫ﺍﳋﺪﻣﺎﺕ ﺍﻟﻄﺒﻴﺔ ﻭﺍﺳﻌﺔ ﺍﻟﻨﻄﺎﻕ ﲝﻴﺚ ﺗﻐﺮﻱ ﺃﻓﺮﺍﺩ ﺍﻟﺒﺤﺚ ﺍﶈﺘﻤﻠﲔ‪ ،‬ﺑﺎﳌﻮﺍﻓﻘﺔ ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﺔ ﺑﺎﻟﺘﻌﺎﺭﺽ ﻣﻊ‬ ‫ﺍﺧﺘﻴﺎﺭﻫﻢ ﺍﳌﻔﻀﻞ )ﺍﻹﻏﺮﺍﺀ ﺍﳌﻔﺮﻁ(‪.‬‬ ‫ﻭﳚﺐ ﺃﻥ ﺗﻮﺍﻓﻖ ﳉﻨﺔ ﺍﳌ ﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ ﻣﺴﺒﻘﹰﺎ ﻋﻠﻰ ﻛﻞ ﺍﳌﺪﻓﻮﻋﺎﺕ ﻭﺍﻟﺘﻌﻮﻳﻀﺎﺕ ﻭﺍﳋﺪﻣﺎﺕ ﺍﻟﻄﺒﻴﺔ ﺍﻟﱵ‬ ‫ﺳﺘﻘﺪﻡ ﺇﱃ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺍﻟﺒﺤﺚ‪.‬‬

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‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ :8‬ﻓﻮﺍﺋﺪ ﻭﳐﺎﻃﺮ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﰲ ﻛﻞ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﳚﺐ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﺿﻤﺎﻥ ﻭﺟﻮﺩ ﺗﻮﺍﺯﻥ ﻣﻌﻘﻮﻝ‬ ‫ﺑﲔ ﺍﻟﻔﻮﺍﺋﺪ ﻭﺍﳌﺨﺎﻃﺮ ﺍﶈﺘﻤﻠﺔ‪ ،‬ﻭﺃﻥ ﺍﳌﺨﺎﻃﺮ ﻗﺪ ﹸﻗﻠﹼﺼﺖ ﺇﱃ ﺍﳊﺪ ﺍﻷﺩﱏ‪.‬‬ ‫‪ ‬ﺍﻟﺘﺪﺧﻼﺕ ﺃﻭ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﱵ ﺗﺒﺸﺮ ﺑﺘﺤﻘﻴﻖ ﻓﺎﺋﺪﺓ ﻣﺒﺎﺷﺮﺓ ﺗﺸﺨﻴﺼﻴﺔ ﺃﻭ ﻋﻼﺟﻴﺔ ﺃﻭ‬ ‫ﻭﻗﺎﺋﻴﺔ ﻟﻠﺸﺨﺺ ﺍﳌﺸﺘﺮﻙ ﰲ ﺍﻟﺒﺤﺚ‪ ،‬ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﳍﺎ ﻣﺎ ﻳﱪﺭﻫﺎ ﺑﺘﻮﻗﻊ ﺃ‪‬ﺎ ﺳﺘﻜﻮﻥ ﰲ‬ ‫ﺻﺎﱀ ﺍﳌﺸﺎﺭﻙ ﰲ ﺍﻟﺒﺤﺚ‪ ،‬ﰲ ﺿﻮﺀ ﺍﻷﺧﻄﺎﺭ ﻭﺍﻟﻔﻮﺍﺋﺪ ﺍﳌﻨﺘﻈﺮﺓ‪ ،‬ﻣﺜﻠﻬﺎ ﻣﺜﻞ ﺃﻱ ﺑﺪﻳﻞ‬ ‫ﻣﺘﺎﺡ ﻋﻠﻰ ﺍﻷﻗﻞ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻣﺎ ﻳﱪﺭ ﲢﻤﻞ ﳐﺎﻃﺮ ﻫﺬﺓ ﺍﻟﺘﺪﺧﻼﺕ ﺃﻭ‬ ‫ﺍﻹﺟﺮﺍﺀﺍﺕ »ﺍﳌﻔﻴﺪﺓ« ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺍﻟﻔﻮﺍﺋﺪ ﺍﳌﺘﻮﻗﻌﺔ ﻟﻠﺸﺨﺺ ﺍﳌﺸﺎﺭﻙ ﰲ ﺍﻟﺒﺤﺚ‪.‬‬ ‫‪ ‬ﳐﺎﻃﺮ ﺍﻟﺘﺪﺧﻼﺕ ﺍﻟﱵ ﻻ ﺗﺒﺸ‪‬ﺮ ﺑﺘﺤﻘﻴﻖ ﻓﺎﺋﺪﺓ ﻣﺒﺎﺷﺮﺓ ﺗﺸﺨﻴﺼﻴﺔ ﺃﻭ ﻋﻼﺟﻴﺔ ﺃﻭ ﻭﻗﺎﺋﻴﺔ‬ ‫ﻟﻠﻤﺸﺎﺭﻙ ﰲ ﺍﻟ ﺒﺤﺚ‪ ،‬ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﳍﺎ ﻣﺎ ﻳﱪﺭﻫﺎ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺍﻟﻔﻮﺍﺋﺪ ﺍﳌﺘﻮﻗﻌﺔ ﻟﻠﻤﺠﺘﻤﻊ‬ ‫)ﻣﻌﺎﺭﻑ ﳝﻜﻦ ﺗﻌﻤﻴﻤﻬﺎ(‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﺨﺎﻃﺮ ﺍﻟﻨﺎﲨﺔ ﻋﻦ ﻫﺬﻩ ﺍﻟﺘﺪﺧﻼﺕ ﻣﻌﻘﻮﻟﺔ‬ ‫ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺃﳘﻴﺔ ﺍﳌﻌﺎﺭﻑ ﺍﻟﱵ ﺳﺘﻜﺴﺐ‪.‬‬

‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ :9‬ﻗﻴﻮﺩ ﺧﺎﺻﺔ ﻋﻠﻰ ﺍﳌﺨﺎﻃﺮ ﻋﻨﺪﻣﺎ ﻳﺸﻤﻞ ﺍﻟﺒﺤﺚ ﺃﺷﺨﺎﺻﹰﺎ ﻏﲑ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ‬ ‫ﺇﻋﻄﺎﺀ ﻣﻮﺍﻓﻘﺔ ﻣﺴﺘﻨﲑﺓ‬ ‫ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﻣﱪﺭﺍﺕ ﺃﺧﻼﻗﻴﺔ ﻭﻋﻠﻤﻴﺔ ﻹﺟﺮﺍﺀ ﲝﺚ ﻋﻠﻰ ﺃﺷﺨﺎﺹ ﻏﲑ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺇﻋﻄﺎﺀ ﻣﻮﺍﻓﻘﺔ‬ ‫ﻣﺴﺘﻨﲑﺓ‪ ،‬ﻓﺈﻥ ﺍﳋﻄﺮ ﺍﻟﻨﺎﺟﻢ ﻣﻦ ﺍﻟﺘﺪﺧﻼﺕ ﺍﻟﺒﺤﺜﻴﺔ ﺍﻟﱵ ﻻ ﺗﺒﺸﺮ ﺑﺘﺤﻘﻴﻖ ﻓﺎﺋﺪﺓ ﻣﺒﺎﺷﺮﺓ ﻟﻠﺸﺨﺺ ﺍﳌﺸﺘﺮﻙ ﰲ‬ ‫ﺍﻟﺒﺤﺚ ﳚﺐ ﺃﻥ ﻻ ﻳﻜﻮﻥ ﺃﻛﺜﺮ ﺍﺣﺘﻤﺎﻻﹰ ﻭﻻ ﺃﻛﺜﺮ ﻣ ﻘﺪﺍﺭﹰﺍ ﻣﻦ ﺍﳋﻄﺮ ﺍﻟﻨﺎﺟﻢ ﻋﻦ ﺍﻟﻔﺤﺺ ﺍﻟﻄﱮ ﺃﻭ ﺍﻟﻨﻔﺴﻰ‬ ‫ﺍﻟﺮﻭﺗﻴﲎ ﳍﺆﻻﺀ ﺍﻷﺷﺨﺎﺹ‪ .‬ﻭﳝﻜﻦ ﺍﻟﺴﻤﺎﺡ ﺑﺰﻳﺎﺩﺍﺕ ﻃﻔﻴﻔﺔ ﺃﻭ ﺻﻐﲑﺓ ﻓﻮﻕ ﻣﺴﺘﻮﻯ ﻫﺬﺍ ﺍﳋﻄﺮ ﻋﻨﺪﻣﺎ ﻳﻮﺟﺪ‬ ‫ﻣﱪﺭ ﻣﻨﻄﻘﻲ ﻋﻠﻤﻲ ﺃﻭﻃﱯ ﻏﺎﻟﺐ ﳌﺜﻞ ﻫﺬﻩ ﺍﻟﺰﻳﺎﺩﺍﺕ ﻭﺑﻌﺪ ﺃﻥ ﺗﻜﻮﻥ ﳉﻨﺔ ﺍﳌﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ ﻗﺪ ﻭﺍﻓﻘﺖ‬ ‫ﻋﻠﻴﻬﺎ‪.‬‬

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‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ :10‬ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ ﰲ ﳎﺘﻤﻌﺎﺕ ﻭﲨﺎﻋﺎﺕ ﳏﻠﻴﺔ ﳏﺪﻭﺩﺓ ﺍﳌﻮﺍﺭﺩ‬ ‫ﻗﺒﻞ ﺇﺟﺮﺍﺀ ﲝﺚ ﰲ ﳎﺘﻤﻊ ﺃﻭ ﲨﺎﻋﺔ ﳏﻠﻴﺔ ﳏﺪﻭﺩﺓ ﺍﳌﻮﺍﺭﺩ‪ ،‬ﳚﺐ ﻋﻠﻰ ﺍﻟﺮﺍﻋﻲ ﻭﺍﻟﺒﺎﺣﺚ ﺑﺬﻝ ﻛﻞ ﺍﳉﻬﻮﺩ‬ ‫ﻟﻀﻤﺎﻥ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪ ‬ﺃﻥ ﻳﻠﱮ ﺍﻟﺒﺤﺚ ﺍﻹﺣﺘﻴﺎﺟﺎﺕ ﻭﺍﻷﻭﻟﻮﻳﺎﺕ ﺍﻟﺼﺤﻴﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺃﻭ ﺍﳉﻤﺎﻋﺔ ﺍﶈﻠﻴﺔ ﺍﻟﱵ‬ ‫ﺳﻴﺠﺮﻯ ﻓﻴﻬﺎ‪،‬‬ ‫‪ ‬ﻭ ﺃﻥ ﺃﻯ ﺗﺪﺧﻼﺕ ﺃﻭ ﻣﻨﺘﺠﺎﺕ ﻳﺴﻔﺮ ﻋﻨﻬﺎ ﺍﻟﺒﺤﺚ ﻭﺃﻯ ﻣﻌﺮﻓﺔ ﺗﺘﻮﻟﺪ ﻋﻨﻪ‪ ،‬ﺳﻮﻑ ﺗﺘﺎﺡ‬ ‫ﺑﻘﺪﺭ ﻣﻌﻘﻮﻝ ﳌﻨﻔﻌﺔ ﺫﻟﻚ ﺍ‪‬ﺘﻤﻊ ﺃﻭ ﺗﻠﻚ ﺍﳉﻤﺎﻋﺔ ﺍﶈﻠﻴﺔ‪.‬‬

‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ :11‬ﺍﺧﺘﻴﺎﺭ ﺍﻟﺸﻮﺍﻫﺪ ﰲ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ‬ ‫ﻛﻘﺎﻋﺪﺓ ﻋﺎﻣﺔ‪ ،‬ﳚﺐ ﺗﻄﺒﻴﻖ ﺗﺪﺧﻞ ﻓﻌﺎﻝ ﳎﺮﺏ ﻋﻠﻰ ﺃﻓﺮﺍﺩ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺸﺎﻫﺪﺓ ‪ control group‬ﰲ ﺃﻱ‬ ‫ﲡﺮﺑﺔ ﻋﻠﻰ ﺗﺪﺧﻞ ﺗﺸﺨﻴﺼﻲ ﺃﻭ ﻋﻼﺟﻲ ﺃﻭ ﻭﻗﺎﺋﻲ‪ .‬ﻭﰲ ﺑﻌﺾ ﺍﳊﺎﻻﺕ ﻗﺪ ﻳﻜﻮﻥ ﻣﻘﺒﻮﻻﹰ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ‬ ‫ﺍﻷﺧﻼﻗﻴﺔ ﺃﻥ ﻳ‪‬ﺴﺘﻌﻤﻞ ﺑﺪﻳﻞ ﻣﻘﺎﺭﻥ ‪ comparator‬ﻣﺜﻞ ﻣﺎﺩﺓ ﻏﻔﻞ ﺃﻭ »ﻻ ﻋﻼﺝ«‪ .‬ﻭﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﺎﺩﺓ‬ ‫ﺍﻟﻐﻔﻞ ﰱﺍﳊﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪ ‬ﻋﻨﺪﻣﺎ ﻻ ﻳﻮﺟﺪ ﺗﺪﺧﻞ ﻓﻌﺎﻝ ﳎﺮﺏ‪،‬‬ ‫‪ ‬ﻋﻨﺪﻣﺎ ﻳﺆﺩﻱ ﺣﺠﺐ ﺍ ﻟﺘﺪﺧﻞ ﺍﻟﻔﻌﺎﻝ ﺍ‪‬ﺮﺏ ﺇﱃ ﺗﻌﺮﻳﺾ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺍﻟﺘﺠﺮﺑﺔ‪ ،‬ﻋﻠﻰ‬ ‫ﺍﻷﻛﺜﺮ‪ ،‬ﺇﱃ ﻣﺘﺎﻋﺐ ﻭﻗﺘﻴﺔ ﺃﻭ ﺗﺄﺧﺮ ﰲ ﺗﻔﺮﻳﺞ ﺍﻷﻋﺮﺍﺽ‪،‬‬ ‫‪ ‬ﻋﻨﺪﻣﺎ ﻻ ﻳﺆﺩﻱ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﺪﺧﻞ ﺍﻟﻔﻌﺎﻝ ﺍ‪‬ﺮﺏ ﻛﺒﺪﻳﻞ ﻣﻘﺎﺭﻥ ﺇﱃ ﻧﺘﺎﺋﺞ ﻣﻮﺛﻮﻗﺔ ﻋﻠﻤﻴﺎﹰ‪،‬‬ ‫ﻭﻻ ﻳﺆﺩﻱ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﺎﺩﺓ ﺍﻟﻐﻔﻞ ﺇﱃ ﺇﺿﺎﻓﺔ ﺃﻱ ﳐﺎﻃﺮﺓ ﲝﺪﻭﺙ ﺃﺿﺮﺍﺭ ﺧﻄﲑﺓ ﺃﻭ ﻻ‬ ‫ﻋﻜﻮﺱ ‪ irreversible‬ﰲ ﺃﻓﺮﺍﺩ ﺍﻟﺒﺤﺚ‪.‬‬

‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ :12‬ﺗﻮﺯﻳﻊ ﺍﻷﻋﺒﺎﺀ ﻭﺍﳌﻨﺎﻓﻊ ﺑﺎﻟﺘﺴﺎﻭﻱ ﰲ ﺍﺧﺘﻴﺎﺭ ﳎﻤﻮﻋﺎﺕ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺍﻟﺒﺤﺚ‬ ‫ﳚﺐ ﺍﺧﺘﻴﺎﺭ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺃﻭ ﺍﳉﻤﺎﻋﺎﺕ ﺍﶈﻠﻴﺔ ‪ communities‬ﺍﻟﱵ ﺳﺘﺪﻋﻰ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﺚ‪،‬‬ ‫ﺑﻄﺮﻳﻘﺔ ﺗﻀﻤﻦ ﺗﻮﺯﻳﻊ ﺃﻋﺒﺎﺀ ﻭﻣﻨﺎﻓﻊ ﺍﻟﺒﺤﺚ ﺑﻴﻨﻬﺎ ﺑﺎﻟﺘﺴﺎﻭﻱ‪ .‬ﻭﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻣﺎ ﻳﱪﺭ ﺍﺳﺘﺜﻨﺎﺀ ﳎﻤﻮﻋﺎﺕ‬ ‫ﺃﻭ ﲨﺎﻋﺎﺕ ﳏﻠﻴﺔ ﳝﻜﻦ ﺃﻥ ﺗﺴﺘﻔﻴﺪ ﻣﻦ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

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‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ :13‬ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﳚﺮﻯ ﻋﻠﻰ ﺃﺷﺨﺎﺹ ﺳﺮﻳﻌﻲ ﺍﻟﺘﺄﺛﺮ‬ ‫ﳚﺐ ﺗﻘﺪﱘ ﻣﱪﺭ ﺧﺎﺹ ﻟﺪﻋﻮﺓ ﺃﺷﺨﺎﺹ ﺳﺮﻳﻌﻲ ﺍﻟﺘﺄﺛﺮ ‪ vulnerable‬ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﺚ‪ .‬ﻭﺇﺫﺍ ﰎ‬ ‫ﺍﺧﺘﻴﺎﺭﻫﻢ‪ ،‬ﳚﺐ ﺗﻄﺒﻴﻖ ﻭﺳﺎﺋﻞ ﲪﺎﻳﺔ ﺣﻘﻮﻗﻬﻢ ﻭﺳﻼﻣﺘﻬﻢ ﺑﻜﻞ ﺣﺰﻡ‪.‬‬

‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ :14‬ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﳚﺮﻯ ﻋﻠﻰ ﺍﻷﻃﻔﺎﻝ‬ ‫ﻗﺒﻞ ﺇﺟﺮﺍﺀ ﲝﺚ ﻋﻠﻰ ﺍﻷﻃﻔﺎﻝ‪ ،‬ﳚﺐ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﺿﻤﺎﻥ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪ ‬ﺃﻥ ﺍﻟﺒﺤﺚ ﺳﻮﻑ ﻳﻜﻮﻥ ﺃﻗﻞ ﺟﻮﺩﺓ ﻟﻮ ﺃﻧﻪ ﻃﺒﻖ ﻋﻠﻰ ﺍﻟﺒﺎﻟﻐﲔ‪،‬‬ ‫‪ ‬ﺃﻥ ﺍﻟﻐﺮﺽ ﻣﻦ ﺍﻟﺒﺤﺚ ﻫﻮ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻹﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺼﺤﻴﺔ ﻟﻸﻃﻔﺎﻝ‪،‬‬ ‫‪ ‬ﺃﻥ ﻭﺍﻟﺪ ﺍﻟﻄﻔﻞ ﺃﻭ ﳑﺜﻞ ﻗﺎﻧﻮﱐ ﻟﻪ ﻗﺪ ﺃﺫﻥ ﲟﺸﺎﺭﻛﺘﻪ ﰲ ﺍﻟﺒﺤﺚ‪،‬‬ ‫‪ ‬ﺃﻧﻪ ﻗﺪ ﰎ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﻛﻞ ﻃﻔﻞ ﺇﱃ ﺍﳊﺪ ﺍﻟﺬﻱ ﺗﺴﻤﺢ ﺑﻪ ﻗﺪﺭﺍﺗﻪ‪،‬‬ ‫‪ ‬ﺃﻥ ﺭﻓﺾ ﺍﻟﻄﻔﻞ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﺚ ﺃﻭ ﺍﻹﺳﺘﻤﺮﺍﺭ ﻓﻴﻪ ﺳﻮﻑ ﻳ‪‬ﺤﺘﺮﻡ‪.‬‬

‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ :15‬ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﳚﺮﻯ ﻋﻠﻰ ﺃﺷﺨﺎﺹ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺇﻋﻄﺎﺀ ﻣﻮﺍﻓﻘﺔ ﻣﺴﺘﻨﲑﺓ‬ ‫ﲤﺎﻣﹰﺎ ﺑﺴﺒﺐ ﺇﺻﺎﺑﺘﻬﻢ ﺑﺈﺿﻄﺮﺍﺑﺎﺕ ﻧﻔﺴﻴﺔ ﺃﻭ ﺳﻠﻮﻛﻴﺔ‪.‬‬ ‫ﻗﺒﻞ ﺇﺟﺮﺍﺀ ﲝﺚ ﻋﻠﻰ ﺃﺷﺨﺎﺹ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺇﻋﻄﺎﺀ ﻣﻮﺍﻓﻘﺔ ﻣﺴﺘﻨﲑﺓ ﲤﺎﻣﹰﺎ ﺑﺴﺒﺐ ﺇﺻﺎﺑﺘﻬﻢ ﺑﺈﺿﻄﺮﺍﺑﺎﺕ‬ ‫ﻧﻔﺴﻴﺔ ﺃﻭ ﺳﻠﻮﻛﻴﺔ‪ ،‬ﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﺿﻤﺎﻥ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪ ‬ﺃﻥ ﻫﺆﻻﺀ ﺍﻷﺷﺨﺎﺹ ﻟﻦ ﳜﻀﻌﻮﺍ ﻟﺒﺤﺚ ﳝﻜﻦ ﺇﺟﺮﺍﺅﻩ ﺑﻨﻔﺲ ﻣﺴﺘﻮﻯ ﺍﳉﻮﺩﺓ ﻋﻠﻰ‬ ‫ﺃﺷﺨﺎﺹ ﻟﻴﺴﻮﺍ ﻋﺎﺟﺰﻳﻦ ﻋﻦ ﺇﻋﻄﺎﺀ ﻣﻮﺍﻓﻘﺔ ﻣﺴﺘﻨﲑﺓ ﲤﺎﻣﺎﹰ‪،‬‬ ‫‪ ‬ﺃﻥ ﻏﺮﺽ ﺍﻟﺒﺤﺚ ﻫﻮ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺘﻌﻠﻖ ﺑﺎﻹﺣﺘﻴﺎﻃﺎﺕ ﺍﻟﺼﺤﻴﺔ ﺍﳋﺎﺻﺔ‬ ‫ﺑﺎﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﺍﺿﻄﺮﺍﺑﺎﺕ ﻧﻔﺴﻴﺔ ﺃﻭ ﺳﻠﻮﻛﻴﺔ‪،‬‬ ‫‪ ‬ﺃﻥ ﻳﻜﻮﻥ ﻗﺪ ﰎ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﻛﻞ ﻣﺸﺎﺭﻙ ﰲ ﺍﻟﺒﺤﺚ ﺑﺎﻟﻘﺪﺭ ﺍﻟﺬﻱ ﺗﺴﻤﺢ ﺑﻪ‬ ‫ﻗﺪﺭﺍ ﺗﻪ‪ ،‬ﻭﺃﻥ ﺭﻓﺾ ﺃﻱ ﻣﺸﺎﺭﻙ ﳏﺘﻤﻞ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﺚ ﺳﻮﻑ ﻳ‪‬ﺤﺘﺮﻡ ﺩﺍﺋﻤﺎﹰ‪ ،‬ﺇﻻ ﰲ‬ ‫ﺑﻌﺾ ﺍﻟﻈﺮﻭﻑ ﺍﻹﺳﺘﺜﻨﺎﺋﻴﺔ ﺣﻴﺚ ﻻ ﻳﻮﺟﺪ ﺑﺪﻳﻞ ﻃﱮ ﻣﻌﻘﻮﻝ‪ ،‬ﻭﻳﺴﻤﺢ ﺍﻟﻘﺎﻧﻮﻥ ﺍﶈﻠﻲ‬ ‫ﺑﺎﻟﺘﻐﺎﺿﻲ ﻋﻦ ﺍﻹﻋﺘﺮﺍﺽ‪،‬‬

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‫‪ ‬ﰱ ﺍﳊﺎﻻﺕ ﺍﻟﱵ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﺍﳌﺸﺎﺭﻙ ﺍﳌﻨﺘﻈﺮ ﻏﲑ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ‪ ،‬ﻳﺘﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻰ‬ ‫ﺇﺫﻥ ﻣﻦ ﻗﺮﻳﺐ ﻣﺴﺆﻭﻝ ﺃﻭ ﳑﺜﻞ ﻣﻔﻮ‪‬ﺽ ﻓﺎﻧﻮﻧﹰﺎ ﻃﺒﻘﹰﺎ ﻟﻠﻘﺎﻧﻮﻥ ﺍﳌﻄﺒﻖ‪.‬‬

‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ : 16‬ﺍﻟﻨﺴﺎﺀ ﻛﻤﺸﺎﺭﻛﺎﺕ ﰲ ﺍﻟﺒﺤﺚ‬ ‫ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﻴﲔ ﻭﺭﻋﺎﺓ ﺍﻟﺒﺤﻮﺙ ﻭﳉﺎﻥ ﺍﳌﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ ﺃﻥ ﻻ ﻳﺴﺘﺒﻌﺪﻭﺍ ﺍﻟﻨﺴﺎﺀ ﺍﻟﻼﰐ ﰲ ﺳﻦ ﺍﻹﳒﺎﺏ‬ ‫ﻣﻦ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‪ .‬ﻭﻻ ﳚﻮﺯ ﺃﻥ ﻳ‪‬ﺘﺨﺬ ﺍﺣﺘﻤﺎﻝ ﺍﳊﻤﻞ ﺃﺛﻨﺎﺀ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺣﺪ ﺫﺍﺗﻪ ﺫﺭﻳﻌﺔ‬ ‫ﳌﻨﻊ ﻣﺸﺎﺭﻛﺘﻬﻦ ﺃﻭ ﺗﻘﻴﻴﺪﻫﺎ‪ .‬ﻏﲑ ﺃﻥ ﺇﺟﺮﺍﺀ ﻣﻨﺎﻗﺸﺔ ﻣﺴﺘﻔﻴﻀﺔ ﻟﻸﺧﻄﺎﺭ ﺍﶈﺪﻗﺔ ﺑﺎﳌﺮﺃﺓ ﺍﳊﺎﻣﻞ ﻭﺟﻨﻴﻨﻬﺎ‪ ،‬ﺷﺮﻁ‬ ‫ﺃﺳﺎﺳﻲ ﻟﺘﻤﻜﲔ ﺍﳌﺮﺃﺓ ﻣﻦ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﺭﺷﻴﺪ ﺑﺎﻹﻧﻀﻤﺎﻡ ﺇﱃ ﺩﺭﺍﺳﺔ ﺳﺮﻳﺮﻳﺔ‪ .‬ﻭﰲ ﻫﺬﻩ ﺍﳌﻨﺎﻗﺸﺔ‪ ،‬ﺇﻥ ﻛﺎﻧﺖ‬ ‫ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﺚ ﳛﺘﻤﻞ ﺃﻥ ﺗﻀﺮ ﺍﳉﻨﲔ ﺃﻭ ﺍﳌﺮﺃﺓ ﺍﳌﺸﺎﺭﻛﺔ ﺇﺫﺍ ﲪﻠﺖ‪ ،‬ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺭﻋﺎﺓ ﺍﻟﺒﺤﺚ ﻭﻋﻠﻰ‬ ‫ﺍﻟﺒﺎﺣﺜﻴﲔ ﺃﻥ ﻳﻀﻤﻨﻮﺍ ﳍﺎ ﺇﺟﺮﺍﺀ ﺍﺧﺘﺒﺎﺭ ﻟﻠﺤﻤﻞ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻭﺳﺎﺋﻞ ﻓﻌﺎﻟﺔ ﳌﻨﻊ ﺍﳊﻤﻞ ﻗﺒﻞ ﺑﺪﺀ ﺍﻟﺒﺤﺚ‪ .‬ﻓﺈﺫﺍ‬ ‫ﱂ ﻳﻜﻦ ﺫﻟﻚ ﻣﺴﺘﻄﺎﻋﺎﹰ ﻷﺳﺒﺎﺏ ﻗﺎﻧﻮﻧﻴﺔ ﺃﻭ ﺩﻳﻨﻴﺔ‪ ،‬ﻓﻌﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻻ ﳚﻨ‪‬ﺪﻭﺍ ﺍﻟﻨﺴﺎﺀ ﺍﻟﻼﰐ ﻗﺪ ﳛﻤﻠﻦ ﺃﺛﻨﺎﺀ‬ ‫ﺍﻟﺒﺤﺚ‪ ،‬ﳌﺜﻞ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﶈﺘﻤﻞ ﺍﻟﻀﺮﺭ‪.‬‬

‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ : 17‬ﺍﻟﻨﺴﺎﺀ ﺍﳊﻮﺍﻣﻞ ﻛﻤﺸﺎﺭﻛﺎﺕ ﰲ ﺍﻟﺒﺤﺚ‪.‬‬ ‫ﻳﻨﺒﻐﻲ ﺍﻓﺘﺮﺍﺽ ﺃﻥ ﺍﻟﻨﺴﺎﺀ ﺍﳊﻮﺍﻣﻞ ﻣﺆﻫﻼﺕ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﻭﳉﺎﻥ‬ ‫ﺍﳌﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ ﺿﻤﺎﻥ ﺗﺰﻭﻳﺪ ﺍﳊﻮﺍﻣﻞ ﺍﻟﻼﰐ ﺳﻴﺸﺎﺭﻛﻦ ﰲ ﺍﻟﺒﺤﺚ ﲟﻌﻠﻮﻣﺎﺕ ﻭﺍﻓﻴﺔ ﺣﻮﻝ ﺍﳌﺨﺎﻃﺮ ﻭﺍﻟﻔﻮﺍﺋﺪ‬ ‫ﺍﻟﱵ ﺳﺘﻌﻮﺩ ﻋﻠﻴﻬﻦ ﻭﻋﻠﻰ ﺃﲪﺎﳍﻦ ﻭﻋﻠﻰ ﺃﺟﻨ‪‬ﺘﻬﻦ ﻭﻋﻠﻰ ﻧﺴﻠﻬﻦ ﺍﻟﻼﺣﻖ ﻭﻋﻠﻰ ﺧﺼﻮﺻﺒﺘﻬﻦ‪.‬‬ ‫ﻭﻻ ﳚﻮﺯ ﺇﺟﺮﺍﺀ ﲝﻮﺙ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ﺇﻻ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻼﺋﻤﺔ ﻟﻺﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺼﺤﻴﺔ ﺍﳋﺎﺻﺔ ﻟﻠﻤﺮﺃﺓ ﺍﳊﺎﻣﻞ ﺃﻭ‬ ‫ﳉﻨﻴﻨﻬﺎ‪ ،‬ﺃﻭ ﻟﻺﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺼﺤﻴﺔ ﻟﻠﻨﺴﺎﺀ ﺍﳊﻮﺍﻣﻞ ﻋﻤﻮﻣﺎﹰ‪ ،‬ﻭﺇﻻ ﺇﺫﺍ ﻛﺎﻧﺖ‪ ،‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺫﻟﻚ ﻣﻼﺋﻤﺎﹰ‪ ،‬ﻣﺪﻋﻤﺔ‬ ‫ﺑﺒﻴﻨﺎﺕ ﻣﻮﺛﻮﻗﺔ ﻣﻦ ﲡﺎﺭﺏ ﺣﻴﻮﺍﻧﻴﺔ‪ ،‬ﻭﻻ ﺳﻴﻤﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺈﺧﺘﻄﺎﺭ ﺣﺪﻭﺙ ﺍﻹﻣﺴﺎﺥ ‪ teratogenecity‬ﺃﻭ‬ ‫ﺍﻟﺘﻄﻔﺮ ‪.mutagenecity‬‬

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‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ :18‬ﲪﺎﻳﺔ ﺍﻟﺴﺮﻳﺔ‬ ‫ﳚﺐ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻬﲕﺀ ﺿﻤﺎﻧﺎﺕ ﻭﺛﻴﻘﺔ ﳊﻤﺎﻳﺔ ﺳﺮ‪‬ﻳﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ ﻟﻠﻤﺸﺎﺭﻛﲔ ﰲ ﺍﻟﺒﺤﺚ‪.‬‬ ‫ﻭﳚﺐ ﺇﺑﻼﻍ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺍﻟﺒﺤﺚ ﺑﺎﳊﺪﻭﺩ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ‪ ،‬ﺃﻭ ﻏﲑﻫﺎ‪ ،‬ﻟﻘﺪﺭﺓ ﺍﻟﺒﺎﺣﺜﲔ ﻋﻠﻰ ﲪﺎﻳﺔ ﺍﻟﺴﺮﻳﺔ‪،‬‬ ‫ﻭﺍﻟﻌﻮﺍﻗﺐ ﺍﶈﺘﻤﻠﺔ ﻻﻧﺘﻬﺎﻛﺎﺕ ﺍﻟﺴﺮﻳﺔ‪.‬‬

‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ :19‬ﺣﻖ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺍﻟﺒﺤﺚ ﰲ ﺗﻠﻘﻰ ﺍﻟﻌﻼﺝ ﻭﺍﻟﺘﻌﻮﻳﺾ ﻋﻨﺪ ﺍﻹﺻﺎﺑﺔ‬ ‫ﻋﻠﻰ ﺍﻟﺒﺎﺣ ﺜﲔ ﺿﻤﺎﻥ ﺃﻥ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻳﻦ ﲢﺪ‪‬ﺙ ﳍﻢ ﺇﺻﺎﺑﺎﺕ ﻧﺘﻴﺠﺔ ﻣﺸﺎﺭﻛﺘﻬﻢ‪ ،‬ﳛ ‪‬ﻖ ﳍﻢ ﺃﻥ‬ ‫ﻳﻌﺎﻟﹶﺠﻮﺍ ﳎﺎﻧﺎﹰ ﻣﻦ ﺗﻠﻚ ﺍﻹﺻﺎﺑﺎﺕ‪ ،‬ﻭﺃﻥ ﳛﺼﻠﻮﺍ ﻋﻠﻰ ﻣﺴﺎﻋﺪﺍﺕ ﻣﺎﻟﻴﺔ‪ ،‬ﺃﻭ ﻏﲑﻫﺎ‪ ،‬ﻟﺘﻌﻮﻳﻀﻬﻢ ﺑﺪﺭﺟﺔ ﻋﺎﺩﻟﺔ‬ ‫ﻋﻦ ﺃﻯ ﺿﻌﻒ ‪ impairment‬ﺃﻭ ﻋﺠﺰ ‪ disability‬ﺃﻭ ﺇﻋﺎﻗﺔ ‪ .handicap‬ﻭﰱ ﺣﺎﻟﺔ ﺍﻟﻮﻓﺎﺓ ﺑﺴﺒﺐ‬ ‫ﻣﺸﺎﺭﻛﺘﻬﻢ‪ ،‬ﳛﻖ ﳌﻦ ﻳﻌﻮﻟﻮ‪‬ﻢ ﺃﻥ ﳛﺼﻠﻮﺍ ﻋﻠﻰ ﺗﻌﻮﻳﺾ‪ .‬ﻭﳚﺐ ﺃﻥ ﻻ ﻳ‪‬ﻄﻠﺐ ﻣﻦ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺍﻟﺒﺤﺚ‬ ‫ﺍﻟﺘﻨﺎﺯﻝ ﻋﻦ ﺣﻘﻮﻗﻬﻢ ﰲ ﺍﻟﺘﻌﻮﻳﺾ‪.‬‬

‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ :20‬ﺗﻌﺰﻳﺰ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﳌﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ﻋﻠﻰ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ‬ ‫ﺍﳊﻴﻮﻳﺔ‬ ‫ﺗﻔﺘﻘﺮ ﺑﻠﺪﺍﻥ ﻛﺜﲑﺓ ﺇﱃ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻘﺪﻳﺮ ﺃ ﻭ ﺿﻤﺎﻥ ﺍﳉﻮﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺃﻭ ﺍﳌﻘﺒﻮﻟﻴﺔ ﺍﻷﺧﻼﻗﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ‬ ‫ﺍﳊﻴﻮﻳﺔ ﺍﻟﱵ ﺗ‪‬ﻘﺘﺮﺡ ﺃﻭ ﲡﺮﻯ ﰲ ﺩﺍﺋﺮﺓ ﺍﺧﺘﺼﺎﺻﻬﺎ‪ .‬ﻭﰱ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ ﺫﺍﺕ ﺍﻟﺮﻋﺎﺓ ﺍﳋﺎﺭﺟﻴﲔ‪ ،‬ﻳﺘﺤﻤﻞ‬ ‫ﺍﻟﺒﺎﺣﺜﻮﻥ ﻭﺭ‪‬ﻋﺎﺓ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﺰﺍﻣﹰﺎ ﺃﺧﻼﻗﻴﹰﺎ ﺑﻀﻤﺎﻥ ﺃﻥ ﻣﺸﺎﺭﻳﻊ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﺍﻟﱵ ﺗﻘﻊ ﲢﺖ‬ ‫ﻣﺴﺆﻭﻟﻴﺘﻬﻢ ﰲ ﺗﻠﻚ ﺍﻟﺒﻠﺪﺍﻥ‪ ،‬ﺳﻮﻑ ﺗﺴﻬﻢ ﺑﻔﺎﻋﻠﻴﺔ ﰲ ﺗﻌﺰﻳﺰ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻮﻃﻨﻴﺔ ﺃﻭ ﺍﶈﻠﻴﺔ ﻋﻠﻰ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﻮﺙ‬ ‫ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﻭﺗﻨﻔﻴﺬﻫﺎ‪ ،‬ﻭﻋﻠﻰ ﺇﺟﺮﺍﺀ ﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻷﺧﻼﻗﻴﺔ ﳍﺬﻩ ﺍﻟﺒﺤﻮﺙ ﻭﺭﺻﺪﻫﺎ‪.‬‬ ‫ﻭﻗﺪ ﻳﺸﻤﻞ ﺑﻨﺎﺀ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﻭﻟﻴﺲ ﻗﺼﺮﹰﺍ ﻋﻠﻴﻬﺎ‪:‬‬ ‫‪ ‬ﺇﻧﺸﺎﺀ ﻭﺗﻌﺰﻳﺰ ﻋﻤﻠﻴﺎﺕ‪ /‬ﳉﺎﻥ ﻣﺮﺍﺟﻌﺔ ﺃﺧﻼﻗﻴﺔ ﻣﺴﺘﻘﻠﺔ ﻭﻓﺎﻋﻠﺔ‪،‬‬ ‫‪ ‬ﺗﻌﺰﻳﺰ ﺍﻟﻄﺎﻗﺔ ﺍﻟﺒﺤﺜﻴﺔ‪،‬‬ ‫‪ ‬ﺗﻄﻮﻳﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﻣﻼﺋﻤﺔ ﻟﺒﺤﻮﺙ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‪،‬‬ ‫‪ ‬ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﻟﺒﺤﻮﺙ ﻭﺑﺎﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‪،‬‬ ‫‪ ‬ﺗﺜﻘﻴﻒ ﺍ‪‬ﺘﻤﻊ ﺍﶈﻠﻰ ﺍﻟﺬﻱ ﺳﻴ‪‬ﺨﺘﺎﺭ ﻣﻨﻪ ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﺍﻟﺒﺤﻮﺙ‪.‬‬ ‫‪10‬‬

‫ﺍﻟﺪﻟﻴﻞ ﺍﻹﺭﺷﺎﺩﻱ ‪ :21‬ﺍﻹﻟﺘﺰﺍﻡ ﺍﻷﺧﻼﻗﻲ ﻟﺮﻋﺎﺓ ﺍﻟﺒﺤﻮﺙ ﺍﳋﺎﺭﺟﻴﲔ ﺑﺘﻮﻓﲑ ﺧﺪﻣﺎﺕ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‪.‬‬ ‫ﺭ‪‬ﻋﺎﺓ ﺍﻟﺒﺤﻮﺙ ﺍﳋﺎﺭﺟﻴﻮﻥ ﻣﻠﺰﻣﻮﻥ ﺃﺧﻼﻗﻴﺎﹰ ﺑﻀﻤﺎﻥ ﺗﻮﻓﲑ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪ ‬ﺧﺪﻣﺎﺕ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﺫﺍﺕ ﺍﻷﳘﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻹﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ ﺑﺄﻣﺎﻥ‪،‬‬ ‫‪ ‬ﻣﻌﺎﳉﺔ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺍﻟﺒﺤﺚ‪ ،‬ﺍﻟﺬﻳﻦ ﻳﺼﺎﺑﻮﻥ ﻧﺘﻴﺠﺔ ﺗﺪﺧ‪‬ﻼﺕ ﺍﻟﺒﺤﺚ‪.‬‬ ‫‪ ‬ﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ﺗﻌﺘ ﱪ ﺟﺰﺀﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﻣﻦ ﺍﻟﺘﺰﺍﻡ ﺭﺍﻋﻲ ﺍﻟﺒﺤﺚ ﺑﺄﻥ ﳚﻌﻞ ﺍﻟﺘﺪﺧﻞ ﺃﻭ ﺍﳌﻨﺘ‪‬ﺞ‬ ‫ﺍﳌﻔﻴﺪ ﺍﻟﺬﻱ ﻳﺘﻮﺻﻞ ﺇﻟﻴﻪ ﺍﻟﺒﺤﺚ‪ ،‬ﻣﺘﺎﺣﹰﺎ ﺑﺪﺭﺟﺔ ﻣﻌﻘﻮﻟﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺍﳌﻌﲏ ﺃﻭ ﺍﳉﻤﺎﻋﺔ ﺍﶈﻠﻴﺔ‬ ‫ﺍﳌﻌﻨﻴﺔ‪.‬‬

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‫ﺍﳌﻠﺤﻖ ‪3‬‬

‫ﺍﻟﺒﺤﺚ ﰲ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ‬ ‫‪ .1‬ﻣﻜﺘﺒﺔ ﺍﻟﻄﺐ ﺍﻟﻮﻃﻨﻴﺔ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬ ‫ﻣﻜﺘﺒﺔ ﺍﻟﻄﺐ ﺍﻟﻮﻃﻨﻴﺔ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ‪ NLM‬ﻫﻲ ﺃﻛﱪ ﻣﻜﺘﺒﺔ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﻭﻫﻲ ﺗﻔﻬﺮﺱ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﻟﻄﺒﻴﺔ‬ ‫ﺍﳊﻴﻮﻳﺔ ﻣﻨﺬ ﺳﻨﺔ ‪ 1879‬ﳌﺴﺎﻋﺪﺓ ﺍﳌﻬﻨﻴﲔ ﺍﻟﺼﺤﻴﲔ ﰲ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﻠﺒﺤﺚ ﻭﺍﻟﺮﻋﺎﻳﺔ‬ ‫ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻭﻫﻲ ﺗﺘﻴﺢ ﻟﻠﺒﺎﺣﺜﲔ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﻭﺍﺳﻌﺔ ﺍﻟﻨﻄﺎﻕ ﻳﺘﻢ ﲢﺪﻳﺜﻬﺎ ﻭﺗﻌﺪﻳﻠﻬﺎ ﻣﻦ ﻭﻗﺖ ﻵﺧﺮ‪.‬‬

‫ﻧﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ‬ ‫ﻧﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ ‪ MEDLINE‬ﻫﻮ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺒﺒﻠﻮﻏﺮﺍﻓﻴﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﳌﻜﺘﺒﺔ ﺍﻟﻄﺐ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﻭﻳﻐﻄﻲ‬ ‫ﳎﺎﻻﺕ ﺍﻟﻄﺐ ﻭﺍﻟﺘﻤﺮﻳﺾ ﻭﻃﺐ ﺍﻷﺳﻨﺎﻥ ﻭﺍﻟﻄﺐ ﺍﻟﺒﻴﻄﺮﻯ ﻭﻋﻠﻮﻡ ﻣﺎ ﻗﺒﻞ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ‪ .‬ﻭﻟﻘﺪ ﻇﻞ ﻧﻈﺎﻡ‬ ‫ﻣﻴﺪﻻﻳﻦ ﻣﺘﺎﺣﺎ ﻟﻠﺒﺤﺚ ﻋﻠﻰ ﺍﳋﻂ ‪ online searching‬ﻣﻨﺬ ﺳﻨﺔ ‪ ،1971‬ﻭﺣﻞ ﻋﻤﻠﻴﹰﺎ ﳏﻞ ﺍ‪‬ﻠﺪﺍﺕ‬ ‫ﺍﻟﻀﺨﻤﺔ ﺍﳌﺄﻟﻮﻓﺔ ﻟﻠﻔﻬﺮﺱ ﺍﻟﻄﱯ ‪ index medics‬ﻭﻫﻮ ﺩﻟﻴﻞ ﺍﳌﻮﺿﻮﻋﺎﺕ ﻭﺍﳌﺆﻟﻔﲔ ﺍﻟﺸﻬﺮﻱ ﻟﻠﻤﻄﺒﻮﻋﺎﺕ‬ ‫ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﺍﻟﺬﻯ ﻛﺎﻥ ﻳ‪‬ﺒﺤﺚ ﻓﻴﻪ ﻳﺪﻭﻳﺎ ﻣﻦ ﻗﺒﻞ ﲜﻬﺪ ﺟﻬﻴﺪ‪ .‬ﻭﺗﺸﻤﻞ ﻣﺰﺍﻳﺎ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺍﳋﻂ‪ :‬ﺳﺮﻋﺔ‬ ‫ﺍﺳﺘﺮﺟﺎﻉ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻟﺘﻮﺻﻞ ﺇﱃ ﻋﺪﺩ ﺃﻛﱪ ﻣﻦ ﺍ‪‬ﻼﺕ‪ ،‬ﻭﺗﻮﻓﹼﺮ ﺧﻼﺻﺎﺕ ﻟﻜﺜﲑ ﻣﻦ ﺍﳌﺮﺍﺟﻊ‪ ،‬ﻭﺇﻣﻜﺎﻧﻴﺔ‬ ‫ﺍﻟﺒﺤﺚ ﲟﺼﻄﻠﺤﺎﺕ ﻏﲑ ﻋﻨﺎﻭﻳﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻄﺒﻴﺔ ‪ non-Me SH‬ﰲ ﺍﻟﻌﻨﺎﻭﻳﻦ ﻭﺍﳋﻼﺻﺎﺕ‪ ،‬ﻭﻗﺼﺮ ﺍﻟﻔﺘﺮﺓ‬ ‫ﺍﻟﻔﺎﺻﻠﺔ ﺑﻌﺪ ﺍﻟﻨﺸﺮ‪.‬‬ ‫ﱏ ﰲ ﻧﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ‪ .‬ﻭﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ‪ access‬ﺇﱃ ﻧﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ ﻋﻦ‬ ‫ﻭﻣﻨﺬ ﺳﻨﺔ ‪ 1997‬ﺃﺗﻴﺢ ﺍﻟﺒﺤﺚ ﺍ‪‬ﺎ ﹼ‬ ‫ﻃﺮﻳﻖ ﻣﻮﻗﻊ ﻣﻜﺘﺒﺔ ﺍﻟﻄﺐ ﺍﻟﻮﻃﻨﻴﺔ ﻋﻠﻰ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﻭﻋﻨﻮﺍﻧﻪ )‪ .(http://www.nlm.nih.gov‬ﻭﻻ‬ ‫ﻳ‪‬ﻄﻠﺐ ﻣﻦ ﺍﳌﻨﺘﻔﻌﲔ ﺃﻱ ﺗﺴﺠﻴﻞ ﻣﺴﺒﻖ ﻟﻠﺘﻮﺻﻞ ﺇﱃ ﻧﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ‪.‬‬ ‫ﻭﺗﺘﻢ ﻓﻬﺮﺳﺔ ﻣﻘﺎﻻﺕ ﺍ‪‬ﻼﺕ ﻹﺩﺧﺎﳍﺎ ﰲ ﻧﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ‪ ،‬ﻭﻳﺴﺘﻄﻴﻊ ﻣﻦ ﺷﺎﺀ ﺃﻥ ﻳﺒﺤﺚ ﻓﻴﻬﺎ ﻋﻦ‬ ‫ﺍﻹﺳﺘﺸﻬﺎﺩﺍﺕ ﺍﻟﱴ ﻳﺮﻳﺪﻫﺎ‪ .‬ﻭﳛﺘﻮﻱ ﻧﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ ﻋﻠﻰ ﻣﻘﺎﻻﺕ ﻣﻦ ﺃﻛﺜﺮ ﻣﻦ ‪ 4600‬ﳎﻠﺔ ﻃﺒﻴﺔ ﺣﻴﻮﻳﺔ ﺩﻭﻟﻴﺔ‪.‬‬ ‫ﻭﻫﻮ ﻳﺘﻴﺢ ﺗﻐﻄﻴﺔ ﻋﺎﳌﻴﺔ ﺍﻟﻨﻄﺎﻕ ﻟﻠﻤﺠﻼﺕ ﺍﳌﻨﺸﻮﺭﺓ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﻭﺳﺒﻌﲔ ﺑﻠﺪﹰﺍ ﺃﺧﺮﻯ‪ ،‬ﻭﻟﻜﻦ ﻣﻌﻈﻢ‬ ‫ﺍﻟﻮﺛﺎﺋﻖ ﺍﳌﺴﺠﻠﺔ ﻟﺪﻳﻪ )‪ (%86‬ﻣﺴﺘﻘﺎﺓ ﻣﻦ ﻣﺼﺎﺩﺭ ﺇﻧﻜﻠﻴﺰﻳﺔ ﺍﻟﻠﻐﺔ ﺃﻭ ‪‬ﺎ ﺧﻼﺻﺎﺕ ﺇﻧﻜﻠﻴﺰﻳﺔ‪ .‬ﻭﳛﺘﻮﻱ ﺍﳌﻠﻒ‬

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‫ﻋﻠﻰ ﺃﻛﺜﺮ ﻣﻦ ‪ 12‬ﻣﻠﻴﻮﻥ ﻭﺛﻴﻘﺔ ﻣﺴﺠﻠﺔ ﻳﺮﺟﻊ ﺗﺎﺭﻳﺦ ﻧﺸﺮﻫﺎ ﺇﱃ ﺳﻨﺔ ‪ 1966‬ﻭﻳﺘﻢ ﲢﺪﻳﺜﻬﺎ ﺃﺳﺒﻮﻋﻴﹰﺎ‪ .‬ﻭﻳﻀﺎﻑ‬ ‫ﺇﻟﻴﻬﺎ ﰲ ﻛﻞ ﺷﻬﺮ ﺣﻮﺍﱃ ﺃﺭﺑﻌﲔ ﺃﻟﻒ ﻭﺛﻴﻘﺔ ﺍﺳﺘﺸﻬﺎﺩ ‪ citations‬ﺟﺪﻳﺪﺓ‪.‬‬ ‫ﳏﻔﻮﻇﺎﺕ ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ‪Pub Med‬‬

‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺗﻴﺴﲑ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﻧﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ‪ ،‬ﺗﺘﻴﺢ ﳏﻔﻮﻇﺎﺕ ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ﻓﺮﺻﺔ ﺍﻟﺘﻮﺻﻞ ﺇﱃ‬ ‫ﻭﺛﺎﺋﻖ ﺍﺳﺘﺸﻬﺎﺩ ﺃﺧﺮﻯ ﺗﺴﺒﻖ ﺯﻣﻨﻴﺎﹰ ﺗﺎﺭﻳﺦ ﺍﺧﺘﻴﺎﺭ ﺍ‪‬ﻠﺔ ﺍﳌﻌﻨﻴﺔ ﻟﻠﻔﻬﺮﺳﺔ ﰲ ﻧﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ‪ .‬ﻭﻫﻰ ﺗﻴﺴﺮ ﻛﺬﻟﻚ‬ ‫ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ‪.Pub Med Central‬‬

‫ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ‬ ‫ﻫﻲ ﺃﺭﺷﻴﻒ ‪‬ﻼﺕ ﻋﻠﻮﻡ ﺍﳊﻴﺎﺓ‪ ،‬ﻳﺘﻴﺢ ﺍﻋﺘﺒﺎﺭﺍﹰ ﻣﻦ ﺗﺸﺮﻳﻦ ﺍﻷﻭﻝ‪ /‬ﺃﻛﺘﻮﺑﺮ ‪ 2003‬ﺍﻟﻨﺼﻮﺹ ﺍﻟﻜﺎﻣﻠﺔ‬ ‫ﻷﻛﺜﺮ ﻣﻦ ﻣﺌﺔ ﺃﻟﻒ ﻣﻘﺎﻟﺔ ﻣﻦ ﺃﻛﺜﺮ ﻣﻦ ‪ 130‬ﳎﻠﺔ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﻌﺪﺩ ﺁﺧﺬ ﰲ ﺍﻹﺯﺩﻳﺎﺩ‪ .‬ﻭﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ‬ ‫ﻟﻠﻤﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ﻣﺮﺗﺒﻄﺔ ‪ linked‬ﲟﺤﻔﻮﻇﺎﺕ ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ‪ .‬ﻭﻣﻨﻔﺘﺤﺔ ﲤﺎﻣﺎﹰ ﻟﻠﺒﺤﺚ ‪.searchable‬‬ ‫ﻭﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﳎﺎﱐ ﻭﻻ ﳛﺘﺎﺝ ﺇﱃ ﺗﺴﺠﻴﻞ ﻣﺴﺒﻖ‪.‬‬ ‫ﻋﻨﺎﻭﻳﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻄﺒﻴﺔ ‪Me SH‬‬

‫ﻫﻲ ﻗﺎﺋﻤﺔ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﱵ ﺗﺪﻳﺮﻫﺎ ﻣﻜﺘﺒﺔ ﺍﻟﻄﺐ ﺍﻟﻮﻃﻨﻴﺔ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻭﺗ‪‬ﺴﺘﻌﻤﻞ ﰲ ﻓﻬﺮﺳﺔ ﺍﳌﻘﺎﻻﺕ ﰲ‬ ‫ﳏﻔﻮﻇﺎﺕ ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ‪ .Pub Med‬ﻭﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﱵ ﺗﺸﻤﻠﻬﺎ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﺗﺘﻴﺢ ﻃﺮﻳﻘﺔ ﻣﻨﻄﻘﻴﺔ ﻻﺳﺘﺮﺟﺎﻉ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﺭﲟﺎ ﺗ‪‬ﺴﺘﻌﻤﻞ ﻣﺼﻄﻠﺤﺎﺕ ﳐﺘﻠﻔﺔ ﻟﻨﻔﺲ ﺍﳌﻮﺿﻮﻉ‪ .‬ﻭﻣﺼﻄﻠﺤﺎﺕ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﲤﺎﺛﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻔﺘﺎﺣﻴﺔ‬ ‫‪ keywords‬ﺍﻟﱵ ﺗﺴﺘﻌﻤﻞ ﰲ ﻧﻈﻢ ﺍﻟﺒﺤﺚ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻷﺧﺮﻯ‪ .‬ﻭﲢﺘﻮﻱ ﻋﻨﺎﻭﻳﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻄﺒﻴﺔ ﻋﻠﻰ ﺃﻛﺜﺮ‬ ‫ﻣﻦ ‪ 19000‬ﻣﺼﻄﻠﺢ‪ ،‬ﻭﻫﻲ ﻣﺮﺗﺒﺔ ﺣﺴﺐ ﺍﳊﺮﻭﻑ ﺍﻷﲜﺪﻳﺔ ﻭﻛﺬﻟﻚ ﺣﺴﺐ ﳎﻤﻮﻋﺎﺕ ﺍﳌﻮﺍﺿﻴﻊ‪ .‬ﻭﰲ ﻧﻄﺎﻕ‬ ‫ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺗ‪‬ﺮﺗﺐ ﻣﺼﻄﻠﺤﺎﺕ ﻋﻨﺎﻭﻳﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻄﺒﻴﺔ ﰲ ﻣﺴﺘﻮﻳﺎﺕ ﻣﺴﻠﺴﻠﺔ ‪ hierarchical‬ﺗﺴﻤﻰ‬ ‫»ﺍﳍﻴﺎﻛﻞ ﺍﻟﺸﺠﺮﻳﺔ ‪ «tree structures‬ﻭﻓﻴﻬﺎ ﺗﺮﺗ‪‬ﺐ ﻛﻞ ﺍﳌﺼﻄﻠﺤﺎﺕ ﻣﻦ ﺃﻛﺜﺮﻫﺎ ﻋﻤﻮﻣﻴﺔ ﺇﱃ ﺃﻛﺜﺮﻫﺎ ﻧﻮﻋﻴﺔ‬ ‫‪ .specific‬ﻭﺗﻄﺒﻴﻘﹰﺎ ﻟﻘﺎﻋﺪﺓ ﺍﻟﻨﻮﻋﻴﺔ ﺗ‪‬ﻔﻬﺮﺱ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺩﺍﺋﻤﹰﺎ ﲢﺖ ﺍﻟﻌﻨﺎﻭﻳﻦ ﺍﻷﻛﺜﺮ ﻧﻮﻋﻴﺔ ﺑﻘﺎﺋﻤﺔ »ﻋﻨﺎﻭﻳﻦ‬ ‫ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻄﺒﻴﺔ«‪ ،‬ﻻ ﲢﺖ ﻣﺼﻄﻠﺤﺎﺕ ﻋﻤﻮﻣﻴﺔ ﺷﺎﻣﻠﺔ‪ .‬ﻓﻴﻘﻮﻡ ﺍﻟﻌﺎﻣﻠﻮﻥ ﺑﺎﻟﻔﻬﺮﺳﺔ ﰲ ﻣﻜﺘﺒﺔ ﺍﻟﻄﺐ ﺍﻟﻮﻃﻨﻴﺔ‬ ‫ﺑﻔﺤﺺ ﺍﳌﻘﺎﻻﺕ ﻭﲢﺪﻳﺪ »ﻋﻨﺎﻭﻳﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻄﺒﻴﺔ« ﺍﻷﻛﺜﺮ ﻧﻮﻋﻴﺔ ﻟﻮﺻﻔﻬﺎ‪ .‬ﻭﳜﺘﺎﺭ ﺍﻟﻌﺎﻣﻠﻮﻥ ﺑﺎﻟﻔﻬﺮﺳﺔ ﺃﻛﺜﺮ‬ ‫ﻣﻦ ﻋﻨﻮﺍﻥ ﻣﻦ ﻗﺎﺋﻤﺔ »ﻋﻨﺎﻭﻳﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻄﺒﻴﺔ« ﺣﺴﺒﻤﺎ ﻳﻘﺘﻀﻲ ﺍﻷﻣﺮ ﻟﺘﻐﻄﻴﺔ ﻣﻮﺿﻮﻉ ﺍﳌﻘﺎﻟﺔ )ﻭﺗﻜﻮﻥ‬ ‫‪2‬‬

‫ﻋﺎﺩﺓ ﻣﺎ ﺑﲔ ﲬﺴﺔ ﻭﲬﺴﺔ ﻋﺸﺮ ﻋﻨﻮﺍﻧﺎﹰ(‪ .‬ﻭﲣﻀﻊ ﻋﻨﺎﻭﻳﻦ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﻟﻠﻤﺮﺍﺟﻌﺔ ﺍﻟﺪﺍﺋﻤﺔ‪ ،‬ﻭﺗﻀﺎﻑ ﺇﻟﻴﻬﺎ‬ ‫ﻋﻨﺎﻭﻳﻦ ﺟﺪﻳﺪﺓ ﺑﺎﻧﺘﻈﺎﻡ‪ .‬ﻭﳝﻜﻦ ﺍﻟﺒﺤﺚ ﰲ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ »ﻋﻨﺎﻭﻳﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻄﺒﻴﺔ« ﻋﻦ ﻃﺮﻳﻖ ﺻﻔﺤﺔ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻣﻴﺪﻻﻳﻦ‪ /‬ﳏﻔﻮﻇﺎﺕ ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ‪ .MEDLINE/Pub med web page‬ﻭﺳﻮﻑ ﳛﺼ‪‬ﻞ‬ ‫ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﻋﻨﺎﻭﻳﻦ ﻣﻘﺘﺮﺣﺔ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ ﻟﻜﻞ ﻣﺼﻄﻠﺢ ﻳﺪﺧﻠﻪ ﺑﻐﺮﺽ ﺍﻟﺒﺤﺚ ‪ .search term‬ﻭﻳﺴﺘﻄﻴﻊ‬ ‫ﺍﻟﺒﺎﺣﺚ ﺑﺪ ﹰﻻ ﻣﻦ ﺫﻟ ﻚ ﺃﻥ ﻳﺘﺠﻮ‪‬ﻝ ﰲ ﺷﺠﺮﺓ ﻋﻨﺎﻭﻳﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻄﺒﻴﺔ ﻣﻦ ﻗﻤﺘﻬﺎ ﺇﱃ ﺃﺳﻔﻠﻬﺎ‪.‬‬

‫ﺍﻟﺒﺤﺚ ﰲ ﻧﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ‬ ‫ﰱ ﻧﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ ﳝﻜﻦ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳌﺮﺍﺟﻊ ﲝﺴﺐ ﺍﺳﻢ ﺍﳌﺆﻟﻒ ﺃﻭ ﺍﳌﻮﺿﻮﻉ ﺃﻭ ﻋﻨﻮﺍﻥ ﺍ‪‬ﻠﺔ‪.‬‬ ‫ﻭﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻌﺎﻣِﻼﺕ ﺍﳌﻨﻄﻘﻴﺔ )ﺃﻭ ﺍﻟﺒﻮﻟﻴﺎﻧﻴﺔ( ‪ NOT, OR, AND‬ﻟﺘﻀﺒﻴﻖ ﻧﻄﺎﻕ ﺍﻟﺒﺤﺚ ﻛﻤﺎ ﰲ‬ ‫ﺣﺎﻻﺕ ﺍﻟﺒﺤﺚ ﺍﻹﻟﻜﺘﺮﻭﱏ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﺳﲑﺩ ﺫﻛﺮﻫﺎ ﻓﻴﻤﺎ ﺑﻌﺪ‪.‬‬ ‫ﻼ ﲝﺴﺐ ﻟﻐﺔ ﺍﳌﻨﺸﻮﺭﺓ ﺃﻭ ﻧﻮﻋﻬﺎ ﺃﻭ ﺗﺎﺭﳜﻬﺎ ﺃﻭ ﻣﺎ ﺇﺫﺍ‬ ‫ﻭﳝﻜﻦ ﻭﺿﻊ ﺣﺪﻭ ٍﺩ ﻟﻠﺒﺤﺚ‪ ،‬ﻓﻴﺘﻢ ﺍﻟﺒﺤﺚ ﻣﺜ ﹰ‬ ‫ﻛﺎﻧﺖ ﺗﻮﺟﺪ ﳍﺎ ﺧﻼﺻﺔ‪.‬‬ ‫ﻭﺗﺸﻤﻞ ﻣﻮﺍﺩ ﺍﳌﺮﺍﺟﻊ ﺍﳋﻼﺻﺎﺕ ﺍﻹﻧﻜﻠﻴﺰﻳﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻨﺸﻮﺭﺓ ﻣﻊ ﺍﳌﻘﺎﻻﺕ )ﰲ ‪ %76‬ﺗﻘﺮﻳﺒﹰﺎ ﻣﻦ‬ ‫ﻣﻨﺸﻮﺭﺍﺕ ﺍﻟﺴﻨﻮﺍﺕ ﺍﳋﻤﺲ ﺍﻷﺧﲑﺓ(‪ .‬ﻭﺗﺘﺎﺡ ﻛﺬﻟﻚ ﺍﺭﺗﺒﺎﻃﺎﺕ ﺗﺸﻌﺒﻴﺔ ‪ hyperlinks‬ﺑﲔ ﺍﳌﻘﺎﻻﺕ ﺫﺍﺕ‬ ‫ﺍﻟﺼﻠﺔ ﺑﺒﻌﻀﻬﺎ‪.‬‬

‫‪ .2‬ﺍﻟﺒﺤﺚ ﰲ ﺍﻹﻧﺘﺮﻧﺖ‬ ‫ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ‬ ‫ﺃﺻﺒﺤﺖ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﺍﻵﻥ ﻣﺼﺪﺭﺍﹰ ﺭﺋﻴﺴﻴﺎﹰ ﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺒﺤﻮﺙ‪ .‬ﻓﻬﻲ ﺗﺘﻴﺢ ﺍﻹﺗﺼﺎﻝ ﺍﻟﻔﻮﺭﻱ ﲟﻼﻳﲔ‬ ‫ﺍﳌﻠﻔﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍﻟﱴ ﺗﺘﻌﻠﻖ ﺑﻜﻞ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺗﻘﺮﻳﺒﺎﹰ‪ .‬ﻭﺗﺴﺘﻌﻤﻞ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ‬

‫)‪(WWW‬‬

‫‪ World Wide Web‬ﻟﺘﻴﺴﲑ ﺍﻹﺗﺼﺎﻝ ﺑﺘﻠﻚ ﺍﻟﺸﺒﻜﺔ ﺍﳍﺎﺋﻠﺔ‪ .‬ﻭﻫﻲ ﻣﻜﻮﻧﺔ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻠﻔﺎﺕ ﺍﳌﺘﺼﻠﺔ‬ ‫ﺑﺒﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﻣﻦ ﺧﻼﻝ ﻧﺼﻮﺹ ﻓﺎﺋﻘﺔ ‪ ،hypertexts‬ﻭﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﻣﺴﺘﻌﺮِﺽ ﺃﻭ ﻣﺘﺼﻔﺢ‬ ‫‪ browser‬ﻣﺜﻞ ﻣﺴﺘﻜﺸﻒ ﻣﺎﻳﻜﺮﻭﺳﻮﻓﺖ ‪ Microsoft Explorer‬ﺃﻭ ﺟﻮ‪‬ﺍﻝ ﻧِﺘﺴﻜﻴﺐ‬

‫‪Netscape‬‬

‫‪ .Navigator‬ﻭﻫﻜﺬﺍ ﻓﺈﻥ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ ‪‬ﻲﺀ ﻭﺍﺟﻬﺔ ﺑﻴﻨﻴﺔ ‪ interface‬ﳌﺨﺘﻠﻒ ﺃﺷﻜﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫‪3‬‬

‫ﺍﳌﺘﺎﺣﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪ .‬ﻭﺗﻮﺻﻒ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ ﺑﺄ‪‬ﺎ ﻋﺎﱂ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱴ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﻋﱪ‬ ‫ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﺃ‪‬ﺎ ﲡﺴﻴﺪ ﻟﻠﻤﻌﺎﺭﻑ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫ﻭﻟﻠﻤﻮﺍﻗﻊ ﺍﻟﱵ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﻋﻨﺎﻭﻳﻦ ﺗﺴﻤﻰ »ﻋﻨﺎﻭﻳﻦ ﺍﳌﻮﺍﺭﺩ ﺍﳌﻮﺣﺪﺓ ‪«Uniform Resource Locators‬‬ ‫)‪ ،(URL‬ﻭﺗﻜﺘﺐ ﺑﺼﻴﺎﻏﺔ ﻣﻮﺣﺪﺓ‪ .‬ﻭﻛﻤﺜﺎﻝ ﳍﺎ‪:‬‬

‫‪http://www.georgetown.edu/home/libraris.html‬‬

‫ﺣﻴﺚ‪:‬‬ ‫‪ «http» ‬ﺗﻌﲏ ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﻟﻨﺺ ﺍﻟﻔﺎﺋﻖ‪ ،‬ﻭﻫﻮ ﻳﺴﺘﻌﻤﻞ ﻟﻨﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫‪ «www» ‬ﺗﻌﲏ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ ﻭﻫﻲ ﺧﺪﻣﺔ ﺍﻹﻧﺘﺮﻧﺖ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﱵ ﺗﻮﺻﻞ ﺑﲔ‬ ‫ﺃﻋﺪﺍﺩ ﻻ ﺣﺼﺮ ﳍﺎ ﻣﻦ ﺍﳊﻮﺍﺳﻴﺐ ﻭﺑﲔ ﻣﻠﻔﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬ ‫‪ «georgetown.edu» ‬ﺗﺴﻤﻰ »ﺍ‪‬ﺎﻝ ‪ «domain‬ﺍﻟﺬﻱ ﳛﺪﺩ ﺍﺳﻢ ﺍﳌﻨﻈﻤﺔ ﺍﻟﱵ ﺗﻐﺬﻱ‬ ‫ﺍﻟﺸﺒﻜﺔ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻫﻲ ﺟﺎﻣﻌﺔ ﺟﻮﺭﺟﺘﺎﻭﻥ ﰲ ﻫﺬﺍ ﺍﳌﺜﺎﻝ‪ .‬ﻭﺍﳌﻘﻄﻊ ﺍﳌﻠﺤﻖ ‪‬ﺬﺍ ﺍ‪‬ﺎﻝ‬ ‫ﻳﺸﲑ ﺇﱃ ﻧﻮﻉ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻣﺜﻼﹰ ‪ edu‬ﻳﻌﲏ ﺗﻌﻠﻴﻤﻲ‪ com ،‬ﻳﻌﲏ ﲡﺎﺭﻱ‪ gov ،‬ﻳﻌﲏ‬ ‫ﺣﻜﻮﻣﻲ‪ org ،‬ﻳﻌﲏ ﻣﻨﻈﻤﺔ‪net ،‬ﻳﻌﲏ ﺷﺒﻜﺔ ﻣﻈﻤﺎﺕ‪.‬‬ ‫‪ «home/ libraries» ‬ﲤﺜﻞ ﺍﻟﺼﻔﺤﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺑﺎﳌﻮﻗﻊ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﺍﳌﻠﻒ ﺍﻟﺬﻱ‬ ‫ﻳ‪‬ﺒﺤﺚ ﻋﻨﻪ‪.‬‬ ‫‪ «html» ‬ﻫﻲ ﻟﻐﺔ ﺗﺮﻣﻴﺰ ﺍﻟﻨﺺ ﺍﻟﻔﺎﺋﻖ‪ ،‬ﻭﻫﻲ ﻟﻐﺔ ﺍﳊﺎﺳﻮﺏ ﺍﻟﱵ ﺗﺴﺘﻌﻤﻞ ﰲ ﻛﺘﺎﺑﺔ‬ ‫ﺍﳌﻠﻒ‪.‬‬

‫ﳏﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ‬ ‫ﻗﺎﻣﺖ ﺷﺮﻛﺎﺕ ﻣﺘﻌﺪﺩﺓ‪ ،‬ﺗﺴﺘﻌﲔ ﺑﺈﺫﺍﻋﺔ ﺍﻹﻋﻼﻧﺎﺕ ﻋﻠﻰ ﻣﻮﺍﻗﻌﻬﺎ‪ ،‬ﺑﺈﻧﺸﺎﺀ ﻃﺮﺍﺋﻖ ﻟﻠﺒﺤﺚ ﺍﻟﻔﻮﺭﻱ ﰲ‬ ‫ﳏﺘﻮﻯ ﻛﻞ ﻣﻮﻗﻊ ﻣﻔﺘﻮﺡ ﻟﻠﺠﻤﻴﻊ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪ .‬ﻭﶈﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ ‪ search engines‬ﻫﺬﻩ ﺃﳘﻴﺘﻬﺎ‪ ،‬ﻷﻥ‬ ‫ﻣﻮﺍﻗﻊ ﺍﻹﻧﺘﺮﻧﺖ ﺗﺘﺰﺍﻳﺪ ﺑﺎﺳﺘﻤﺮﺍﺭ‪ ،‬ﻭﻛﺜﲑ ﻣﻨﻬﺎ ﻳﻐﻴ‪‬ﺮ ﻋﻨﺎﻭﻳﻦ ﻣﻮﺍﻗﻌﻪ )‪ .(URL‬ﻭﻫﻨﺎﻙ ﻋﺪﺓ ﳏﺮﻛﺎﺕ ﲝﺚ‬ ‫ﻣﺘﺎﺣﺔ ﻭﻛﻞ ﻣﻨﻬﺎ ﻳﻌﻤﻞ ﺑﻄﺮﻳﻘﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﻟﻜﻞ ﻣﻨﻬﺎ ﺟﻮﺍﻧﺐ ﺿﻌﻔﻪ ﻭﻗﻮﺗﻪ‪ .‬ﻭﺑﺪ ﹰﻻ ﻣﻦ ﺗﻘﺪﱘ ﻗﺎﺋﻤﺔ‬ ‫ﺑﺴﻴﻄﺔ ﺑﺄﲰﺎﺀ ﺍﳌﻠﻔﺎﺕ ﺃﻭ ﻋﻨﺎﻭﻳﻦ ﺍﳌﻮﺍﻗﻊ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻓﺈﻥ ﻛﺜﲑﹰﺍ ﻣﻦ ﳏﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ ﻳﻘﺪﻡ ﻣﻘﺘﻄﻔﹰﺎ ﺻﻐﲑﹰﺍ‬ ‫ﺃﻭ ﻏﲑ ﺫﻟﻚ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﳌﻠﻒ‪ .‬ﻭﳝﻜﻦ ﺗﻌﻴﲔ ﻣﺮﺍﺗﺐ »ﺗﻜﺮﺭ ﺍﻟﺒﺤﺚ ‪ «hits‬ﲝﺴﺐ ﻣﺪﻯ ﺍﻟﺼﻠﺔ‬ ‫ﲟﺼﻄﻠﺤﺎﺕ ﺍﻟﺒﺤﺚ ‪ search terms‬ﺍﳌﻄﻠﻮﺑﺔ‪ ،‬ﳏﺴﻮﺑﺔ ﺑﺎﻟﺘﻜﺮﺍﺭ ﺍﻟﺬﻱ ﺗﻈﻬﺮ ﺑﻪ ﺍﳌﺼﻄﻠﺤﺎﺕ ﰲ ﻭﺛﻴﻘﺔ ﻣﻌﻴﻨﺔ‪،‬‬ ‫ﺃﻭ ﻗﺮ‪‬ﺎ ﻣﻦ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ‪ ،‬ﺃﻭ ﻣﻮﺍﻗﻌﻬﺎ ﺍﻟﻨﺴﺒﻴﺔ ﰲ ﺻﻔﺤﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪ .web page‬ﻭﺗﻮﺟﺪ ﻟﺪﻯ ﻣﺴﺘﻌﺮِﺽ‬ ‫‪4‬‬

‫ﺍﻟﺸﺒﻜﺔ ‪ ،web browser‬ﻋﺎﺩﺓ‪ ،‬ﻗﺎﺋﻤﺔ ﲟﺤﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻛﻞ ﻣﻨﻬﺎ ‪‬ﺎ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻧﻔﺴﻬﺎ‪ .‬ﻭﻟﺪﻯ‬ ‫ﺍﳉﻤﻴﻊ ﺻﺤﺎﺋﻒ ﺗﻌﻠﻴﻤﺎﺕ ﻣﻌﺎﻭِﻧﺔ ‪ help page‬ﺗﺸﺮﺡ ﺑﺪﺍﺋﻞ ﺍﻟﺒﺤﺚ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬ ‫ﻭﺑﻌﺾ ﳏﺮ‪‬ﻛﺎﺕ ﺍﻟﺒﺤﺚ ﻳﻘﻮﻡ ﺑﺘﺸﻐﻴﻠﻬﺎ ﺇﻧﺴﺎﻥ )ﺃﻱ ﺃﻥ ﺃﺷﺨﺎﺻﹰﺎ ﻳﺘﻮﻟﻮﻥ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻓﻬﺮﺳﺘﻬﺎ(‪.‬‬ ‫ﻭﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﻣﻨﻬﺎ ﻳﻘﻮﻡ ﺑﺘﺸﻐﻴﻠﻬﺎ ﺭﻭﺑﻮﺕ‪ .‬ﺃﻣﺎ ﳏﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﺘﺠﻤﻴﻌﻲ ‪ meta-search engines‬ﻓﻬﻲ‬ ‫ﺗﺒﺤﺚ ﻋﻦ ﺍﳌﻮﺿﻮﻉ ﰲ ﻋﺪﻳﺪ ﻣﻦ ﳏﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ‪.‬‬ ‫ﻭﺗ‪‬ﻘﺪﻡ ﳏﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ‪ ،‬ﻋﺎﺩﺓﹰ‪ ،‬ﻓﺮﺻﹰﺎ ﻟﻠﺒﺤﺚ ﰲ ﺩﻻﺋﻞ ‪ directories‬ﺍﳌﻮﺿﻮﻋﺎﺕ ﻭﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻔﺘﺎﺣﻴﺔ‪.‬‬ ‫ﻭﺗﺴﻤﺢ ﺭﻭﺍﺑﻂ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻔﺎﺋﻘﺔ ‪ hypertext links‬ﺑﺎﻟﺘﺤﺮﻙ ﻣﻦ ﻣﻮﻗﻊ ﺇﱃ ﺁﺧﺮ‪ .‬ﻭﻳﺘﺄﻛﺪ ﻭﺟﻮﺩ ﺍﺭﺗﺒﺎﻁ ﺑﻨﺺ‬ ‫ﻓﺎﺋﻖ ﻋﻨﺪﻣﺎ ﻳﻈﻬﺮ ﺧﻂ ﲢﺖ ﺍﻟﻨﺺ ﺃﻭ ﻋﻨﺪﻣﺎ ﻳﺘﻠﻮ‪‬ﻥ ﺃﻭ ﻛﻼﳘﺎ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﻳﺘﻐﲑ ﺷﻜﻞ ﻣﺆﺷﺮ ﻣﺴﺘﻌﺮِﺽ ﺍﻟﺸﺒﻜﺔ‪.‬‬

‫ﺍﻟﺒﺤﺚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺩﻻﺋﻞ ﺍﳌﻮﺿﻮﻋﺎﺕ‬ ‫ﺩﻟﻴﻞ ﺍﳌﻮﺿﻮﻋﺎﺕ ‪ subject directory‬ﻳﻘﻮﺩ ﺍﻟﺒﺎﺣﺚ ﺧﻼﻝ ﺳﻠﺴﻠﺔ ﻣﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ‪ .‬ﺃﻣﺎ ﺩﻻﺋﻞ ﺷﺠﺮﺓ‬ ‫ﺍﳌﻮﺿﻮﻋﺎﺕ ‪ subject-tree directories‬ﻓﻬﻲ ﺫﺍﺕ ﺗﺮﺗﻴﺐ ﻣﺴﻠﺴﻞ‪ ،‬ﺇﺫ ﺗﻨﺘﻘﻞ ﻣﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻷﻋﺮﺽ‬ ‫ﺇﱃ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻷﺿﻴﻖ‪ ،‬ﻭﻣﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻌﺎﻣﺔ ﺇﱃ ﺍﻷﻛﺜﺮ ﻧﻮﻋﻴﺔ ‪ .more specific‬ﻭﺗﻮﺟﺪ ﺩﻻﺋﻞ‬ ‫ﻣﺘﻌﺪﺩﺓ ﲢﺘﻮﻱ ﻋﻠﻰ ﺃﻗﺴﺎﻡ ﻣﻨﻈﻤﺔ ﺑﺄﻛﻤﻠﻬﺎ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺎﻟﻄﺐ‪ ،‬ﻭﻏﺎﻟﺒﺎﹰ ﻣﺎ ﺗﻘﺴﻢ ﻣﻮﺍﺩﻫﺎ ﲝﺴﺐ‬ ‫ﺍﻹﺧﺘﺼﺎﺻﺎﺕ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺃﻭ ﻋﻨﺎﻭﻳﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﻄﺒﻴﺔ‪ .‬ﻭﺗﺘﻤﻴﺰ ﺍﻟﺪﻻﺋﻞ ﺑﺄ‪‬ﺎ ﻣﻔﺘﻮﺣﺔ ﻟﻠﺘﺼﻔﺢ‬ ‫ﺍﻟﻌﺎﺭﺽ ‪ .casual browsing‬ﺃﻣﺎ ﺃﻛﱪ ﻣﺰﺍﻳﺎ ﺍﻟﺪﻻﺋﻞ ﺍﳌﻨﺸﺄﺓ ﻳﺪﻭﻳﹰﺎ ﻓﻬﻲ ﺇﻣﻜﺎﻥ ﺇﺿﺎﻓﺔ ﺣﺎﺷﻴﺔ ﺗﺼﻒ‬ ‫ﻣﻮﺍﺩﻫﺎ‪ ،‬ﻭﺇﻥ ﱂ ﺗﻜﻦ ﻛﻞ ﺍﻟﺪﻻﺋﻞ ﲣﺘﺎﺭ ﺃﻥ ﺗﻔﻌﻞ ﺫﻟﻚ‪.‬‬

‫ﺍﻟﺒﺤﺚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻛﻠﻤﺔ ﻣﻔﺘﺎﺣﻴﺔ‬ ‫ﺇﻥ ﺍﻟﺒﺤﺚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻛﻠﻤﺔ ﻣﻔﺘﺎﺣﻴﺔ ‪ keyword‬ﳚﺐ ﺃﻥ ﳜﻄﻂ ﺑﺄﻓﻀﻞ ﻃﺮﻳﻘﺔ ﳑﻜﻨﺔ‪ .‬ﻓﺎﺧﺘﻴﺎﺭ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺍﳌﻔﺘﺎﺣﻴﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺒﺤﺚ ﲤﺎﺛﻞ ﺍﺧﺘﻴﺎﺭ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﺮﻱ ﻋﻦ ﺍﻷﻣﺮﺍﺽ‪ .‬ﻓﺒﺎﻹﻣﻜﺎﻥ ﺍﺧﺘﻴﺎﺭ ﺍﺧﺘﺒﺎﺭ ﻋﻠﻰ ﺩﺭﺟﺔ‬ ‫ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﳊﺴﺎﺳﻴﺔ ﻭﻟﻜﻨﻪ ﻳﻜﺸﻒ ﻋﻦ ﻛﺜﲑ ﻣﻦ ﺍﳊﺎﻻﺕ ﺍﻹﳚﺎﺑﻴﺔ ﺍﻟﻜﺎﺫﺑﺔ‪ .‬ﺃﻭ ﻗﺪ ﳜﺘﺎﺭ ﺍﳌﺮﺀ ﺍﺧﺘﺒﺎﺭﹰﺍ ﺫﺍ ﻧﻮﻋﻴﺔ‬ ‫ﻋﺎﻟﻴﺔ ﻭﻟﻜﻨﻪ ﻳﻐﻔﻞ ﻋﻦ ﻛﺜﲑ ﻣﻦ ﺍﳊﺎﻻﺕ ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﻜﺎﺫﺑﺔ‪ .‬ﻭﻳﺸﲑ ﺍﻟﺒﺎﺣﺜﻮﻥ ‪ searchers‬ﺍﳌﺘﻤﺮﺳﻮﻥ ﺇﱃ ﺍﳊﺴﺎﺳﺔ‬ ‫ﺑﺎﺻﻄﻼﺡ »ﻧﺴﺒﺔ ﺍﻟﺘﺬﻛﺮ ‪ «recall ratio‬ﻭﺇﱃ ﺍﻟﻨﻮﻋﻴﺔ ﺑﺎﺻﻄﻼﺡ »ﻧﺴﺒﺔ ﺍﻟﺪﻗﺔ ‪ .«precision ratio‬ﻭﻗﺪ ﻳﻜﻮﻥ‬ ‫ﺍﺧﺘﻴﺎﺭ ﻛﻠﻤﺔ ﻣﻔﺘﺎﺣﻴﺔ ﻋﺎﱄ ﺍﳊﺴﺎﺳﻴﺔ ﻭﻟﻜﻨﻪ ﻣﻨﺨﻔﺾ ﺍﻟﻨﻮﻋﻴﺔ‪ ،‬ﻓﻬﻮ ﻳﻜﺸﻒ ﻛﻞ ﺍﳌﻮﺍﻗﻊ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺎﳌﻮﺿﻮﻉ‬ ‫‪5‬‬

‫ﻭﻟﻜﻦ ﻣﻊ ﻣﻮﺍﻗﻊ ﻛﺜﲑﺓ ﻏﲑ ﺫﺍﺕ ﺻﻠﺔ‪ .‬ﻭﻫﻨﺎﻙ ﳎﻤﻮﻋﺔ ﺃﺧﺮﻯ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻋﺪﳝﺔ ﺍﳊﺴﺎﺳﻴﺔ ﻭﺗﻐﻔﻞ ﻋﻦ ﻛﺜﲑ‬ ‫ﻣﻦ ﺍﳌﻮﺍﻗﻊ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﻜﻮﻥ ﻋﺎﻟﻴﺔ ﺍﻟﻨﻮﻋﻴﺔ‪ ،‬ﺣﻴﺚ ﻻ ﺗﻜﺘﺸﻒ ﺇﻻ ﺍﳌﻮﺍﻗﻊ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺍﻟﻮﺛﻴﻘﺔ ﺑﺎﳌﻮﺿﻮﻉ‪.‬‬

‫ﺍﳌﻨﻄﻖ ﺍﻟﺒﻮﻟﻴﺎﱐ‬ ‫ﺗﺴﻤﺢ ﺑﻌﺾ ﺣﺰﻡ ﺍﻟﱪﳎﻴﺎﺕ ﺑﺎﻟﺮﺑﻂ ﺑﲔ ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺒﺤﺚ ﻣﻦ ﺃﺟﻞ ﺭﻓﻊ ﻧﻮﻋﻴﺔ ‪ specificity‬ﺍﳌﺮﺍﺟﻊ‬ ‫ﺍﻟﱵ ﻳﺘﻢ ﺍﺳﺘﺮﺟﺎﻋﻬﺎ‪ .‬ﻭﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺃﻛﺜﺮ ﻣﻦ ﻣﺼﻄﻠﺢ ﻭﺍﺣﺪ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺒﺤﺚ‪ ،‬ﺣﻴﺚ ﺗﺮﺑﻂ ﺑﲔ‬ ‫ﺍﳌﺼﻄﻠﺤﺎﺕ ﻣﻌﺎ ِﻣﻼﺕ ﻣﻨﻄﻘﻴﺔ )ﺃﻭ ﺑﻮﻟﻴﺎﻧﻴﺔ‪ ،NOT, OR, AND :‬ﻭﻗﺪ ﲰ‪‬ﻴﺖ ‪‬ﺬﺍ ﺍﻹﺳﻢ ﻟﻨﺴﺒﺘﻬﺎ ﺇﱃ ﺷﺎﺭﻝ‬ ‫ﺑﻮﻝ‪ ،‬ﻭﻫﻮ ﺑﺮﻳﻄﺎﱐ ﻣﻦ ﻋﻠﻤﺎﺀ ﺍﳌﻨﻄﻖ ﻭﺍﻟﺮﻳﺎﺿﺔ ﰲ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ‪ .‬ﻭﻫﺬﻩ ﺍﳌﻌﺎﻣِﻼﺕ ﺍﻟﺒﻮﻟﻴﺎﻧﻴﺔ ﺗﺒﻴ‪‬ﻦ‬ ‫ﻟﻠﺤﺎﺳﻮﺏ ﻛﻴﻒ ﻳﺘﻢ ﺍﻟﺘﻌﺎﻣﻞ ﺑﲔ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺑﻌﻀﻬﺎ ﻣﻊ ﺑﻌﺾ ﺃﺛﻨﺎﺀ ﺍﻟﺒﺤﺚ ‪ search‬ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬ ‫‪ :AND‬ﻳﻘﺼﺪ ‪‬ﺎ ﺃﻥ ﻛﻼ ﺍﳌﺼﻄﻠﺤﲔ ﳚﺐ ﺃﻥ ﻳﻮﺟﺪﺍ ﰲ ﻛﻞ ﻣﺮﺟﻊ‪.‬‬ ‫‪ :OR‬ﻳﻘﺼﺪ ‪‬ﺎ ﺃﻥ ﺃﻳﹰﺎ ﻣﻦ ﺍﳌﺼﻄﻠﺤﲔ ﳚﺐ ﺃﻥ ﻳﻮﺟﺪ ﰲ ﻛﻞ ﻣﺮﺟﻊ‪.‬‬ ‫‪ :NOT‬ﻳﻘﺼﺪ ‪‬ﺎ ﺃﻥ ﺍﳌﺮﺍﺟﻊ ﺍﻟﱵ ﲢﺘﻮﻱ ﻋﻠﻰ ﺍﳌﺼﻄﻠﺢ ﻣﺴﺘﺒﻌﺪﺓ‪.‬‬ ‫ﻭﺑﻌﺾ ﳏﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ ﺗﺴﻤﺢ ﻛﺬﻟﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻭﺳﺎﺋﻞ ﻟﺘﻀﻴﻴﻖ ﻧﻄﺎﻕ ﺍﻟﺒﺤﺚ ﺃﻭ ﺗﺴﻬﻴﻠﻪ‪.‬‬ ‫ﻭﻳﺒﻴ‪‬ﻦ ﻣﻌﺎﻣﻼ ﺍﻟﺘﻘﺮﻳﻴﺐ ‪ proximity operators‬ﻭﳘﺎ ‪ SAME‬ﻭ‪ ،WITH‬ﺇﱃ ﺃﻱ ﻣﺪﻯ ﳚﺐ ﺃﻥ‬ ‫ﺗﺮﺗﺒﻂ ﰲ ﺍﳌﺮﺟﻊ‪ ،‬ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﱵ ﻳﺮﺑﻂ ﺑﻴﻨﻬﺎ ﻫﺬﺍﻥ ﺍﳌﻌﺎﻣﻼﻥ‪.‬‬ ‫ﻭﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺒﻄﺎﻗﺎﺕ ﺍﳌﺴﺘﺮﺳﻠﺔ ‪) wildcards‬ﺑﻄﺎﻗﺎﺕ ﺍﻟﻘﻄﻊ ‪ :(truncation‬ﻋﻨﺪ ﺍﻟﺒﺤﺚ ﻋﻦ ﻛﻠﻤﺔ‬ ‫ﻣﺎ‪ ،‬ﻓﺈﻥ ﳏﺮﻙ ﺍﻟﺒﺤﺚ ﺳﻮﻑ ﻳ‪‬ﻨﻘﺐ ﻋﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻄﺎﺑﻘﺔ ﺑﺎﻟﻀﺒﻂ‪ ،‬ﺇﻻ ﺇﺫﺍ ﺍﻧﺘﻬﺖ ﺍﻟﻜﻠﻤﺔ ﺑﻌﻼﻣﺔ ﳒﻤﻴﺔ )‪.(‬‬ ‫ﻭﺗﻌﻤﻞ ﺍﻟﻌﻼﻣﺔ ﺍﻟﻨﺠﻤﻴﺔ ﻛﺒﻄﺎﻗﺔ ﻣﺴﺘﺮﺳﻠﺔ‪ ،‬ﻭﺗﻄﺎﺑﻖ ﻛﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﺗﺒﺪﺃ ﺑﺴﻠﺴﻠﺔ ﺍﳊﺮﻭﻑ ﺍﻟﱵ ﺗﺴﺒﻖ‬ ‫ﻼ ﺇﺫﺍ ﺃﹸﺩﺧﻠﺖ ﺍﳊﺮﻭﻑ ‪ arter‬ﻓﺴﻮﻑ ﺗ‪‬ﺴﺘﺮﺟﻊ ﻛﻞ ﺍﻟﻮﺛﺎﺋﻖ ﺍﻟﱵ ‪‬ﺎ ﻛﻠﻤﺎﺕ ﻣﺜﻞ‬ ‫ﺍﻟﻌﻼﻣﺔ ﺍﻟﻨﺠﻤﻴﺔ‪ .‬ﻓﻤﺜ ﹰ‬ ‫‪ ،arteries ،arterial ،artery‬ﻭﻫﻜﺬﺍ‪.‬‬ ‫ﻭﰲ ﺍﻟﻌﺎﺩﺓ ﻳﺘﻢ ﲡﺎﻫﻞ ﺧﺎﻧﺔ )‪ (upper or lower‬ﰲ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻔﺘﺎﺣﻴﺔ‪.‬‬

‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺼﺤﻴﺔ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ‬ ‫ﻛﺜﲑﹰﺍ ﻣﺎ ﻳﻘﺎﻝ ﺇﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺼﺤﻴﺔ ﺗﻌﺘﱪ ﻭﺍﺣﺪﺓ ﻣﻦ ﺃﻛﺜﺮ ﺃﻧﻮﺍﻉ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﺳﺘﺮﺟﺎﻋﹰﺎ ﻣﻦ ﺍﻟﺸﺒﻜﺔ‬ ‫ﺍﻟﻌﺎﳌﻴﺔ‪ .‬ﻭﻧﻈﺮﺍﹰ ﻷﻥ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﻣﻜﻮﻧﺔ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳊﻮﺍﺳﻴﺐ ﻏﲑ ﺍﳌﻨﻈﻤﺔ ﻭﺍﻟﺪﺍﺋﻤﺔ ﺍﻟﺘﻐﲑ ﻭﺍﳌﻨﺘﺸﺮﺓ‬

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‫ﺣﻮﻝ ﺍﻟﻌﺎﱂ‪ ،‬ﻓﺈﻥ ﺟﻮﺩﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲣﺘﻠﻒ ﺍﺧﺘﻼﻓﹰﺎ ﻛﺒﲑﹰﺍ ﻣﻦ ﻣﻮﻗﻊ ﺇﱃ ﺁﺧﺮ‪ .‬ﻏﲑ ﺃﻥ ﻫﻨﺎﻙ ﺻﻔﺤﺎﺕ‬ ‫ﻼ ﻋﻦ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ »ﺭﲰﻴﺔ« ﺃﻧﺸﺄ‪‬ﺎ ﻣﻨﻈﻤﺎﺕ ﺣﺮﻳﺼﺔ‪ ،‬ﻭﺗﺸﻤﻞ ﺻﻔﺤﺎﺕ ﻣﻦ ﳎﻼﺕ ﳏﻜﹼﻤﺔ ﺟﻴﺪﺓ ﺍﻟﻨﻮﻋﻴﺔ‪ ،‬ﻓﻀ ﹰ‬ ‫ﻣﺆﺳﺴﺎﺕ ﺣﻜﻮﻣﻴﺔ‪ ،‬ﻭﻋﺪﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻓﻬﺬﻩ ﺍﳌﻮﺍﻗﻊ ﻫﻲ ﺍﻟﻌﻤﻮﺩ ﺍﻟﻔﻘﺮﻱ ﺍﳊﻘﻴﻘﻲ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﺼﺤﻴﺔ ﺍﳌﺘﺎﺣﺔ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ .‬ﻭﻟﻜﻦ ﺗﻮﺟﺪ ﺃﻳﻀﺎﹰ ﻣﻮﺍﻗﻊ ﲡﺎﺭﻳﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻄﺒﻴﺔ ﺗﺘﻨﺎﻓﺲ ﻣﻊ ﺑﻌﻀﻬﺎ‬ ‫ﺍﻟﺒﻌﺾ‪ ،‬ﻭﳚﺮﻱ ﲢﺪﻳﺜﻬﺎ ﲟﺰﻳﺪ ﻣﻦ ﺍﻟﻨﺸﺎﻁ ﻭﺍﻹﻧﺘﻈﺎﻡ‪.‬‬

‫‪ .3‬ﺍﻟﺘﻮﺻﻞ ﺍ‪‬ﺎﱐ ﺇﱃ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‬ ‫ﺗﻨﺸ‪‬ﺮ ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻄﺐ ﺍﳊﻴﻮﻱ ‪ Bio Med Central‬ﺭﺳﺎﻟﺔ ﺇﺧﺒﺎﺭﻳﺔ ﻋﻨﻮﺍ‪‬ﺎ‬

‫‪«Open‬‬

‫‪ «Access Now‬ﺗﺪﻋﻮ ﻓﻴﻬﺎ ﺇﱃ ﺣﺮﻳﺔ ﺗﺪﺍﻭﻝ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺒﺤﻮﺙ‪ .‬ﻭﻫﻲ ﺗﻘﺪ‪‬ﻡ ﻟﻠﻘﺎﺋﻤﲔ ﺑﺎﻟﺒﺤﻮﺙ ﰲ ﻋﻠﻮﻡ‬ ‫ﺍﳊﻴﺎﺓ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﱵ ﲤﺎﺭﺱ ﺍﻟﻨﺸﺮ ﺍﳌﻔﺘﻮﺡ ﻟﻠﺠﻤﻴﻊ‪ ،‬ﻭﺭﻭﺍﺑﻂ ﺍﻹﺗﺼﺎﻝ ﲟﻮﺍﻗﻌﻬﺎ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪،‬‬ ‫ﻭﻋﻨﻮﺍﻥ ﻣﻮﻗﻌﻬﺎ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬ ‫)‪(http://www.biomedcentral.com/openaccess/contact.asp‬‬

‫ﺭﻭﺍﺑﻂ ﺍﻟﺘﻮﺻﻞ ﺍﳌﻔﺘﻮﺡ )‪(open access links‬‬

‫‪ ‬ﺃﻧﺒﺎﺀ ﺍﻟﺘﻮﺻﻞ ﺍﳌﻔﺘﻮﺡ ‪:open access news‬‬ ‫‪http://www.earlham.edu/~peters/fos/‬‬

‫ﻳﻘﺪﻡ ﻫﺬﺍ ﺍﳌﻮﻗﻊ ﺃﻧﺒﺎﺀ ﻭﻣﻨﺎﻗﺸﺎﺕ ﺣﻮﻝ ﺧﺪﻣﺎﺕ ﺍﻟﺘﻮﺻﻞ ﺍﳌﻔﺘﻮﺡ ﻟﻠﻤﻄﺒﻮﻋﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ‪.‬‬ ‫‪ ‬ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ‪:Pub Med Central‬‬ ‫‪http://www.pubmedcentral.nih.gov‬‬

‫ﺃﺭﺷﻴﻒ ﺭﻗﻤﻲ ﻟﻠﻤﻮﺍﺩ ﺍﳌﻨﺸﻮﺭﺓ ﰲ ﳎﻼﺕ ﻋﻠﻮﻡ ﺍﳊﻴﺎﺓ‪ ،‬ﻭﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ ﳎﺎﻧﹰﺎ ﺑﻐﲑ ﻗﻴﻮﺩ‪.‬‬ ‫‪ ‬ﺩﻟﻴﻞ ﳎﻼﺕ ﺍﻟﺘﻮﺻﻞ ﺍﳌﻔﺘﻮﺡ ‪) Directory of open access journals‬ﺟﺎﻣﻌﺔ‬ ‫ﻟﻮﻧﺪ(‪:‬‬ ‫‪http://www.doag.org/‬‬

‫ﻫﺬﻩ ﺍﳋﺪﻣﺔ ﺗﺘﻴﺢ ﺍﻟﺘﻮﺻﻞ ﳎﺎﻧﹰﺎ ﺇﱃ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻜﺎﻣﻠﺔ ﻟﻠﻤﻘﺎﻻﺕ ﺍﳌﻨﺸﻮﺭﺓ ﰲ ﳎﻼﺕ ﻋﻠﻤﻴﺔ ﳏﻘﻘﺔ ﺍﳉﻮﺩﺓ‬ ‫ﻭﺫﺍﺕ ﻣﺴﺘﻮﻯ ﺭﻓﻴﻊ‪ .‬ﻭﻳﻬﺪﻑ ﺍﻟﺪﻟﻴﻞ ﺇﱃ ﺗﻐﻄﻴﺔ ﺍ‪‬ﻼﺕ ﺍﻟﱵ ﺗﺘﻴﺢ ﺍﻟﺘﻮﺻﻞ ﺍﳌﻔﺘﻮﺡ ﻟﻠﺠﻤﻴﻊ ﰲ ﻛﻞ ﺍﻟﻠﻐﺎﺕ‬ ‫ﻭﺍﳌﻮﺿﻮﻋﺎﺕ‪.‬‬ ‫‪7‬‬

‫‪ ‬ﻣﺒﺎﺩﺭﺓ ﺑﻮﺩﺍﺑﺴﺖ ﻟﻠﺘﻮﺻﻞ ﺍﳌﻔﺘﻮﺡ ‪:Budapest Open Access Initative‬‬ ‫‪http://www.soros.org/openaccess/index.shtml‬‬

‫ﺑﺪﺋﺖ ﻫﺬﻩ ﺍﳌﺒﺎﺩﺭﺓ ﰲ ﺍﺭﺗﺒﺎﻁ ﻣﻊ ﻣﺆﺳﺴﺔ ﺳﻮﺭﻭﺱ ﰲ ﺍﺟﺘﻤﺎﻉ ﻋﻘﺪ ﰲ ﺑﻮﺩﺍﺑﺴﺖ ﰲ ﻛﺎﻧﻮﻥ ﺍﻷﻭﻝ‪/‬‬ ‫ﺩﻳﺴﻤﱪ ‪ ، 2001‬ﻟﺘﻌﺠﻴﻞ ﺍﻟﺘﻘﺪﻡ ﰲ ﺍﳉﻬﻮﺩ ﺍﻟﺪﻭﻟﻴﺔ ﳉﻌﻞ ﺍﳌﻘﺎﻻﺕ ﺍﻟﺒﺤﺜﻴﺔ ﰲ ﻛﻞ ﺍ‪‬ﺎﻻﺕ ﺍﻷﻛﺎﺩﳝﻴﺔ‪ ،‬ﻣﺘﺎﺣﺔ‬ ‫ﺑﺎ‪‬ﺎﻥ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬ ‫‪ ‬ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻌﻠﻮﻡ ‪:Public Library of Science‬‬ ‫‪http://www.publiclibraryofscience.org/‬‬

‫ﺗﻨﻈﻴﻢ ﻻ ﻳﻬﺪﻑ ﻟﻠﺮﺑﺢ ﻣﻦ ﺍﻟﻌﻠﻤﺎﺀ ﺍﳌﻠﺘﺰﻣﲔ ﲜﻌﻞ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﺗ‪‬ﻨﺸﺮ ﰲ ﺍﻟﻌﺎﱂ ﻣﺘﺎﺣﺔ ﺑﺎ‪‬ﺎﻥ‬ ‫ﻟﻠﻌﻠﻤﺎﺀ ﻭﺍﳉﻤﺎﻫﲑ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪ ﺍﻟﻌﺎﳌﻲ‪.‬‬ ‫‪ ‬ﺳﺒﺎﺭﻙ ‪:SPARC‬‬ ‫‪http://www.orl.org.sparc/‬‬

‫ﻒ ﻣﻦ ﺍﳉﺎﻣﻌﺎﺕ ﻭﻣﻜﺘﺒﺎﺕ ﻭﻣﻨﻈﻤﺎﺕ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﺃﻧﺸﻰﺀ ﻛﺎﺳﺘﺠﺎﺑﺔ ﺑﻨﺎﺀﺓ ﲡﺎﻩ ﺍﻻﺧﺘﻼﻻﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ‬ ‫ﲢﺎﻟ ‪‬‬ ‫ﰲ ﺃﺳﻮﺍﻕ ﻧﻈﻢ ﺍﻹﺗﺼﺎﻻﺕ ﺑﲔ ﺍﻟﻌﻠﻤﺎﺀ‪ .‬ﻭﻟﻘﺪ ﺃﺩﺕ ﻫﺬﻩ ﺍﻹﺧﺘﻼﻻﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺇﱃ ﺍﳓﺴﺎﺭ ﺍﻟﺘﻤﻴﺰ ﺍﻟﻌﻠﻤﻲ‬ ‫ﻭﺇﺻﺎﺑﺔ ﺍﳌﻜﺘﺒﺎﺕ ﺑﺎﻟﺸﻠﻞ‪ .‬ﻭﻳﻌﻤﻞ ﲢﺎﻟﻒ ﺳﺒﺎﺭﻙ ﻛﻤﺤﻔﺰ ﻋﻠﻰ ﺍﻟﻌﻤﻞ‪ ،‬ﻓﻬﻮ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺇﻗﺎﻣﺔ ﻧﻈ ٍﻢ ﺗﻮﺳﻊ‬ ‫ﻧﻄﺎﻕ ﻧﺸﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﺳﺘﻌﻤﺎﳍﺎ ﰲ ﳏﻴﻂ ﺷﺒﻜﻲ ﺭﻗﻤﻲ‪ ،‬ﻭﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻳﺴﺘﺠﻴﺐ ﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻌﻠﻤﺎﺀ‬ ‫ﻭﺍﻷﻛﺎﺩﳝﻴﲔ‪.‬‬ ‫‪ ‬ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻋﻠﻰ‬

‫ﺍﳋﻂ ‪Sci ELO‬‬ ‫‪http://www.scielo.br/‬‬

‫ﻣﻜﺘﺒﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺗﻐﻄﻲ ﳎﻤﻮﻋﺔ ﳐﺘﺎﺭﺓ ﻣﻦ ﺍ‪‬ﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱪﺍﺯﻳﻠﻴﺔ‪.‬‬ ‫‪ ‬ﺍﻟﺸﺒﻜﺔ ﺍﻟﺪﻭﻟﻴﺔ ﺍﻟﺼﺤﻴﺔ ‪:Health Inter Network‬‬ ‫‪http://www.healthinternetwork.org/scipub.php‬‬

‫ﺃﹸﻃﻠﻘﺖ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺔ ﻣﻦ ﻗِﺒﻞ ﺍﻷﻣﲔ ﺍﻟﻌﺎﻡ ﻟﻸﻣﻢ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻭﺗﺪﻳﺮﻫﺎ ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻣﻦ ﺃﺟﻞ ﻋﺒﻮﺭ‬ ‫»ﺍﻟﻔﺎﺻﻞ ﺍﻟﺮﻗﻤﻲ ‪ «digital divide‬ﰲ ﳎﺎﻝ ﺍﻟﺼﺤﺔ‪ .‬ﻭﻫﻲ ‪‬ﺪﻑ ﺇﱃ ﺿﻤﺎﻥ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺼﺤﻴﺔ‬ ‫ﻣﻊ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻮﺯﻳﻌﻬﺎ ﻣﺘﺎﺣﺔ ﻋﻠﻰ ﻧﻄﺎﻕ ﻭﺍﺳﻊ ﻭﻣﺴﺘﻌﻤﻠﺔ ﻋﻠﻰ ﳓﻮ ﻓﻌﺎﻝ ﺑﲔ ﺃﺭﺑﺎﺏ ﺍﳌﻬﻦ‬ ‫ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﺒﺎﺣﺜﲔ ﻭﺍﻟﻌﻠﻤﺎﺀ ﻭﺻﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺎﺕ‪.‬‬ ‫‪ ‬ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ ﺍ‪‬ﺎﻧﻴﺔ ‪:Free Medical Journals.com‬‬ ‫‪http://www.freemedicaejournals.com/‬‬

‫‪8‬‬

‫ﻫﺬﻩ ﺍﳋﺪﻣﺔ ﻣﻜﺮﺳﺔ ﻟﺘﻌﺰﻳﺰ ﺍﻟﺘﻮﺻ‪‬ﻞ ﺍ‪‬ﺎﱐ ﻟﻠﻤﺠﻼﺕ ﺍﻟﻄﺒﻴﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪ .‬ﻭﳛﻤﻞ ﻫﺬﺍ ﺍﳌﻮﻗﻊ ﻗﻮﺍﺋﻢ‬ ‫ﺑﺄﲰﺎﺀ ﺍ‪‬ﻼﺕ ﺍﻟﱵ ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻜﺎﻣﻠﺔ ﳌﻘﺎﻻﻟﺘﻬﺎ ﳎﺎﻧﹰﺎ‪.‬‬ ‫‪.4‬‬

‫ﻣﺒﺎﺩﺭﺓ ﺍﻟﺘﻮﺻﻞ ﻟﻸﲝﺎﺙ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺸﺒﻜﺔ ﺍﻟﺪﻭﻟﻴﺔ ﺍﻟﺼﺤﻴﺔ )ﻫﻴﻨﺎﺭﻱ ‪(HINARI‬‬

‫)‪(http://www.healthinternetwork.org/scipub.php?lang=en Accessed24/2/2004‬‬

‫ﺗﻮﺟﺪ ﻣﻌﻠﻮﻣﺎﺕ ﺧﻠﻔﻴﺔ ﻋﻦ ﻫﺬﻩ ﺍﳌﺒﺎﺩﺭﺓ ﰲ ﺍﻟﻔﺼﻞ ‪ ،3‬ﻭﺍﻟﻘﺴﻢ ‪.2.6.3‬‬

‫ﺍﺳﺘﻌﻤﺎﻝ ﺍ‪‬ﻼﺕ ﻋﻦ ﻃﺮﻳﻖ ﻣﺒﺎﺩﺭﺓ ﻫﻴﻨﺎﺭﻱ‬ ‫ﺧﻼﺻﺎﺕ ﺍ‪‬ﻼﺕ ﻣﺘﺎﺣﺔ ﻟﻜﻞ ﺍﳌﻨﺘﻔﻌﲔ ﻣﻦ ﺩﻭﻥ ﺗﺴﺠﻴﻞ ﻣﺴﺒﻖ‪ .‬ﺃﻣﺎ ﺍﳌﺴﺠﻠﻮﻥ ﻟﺪﻯ ﺍﳌﺒﺎﺩﺭﺓ ﻓﻴﻤﻜﻨﻬﻢ‬ ‫ﺍﻟﺘﻮﺻﻞ ﻟﻠﻨﺼﻮﺹ ﺍﻟﻜﺎﻣﻠﺔ ﻟﻠﻤﻘﺎﻻﺕ‪ .‬ﻭﺑﺎﺳﺘﻄﺎﻋﺔ ﺍﻟﺬﻳﻦ ﻻ ﻳﺴﺘﻌﻤﻠﻮﻥ ﻫﺬﻩ ﺍﳌﺒﺎﺩﺭﺓ ﺃﻥ ﻳﺘﻮﺻﻠﻮﺍ ﺇﱃ ﺍﻟﻨﺼﻮﺹ‬ ‫ﺍﻟﻜﺎﻣﻠﺔ ﻟﻠﻤﻘﺎﻻﺕ ﻣﻦ ﺧﻼﻝ ﻗﺎﺋﻤﺔ ﺍﺧﺘﻴﺎﺭﺍﺕ »‪ ،«HINAR LOG IN‬ﻫﺬﺍ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺆﺳﺴﺎ‪‬ﻢ ﻣﺸﺘﺮﻛﺔ‬ ‫ﰲ ﺍ‪‬ﻼﺕ ﺍﳌﻌﻨﻴﺔ‪.‬‬

‫ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺍ‪‬ﻼﺕ‬ ‫ﳝﻜﻦ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺍ‪‬ﻼﺕ ﰲ ﺻﻔﺤﺔ ﺍﻟﻘﻮﺍﺋﻢ ‪ menu page‬ﻣﺮﺗﺒﺔ ﺃﲜﺪﻳﹰﺎ ﺣﺴﺐ ﺍﻟﻌﻨﻮﺍﻥ ﺃﻭ ﺣﺴﺐ‬ ‫ﺍﳌﻮﺿﻮﻉ‪ .‬ﻭﻟﻠﻌﺜﻮﺭ ﻋﻠﻰ ﺍ‪‬ﻼﺕ ﲝﺴﺐ ﺍﻟﻌﻨﻮﺍﻥ‪ ،‬ﺇﺿﻐﻂ ﻋﻠﻰ ﺃﺣﺪ ﺍﳊﺮﻭﻑ ﻟﺘﻈﻬﺮ ﻟﻚ ﻗﺎﺋﻤﺔ ﺃﲜﺪﻳﺔ ﺑﻌﻨﺎﻭﻳﻦ‬ ‫ﺍ‪‬ﻼﺕ ﺍﺑﺘﺪﺍﺀ ﻣﻦ ﺫﻟﻚ ﺍﳊﺮﻑ‪ .‬ﰒ ﺍﺧﺘﺮ ﺑﻌﺪ ﺫﻟﻚ ﻋﻨﻮﺍﻥ ﺃﻱ ﳎﻠﺔ ﻟﺘﺼﻞ ﻣﺒﺎﺷﺮﺓ ﺇﱃ ﻣﻮﻗﻊ ﺗﻠﻚ ﺍ‪‬ﻠﺔ‪.‬‬

‫ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺍﳌﻘﺎﻻﺕ‬ ‫ﳝﻜﻦ ﺇﺟﺮﺍﺀ ﲝﺚ ﻣﻔﺼﻞ ﻋﻦ ﺍﳌﻘﺎﻻﺕ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﳏﻔﻮﻇﺎﺕ ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ‪) Pubmed‬ﻗﺎﻋﺪﺓ‬ ‫ﺑﻴﺎﻧﺎﺕ ﻣﻴﺪ ﻻﻳﻦ( ﺃﻭ ﺑﺰﻳﺎﺭﺓ ﻣﻮﺍﻗﻊ ﺍﻟﻨﺎﺷﺮﻳﻦ ﺍﳌﻨﻔﺮﺩﻳﻦ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪ .‬ﻭﻟﻠﺒﺤﺚ ﻋﻦ ﻃﺮﻳﻖ ﳏﻔﻮﻇﺎﺕ‬ ‫ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ﻳﺴﺘﻄﻴﻊ ﺍﳌﻨﺘﻔﻌﻮﻥ ﺃﻥ ﻳﻀﻐﻄﻮﺍ ﻋﻠﻰ‬

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‫)‪ «(Medline‬ﻭﺳﻮﻑ ﻳﻜﻮﻥ ﺃﻣﺎﻣﻬﻢ ﺑﻌﺪ ﺫﻟﻚ ﺧﻴﺎﺭﺍﻥ‪:‬‬ ‫‪ ‬ﺍﺳﺘﺮﺟﺎﻉ ﺍﺳﺘﺸﻬﺎﺩﺍﺕ ﺑﻜﻞ ﺍﳌﻘﺎﻻﺕ ﺍﳌﻨﺸﻮﺭﺓ ﻋﻦ ﺍﳌﻮﺿﻮﻉ‪ .‬ﻭﺑﻌﺾ ﺗﻠﻚ ﺍﳌﻘﺎﻻﺕ ﻗﺪ‬ ‫ﻻ ﻳﻜﻮﻥ ﻋﻠﻰ ﺍﳋﻂ‪ ،‬ﺃﻭ ﻗﺪ ﻻ ﳝﻜﻦ ﳌﻨﺘﻔﻌﻲ ﻣﺒﺎﺩﺭﺓ ﻫﻴﻨﺎﺭﻱ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ‪.‬‬ ‫‪9‬‬

‫‪ ‬ﺍﺳﺘﺮﺟﺎﻉ ﺍﺳﺘﺸﻬﺎﺩﺍﺕ ﺍﳌﻘﺎﻻﺕ ﺍﻟﱵ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﻓﻘﻂ ﻋﻦ ﻃﺮﻳﻖ ﻣﺒﺎﺩﺭﺓ‬ ‫ﻫﻴﻨﺎﺭﻱ‪.‬‬

‫ﻓﻬﺎﺭﺱ ﺍ‪‬ﻼﺕ ﺍﻹﻗﻠﻴﻤﻴﺔ‬ ‫ﺗﺘﻴﺢ ﺻﻔﺤﺔ ﺍﻟﻘﻮﺍﺋﻢ ‪ menu pages‬ﺇﺭﺗﺒﺎﻃﺎﺕ ﲟﺎ ﻳﻠﻲ‪:‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫ﺍﻟﻔﻬﺮﺱ ﺍﻟﻄﱯ ﺍﻷﻓﺮﻳﻘﻲ‬ ‫ﺍﻟﻔﻬﺮﺱ ﺍﻟﻄﱯ ﻹﻗﻠﻴﻢ ﺷﺮﻕ ﺍﳌﺘﻮﺳﻂ )‪(IMEMR‬‬ ‫ﻣﺮﻛﺰ ﺃﻣﺮﻳﻜﺎ ﺍﻟﻼﺗﻴﻨﻴﺔ ﻭﻣﻨﻄﻘﺔ ﺍﻟﻜﺎﺭﻳﱯ ﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺼﺤﻴﺔ )‪(LILACS‬‬ ‫ﺍﻟﻔﻬﺮﺱ ﺍﻟﻄﱯ ﻹﻗﻠﻴﻢ ﺟﻨﻮﺏ ﺷﺮﻕ ﺃﺳﻴﺎ )‪.(IMSEAR‬‬ ‫)‪(AIM‬‬

‫ﻭﻳﺴﺘﻄﻴﻊ ﺍﳌﻨﺘﻔﻊ ﺃﻥ ﻳﻀﻐﻂ ﻋﻠﻰ ﻣﻔﺘﺎﺡ ﻳﻮﺻﻠﻪ ﺇﱃ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻔﻬﺮﺱ ﺑﻄﺮﻳﻖ ﳐﺘﺼﺮ‪.‬‬

‫ﻣﺼﺎﺩﺭ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻜﺎﻣﻠﺔ ﻟﻠﻤﺮﺍﺟﻊ‬ ‫ﺗﻮﺟﺪ ﺍﺭﺗﺒﺎﻃﺎﺕ ‪ links‬ﻣﻊ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺩﻭﺍﺋﺮ ﺍﳌﻌﺎﺭﻑ ﻭﺍﻟﻜﺘﺐ ﻭﻏﲑ ﺫﻟﻚ ﻣﻦ ﻣﺼﺎﺩﺭ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻜﺎﻣﻠﺔ‪.‬‬

‫ﺇﺭﺗﺒﺎﻃﺎﺕ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍ‪‬ﺎﻧﻴﺔ ﺍﻷﺧﺮﻯ‬ ‫ﺍﳌﻮﺍﻗﻊ ﺍﻟﺘﺎﻟﻴﺔ ﺗﺘﻴﺢ ﺍﻟﺘﻮﺻﻞ ﺍ‪‬ﺎﱐ ﺇﱃ ﳎﻤﻮﻋﺎﺕ ﺍ‪‬ﻼﺕ‪:‬‬ ‫‪ ‬ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻄﺐ ﺍﳊﻴﻮﻱ‬ ‫‪ ‬ﺍ‪‬ﻠﺔ ﺍﻟﻄﺒﻴﺔ ﺍ‪‬ﺎﻧﻴﺔ‬ ‫‪ ‬ﺍﳌﻜﺘﺐ ﺍ‪‬ﺎﻧﻴﺔ ﻟﻸﻃﺒﺎﺀ‬ ‫‪ ‬ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ‬ ‫‪ ‬ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻋﻠﻰ ﺍﳋﻂ‪.‬‬

‫ﺍﻟﺘﺴﺠﻴﻞ ﻟﺪﻯ ﻣﺒﺎﺩﺭﺓ ﻫﻴﻨﺎﺭﻱ‬ ‫ﺗﺴﺘﻄﻴﻊ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻛﺎﺩﳝﻴﺔ ﺃﻭ ﺍﳊﻜﻮﻣﻴﺔ ﺃﻭ ﺍﻟﺒﺤﺜﻴﺔ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺃﻱ ﺑﻠﺪ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ ﺍﳌﺆﻫﻠﺔ ﻟﻠﺘﻮﺻﻞ‬ ‫ﺇﱃ ﻣﺒﺎﺩﺭﺓ ﻫﻴﻨﺎﺭﻱ‪ ،‬ﺃﻥ ﺗﺴﺠﻞ ﻧﻔﺴﻬﺎ ﻟﺪﻯ ﺍﳌﺒﺎﺩﺭﺓ ﻭﺫﻟﻚ ﺑﺎﺳﺘﻴﻔﺎﺀ ﺍﺳﺘﻤﺎﺭﺓ ﺗﺴﺠﻴﻞ‪ .‬ﻭﲟﺠﺮﺩ ﺍﺳﺘﻼﻡ‬ ‫‪10‬‬

‫ﺍﺳﺘﻤﺎﺭﺓ ﺍﻟﺘﺴﺠﻴﻞ ﺳﻮﻑ ﻳ‪‬ﺼﺮﻑ ﻟﻜﻞ ﻣﻮﻇﻔﻲ ﺍﳌﺆﺳﺴﺔ ﺍﺳﻢ ﺍﳌﻨﺘﻔﻊ ﺍﳉﻤﺎﻋﻲ ﻭﻛﻠﻤﺔ ﺍﻟﺴﺮ ‪.password‬‬ ‫ﻭﻳ‪‬ﻘﺘﺮﺡ ﺃﻥ ﻳﻜﻮﻥ ﺃﻣﲔ ﻣﻜﺘﺒﺔ ﺍﳌﺆﺳﺴﺔ ﻫﻮ ﺿﺎﺑﻂ ﺍﻹﺗﺼﺎﻝ ﺍﻟﺮﺋﻴﺴﻲ‪.‬‬ ‫ﻭﺍﻋﺘﺒﺎﺭﺍﹰ ﻣﻦ ﺷﺒﺎﻁ‪ /‬ﻓﱪﺍﻳﺮ ‪ 2004‬ﺃﺻﺒﺤﺖ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺇﻗﻠﻴﻢ ﺷﺮﻕ ﺍﳌﺘﻮﺳﻂ ﻣﺆﻫﻠﺔ ﻟﻠﺘﻮﺻﻞ ﺇﱃ‬ ‫ﻣﺒﺎﺩﺭﺓ ﻫﻴﻨﺎﺭﻱ‪ :‬ﺍﻷﺭﺩﻥ‪ ،‬ﺃﻓﻐﺎﻧﺴﺘﺎﻥ‪ ،‬ﺗﻮﻧﺲ‪ ،‬ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻮﺭﻳﺔ‪ ،‬ﺟﻴﺒﻮﰐ‪ ،‬ﺍﻟﺴﻮﺩﺍﻥ‪ ،‬ﺍﻟﻀﻔﺔ ﺍﻟﻐﺮﺑﻴﺔ‬ ‫ﻭﻏﺰﺓ‪ ،‬ﺍﻟﻌﺮﺍﻕ ‪ ،‬ﺍﳌﻐﺮﺏ‪ ،‬ﺍﻟﻴﻤﻦ‪.‬‬

‫‪ .5‬ﺍﻟﺒﺤﺚ ﰲ ﻣﻮﺍﺭﺩ ﻣﻜﺘﺒﺔ ﺍﳌﻜﺘﺐ ﺍﻹﻗﻠﻴﻤﻲ ﳌﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻟﺸﺮﻕ ﺍﳌﺘﻮﺳﻂ‬ ‫ﺗﻮﺟﺪ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﻟﻔﻬﺮﺱ ﺍﻟﻄﱯ ﻹﻗﻠﻴﻢ ﺷﺮﻕ ﺍﳌﺘﻮﺳﻂ ﰲ ﺍﻟﻔﺼﻞ ‪ ،3‬ﺍﻟﻘﺴﻢ ‪.2.6.3‬‬ ‫ﻭﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻣﺘﺎﺣﺔ ﲟﻜﺘﺒﺔ ﺍﳌﻜﺘﺐ ﺍﻹﻗﻠﻴﻤﻲ ﻟﺸﺮﻕ ﺍﳌﺘﻮﺳﻂ ﻋﻠﻰ ﺃﻗﺮﺍﺹ ﻣﻜﺘﻨـﺰﺓ ﺑﺬﺍﻛﺮﺓ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ ﻓﻘﻂ‬

‫‪CD-ROM‬‬

‫‪Accessed 24/2/2004).‬‬

‫‪(http://www.emro.who.int/Library/library Databases.HTM‬‬

‫‪ ‬ﻣﻜﺘﺒﺔ ﺍﻟﻜﻮﳒﺮﺱ ﺍﻟﺒﺒﻠﻮﻏﺮﺍﻓﻴﺔ‬ ‫‪ ‬ﺩﻟﻴﻞ ﺍﻷﻗﺮﺍﺹ ﺍﳌﻜﺘﻨـﺰﺓ ﺑﺬﺍﻛﺮﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻓﻘﻂ ‪THE CD-ROM Directory‬‬ ‫‪CDMARC‬‬

‫ﻳﻘﺪﻡ ﺗﻔﺎﺻﻴﻞ ﺷﺎﻣﻠﺔ ﻋﻦ ﻋﻨﺎﻭﻳﻦ ﻫﺬﻩ ﺍﻷﻗﺮﺍﺹ ﺍﳌﺘﺎﺣﺔ ﲡﺎﺭﻳﺎﹰ‪.‬‬ ‫‪ ‬ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﺼﻠﺔ ﺑﺎﳊﺎﺳﻮﺏ‪.‬‬ ‫‪ ‬ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﺷﺮﻕ ﺍﳌﺘﻮﺳﻂ‪ :‬ﺍﻷﺩﻭﻳﺔ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ ‪EMBASE: Drug and‬‬ ‫‪.Pharmaceutical‬‬ ‫ﲢﺘﻮﻱ ﻋﻠﻰ ﺃﻛﺜﺮ ﻣﻦ ‪ 1300 000‬ﺧﻼﺻﺔ ﻭﺍﺳﺘﺸﻬﺎﺩ ﻣﻦ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﻌﺸﺮ ﺍﳌﺎﺿﻴﺔ‪ ،‬ﻭ‪‬ﺎ ﺗﻐﻄﻴﺔ ﺷﺎﻣﻠﺔ‬ ‫ﻟﻠﻤﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ ﻋﻦ ﺍﻷﺩﻭﻳﺔ ﻭﺍﳌﻮﺍ ﺩ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ ﲟﺎ ﰲ ﺫﻟﻚ ﺗﺄﺛﲑ ﻭﺍﺳﺘﻌﻤﺎﻻﺕ ﻛﻞ ﺍﻷﺩﻭﻳﺔ‪ ،‬ﻭﺍﳌﻮﺍﺩ ﺫﺍﺕ‬ ‫ﺍﻟﺘﺎﺛﲑ ﺍﻟﺪﻭﺍﺋﻲ ﺍﶈﺘﻤﻞ ‪ ، potential drugs‬ﻭﺍﳉﻮﺍﻧﺐ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻭﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻭﺣﺮﺍﺋﻚ ﺍﻟﺪﻭﺍﺀ‬ ‫‪ pharmacokinetis‬ﻭﺗﺄﺛﲑﺍﺕ ﺍﻟﺪﻭﺍﺀ ‪ pharmacodynamics‬ﻛﻤﺎ ﺃﻥ ﺍﻵﺛﺎﺭ ﺍﳉﺎﻧﺒﻴﺔ ﻭﺍﻟﺘﻔﺎﻋﻼﺕ ﺍﻟﻀﺎﺭﺓ‬ ‫ﻟﻸﺩﻭﻳﺔ ﻣﻌﺮﻭﺿﺔ ﺑﺎﻟﺘﻔﺼﻴﻞ‪.‬‬ ‫‪ ‬ﻣﺮﻛﺰ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫‪ ‬ﺇﻛﺴﺘﺮﺍ ﻣﻴﺪ ‪ :Extra MED‬ﻳﺸﻤﻞ ﳏﺘﻮﻳﺎﺕ ﺃﻛﺜﺮ ﻣﻦ ‪ 220‬ﳎﻠﺔ ﻃﺒﻴﺔ ﺣﻴﻮﻳﺔ ﻣﻦ ﲨﻴﻊ‬ ‫ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ ﻭﺧﺎﺻﺔ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‪ .‬ﻭﻗﺪ ﺃﻧﺸﻰﺀ ﲟﺒﺎﺩﺭﺓ ﻣﻦ ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‪.‬‬ ‫‪ERIC‬‬

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‫ﻭﺳﻮﻑ ﻳﺴﺘﻄﻴﻊ ﺍﳌﻨﺘﻔﻌﻮﻥ ﺃﻥ ﻳﺴﺘﻌﻤﻠﻮﺍ ﺃﺩﻭﺍﺕ ﺍﻟﻔﻬﺮﺳﺔ ﺍﳌﺘﺎﺣﺔ ﻋﻠﻰ ﺍﻟﻘﺮﺹ ﻟﺘﺤﺪﻳﺪ‬ ‫ﻣﻮﺍﻗﻊ ﺍﳌﻘﺎﻻﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‪ ،‬ﻭﻋﻨﺪﺋﺬ ﳝﻜﻨﻬﻢ ﺃﻥ ﻳﻨﺴﺨﻮﺍ ﻣﺎ ﻳﻬﻤﻬﻢ ﻣﻨﻬﺎ‪.‬‬ ‫ﺍﻷﻏﺬﻳﺔ ﻭﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺒﺸﺮﻳﺔ ‪ :Food and Human Nutrition‬ﺗﺮﻛﹼﺰ ﻋﻠﻰ ﺍﳌﻮﺿﻮﻋﺎﺕ‬ ‫ﻣﻦ ﻣﻨﻈﻮﺭ ﺩﻭﱄ‪ ،‬ﻭﻫﻲ ﺗﺸﻤﻞ ‪ 135‬ﺩﻭﻟﺔ ﻣﺸﺎﺭﻛﺔ‪ ،‬ﻭﻳﻐﻄﻴﻬﺎ ﺃﻛﺜﺮ ﻣﻦ ﺭﺑﻊ ﻣﻠﻴﻮﻥ ﻭﺛﻴﻘﺔ‬ ‫ﻣﺴﺠﻠﺔ‪.‬‬ ‫ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ‪ :Global Books in Print Plus‬ﻫﺬﺍ ﺍﻟﻌﻨﻮﺍﻥ ﳛﺘﻮﻱ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ‬ ‫ﺑﺒﻠﻮﻏﺮﺍﻓﻴﺔ ﻣﻦ ﺳﺖ ﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎﺕ ﺇﻧﻜﻠﻴﺰﻳﺔ ﺍﻟﻠﻐﺔ‪.‬‬ ‫ﻣﻄﺒﻮﻋﺎﺕ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺼﺤﻴﺔ ﺍﳌﻨﺸﻮﺭﺓ ﰲ ﺃﻣﺮﻳﻜﺎ ﺍﻟﻼﺗﻴﻨﻴﺔ ﻭﻣﻨﻄﻘﺔ ﺍﻟﻜﺎﺭﻳﱯ‬ ‫‪ :LILACS/CD-ROM‬ﻫﺬﻩ ﻫﻲ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻮﺣﻴﺪﺓ ﺍﳌﻜﺘﻤﻠﺔ ﻭﺍﶈﺪ‪‬ﺛﺔ‪ ،‬ﺍﻟﱵ‬ ‫ﺗﻐﻄﻲ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺎﻟﺼﺤﺔ‪ ،‬ﻭﺍﻟﱵ ﻧﺸﺮﺕ ﰲ ﺃﻣﺮﻳﻜﺎ ﺍﻟﻼﺗﻴﻨﻴﺔ ﻭﻣﻨﻄﻘﺔ‬ ‫ﺍﻟﻜﺎﻳﱯ‪.‬‬ ‫ﻧﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ ‪ .MEDLINE‬ﺗﻀﻢ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﻣﻴﺪﻻﻳﻦ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺛﻼﺛﺔ ﻓﻬﺎﺭﺱ‬ ‫ﻼ‬ ‫ﻣﻄﺒﻮﻋﺔ )ﺍﻟﻔﻬﺮﺱ ﺍﻟﻄﱯ‪ ،‬ﻭﻓﻬﺮﺱ ﻣﻄﺒﻮﻋﺎﺕ ﺍﻷﺳﻨﺎﻥ‪ ،‬ﻭﻓﻬﺮﺱ ﺍﻟﺘﻤﺮﻳﺾ ﺍﻟﺪﻭﱄ( ﻓﻀ ﹰ‬ ‫ﻋﻦ ﻣﻌﻠﻮﻣﺎﺕ ﺇﺿﺎﻓﻴﺔ ﱂ ﺗﻨﺸﺮ ﰲ ﺍﻟﻔﻬﺮﺱ ﺍﻟﻄﱯ‪.‬‬ ‫ﻗﺎﻣﻮﺱ ﺃﻛﺴﻔﻮﺭﺩ ﺍﻹﻧﻜﻠﻴﺰﻱ )ﺍﻟﻄﺒﻌﺔ ﺍﻟﺜﺎﻧﻴﺔ( ﻋﻠﻰ ﻗﺮﺹ ﻣﺪﻣﺞ‪.‬‬ ‫ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺴﻜﺎﻧﻴﺔ ‪ :POPLINE‬ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﺑﺒﻠﻮﻏﺮﺍﻓﻴﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﺃﻛﺜﺮ ﻣﻦ‬ ‫‪ 150 000‬ﻭﺛﻴﻘﺔ ﺣﻮﻝ ﺍﻟﺴﻜﺎﻥ ﻭﺗﻨﻈﻴﻢ ﺍﻷﺳﺮﺓ‪ ،‬ﻭﻣﺎ ﻳﺘﺼﻞ ﺑﺬﻟﻚ ﻣﻦ ﻗﻀﺎﻳﺎ ﺍﻟﺮﻋﺎﻳﺔ‬ ‫ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﻘﺎﻧﻮﻥ ﻭﺍﻟﺴﻴﺎﺳﺔ‪.‬‬ ‫ﺩﻟﻴﻞ ﺃﻭﻟﺮﻳﺦ ﺍﻟﺪﻭﱄ ﻟﻠﺪﻭﺭﻳﺎﺕ‬ ‫‪Ulrich’s International Periodicals‬‬ ‫‪.Directory‬‬

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‫ﺍﳌﻠﺤﻖ ‪4‬‬

‫ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﻛﺘﺎﺑﺔ ﺍﳌﺮﺍﺟﻊ ﰲ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫‪ .1‬ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬ ‫ﻫﺬﺍ ﺍﳌﻠﺤﻖ ﻳﻜﻤﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﻟﻔﺼﻞ ‪ ،11‬ﺍﻟﻘﺴﻢ ‪ ،10.11‬ﻭﺫﻟﻚ ﺑﺘﻘﺪﱘ ﺃﻣﺜﻠﺔ ﻟﻜﻴﻔﻴﺔ‬ ‫ﺍﻹﺳﺘﺸﻬﺎﺩ ﲟﺨﺘﻠﻒ ﺃﻧﻮﺍﻉ ﺍﳌﺮﺍﺟﻊ‪ .‬ﻭﻫﻮ ﻣﺒﲏ ﻋﻠﻰ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻮﺣﺪﺓ ﰲ ﺍﳌﺨﻄﻮﻃﺎﺕ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻤﺠﻼﺕ‬ ‫ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ ﺍﻟﱵ ﺃﺻﺪﺭ‪‬ﺎ ﺍﻟﻠﺠﻨﺔ ﺍﻟﻄﺒﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ ﶈﺮﺭﻱ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ‪ .‬ﻭﻳﺴﺘﻨﺪ ﺃﺳﻠﻮﺏ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻮﺣﺪﺓ‬ ‫)ﺃﺳﻠﻮﺏ ﻓﺎﻧﻜﻮﻓﺮ( ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ ﺇﱃ ﺍﻷﺳﻠﻮﺏ ﺍﳌﻌﻴﺎﺭﻱ ﳌﻌﻬﺪ ﺍﳌﻌﺎﻳﲑ ﺍﻟﻮﻃﲏ ﺍﻷﻣﺮﻳﻜﻲ ‪ ANSI‬ﺍﻟﺬﻱ ﻛﻴ‪‬ﻔﺘﻪ‬ ‫ﻣﻜﺘﺒﺔ ﺍﻟﻄﺐ ﺍﻟﻮﻃﻨﻴﺔ ‪ NLM‬ﻟﻼﺳﺘﻌﻤﺎﻝ ﰲ ﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎ‪‬ﺎ‪:‬‬ ‫)‪ .(http://www.nlm.nih.gov/bsd/uniform_requriements.html‬ﻭﻋﻠﻰ ﺍﳌﺆﻟﻔﲔ ﺃﻥ ﻳﺘﺄﻛﺪﻭﺍ‬ ‫ﻣﻦ ﺃ‪‬ﻢ ﻳﺘ‪‬ﺒﻌﻮﻥ ﺃﻱ ﺃﻣﺜﻠﺔ ﺗﻄﺮﺣﻬﺎ ﺍ‪‬ﻠﺔ ﺍﻟﱵ ﺳﻴﻘﺪﻣﻮﻥ ﻣﻘﺎﻻ‪‬ﻢ ﺇﻟﻴﻬﺎ‪ ،‬ﻟﻸﺳﻠﻮﺏ ﺍﳌﻔﻀﻞ ﻟﺪﻳﻬﺎ‪.‬‬

‫‪ .2‬ﻣﻘﺎﻻﺕ ﺍ‪‬ﻼﺕ‬ ‫ﻣﻘﺎﻟﺔ ﺍ‪‬ﻠﺔ ﺍﳌﻌﻴﺎﺭﻳﺔ‬ ‫‪Vega KJ, Pina I, Krevsky B. Heart transplantation is associated with an‬‬ ‫‪increased risk for pancreatobiliary disease. Ann Intern Med 1996 Jun 1; 124 (11): ‬‬ ‫‪980-3.‬‬

‫ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍ‪‬ﻠﺔ ﺗﺮﻗﹼﻢ ﺍﻟﺼﻔﺤﺎﺕ ﺑﺘﺮﻗﻴﻢ ﻣﺴﻠﺴﻞ ﻣﺘﻮﺍﺻﻞ ﺧﻼﻝ ﺍ‪‬ﻠﹼﺪ )ﻛﻤﺎ ﻳﻔﻌﻞ ﻛﺜﲑ ﻣﻦ ﺍ‪‬ﻼﺕ‬ ‫ﺍﻟﻄﺒﻴﺔ( ﻓﻴﻤﻜﻦ ﺣﺬﻑ ﺍﻟﺸﻬﺮ ﻭﺭﻗﻢ ﺍﻟﻌﺪﺩ‪:‬‬ ‫‪Vega KJ, Pina I, Krevsky B. Heart transplantation is associated with an‬‬ ‫‪increased risk for pancreatobiliary disease. Ann Intern Med 1996; 124: 980-3.‬‬

‫ﻭﺇﺫﺍ ﺯﺍﺩ ﻋﺪﺩ ﺍﳌﺆﻟﻔﲔ ﻋﻦ ﺳﺘﺔ‪ ،‬ﻓﺘﻜﺘﺐ ﺃﲰﺎﺀ ﺍﻟﺴﺘﺔ ﺍﻷﻭﺍﺋﻞ ﻭﻳﺘﺒﻌﻬﺎ ﻛﻠﻤﺔ »ﻭﺁﺧﺮﻭﻥ ‪:«et al‬‬ ‫‪Vega KJ, Pina I, Krevsky B, George M. Fraser S, Hassan A, et al. Heart‬‬ ‫‪transplantation is associated with an increased risk for pancreatobiliary disease.‬‬ ‫‪Ann Intern Med 1996; 124: 980-3.‬‬

‫ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﳌﺆﻟﻒ ﻣﻨﻈﻤﺔ‬

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The Cardiac Society of Australia and New Zealand. Heart transplantation is associated with an increased risk for pancreatobiliary disease. Ann Intern Med 1996; 124: 980-3.

‫ﻋﻨﺪﻣﺎ ﻻ ﻳﺬﻛﺮ ﺍﺳﻢ ﺍﳌﺆﻟﻒ‬ Heart transplantation is associated with an increased risk for pancreatobiliary disease [editorial]. Ann Intern Med 1996; 124: 980-3.

‫ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﳌﻘﺎﻟﺔ ﺑﻠﻐﺔ ﻏﲑ ﺍﻹﻧﻜﻠﻴﺰﻳﺔ‬ ‫ﻻ ﻳﺘﺮﺟﻢ ﺍﻟﻌﻨﻮﺍﻥ‬ ‫ﻠﺪ ﻭﻣﻌﻪ ﻣﻠﺤﻖ‬‫ﺍ‬ Vega KJ, Pina I, Krevsky B. Heart transplantation is associated with an increased  risk  for  pancreatobiliary  disease.  Ann  Intern  Med  1996;  124  suppl  1:  980-3.

‫ﺍﻟﻌﺪﺩ ﻭﻣﻌﻪ ﻣﻠﺤﻖ‬ Vega KJ, Pina I, Krevsky B. Heart transplantation is associated with an increased risk for pancreatobiliary disease. Ann Intern Med 1996; 124 (1 suppl 2):  980-3.

‫ﻠﺪ ﻭﻣﻌﻪ ﺟﺰﺀ‬‫ﺍ‬ Vega KJ, Pina I, Krevsky B. Heart transplantation is associated with an increased risk for pancreatobiliary disease. Ann Intern Med 1996; 124 (Pt3): 9803.

‫ﺍﻟﻌﺪﺩ ﻣﻦ ﺩﻭﻥ ﳎﻠﺪ‬ Vega KJ, Pina I, Krevsky B. Heart transplantation is associated with an increased risk for pancreatobiliary disease. Ann Intern Med 1996; (124): 980-3.

‫ﻻ ﻋﺪﺩ ﻭﻻ ﳎﻠﺪ‬ Vega KJ, Pina I, Krevsky B. Heart transplantation is associated with an increased risk for pancreatobiliary disease. Ann Intern Med 1996: 980-3.

‫ﺗﺮﻗﻴﻢ ﺍﻟﺼﻔﺤﺎﺕ ﺑﺄﺭﻗﺎﻡ ﺭﻭﻣﺎﻧﻴﺔ‬ Vega KJ, Pina I, Krevsky B. Heart transplantation is associated with an increased risk  for pancreatobiliary  disease.  Ann  Intern Med  1996  April;  124  (2):  xi-xii.

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‫ ﺍﻟﻜﺘﺐ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻷﺣﺎﺩﻳﺔ ﺍﳌﻮﺿﻮﻉ‬.3 ‫ﻣﺆﻟﻒ ﺃﻭ ﻣﺆﻟﻔﻮﻥ ﺭﲰﻴﻮﻥ‬ Ringsven MK, Bond D, Gerontology and leadership skills for nurses. 2nd ed. Albany (NY): Delmar Publishers; 1996.

‫ﻌﻮﻥ ﻛﻤﺆﻟﻔﲔ‬‫ﻊ ﺃﻭ ﳎﻤ‬‫ ﳎﻤ‬،‫ﳏﺮﺭ ﺃﻭ ﳏﺮﺭﻭﻥ‬ Ringsven MK, Bond D, editors. Gerontology and leadership skills for nurses. 2  ed. Albany (NY): Delmar Publishers; 1996. nd

‫ﻣﻨﻈﻤﺔ ﻛﻤﺆﻟﻒ ﻭﻧﺎﺷﺮ‬ Institute of Medicine (US). Gerontology and leadership skills for nurses. Washington; The Institute; 1996.

‫ﻓﺼﻞ ﰲ ﻛﺘﺎﺏ‬ Phillips SJ, Whisnant JP. An introduction to gerontology. In: Ringsven MK, Bond D, editors. Gerontology and leadership skills for nurses, 2nd ed. Albany (NY): Delmar Publishers; 1996. p. 465-78.

‫ﳏﻀﺮ ﻣﺆﲤﺮ‬ Ringsven MK, Bond D, editors. Gerontology and leadership skills for nurses. Proceedings of the 10th International Congress of Nurses; 1996 Oct 15-19; Kyoto,  Japan. Albany (NY): Delmar Publishers; 1996. 

‫ﻭﺭﻗﺔ ﻣﺆﲤﺮ‬ Phillips SJ, Whisnant JP. An introduction to gerontology. In: Ringsven MK, Bond D, editors. Gerontology and leadership skills for nurses. Proceedings of the 10th  international  Congress  of  Nurses;  1996  Oct  15-19;  Kyoto,  Japan.  Albany  (NY): Delmar Publishers; 1996. p. 1561-5.

‫ﺗﻘﺮﻳﺮ ﻋﻠﻤﻲ ﺃﻭ ﺗﻘﲏ ﺻﺎﺩﺭ ﻋﻦ ﻭﻛﺎﻟﺔ ﳑﻮﻟﺔ ﺃﻭ ﺭﺍﻋﻴﺔ‬ Smith P, Golladay K. Payment for durable medical equipment in skilled nursing facilities. Final report. Dallas (TX): Department of Health and Human Services  (US),  Office  of  Evaluation  and  Inspection;  1994  Oct.  Report  No:  HHSIGOE 1692 00860.

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‫‪ .4‬ﻣﻮﺍﺩ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‬ ‫ﲢﺖ ﺍﻟﻄﺒﻊ‬ ‫)ﻣﻼﺣﻈﺔ‪ :‬ﻣﻜﺘﺒﺔ ﺍﻟﻄﺐ ﺍﻟﻮﻃﻨﻴﺔ ﺗﻔﻀﻞ ﺍﺳﺘﻌﻤﺎﻝ ﻛﻠﻤﺔ »ﻗﺮﻳﺒﺎﹰ ‪ ،«forthcoming‬ﻧﻈﺮﺍﹰ ﻷﻧﻪ ﻟﻴﺴﺖ ﻛﻞ‬ ‫ﺍﳌﻮﺍﺩ ﺳﺘﻄﺒﻊ(‪.‬‬ ‫‪Leshner AI. Molecular mechanisms of cocaine addiction. N Engl J Med, In‬‬ ‫‪press 1996.‬‬

‫ﻣﻮﺍﺩ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ‬ ‫ﻣﻘﺎﻟﺔ ﳎﻠﺔ ﰲ ﺻﻴﻐﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ‬ ‫‪Morse SS. Factors in the emergence of infectious diseases Emerg Infect Dis‬‬ ‫‪(serial online) 1995. Jan-Mar  [cited  1996  Jun  5];  1  (1):  (24  screens).  Available ‬‬ ‫‪form URL: http://www.cdc.gov/ncidod/EID/eid.htm‬‬

‫ﻣﻨﺸﻮﺭﺓ ﻭﺣﻴﺪﺓ ﺍﳌﻮﺿﻮﻉ ﰲ ﺻﻴﻐﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ‬ ‫‪CDI, clinical dermatology illustrated [monograph on CD-Rom]. Reeves JRT,‬‬ ‫‪Maibach H. CMEA Multimedia Group, producers. 2 nd ed. Version 2.0. San‬‬ ‫‪Diego: CMEA; 1995.‬‬

‫‪ .5‬ﻛﻴﻒ ﺗﺮﺗ‪‬ﺐ ﺍﳌﺮﺍﺟﻊ‬ ‫ﻣﻌﻈﻢ ﳎﻼﺕ ﺍﻟﻄﺐ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﺔ ﺍﻷﺧﺮﻯ ﺗﺴﺘﻌﻤﻞ ﻧﻈﺎﻡ ﻓﺎﻧﻜﻮﻓﺮ‪ ،‬ﺃﻭ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺮﻗﻢ ﺍﳌﺮﺟﻊ‪ ،‬ﺣﻴﺚ‬ ‫ﺗﻜﻮﻥ ﺍﳌﺮﺍﺟﻊ ﻣﺮﻗﻤﺔ ﰲ ﻗﺎﺋﻤﺔ ﺍﳌﺮﺍﺟﻊ ﺑﺎﻟﺘﺮﺗﻴﺐ ﺍﻟﺬﻱ ﺫﻛﺮﺕ ﺑﻪ ﰲ ﺍﻟﻨﺺ ﺃﻭﻝ ﻣﺮﺓ‪.‬‬ ‫ﻭﻻ ﺗﺰﺍﻝ ﺑﻌﺾ ﺍ‪‬ﻼﺕ ﺗﺴﺘﻌﻤﻞ ﻧﻈﺎﻡ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺎﳌﺆﻟﻒ ﻭﺍﻟﺘﺎﺭﻳﺦ )ﻭﻳﺴﻤﻰ ﻛﺬﻟﻚ ﺑﻨﻈﺎﻡ ﻫﺎﺭﻓﺎﺭﺩ(‬ ‫ﺣﻴﺚ ﺗﻌ‪‬ﺮﻑ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﺴﺘﺸﻬﺪ ‪‬ﺎ ﺑﺎﺳﻢ ﻣﺆﻟﻔﻬﺎ ﻭﺳﻨﺔ ﻧﺸﺮﻫﺎ‪.‬‬ ‫ﻭﰲ ﺍﻟﻨﻈﺎﻡ ﺍﳌﺸﺘﺮﻙ ﺑﲔ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻷﲜﺪﻱ ﻭﺭﻗﻢ ﺍﳌﺮﺟﻊ‪ ،‬ﺗﺮﺗﺐ ﺍﳌﺮﺍﺟﻊ ﰲ ﺍﻟﻘﺎﺋﻤﺔ ﰲ ﺗﺮﺗﻴﺐ ﺃﲜﺪﻱ‬ ‫ﲝﺴﺐ ﺍﻹﺳﻢ ﺍﻷﻭ‪‬ﻝ ﻟﻠﻤﺆﻟﻒ ﻭﻳﺴﺘﺸﻬﺪ ‪‬ﺎ ﺑﺄﺭﻗﺎﻡ ﰲ ﺍﻟﻨﺺ‪.‬‬ ‫ﻭﺣﱴ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍ‪‬ﻠﺔ ﺍﻟﱵ ﻗﹸﺪﻣﺖ ﳍﺎ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺗ‪‬ﺴﺘﺨﺪﻡ ﻧﻈﺎﻡ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺮﻗﻢ ﺍﳌﺮﺟﻊ‪ ،‬ﻓﻤﻦ‬ ‫ﺍﳌﺴﺘﺤﺴﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻧﻈﺎﻡ ﻫﺎﺭﻓﺎﺭﺩ ﻟﻼﺳﺘﺸﻬﺎﺩﺍﺕ ﰲ ﺍﳌﺴﻮﺩﺍﺕ ﺍﳌﺒﻜﺮﺓ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﳌﺮﺍﺟﻊ ﻗﺪ ﻭ‪‬ﲰﺖ‬ ‫ﺑﺄﺭﻗﺎﻡ ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺍﳌﺒﻜﺮﺓ‪ ،‬ﻓﺈﻥ ﻫﺬﻩ ﺍﻷﺭﻗﺎﻡ ﺳﻮﻑ ﺗﺘﻐﲑ ﻋﻠﻰ ﺍﻷﺭﺟﺢ ﰲ ﺍﳌﺴﻮﺩﺍﺕ ﺍﻟﻼﺣﻘﺔ‪ .‬ﻭﻣﻊ‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﺑﺮﻧﺎﻣﺞ ﳌﻌﺎﳉﺔ ﺍﻟﻨﺼﻮﺹ ﺣﻴﺚ ﺗﻮﺟﺪ ﻣﻬﻤﺔ »ﺇﲝﺚ ﻭﺍﺳﺘﺒﺪﻝ ‪ «search and replace‬ﳝﻜﻦ ﺃﻥ‬ ‫ﻳﻮﺿﻊ ﰲ ﺑﺪﺍ ﻳﺔ ﻛﻞ ﺍﺳﺘﺸﻬﺎﺩ ﺭﻣﺰ ﱂ ﻳﺴﺘﻌﻤﻞ ﰲ ﺃﻱ ﻣﻜﺎﻥ ﺁﺧﺮ ﺑﺎﻟﻨﺺ‪ ،‬ﻣﺜﻞ ﺍﻟﻌﻼﻣﺔ ﺍﻟﻨﺠﻤﻴﺔ )‪.(‬‬ ‫‪4‬‬

‫ﺍﳌﺴﺆﻭﻟﲔ ﻋﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﳌﺘﻘﺪﻣﺔ ﻭﺍﻟﻨﺎﻣﻴﺔ‪ .‬ﻭﻗﺪ ﺃﺛﲎ ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﺍﳌﺆﲤﺮ‪ ،‬ﺍﻟﻘﺎﺩﻣﻮﻥ‬ ‫ﻣﻦ ﺃﻛﺜﺮ ﻣﻦ ‪ 100‬ﺑﻠﺪ‪ ،‬ﻋﻠﻰ ﻃﺒﻴﻌﺔ ﺍﳌﻨﺎﻗﺸﺎﺕ ﺍﻟﱵ ﺍﺗﺴﻤﺖ ﺑﺎﻟﺘﻔﺎﻋﻞ ﺍﳌﺘﺒﺎﺩﻝ ﻭﺍﳌﺸﺎﺭﻛﺔ‪.‬‬ ‫ﺑﻌﺪ ﺍﻹﻃﻼﻉ ﻋﻠﻰ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻦ ﳐﺘﻠﻒ ﺍﳌﺸﺎﻭﺭﺍﺕ ﺍﻹﻗﻠﻴﻤﻴﺔ ﻭﺍﻟﻘﹸﻄﺮﻳﺔ‪ ،‬ﻭﺇﺫ ﻧﺄﺧﺬ ﰲ ﺍﳊﺴﺒﺎﻥ‬ ‫ﻼ ﻋﻦ ﺍﳌﻨﺎﻗﺸﺎﺕ ﺍﻟﱵ‬ ‫ﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﳌﺘﻌﻤﻘﺔ ﳌﺎ ﺣﺪﺙ ﻣﻦ ﺗﻘﺪﻡ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻋﱪ ﺍﻟﻌﻘﺪ ﺍﳌﺎﺿﻲ‪ ،‬ﻓﻀ ﹰ‬ ‫ﺩﺍﺭﺕ ﻗﺒﻞ ﺍﻹﺟﺘﻤﺎﻉ ﻭﺃﺛﻨﺎﺀﻩ‪ ،‬ﻧ‪‬ﺼﺪﺭ ﳓﻦ ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﺍﳌﺆﲤﺮ‪ ،‬ﺍﻹﻋﻼﻥ ﺍﻟﺘﺎﱄ‪:‬‬ ‫ﻳﺆﻛﺪ ﺍﳌﺆﲤﺮ ﳎﺪﺩﺍﹰ‪ ،‬ﺃﻥ ﺍﻟﺼﺤﺔ ﺣﻖ ﺃﺳﺎﺳﻲ ﻣﻦ ﺣﻘﻮﻕ ﺍﻹﻧﺴﺎﻥ‪ .‬ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺃﺳﺎﺳﻴﺔ ﻟﺘﺤﻘﻴﻖ‬ ‫ﺍﻟﺘﻘﺪﻡ‪ ،‬ﻟﻴﺲ ﰲ ﺍﻟﺼﺤﺔ ﻓﻘﻂ ﻭﺇﳕﺎ ﻛﺬﻟﻚ ﰲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻗﺘﺼﺎﺩﻳﺔ‪ .‬ﺇﻥ ﺍﻟﻌﻮﳌﺔ ﺍﳌﺘﺴﺎﺭﻋﺔ‪ ،‬ﻭﺍﻟﺘﻔﹼﻬﻢ‬ ‫ﺍﳉﺪﻳﺪ ﻟﻠﺒﻴﻮﻟﻮﺟﻴﺎ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺛﻮﺭﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺗﻄﺮﺡ ﲢﺪﻳﺎﺕ ﻭﻓﺮﺻﺎﹰ ﺟﺪﻳﺪﺓ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺘﻔﺎﻭﺕ‬ ‫ﺍﻹﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺼﺤﻲ ﰲ ﺩﺍﺧﻞ ﺍﻟﺒﻠﺪﺍﻥ ﻭﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ﺁﺧﺬ ﰲ ﺍﻹﺯﺩﻳﺎﺩ‪ .‬ﻭﰲ ﺿﻮﺀ ﻫﺬﻩ ﺍﻹﲡﺎﻫﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻓﺈﻥ‬ ‫ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﳌﺴﺎﻭﺍﺓ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ ﻭﻓﻴﻤﺎ ﺑﲔ ﺍﳉﻨﺴﲔ ‪ gender equity‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﻟﻪ ﺃﳘﻴﺔ ﻣﺮﻛﺰﻳﺔ ﰲ‬ ‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﻓﻀﻼﹰ ﻋﻦ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﲟﺎ ﻓﻴﻬﺎ ﺍﻟﺘﺮﺗﻴﺒﺎﺕ ﺍﳌﺆﺳﺴﻴﺔ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺮﺗﻜﺰ‬ ‫ﻋﻠﻰ ﻗﻴﻢ ﺃﺳﺎﺳﻴﺔ ﻣﺸﺘﺮﻛﺔ‪ .‬ﻟﺬﻟﻚ ﻳﻨﺒﻐﻲ ﺗﻮﻓﺮ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪ ‬ﺃﺳﺎﺱ ﺃﺧﻼﻗﻲ ﻭﺍﺿﺢ ﻭﻗﻮﻱ ﳛﻜﻢ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ ﻭﺇﺟﺮﺍﺀﻩ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻪ‪،‬‬ ‫‪ ‬ﺗﻀﻤﲔ ﻣﻨﻈﻮﺭ ﻳﺸﻤﻞ ﺍﳉﻨﺴﲔ ‪،gender perspective‬‬ ‫‪ ‬ﺇﻟﺘﺰﺍﻡ ﺑﺄﻥ ﺍﳌﻌﺎﺭﻑ ﺍﻟﱵ ﺗ‪‬ﺴﺘﻘﻰ ﻣﻦ ﲝﺚ ﻳ‪‬ﻤﻮﻝ ﻣﻦ ﺍﳌﺎﻝ ﺍﻟﻌﺎﻡ‪ ،‬ﺳﻮﻑ ﺗﻜﻮﻥ ﻣﺘﺎﺣﺔ ﰲ‬ ‫ﻣﺘﻨﺎﻭﻝ ﺍﳉﻤﻴﻊ‪،‬‬ ‫‪ ‬ﺗﻔﻬ‪‬ﻢ ﺃﻥ ﺍﻟﺒﺤﺚ ﺍﺳﺘﺜﻤﺎﺭ ﰲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪،‬‬ ‫‪ ‬ﺇﻋﺘﺮﺍﻑ ﺑﺄﻥ ﺍﻟﺒﺤﺚ ﺍﺳﺘﺜﻤﺎﺭ ﰲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪،‬‬ ‫ﻼ ﳉﻤﻴﻊ ﺍﳌﻌﻨﻴﲔ ﲟﻦ ﻓﻴﻬﻢ ﺍ‪‬ﺘﻤﻊ ﺍﳌﺪﱐ‪ ،‬ﰲ‬ ‫‪  ‬ﺇﻋﺘﺮﺍﻑ ﺑﺄﻥ ﺍﻟﺒﺤﺚ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺷﺎﻣ ﹰ‬ ‫ﻣﺸﺎﺭﻛﺎﺕ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﶈﻠﻴﺔ ﻭﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﻹﻗﻠﻴﻤﻴﺔ ﻭﺍﻟﻌﺎﳌﻴﺔ‪.‬‬ ‫ﻭﻳﺘﻄﻠﺐ ﻧﻈﺎﻡ ﺍﻟﺒﺤﺚ ﺍﻟﺼﺤﻲ ﺍﻟﻔﻌﺎﻝ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪ ‬ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺃﻓﻌﺎﻝ ﻣﺘﺮﺍﺑﻄﺔ ﻭﻣﻨﺴﻘﺔ ﰲ ﳎﺎﻝ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺗﻜﻮﻥ ﻣﺮﺗﻜﺰﺓ ﻋﻠﻰ‬ ‫ﻣﺸﺎﺭﻛﺎﺕ ﻣﻔﻴﺪﺓ ﳉﻤﻴﻊ ﺍﻷﻃﺮﺍﻑ‪ ،‬ﻓﻴﻤﺎ ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ ﻭﰲ ﺩﺍﺧﻠﻬﺎ‪،‬‬ ‫‪ ‬ﻧﻈﺎﻡ ﻓﻌﺎﻝ ﻟﻠﺴﻴﻄﺮﺓ‪،‬‬

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‫‪ ‬ﺟﻬﻮﺩ ﻣﺘﺠﺪﺩﺓ ﻣﻦ ﻛﻞ ﺍﻟﻀﺎﻟﻌﲔ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻟﺘﻮﻟﻴﺪ ﻣﻌﺎﺭﻑ ﺟﺪﻳﺪﺓ ﺗﺘﻌﺎﻣﻞ ﻣﻊ‬ ‫ﻣﺸﺎﻛﻞ ﺍﶈﺮﻭﻣﲔ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﻭﺗﺰﻳﺪ ﻣﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ﺍﳌﻼﺋﻤﺔ ﺭﻓﻴﻌﺔ ﺍﳌﺴﺘﻮﻯ ﰲ ﻋﻤﻠﻴﺔ‬ ‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬ ‫ﺇﻥ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﳌﺪﻧﻴﺔ ﺍﻟﻔﻌﺎﻟﺔ‪ ،‬ﻣﺴﺆﻭﻟﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﳊﻜﻮﻣﺎﺕ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﻘﻨﻮﺍﺕ‪ ،‬ﻋﻦ ﲢﺪﻳﺪ ﺍﲡﺎﻫﺎﺕ‬ ‫ﻧﻈﻢ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﺭﻋﺎﻳﺔ ﺍﻟﺒﺤﻮﺙ ﻭﺗﻌﺰﻳﺰﻫﺎ ﻭﺿﻤﺎﻥ ﺃﻥ ﻧﺘﺎﺋﺠﻬﺎ ﺳﻮﻑ ﺗﺴﺘﻌﻤﻞ ﻟﺼﺎﱀ ﺷﻌﻮ‪‬ﺎ‬ ‫ﻭﺍ‪‬ﺘﻤﻊ ﺍﻟﻌﺎﳌﻲ‪.‬‬ ‫ﻭﻧﻠﺘﺰﻡ ﳓﻦ ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﺍﳌﺆﲤﺮ‪ ،‬ﺑﻀﻤﺎﻥ ﺃﻥ ﺗﺆﺩﻱ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺇﱃ ﲢﺴﲔ ﺻﺤﺔ ﲨﻴﻊ ﺍﻟﺸﻌﻮﺏ‬ ‫ﻭﻧﻮﻋﻴﺔ ﺣﻴﺎ‪‬ﺎ‪.‬‬ ‫ﺇﻥ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﺟﺮﻯ ﻟﻠﺘﺤﻀﲑ ﳍﺬﺍ ﺍﳌﺆﲤﺮ ﻭﺃﺛﻨﺎﺀ ﺍﻧﻌﻘﺎﺩﻩ‪ ،‬ﳚﺐ ﺃﻥ ﻳﺴﺘﻤﺮ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺗﺴﻤﺢ‬ ‫ﳉ ﻤﻴﻊ ﺍﳌﻌﻨﻴﲔ ﺑﺎﻹﺳﻬﺎﻡ ﰲ ﺍﳊﻮﺍﺭ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺣﻮﻝ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﳌﺘﻌﻠﻘﺔ ﲟﺴﺘﻘﺒﻞ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‬ ‫ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻨﻤﻴﺔ‪.‬‬ ‫ﺍﳌﺼﺪﺭ‪.(www.globalforumhealth.org/non-compliant_pages/forum4/declaration.htm) :‬‬ ‫ﺗﻮﻟﹼﻲ ﺗﻨﻈﻴﻢ ﺍﳌﺆﲤﺮ ﺍﻟﺪﻭﱄ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻨﻤﻴﺔ‪:‬‬ ‫‪ ‬ﳎﻠﺲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫‪ ‬ﺍﳌﻨﺘﺪﻯ ﺍﻟﻌﺎﳌﻲ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‬ ‫‪ ‬ﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﱄ‬

‫‪(www.cohred.ch) COHRED‬‬

‫)‪(www.globalforumhealth.org‬‬

‫)‪(www.worldbank.org‬‬

‫‪ ‬ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ‬

‫ﺍﻟﻌﺎﳌﻴﺔ )‪(www.who.int‬‬

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‫ﻣﻌﺠﻢ ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‬ ‫ﺇﺣﺘﻤﺎﻝ )‪ :(Probability‬ﺇﻣﻜﺎﻧﻴﺔ ﺃﻭ ﺃﺭﺟﺤﻴﺔ ﺣﺪﻭﺙ ﻭﺍﻗﻌﺔ ﻣﺎ‪ .‬ﻭﻗﺪ ﺗﺘﺮﺍﻭﺡ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺣﺘﻤﺎﻟﻴﺔ ﻣﻦ‬ ‫ﺍﻟﺼﻔﺮ )ﺣﻴﺚ ﻻ ﺗﻮﺟﺪ ﻓﺮﺻﺔ( ﺇﱃ ﻭﺍﺣﺪ )ﺣﻴﺚ ﺗﻜﻮﻥ ﺍﻟﻔﺮﺻﺔ ﻣﺆﻛﺪﺓ(‪ .‬ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﳛﺪﺩﻭﺍ ﻣﺴﺘﻮﻯ‬ ‫ﺍﻹﺣﺘﻤﺎﻝ‪ /‬ﺍﻟﺘﺄﻛﻴﺪ ﺍﻟﺬﻱ ﻳﺮﻏﺒﻮﻥ ﰲ ﻗﺒﻮﻟﻪ ﻟﻨﺘﺎﺋﺠﻬﻢ‪.‬‬ ‫ﺇﺣﺼﺎﺀﺍﺕ ﻭﺻﻔﻴﺔ )‪ :(Descriptive statistics‬ﺇﺣﺼﺎﺀﺍﺕ ﻣﺼﻤﻤﺔ ﻟﺘﻠﺨﻴﺺ ﻭﻭﺻﻒ ﺧﺼﺎﺋﺺ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ ﺗﺴﺎﻋﺪﻧﺎ ﻋﻠﻰ ﺍﺳﺘﻴﻌﺎﺏ ﺣﺠﻢ ﻛﺒﲑ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫ﺇﺧﺘﺒﺎﺭ »ﰐ« )‪ :(t test‬ﺇﺧﺘﺒﺎﺭ ﺇﺣﺼﺎﺋﻲ ﻳ‪‬ﺴﺘﻌﻤﻞ ﰲ ﺣﺎﻟﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻌﺪﺩﻳﺔ ﻟﺘﺄﻛﻴﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻔﺮﻕ‬ ‫ﺍﳌﻼﺣﻆ ﺑﲔ ﻭ‪‬ﺳ‪‬ﻄﻲ‪ means ‬ﳎﻤﻮﻋﺘﲔ ﻳﻌﺘﱪ ﺫﺍ ﻣﻌﻨﻮﻳﺔ ﺇﺣﺼﺎﺋﻴﺔ‪ ،‬ﺃﻱ ﻻ ﳛﺘﻤﻞ ﺃﻥ ﻳﻜﻮﻥ ﻗﺪ ﺣﺪﺙ ﺑﺎﻟﺼﺪﻓﺔ‪.‬‬ ‫ﺇﺧﺘﺒﺎﺭ ﺍﻟﺬﻳﻞ ﺍﻟﻮﺍﺣﺪ )‪ :(One-tailed test‬ﺇﺧﺘﺒﺎﺭ ﺇﺣﺼﺎﺋﻲ ﻳ‪‬ﺘﻮﻗﻊ ﻓﻴﻪ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻔﺮﻕ ﺑﲔ‬ ‫ﳎﻤﻮﻋﺘﲔ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﻓﺮﻗﹰﺎ ﺣﻘﻴﻘﻴﺎﹰ‪ ،‬ﺫﺍ ﺍﲡﺎﻩ ﻭﺍﺣﺪ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻥ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﳌﺪﺧﻨﲔ ﺍﻟﺴﻠﺒﻴﲔ ﻭﻏﲑ ﺍﳌﺪﺧﻨﲔ‬ ‫ﰲ ﺍﻹﺻﺎﺑﺔ ﺑﺴﺮﻃﺎﻥ ﺍﻟﺮﺋﺔ‪ ،‬ﻳ‪‬ﺘﻮﻗﻊ ﺃﻥ ﻳﻜﻮﻥ ﻟﻪ ﺍﲡﺎﻩ ﻭﺍﺣﺪ‪ .‬ﻭﻟﻴﺲ ﻣﺘﻮﻗﻌﹰﺎ ﺃﻥ ﺍﻟﺘﺪﺧﲔ ﺳﻮﻑ ﻳﻘﻲ ﻣﻦ ﺳﺮﻃﺎﻥ‬ ‫ﺍﻟﺮﺋﺔ‪ ،‬ﻭﻟﺬﻟﻚ ﻻ ﺣﺎﺟﺔ ﻹﺟﺮﺍﺀ ﺍﺧﺘﺒﺎﺭ ﻹﺛﺒﺎﺕ ﺫﻟﻚ‪ .‬ﺇﻥ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺬﻳﻞ ﺍﻟﻮﺍﺣﺪ ﳛﺘﺎﺝ ﺇﱃ ﻋﻴﻨﺔ ﺃﺻﻐﺮ ﺣﺠﻤﹰﺎ‬ ‫ﻣﻦ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺬﻳﻠﲔ‪.‬‬ ‫ﺇﺧﺘﺒﺎﺭ ﺍﻟﺬﻳﻠﲔ )‪ :(Two-tailed test‬ﺇﺧﺘﺒﺎﺭ ﺇﺣﺼﺎﺋﻲ ﻳ‪‬ﺨﺘﱪ ﻓﻴﻪ ﺍﻟﻔﺮﻕ ﺑﲔ ﳎﻤﻮﻋﺘﲔ ﻣﻦ ﺩﻭﻥ‬ ‫ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺍﻹﲡﺎﻩ ﺍﳌﺘﻮﻗﻊ ﻟﻠﻔﺮﻕ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ‪ ،‬ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻋﺎﻣﻞ ﺍﺧﺘﻄﺎﺭ ﻣﻌﲔ‪ ،‬ﻛﺎﺳﺘﻌﻤﺎﻝ ﻣﻮﺍﻧﻊ ﺍﳊﻤﻞ‬ ‫ﺍﳍﺮﻣﻮﻧﻴﺔ ﺳﻮﻑ ﻳﺰﻳﺪ ﻣﻌﺪﻝ ﻭﻗﻮﻉ ﺣﺎﻟﺔ ﻣﺎ‪ ،‬ﺃﻭ ﻳﻘﻠﻠﻪ‪ .‬ﻭﳛﺘﺎﺝ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺬﻳﻠﲔ ﺇﱃ ﻋﻴﻨﺔ ﺃﻛﱪ ﺣﺠﻤﹰﺎ ﻣﻦ‬ ‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﺬﻳﻞ ﺍﻟﻮﺍﺣﺪ‪.‬‬ ‫ﺇﺧﺘﺒﺎﺭ ﻗﺒ‪‬ﻠﻲ )‪ :(Pre-test‬ﺩﺭﺍﺳﺔ ﲤﻬﻴﺪﻳﺔ ﻻﺧﺘﺒﺎﺭ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻄﺒﻴﻖ ﺍﺳﺘﺒﻴﺎﻥ ﻣﺎ‪ ،‬ﻭﻣﺪﻯ ﻣﻼﺀﻣﺘﻪ‪ ،‬ﻗﺒﻞ‬ ‫ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ﺫﺍ‪‬ﺎ‪.‬‬ ‫ﺇﺧﺘﺒﺎﺭ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ )‪ :(Statistical significance test‬ﺇﺧﺘﺒﺎﺭ ﻟﺘﻘﺪﻳﺮ ﺃﺭﺟﺤﻴﺔ ﺃﻥ ﺗﻜﻮﻥ‬ ‫ﻧﺘﻴﺠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﰎ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ ﻭﻟﻴﺪﺓ ﺍﳌﺼﺎﺩﻓﺔ‪ ،‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺍﻟﻔﺮﻕ ﺑﲔ ﳎﻤﻮﻋﺘﲔ ﺃﻭ ﺍﻹﺭﺗﺒﺎﻁ ﺑﻴﻨﻬﻤﺎ‪.‬‬

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‫ﺇﺧﺘﺒﺎﺭﺍﺕ ﻻ ﻣﻌ‪‬ﻠﻤﻴﺔ )‪ :(Non-parametric tests‬ﺇﺧﺘﺒﺎﺭﺍﺕ ﺇﺣﺼﺎﺋﻴﺔ ﳝﻜﻦ ﺗﻄﺒﻴﻘﻬﺎ ﺣﲔ ﺗﻘﻊ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﻣﻨﺤﲎ ﻣﻠﺘﻮﻱ )ﻣﺘﺠﺎﻧﻒ( ‪ skewed‬ﻟﻠﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ‪ .‬ﻭﺗﺴﻤﻰ ﻛﺬﻟﻚ ﺑﺎﻹﺣﺼﺎﺀﺍﺕ‬ ‫ﺍﻟﻼﺗﻮﺯﻳﻌﻴﺔ ‪.distribution free‬‬ ‫ﺇﺧﺘﺒﺎﺭﺍﺕ ﻣﻌ‪‬ﻠﻤﻴﺔ )‪ :(parametric tests‬ﺇﺧﺘﺒﺎﺭﺍﺕ ﺇﺣﺼﺎﺋﻴﺔ ﳝﻜﻦ ﺗﻄﺒﻴﻘﻬﺎ ﻋﻨﺪﻣﺎ ﺗﻘﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ‬ ‫ﻧﻄﺎﻕ ﺍﻟﺘﻮﺯﻳﻊ ﺍﳌﻌﺘﺪﻝ ‪ ،normal distribution‬ﺃﻱ ﺣﲔ ﺗﻨﺘﺸﺮ ﺑﺎﻟﺘﺴﺎﻭﻱ ﺣﻮﻝ ﺍﻟﻮﺳﻂ ‪ ،mean‬ﻭﺣﲔ‬ ‫ﻳﻜﻮﻥ ﻣﻨﺤﲎ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ ﺟﺮﺳﻲ ﺍﻟﺸﻜﻞ ﺃﻭ ﺑﺘﻮﺯﻳﻊ ﺟﺎﻭﺱ‪.‬‬ ‫ﺇﺳﺘﺒﻴﺎﻥ )‪ :(Questionnaire‬ﻭﺳﻴﻠﺔ ﳉﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺍﻟﻨﺎﺱ‪ ،‬ﺣﻴﺚ ﻳﻘﺪ‪‬ﻣﻮﻥ ﺇﺟﺎﺑﺎﺕ ﻣﻜﺘﻮﺑﺔ ﻋﻦ‬ ‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺳﺌﻠﺔ‪ ،‬ﺇﻣﺎ ﺑﺄﺳﻠﻮ‪‬ﻢ ﺍﳋﺎﺹ )ﺍﻷﺳﺌﻠﺔ ﺍﳌﻔﺘﻮﺣﺔ( ﺃﻭ ﺑﺎﻻﺧﺘﻴﺎﺭ ﻣﻦ ﺑﲔ ﺇﺟﺎﺑﺎﺕ ﳏﺪﺩﺓ ﺳﻠﻔﹰﺎ‬ ‫)ﺍﻷﺳﺌﻠﺔ ﺍﶈﺪﺩﺓ ﺍﻹﺟﺎﺑﺎﺕ(‪.‬‬ ‫ﺇﺳﺘﺠﻼﺏ ﺍﻟﺘﻤﻮﻳﻞ )‪ :(Grantsmanship‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺟﺘﺬﺍﺏ ﺍﳌﻨﺢ ﺍﳌﺎﻟﻴﺔ ﻟﺪﻋﻢ ﺍﳌﺸﺎﺭﻳﻊ ﺍﻟﺒﺤﺜﻴﺔ‪.‬‬ ‫ﺇﺳﺘﻨﺒﺎﻁ )‪ :(Inference‬ﺗﻌﻤﻴﻢ ﻳ‪‬ﺴﺘﻨﺘﺞ ﺑﺸﺄﻥ ﳎﺘﻤﻊ ﻣﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﺩﺭﺍﺳﺔ ﻗﻄﺎﻉ ﺃﻭ ﻋﻴﻨﺔ ﻣﻨﻪ‪.‬‬ ‫ﺇﺳﺘﺠﻮﺍﺏ ﳎﺰﺃ ﺍﻟﺒﻨﻴﺎﻥ )‪ :(Structured interview‬ﺇﺳﺘﺠﻮﺍﺏ ﺗﻜﻮﻥ ﺍﻷﺳﺌﻠﺔ ﻓﻴﻪ ﳏﺪﺩﺓ ﺳﻠﻔﺎﹰ‪،‬‬ ‫ﻭﺗﻄﺮﺡ ﰲ ﺗﺮﺗﻴﺐ ﻣﻌﻴ‪‬ﻦ ﻭﺗﺴﺠﻞ ﻛﺘﺎﺑﺔ‪.‬‬ ‫ﺇﻋﺘﻴﺎﻥ ﻋﺸﻮﺍﺋﻲ )‪ :(Random sampling‬ﻃﺮﻳﻘﺔ ﻷﺧﺬ ﺍﻟﻌﻴﻨﺎﺕ ﻓﻴﻬﺎ ﺗ‪‬ﺴﺤﺐ ﻋﻴﻨﺔ ﻣﻦ ﳎﺘﻤﻊ ﻣﺎ‬ ‫ﲝﻴﺚ ﺗﻜﻮﻥ ﻟﻜﻞ ﻓﺮﺩ ﻣﻦ ﺫﻟﻚ ﺍ‪‬ﺘﻤﻊ ﻓﺮﺻﺔ ﺍﺧﺘﻴﺎﺭ ﻣﺘﻜﺎﻓﺌﺔ ﻣﻊ ﺍﻵﺧﺮﻳﻦ‪ .‬ﻭﺍﻹﻋﺘﻴﺎﻥ ﺍﻟﻌﺸﻮﺍﺋﻲ ﻟﻴﺲ ﺍﻋﺘﻴﺎﻧﹰﺎ‬ ‫ﺑﺎﳌﺼﺎﺩﻓﺔ ‪.haphazard sampling‬‬ ‫ﺇﻋﺘﻴﺎﻥ ﻋﺸﻮﺍﺋﻲ ﻃﺒﻘﻲ )‪ :(Stratified random sampling‬ﻃﺮﻳﻘﺔ ﻷﺧﺬ ﺍﻟﻌﻴﻨﺎﺕ ﳛﺎﻭﻝ ﺍﻟﺒﺎﺣﺚ‬ ‫ﻓﻴﻬﺎ ﺿﻤﺎﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻜﺎﰲ ﻟﻠﺠﻤﺎﻋﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﺍﳌﻬﻤﺔ ﰲ ﺍ‪‬ﺘﻤﻊ‪.‬‬ ‫ﺇﻋﺘﻴﺎﻥ ﻋﻨﻘﻮﺩﻱ )‪ :(Cluster sampling‬ﻧﻮﻉ ﻣﻦ ﺍﻹﻋﺘﻴﺎﻥ ﺍﻟﻌﺸﻮﺍﺋﻲ ﻳﻌﺘﻤﺪ ﺃﻭ ﹰﻻ ﻋﻠﻰ ﺍﻻﺧﺘﻴﺎﺭ‬ ‫ﺍﻟﻌﺸﻮﺍﺋﻲ ﻟﺒﻌﺾ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺆﺧﺬ ﻣﻨﻬﺎ ﺍﻟﻌﻴﻨﺔ‪.‬‬ ‫ﺇﻋﺘﻴﺎﻥ ﻣﺘﺘﺎﱄ )‪ :(Consecutive sampling‬ﻃﺮﻳﻘﺔ ﻷﺧﺬ ﺍﻟﻌﻴﻨﺎﺕ ﻳﺘﻢ ﻓﻴﻬﺎ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻓﺮﺍﺩ ﺑﻀﻢ ﻛﻞ‬ ‫ﺷﺨﺺ ﳛﻀﺮ ﻃﻮﺍﻝ ﻓﺘﺮﺓ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﺰﻣﻦ‪.‬‬ ‫ﺇﻋﺘﻴﺎﻥ ﻣﻨﺘﻈﻢ )‪ :(Systematic sampling‬ﻃﺮﻳﻘﺔ ﻷﺧﺬ ﺍﻟﻌﻴﻨﺎﺕ ﻳﺘﻢ ﻓﻴﻬﺎ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻓﺮﺍﺩ ﺑﻌﻤﻠﻴﺔ‬ ‫ﺩﻭﺭﻳﺔ ﺑﺴﻴﻄﺔ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺍﺧﺘﻴﺎﺭ ﻛﻞ ﺛﺎﱐ ﺃﻭ ﺛﺎﻟﺚ ﻣﺮﻳﺾ‪.‬‬ ‫‪8‬‬

‫ﺍﻹﻓﺎﺩﺓ )‪ :(Beneficence‬ﻣﺒﺪﺃ ﺃﺧﻼﻗﻲ ﻳﻘﻀﻲ ﺑﻀﺮﻭﺭﺓ ﺑﺬﻝ ﻛﻞ ﺟﻬﺪ ﳑﻜﻦ ﻟﺘﻌﻈﻴﻢ ﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﱵ‬ ‫ﺗﻌﻮﺩ ﻋﻠﻰ ﺍﻷﻓﺮﺍﺩ ﺍﳋﺎﺿﻌﲔ ﻟﻠﺒﺤﺚ ﺍﻟﺼﺤﻲ‪.‬‬ ‫ﺃﻓﺮﺍﺩ ﺍﻟﺪﺭﺍﺳﺔ )‪ :(Subjects‬ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﻻ ﳚﻮﺯ ﺗﺴﻤﻴﺘﻬﻢ ﲟﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﺇﻗﺘﺮﺍﺡ )‪ :(Proposal‬ﻭﺛﻴﻘﺔ ﺗﻜﺘﺐ ‪‬ﺪﻑ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﲤﻮﻳﻞ ﳌﺸﺮﻭﻉ ﲝﺜﻲ‪.‬‬ ‫ﺇﻧﺘﺸﺎﺭ )‪ :(Prevalence‬ﺍﻟﻈﻬﻮﺭ ﺍﻹﲨﺎﱄ ﳊﺎﻟﺔ ﻣﻌﻴﻨﺔ ﰲ ﳎﺘﻤﻊ ﻣﻌﲔ ﰲ ﳊﻈﺔ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﺰﻣﻦ‪.‬‬ ‫ﺇﳓﺪﺍﺭ )ﲢﻮﻑ( ﻟﻮﺟﺴﱵ )‪ :(Logistic regression‬ﻃﺮﻳﻘﺔ ﻳﺴﺘﻌﻤﻠﻬﺎ ﺍﻹﺣﺼﺎﺋﻴﻮﻥ ﻋﺎﺩﺓ ﰲ ﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﺍﳌﺘﻌﺪﺩ ﺍﳌﺘﻐﲑﺍﺕ‪.‬‬ ‫ﺇﳓﺪﺍﺭ ﳓﻮ ﺍﻟﻮﺳﻂ )‪ :(Regression to the mean‬ﻇﺎﻫﺮﺓ ﳛﺪﺙ ﻓﻴﻬﺎ ﻋﻨﺪ ﺇﻋﺎﺩﺓ ﺍﻟﻘﻴﺎﺱ‪ ،‬ﺃﻥ‬ ‫ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﻘﺼﻮﻯ ﺍﻟﺴﺎﺑﻘﺔ )ﺍﳌﺮﺗﻔﻌﺔ ﺟﺪﹰﺍ ﺃﻭ ﺍﳌﻨﺨﻔﻀﺔ ﺟﺪﹰﺍ ﲤﻴﻞ ﺇﱃ ﺍﻟﺘﺤﺮﻙ )ﺍﻹﳓﺪﺍﺭ( ﳓﻮ ﺍﻟﺪﺭﺟﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺔ‪.‬‬ ‫ﺇﳓﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ )‪ :(Standard deviation‬ﻣﻘﻴﺎﺱ ﻟﺘﺒﻌﺜﺮ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺎﺕ ‪ scores‬ﺃﻭ ﻗﺎﺑﻠﻴﺘﻬﺎ‬ ‫ﻟﻠﺘﻐﲑ‪.‬‬ ‫ﺇﳚﺎﰊ ﺣﻘﻴﻘﻲ )‪ :(True positive‬ﺇﺧﺘﺒﺎﺭ ﺗﺸﺨﻴﺼﻲ ﻳﺒﲔ ﺣﻘﹰﺎ ﺃﻥ ﺷﺨﺼﹰﺎ ﻣﺎ ﻣﺼﺎﺏ ﺑﺎﳌﺮﺽ‪.‬‬ ‫ﲝﺚ ﻣﻊ ﺍﻟﻌﻤﻞ )‪ :(Action research‬ﺃﺳﻠﻮﺏ ﻟﻠﺒﺤﺚ ﻳﻌﻤﻞ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻓﻴﻪ ﻣﻊ ﺍﻟﻨﺎﺱ ﻟﺼﺎﱀ ﺍﻟﻨﺎﺱ‬ ‫ﺑﺪ ﹰﻻ ﻣﻦ ﺃﻥ ﻳ‪‬ﺠﺮﻭﺍ ﺍﻟﺒﺤﺚ ﻋﻠﻴﻬﻢ‪ .‬ﻭﻳﺮﻛﹼﺰ ﺍﻟﺒﺤﺚ ﻣﻊ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺇﳚﺎﺩ ﺣﻠﻮﻝ ﻟﻠﻤﺸﺎﻛﻞ ﺍﻟﱵ ﳛﺪﺩﻫﺎ ﺍﻟﻨﺎﺱ‬ ‫ﺍﻟﺬﻳﻦ ﺳﻴﺴﺘﻔﻴﺪﻭﻥ ﻣﻦ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‪.‬‬ ‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ )‪ :(Essential national health research‬ﻳﻨﺒﻐﻲ ﻟﻜﻞ ﺑﻠﺪ‬ ‫ﻧﺎﻡ ﺃﻥ ﻳﻨﺸﻲﺀ ﻗﺎﻋﺪﺓ ﻣﻼﺋﻤﺔ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻭﺃﻥ ﻳﻌﺰﺯﻫﺎ‪ ،‬ﻣﻦ ﺃﺟﻞ ﻓﻬﻢ ﻣﺸﺎﻛﻠﻪ ﺍﳋﺎﺻﺔ‪ ،‬ﻭﺍﻟﻨﻬﻮﺽ‬ ‫ﺑﺎﻟﺴﻴﺎﺳﺔ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﺤﻴﺔ ﻟﺪﻳﻪ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﻓﻌﺎﻟﻴﺔ ﻣﻮﺍﺭﺩﻩ ﺍﶈﺪﻭﺩﺓ‪ ،‬ﻭﺗﺸﺠﻴﻊ ﺍﻹﺑﺘﻜﺎﺭ ﻭﺍﻟﺘﺠﺮﻳﺐ‪،‬‬ ‫ﻭ‪‬ﻴﺌﺔ ﺍﻷﺳﺎﺱ ﻷﻥ ﻳﻜﻮﻥ ﻟﻠﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﺻﻮﺕ ﺃﻗﻮﻯ ﰲ ﺗﺮﺗﻴﺐ ﺍﻷﻭﻟﻮﻳﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪.‬‬ ‫ﺑﺮﻭﺗﻮﻛﻮﻝ )‪ :(Protocol‬ﺧﻄﺔ ﻣﻜﺘﻮﺑﺔ ﺑﺎﻟﺘﻔﺼﻴﻞ ﻟﻠﺪﺭﺍﺳﺔ‪ .‬ﻭﻛﻞ ﺩﺭﺍﺳﺔ ﲝﺜﻴﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﳍﺎ‬ ‫ﺑﺮﻭﺗﻮﻛﻮﻝ‪.‬‬ ‫ﺑﻴﺎﻧﺎﺕ ﻓﺌﻮﻳﺔ ﺇﲰﻴﺔ )‪ :(Nominal categorical data‬ﺑﻴﺎﻧﺎﺕ ﻻ ﳝﻜﻦ ﻓﻴﻬﺎ ﺗﺮﺗﻴﺐ ﺍﻟﻔﺌﺎﺕ ﻭﺍﺣﺪﺓ‬ ‫ﻓﻮﻕ ﺍﻷﺧﺮﻯ‪ .‬ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻹﲰﻴﺔ ﺍﻟﻔﺌﻮﻳﺔ‪ ،‬ﺍﳉﻨﺲ ‪ sex‬ﻭﺍﳊﺎﻟﺔ ﺍﻟﺰﻭﺍﺟﻴﺔ‪.‬‬ ‫‪9‬‬

‫ﺑﻴﺎﻧﺎﺕ ﻓﺌﻮﻳﺔ ﺗﺮﺗﻴﺒﻴﺔ )‪ :(Ordinal categorical data‬ﺑﻴﺎﻧﺎﺕ ﻓﺌﻮﻳﺔ ﳝﻜﻦ ﻓﻴﻬﺎ ﺗﺮﺗﻴﺐ ﺍﳌﺘﻐﲑﺍﺕ‬ ‫ﻭﺍﺣﺪﹰﺍ ﻓﻮﻕ ﺍﻵﺧﺮ‪ .‬ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻔﺌﻮﻳﺔ ﺍﻟﺘﺮﺗﻴﺒﻴﺔ‪ ،‬ﻋﺪﺩ ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﺃﳒﺒﺘﻬﻢ ﺍﻣﺮﺃﺓ ﻣﺎ‪.‬‬ ‫ﺑﻴﺎﻧﺎﺕ ﻣﺘﻘﻄﻌﺔ ﺃﻭ ﻣﻨﻔﺼﻠﺔ )‪ :(Discrete or discontinuous data‬ﻣﺘﻐﲑﺍﺕ ﻋﺪﺩﻳﺔ ﱂ ﻳﺘﻢ‬ ‫ﻗﻴﺎﺳﻬﺎ ﲟﻘﻴﺎﺱ ﻣﺘﻮﺍﺻﻞ‪.‬‬ ‫ﺗﺄﺛﲑ ﺭﻭﺯﻧﺘﺎﻝ )‪ :(Rosenthal effect‬ﻇﺎﻫﺮﺓ ﺗﺆﺩﻱ ﻓﻴﻬﺎ ﺗﻮﻗﻌﺎﺕ ﺍﻟﺒﺎﺣﺜﲔ ﺇﱃ ﺍﻟﺘﺄﺛﲑ ﰲ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﺗﺄﺛﲑ ﺍﻟﻐ‪‬ﻔﻞ )‪ :(Placebo effect‬ﻇﺎﻫﺮﺓ ﺗﺸﺎﻫﺪ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺪﺧﻠﻴﺔ‪ ،‬ﺣﻴﺚ ﻳﺘﻠﻘﻰ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﺩﻭﻥ ﺃﻥ‬ ‫ﻳﻌﻠﻤﻮﺍ‪ ،‬ﻋﻘﺎﺭﹰﺍ ﻏﲑ ﻓﻌﺎﻝ‪ ،‬ﻓﻴﺒﺪﻭ ﻋﻠﻴﻬﻢ ﺍﻟﺘﺤﺴﻦ‪ ،‬ﺃﻭ ﺍﻹﺣﺴﺎﺱ ﺑﺘﺤﺴﻦ ﺣﺎﻟﺘﻬﻢ‪ ،‬ﺭﲟﺎ ﻧﺘﻴﺠﺔ ﺗﻮﻗﻌﺎ‪‬ﻢ‪.‬‬ ‫ﺗﺄﺛﲑ ﻫﺎﻭﺛﻮﺭﻥ )‪ :(Hawthorne effect‬ﺗﺄﺛﲑ ﻳﻨﺠﻢ ﻋﻨﻪ ﲢﺴﻦ ﰲ ﺃﺩﺍﺀ ﺃﻓﺮﺍﺩ ﺍﻟﺒﺤﺚ ﻟﻜﻮ‪‬ﻢ ﲢﺖ‬ ‫ﺍﳌﻼﺣﻈﺔ‪ ،‬ﺃﻭ ﺑﺴﺒﺐ ﺍﻹﺗﺼﺎﻝ ﺍﻹﺟﺘﻤﺎﻋﻲ ﺃﻭ ﻛﻠﻴﻬﻤﺎ‪ .‬ﻭﻫﻮ ﻣﺜﺎﻝ ﻟﺘﺄﺛﲑ ﺍﻟﻐﻔﻞ‪.‬‬ ‫ﺗﺒﺎﻳﻦ )ﺗﻔﺎﻭﺕ( )‪ :(Variance‬ﻣﻘﻴﺎﺱ ﻟﻠﺘﺒﻌﺜﺮ ﺃﻭ ﻗﺎﺑﻠﻴﺔ ﺍﻟﺘﻐﻴ‪‬ﺮ ﰲ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺎﺕ‪.‬‬ ‫ﲡﺎﺭﺏ ﻋﺸﻮﺍﺋﻴﺔ ﻣﺮﺍﻗﺒﺔ )‪ :(Randomized controlled trials‬ﺩﺭﺍﺳﺎﺕ ﺗﺪﺧ‪‬ﻠﻴﺔ ﺗﺘﻤﻴﺰ ﺑﺎﻟﺘﻌﻴﲔ‬ ‫ﺍﳌﺴﺘﻘﺒﻠﻲ ﺍﻟﻨﻈﺮﺓ ﻷﻓﺮﺍﺩ ﺍﻟﺘﺠﺎﺭﺏ ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮﺍﺋﻴﺔ ﰲ ﳎﻤﻮﻋﺘﲔ ﻟﻜﻞ ﲡﺮﺑﺔ‪ ،‬ﺇﺣﺪﺍﳘﺎ ﲡﺮﻳﺒﻴﺔ ﻭﺍﻷﺧﺮﻯ‬ ‫ﺷﺎﻫﺪﺓ ‪.control group‬‬ ‫ﲢﻠﻴﻞ ﲡﻤﻴﻌﻲ )‪ :(Meta-analysis‬ﻣﻨﻬﺠﻴﺔ ﻟﻠﻤﺮﺍﺟﻌﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ‪ ،‬ﻭﺿﻢ ﺑﻴﺎﻧﺎ‪‬ﺎ‬ ‫ﺇﺣﺼﺎﺋﻴﺎﹰ ﺣﱴ ﳝﻜﻦ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺃﺳﺌﻠﺔ ﺗﺘﺠﺎﻭﺯ ﻗﻮﺓ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻔﺮﺩﺓ‪.‬‬ ‫ﲢﻠﻴﻞ ﺍﻟﺘﻜﻠﻔﺔ ﻭﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ )‪ :(Cost-effectiveness analysis‬ﳕﻂ ﻣﻦ ﺗﺼﻤﻴﻤﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺍﻹﻗﺘﺼﺎﺩﻳﺔ ﺗ‪‬ﺤﺴﺐ ﻓﻴﻪ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳌﺎﻟﻴﺔ ﺍﻟﺼﺎﻓﻴﺔ ﻷﺣﺪ ﺗﺪﺧﻼﺕ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻜﻞ ﻭﺣﺪﺓ ﻣﻦ‬ ‫ﻭﺣﺪﺍﺕ ﻗﻴﺎﺱ ﺍﳊﺼﻴﻠﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺃﻭ ﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺘﻴﺢ ﺍﳌﻘﺎﺭﻧﺔ ﺍﳌﺒﺎﺷﺮﺓ ﺑﲔ ﺍﻟﺘﺪﺧﻼﺕ ﺍﳌﺘﻨﺎﻓﺴﺔ‪.‬‬ ‫ﲢﻠﻴﻞ ﻣﺘﻌﺪﺩ ﺍﳌﺘﻐﲑﺍﺕ )‪ :(Multivariate analysis‬ﺗﻘﺪﻳﺮ ﺍﻹﺳﻬﺎﻡ ﺍﳌﺴﺘﻘﻞ ﻟﺘﺄﺛﲑ ﻣﺘﻐﲑﺍﺕ ﻣﺴﺘﻘﻠﺔ‬ ‫ﻣﺘﻌﺪﺩﺓ ﻋﻠﻰ ﻣﺘﻐﲑ ﺗﺎﺑﻊ ‪ ، dependent‬ﻣﻦ ﺃﺟﻞ ﲢﺪﻳﺪ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ ﺍﻷﻛﺜﺮ ﺃﳘﻴﺔ ﰲ ﺷﺮﺡ ﺍﻹﺧﺘﻼﻑ‬ ‫ﺍﻟﺬﻱ ﳛﺪﺙ ﰲ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ‪.‬‬ ‫ﲢﻠﻴﻞ ﻣﺮﺩﻭﺩ ﺍﻟﺘﻜﺎﻟﻴﻒ )‪ :(Cost-benefit analysis‬ﳕﻂ ﻣﻦ ﺗﺼﻤﻴﻤﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻹﻗﺘﺼﺎﺩﻳﺔ ﻳﺘﻢ‬ ‫ﻓﻴﻪ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺪﺧﻼﺕ ﻭﻓﻮﺍﺋﺪﻫﺎ )ﺍﳌﺮﺩﻭﺩ( ﺑﻮﺣﺪﺍﺕ ﻣﺎﻟﻴﺔ‪ .‬ﻭﻫﻜﺬﺍ ﳝﻜﻦ ﺇﺟﺮﺍﺀ ﻣﻘﺎﺭﻧﺔ ﻣﺒﺎﺷﺮﺓ‬ ‫ﺑﲔ ﺍﻟﺘﺪﺧﻼﺕ ﺍﳌﺘﻨﺎﻓﺴﺔ‪.‬‬ ‫‪10‬‬

‫ﲢﻠﻴﻞ ﻭﺣﻴﺪ ﺍﳌﺘﻐﲑ )‪ :(Univariate analysis‬ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺩﻭﺍﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﱵ ﺗﺴﺘﻌﻤﻞ ﻟﺘﻘﺪﻳﺮ‬ ‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺘﻐﲑ ﻣﺴﺘﻘﻞ ﻭﺍﺣﺪ ﻭﻣﺘﻐﲑ ﺗﺎﺑﻊ ﻭﺍﺣﺪ‪.‬‬ ‫ﲢﻴ‪‬ﺰ )‪ :(Bias‬ﺇﺫﺍ ﱂ ﺗﻜﻦ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﳑﺜﹼﻠﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻹﺣﺼﺎﺋﻲ‪ ،‬ﻓﺈﻥ ﺍﻹﺳﺘﻨﺒﺎﻁ ‪ inference‬ﻣﻦ‬ ‫ﻧﺘﻴﺠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻗﺪ ﻳﻜﻮﻥ ﺧﺎﺩﻋﹰﺎ‪.‬‬ ‫ﻕ ﻧﻈﺎﻣﻲ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻳ‪‬ﺨﺘﺎﺭﻭﻥ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺩﺭﺍﺳﺔ ﻣﺎ‬ ‫ﲢﻴ‪‬ﺰ ﺍﻻﺧﺘﻴﺎﺭ )‪ :(Selection bias‬ﻓﺮ ‪‬‬ ‫ﻭﺑﲔ ﻣﻦ ﻻ ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭﻫﻢ‪.‬‬ ‫ﲢﻴ‪‬ﺰ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺃﻭ ﺍﳌﻌﻠﻮﻣﺎﺕ )‪ :(Measurement or information bias‬ﳛﺪﺙ ﲢﻴ‪‬ﺰ ﺍﻟﻘﻴﺎﺳﺎﺕ‬ ‫ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﻃﺮﻕ ﺍﻟﻘﻴﺎﺱ ﻏﲑ ﻣﺘﻤﺎﺛﻠﺔ ﺑﺎﺳﺘﻤﺮﺍﺭ ﰲ ﳎﻤﻮﻋﺎﺕ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳌﺮﺿﻰ‪.‬‬ ‫ﺗﺪﻗﻴﻖ ﺍﻟﺘﺠﺮﺑﺔ )‪ :(Audit of a trial‬ﻓﺤﺺ ﻧﻈﺎﻣﻲ ﻳ‪‬ﺠﺮﻯ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﺍﳌﺸﺘﺮﻛﲔ ﻣﺒﺎﺷﺮﺓ ﰲ ﺍﻟﺘﺠﺮﺑﺔ‬ ‫ﺍﻟﺴﺮﻳﺮﻳﺔ‪.‬‬ ‫ﺗﺮﺍﺑﻂ )‪ :(Correlation‬ﻗﻮﺓ ﺍﻹﺭﺗﺒﺎﻁ ‪ association‬ﺑﲔ ﻣﺘﻐﲑﻳﻦ ﻭﺍﲡﺎﻫﻪ‪ .‬ﻭﺍﻟﺘﺮﺍﺑﻂ ﻻ ﻳﻌﲏ ﺍﻟﺘﺴﺒ‪‬ﺐ‬ ‫‪.causation‬‬ ‫ﺗﺮﺍﺑﻂ ﻃﺮﺩﻱ )‪ :(Positive correlation‬ﺍﻟﺘﺮﺍﺑﻂ ﺍﻟﻄﺮﺩﻱ ﺑﲔ ﻣﺘﻐﲑﻳﻦ ﻳﻌﲏ ﺃﻧﻪ ﻛﻠﻤﺎ ﺍﺯﺩﺍﺩ ﺣﺠﻢ‬ ‫ﺃﺣﺪ ﺍﳌﺘﻐﲑﻳﻦ ﺍﺭﺗﻔﻌﺖ ﻗﻴﻤﺔ ﺍﳌﺘﻐﲑ ﺍﻵﺧﺮ‪.‬‬ ‫ﺗﺮﺍﺑﻂ ﻋﻜﺴﻲ )‪ :(Negative correlation‬ﺍﻟﺘﺮﺍﺑﻂ ﺍﻟﻌﻜﺴﻲ ﺑﲔ ﻣﺘﻐﲑﻳﻦ ﻳﻌﲏ ﺃﻧﻪ ﻛﻠﻤﺎ ﺍﺯﺩﺍﺩ ﺣﺠﻢ‬ ‫ﺃﺣﺪ ﺍﳌﺘﻐﲑﻳﻦ ﻧﻘﺼﺖ ﻗﻴﻤﺔ ﺍﳌﺘﻐﲑ ﺍﻵﺧﺮ‪.‬‬ ‫ﻼ ﻣﻦ ﻣﻘﺎﺑﻼﺕ ﺍﻹﺳﺘﺠﻮﺍﺏ‬ ‫ﺗﺮﻣﻴﺰ )‪ :(Coding‬ﻃﺮﻳﻘﺔ ﻟﺘﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻜﻴﻔﻴﺔ ﺍﳌﺴﺘﻘﺎﺓ ﻣﺜ ﹰ‬ ‫‪ ، interviews‬ﺣﻴﺚ ﺗ‪‬ﻮﺳﻢ ﺍﻟﻔﺌﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﺘﺴﻬﻴﻞ ﺍﻟﺘﺤﻠﻴﻞ ﺑﺎﳊﺎﺳﻮﺏ ﻭﺍﺧﺘﻴﺎﺭ ﻣﺎ ﺑﻴﻨﻬﺎ ﻣﻦ ﻋﻼﻗﺎﺕ‪.‬‬ ‫ﺗﺴﺠﻴﻞ ﺧﻄﻲ )‪ :(Transcript‬ﺍﶈﻀﺮ ﺍﳊﺮﰲ ﺍﳌﻜﺘﻮﺏ ﻟﻮﻗﺎﺋﻊ ﺍﻹﺳﺘﺠﻮﺍﺏ‪.‬‬ ‫ﺗﺼﻤﻴﻢ ﺍﻹﺧﺘﺒﺎﺭ ﺍﻟﻘﺒ‪‬ﻠﻲ ﻭﺍﻟﺒﻌ‪‬ﺪﻱ )‪ :(Pre-test/ Post-test design‬ﺗﺼﻤﻴﻢ ﻟﺒﺤﺚ ﲡﺮﻳﱯ ﻳﺘﻢ ﻓﻴﻪ‬ ‫ﺃﺧﺬ ﻗﻴﺎﺳﺎﺕ ﺍ‪‬ﻤﻮﻋﺎﺕ ﻗﺒﻞ ﺍﻟﺘﺪﺧﻞ ﻭﺑﻌﺪﻩ‪.‬‬ ‫ﺗﻀﺎﺭﺏ ﺍﳌﺼﺎﱀ )‪ :(Conflict of interest‬ﻗﺪ ﻳﻜﻮﻥ ﻟﻠﺒﺎﺣﺜﲔ ﻣﺼﺎﱀ ﻣﻜﺘﺴﺒﺔ ﰲ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻗﺪ‬ ‫ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﳌﺼﺎﱀ ﻣِﻠﻜﻴﺔ ﻓﻜﺮﻳﺔ ﺃﻭ ﻣ‪‬ﺼﻠﺤﺔ ﲡﺎﺭﻳﺔ‪ .‬ﻭﳚﺐ ﺍﻹﻋﻼﻥ ﺑﺼﺮﺍﺣﺔ ﻋﻦ ﻫﺬﻩ ﺍﳌﺼﺎﱀ‪.‬‬

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‫ﺗﻌﻤﻴﺔ )‪ :(Blinding‬ﳝﻜﻦ ﺗﻌﻤﻴﺔ ﲡﺮﺑﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﺮﺍﻗﺒﺔ ﺇﺫﺍ ﻛﺎﻥ ﻣﻦ ﺍﶈﺘﻤﻞ ﺃﻥ ﻳﻐﻴ‪‬ﺮ ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ‬ ‫ﺍﻟﺘﺠﺮﺑﺔ ﺳﻠﻮﻛﻬﻢ ﺑﻄﺮﻳﻘﺔ ﻧﻈﺎﻣﻴﺔ ﻗﺪ ﺗﺆﺛﺮ ﻋﻠﻰ ﺣﺼﻴﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻨﺪﻣﺎ ﻳﻌﺮﻓﻮﻥ ﻧﻮﻉ ﺍﻟﺘﺪﺧﻞ ﺍﻟﺬﻱ ﻳﺘﻠﻘﻮﻧﻪ‪.‬‬ ‫ﻭﻛﺜﲑﺍﹰ ﻣﺎ ﻳﺴﺘﻌﻤﻞ ﺍﺻﻄﻼﺡ »ﺍﳊﺠﺐ ‪ «masking‬ﺑﺪ ﹰﻻ ﻣﻦ ﺍﺻﻄﻼﺡ »ﺍﻟﺘﻌﻤﻴﺔ«‪.‬‬ ‫ﺗﻌﻴﲔ )‪ :(Assignment‬ﻋﻤﻠﻴﺔ ﲡﺮﻯ ﰲ ﺇﻃﺎﺭ ﲡﺮﺑﺔ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﻓﻴﻬﺎ ﺑﺘﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﺍﻟﺘﺠﺮﺑﺔ ﻋﻠﻰ‬ ‫ﳎﻤﻮﻋﺘﲔ ﺃﻭ ﺃﻛﺜﺮ‪ ،‬ﳏﺎﻭ ﹰﻻ ﺃﻥ ﳚﻌﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺃﻛﺜﺮ ﻣﺎ ﺗﻜﻮﻥ ﲤﺎﺛﻼﹰ‪ ،‬ﺣﱴ ﳝﻜﻦ ﺇﺟﺮﺍﺀ ﻣﻘﺎﺭﻧﺔ ﺻﺤﻴﺤﺔ ﺑﲔ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﻭﺍﻟﻄﺮﻳﻘﺘﺎﻥ ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﹰﺎ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﳘﺎ ﻃﺮﻳﻘﺔ ﺍﳌﻘﺎﺑﻠﺔ ‪ matching‬ﻭﺍﻟﺘﻌﻴﲔ ﺍﻟﻌﺸﻮﺍﺋﻲ‪.‬‬ ‫ﺗﻮﺯﻳﻊ ﺗﻜﺮﺍﺭﻱ )‪ :(Frequency distribution‬ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﺗﻮﺯ‪‬ﻉ ‪‬ﺎ ﺍﻟﺪﺭﺟﺎﺕ ‪ scores‬ﺍﳌﺨﺘﻠﻔﺔ‬ ‫ﰲ ﺇﻃﺎﺭ ﻋﻴﻨﺔ ﻣﻌﻴ‪‬ﻨﺔ‪.‬‬ ‫ﺗﻮﺯﻳﻊ ﻏﺎﻭﺱ )‪ :(Gaussian distribution‬ﻣﻨﺤﲎ ﺗﻮﺯﻳﻊ ﺗﻜﺮﺍﺭﻱ ﺟﺮﺳﻲ ﺍﻟﺸﻜﻞ‪ ،‬ﻳﺴﻤﻰ ﻛﺬﻟﻚ‬ ‫ﺑﺎﻟﺘﻮﺯﻳﻊ »ﺍﳌﻌﺘﺪﻝ ‪.«normal‬‬ ‫ﺗﻮﺯﻳﻊ ﻣﻠﺘﻮﻱ )ﻣﺘﺠﺎﻧﻒ( )‪ :(Skewed distribution‬ﻣﻨﺤﲎ ﺗﻮﺯﻳﻊ ﺗﻜﺮﺍﺭﻱ ﻏﲑ ﻣﺘﻨﺎﻇﺮ‬ ‫‪ ،asymmetrical‬ﺣﻴﺚ ﳝﺘﺪ ﺃﺣﺪ ﺟﻮﺍﻧﺐ ﺍﳌﻨﺤﲎ ﻋﻠﻰ ﳓﻮ ﻣﻨﺒﺴﻂ‪.‬‬ ‫ﺟﺪﺍﻭﻝ ﺍﻟﺘﺒﻮﻳﺒﺎﺕ ﺍﳌﺘﻘﺎﻃﻌﺔ )‪ :(Cross-tabulation tables‬ﺟﺪﺍﻭﻝ ﻟﻠﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ ﺗﻮﺿﺢ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﺘﺒﺎﺩﻟﺔ ﺑﲔ ﻋﺪﻳﺪ ﻣﻦ ﺍﳌﺘﻐﲑﺍﺕ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺃﺟﻞ ﺷﺮﺡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻠﻰ ﳓﻮ ﺃﻓﻀﻞ ﺃﻭ‬ ‫ﲝﺜﺎﹰ ﻋﻦ ﺍﻟﻔﺮﻭﻕ ﺃﻭ ﺍﻹﺭﺗﺒﺎﻃﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‪.‬‬ ‫ﺟﺪﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ )‪ :(Frequency distribution table‬ﺟﺪﻭﻝ ﻳﻮﺿﺢ ﻓﻴﻪ ﺍﻟﺘﻜﺮﺍﺭ ﺍﻟﺬﻱ‬ ‫ﺗﻈﻬﺮ ﺑﻪ ﻗﻴﻤﺔ ﻣﻌﻴ‪‬ﻨﺔ ﰲ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫ﺟﺰﺀ ﻧﺴﱯ‪ /‬ﺗﻨﺎﺳﺐ )‪ :(Proportion‬ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﻗﻴﻤﺔ ﻭﺃﺧﺮﻯ ﳑﺜﻠﺔ ﰲ ﻛﺴﺮ ﻣﻦ ﺍﻟﻮﺍﺣﺪ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ‬ ‫ﺍﳉﺰﺀ ﺍﻟﻨﺴﱯ ﻟﻠﻨﺴﺎﺀ ﺑﲔ ﺍﳌﺼﺎﺑﲔ ﺑﺎﻷﻣﺮﺍﺽ ﺍﻟﻘﻠﺒﻴﺔ ﺍﻟﻮﻋﺎﺋﻴﺔ‪.‬‬ ‫ﺣﺠﻢ ﺍﻟﺘﺄﺛﲑ )‪ :(Effect size‬ﻣﻘﺪﺍﺭ ﺍﻟﺘﻐﻴ‪‬ﺮ ﺍﳌﺮﺗﺒﻂ ﺑﺘﺪﺧﻞ ﻣﺎ ﺃﻭ ﺑﻌﺎﻣﻞ ﺍﺧﺘﻄﺎﺭ ‪ .risk factor‬ﻭﻫﻮ‬ ‫ﻣﻬﻢ ﰲ ﺗﻌﻴﲔ ﻣﺪﻯ ﺃﳘﻴﺔ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬ ‫ﺍﳊﺴﺎﺳﻴﺔ )‪ :(Sensitivity‬ﺣﺴﺎﺳﻴﺔ ﺍﺧﺘﺒﺎﺭ ﺗﺸﺨﻴﺼﻲ‪ ،‬ﻫﻲ ﺍﳉﺰﺀ ﺍﻟﻨﺴﱯ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﺗﻜﻮﻥ‬ ‫ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎ ﺭﺍ‪‬ﻢ ﺇﳚﺎﺑﻴﺔ ﳌﺮﺽ ﻣﻌﲔ ﻭﻳﻜﻮﻧﻮﻥ ﺑﺎﻟﻔﻌﻞ ﻣﺼﺎﺑﲔ ﺑﺬﻟﻚ ﺍﳌﺮﺽ‪ ،‬ﺃﻱ ﺃ‪‬ﻢ ﻳﻜﻮﻧﻮﻥ ﺇﳚﺎﺑﻴﲔ‬ ‫ﺣﻘﻴﻘﻴﲔ ‪.true positive‬‬ ‫‪12‬‬

‫ﺧﻂ ﺍﻷﺳﺎﺱ )‪ :(Baseline‬ﻣﺮﺣﻠﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺪﺧﻠﻴﺔ‪ ،‬ﺣﻴﺚ ﻻ ﻳﻜﻮﻥ ﺍﳌﺸﺎﺭﻛﻮﻥ ﻗﺪ ﺗﻌﺮﺿﻮﺍ ﻷﻱ ﺗﺪﺧﻞ‪.‬‬ ‫ﺧﻂ ﺍﻹﳓﺪﺍﺭ )ﺍﻟﺘﺤﻮ‪‬ﻑ( )‪ :(Regression line‬ﺧﻂ ﻣﺮﺳﻮﻡ ﻓﻮﻕ ﳐﻄﻂ ﺍﻟﺘﺸﺘﺖ‬

‫‪scatter‬‬

‫‪ diagram‬ﻟﻴﺼﻮ‪‬ﺭ ﺩﺭﺟﺔ ﺍﻟﺘﺮﺍﺑﻂ ﺑﲔ ﻣﺘﻐﲑﻳﻦ ﻭﺍﲡﺎﻫﻪ‪.‬‬ ‫ﺧﻄﺄ ﺍﻹﻋﺘﻴﺎﻥ )ﺍﳌﻌﺎﻳﻨﺔ( )‪ :(Sampling error‬ﺍﻟﺘﻔﺎﻭﺕ ﺑﲔ ﺍﻟﻘﻴﻢ ﺍﻟﱵ ﻳﺘﻢ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﻣﻦ ﺍﻟﻌﻴﻨﺔ‬ ‫ﺍﻟﺼﻐﲑﺓ ﻧﺴﺒﻴﹰﺎ ﻭﻣﻦ ﺍ‪‬ﺘﻤﻊ ﺍﻷﻛﱪ ﺍﻟﺬﻱ ﺃﺧﺬﺕ ﻣﻨﻪ ﺍﻟﻌﻴﻨﺔ‪.‬‬ ‫ﺧﻄﺄ ﻣﻌﻴﺎﺭﻱ )‪ :(Standard error‬ﻣﻘﻴﺎﺱ ﺇﺣﺼﺎﺋﻲ ﻻﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻌﻜﺲ ﻧﺘﻴﺠ ﹸﺔ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻨﺘﻴﺠ ﹶﺔ ﺍﳋﺎﺻﺔ‬ ‫ﺑﺎ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﺃﹸﺧﺬﺕ ﻣﻨﻪ‪.‬‬ ‫ﺧﻄﺄ ﻣﻦ ﺍﻟﻄﺮﺍﺯ ﺍﻷﻭﻝ )‪ :(Type I error‬ﺧﻄﺄ ﻳﺮﺗﻜﺐ ﻋﻨﺪ ﺇﺟﺮﺍﺀ ﺍﺧﺘﺒﺎﺭ ﺇﺣﺼﺎﺋﻲ ﻋﻠﻰ ﻋﻴ‪‬ﻨﺔ ﻣﻦ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻴﺴﺘﻨﺘﺞ ﻣﻨﻪ ﻭﺟﻮﺩ ﺑﻴ‪‬ﻨﺔ ﻋﻠﻰ ﻭﺟﻮﺩ ﺍﺭﺗﺒﺎﻁ ﺑﲔ ﺍﳌﺘﻐﲑﺍﺕ ﺃﻭ ﻓﺮﻕ ﺑﲔ ﲨﺎﻋﺎﺕ ﻣﻦ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﺑﻴﻨﻤﺎ ﻻ‬ ‫ﻳﻮﺟﺪ ﰲ ﺍﳊﻘﻴﻘﺔ ﺃﻱ ﻓﺮﻕ ﺃﻭ ﺍﺭﺗﺒﺎﻁ‪ .‬ﻭﻳﺘﻢ ﲤﺜﻴﻞ ﺍﺣﺘﻤﺎﻝ ﺣﺪﻭﺙ ﺍﳋﻄﺄ ﻣﻦ ﺍﻟﻄﺮﺍﺯ ﺍﻷﻭﻝ ﺑﺎﻟﺮﻣﺰ ﺃﻟﻔﺎ )‪.(α‬‬ ‫ﻭﺗﻮﺟﺪ ﺗﺴﻤﻴﺔ ﺃﺧﺮﻯ ﻟﻠﺮﻣﺰ ﺃﻟﻔﺎ ﻫﻲ ﻣﺴﺘﻮﻯ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ‪.statistical significance‬‬ ‫ﺧﻄﺄ ﻣﻦ ﺍﻟﻄﺮﺍﺯ ﺍﻟﺜﺎﱐ )‪» :(Type II error‬ﺇﻏﻔﺎﻝ« ﳛﺪﺙ ﻋﻨﺪ ﺇﺟﺮﺍﺀ ﺍﺧﺘﺒﺎﺭ ﺇﺣﺼﺎﺋﻲ ﻋﻠﻰ ﻋ‪‬ﻴﻨﺔ‬ ‫ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻓﻴﺴﺘﻨﺘﺞ ﻣﻨﻪ ﻋﺪﻡ ﻭﺟﻮﺩ ﺑﻴ‪‬ﻨﺔ ﻋﻠﻰ ﺍﺭﺗﺒﺎﻁ ﺑﲔ ﺍﳌﺘﻐﲑﺍﺕ ﺃﻭ ﻓﺮﻕ ﺑﲔ ﲨﺎﻋﺎﺕ ﻣﻦ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﺑﻴﻨﻤﺎ‬ ‫ﻳﻮﺟﺪ ﰲ ﺍﳊﻘﻴﻘﺔ ﻓﺮﻕ ﺃﻭ ﺍﺭﺗﺒﺎﻁ‪ .‬ﻭﻳﺘﻢ ﲤﺜﻴﻞ ﺍﺣﺘﻤﺎﻝ ﺣﺪﻭﺙ ﺍﳋﻄﺄ ﻣﻦ ﺍﻟﻄﺮﺍﺯ ﺍﻟﺜﺎﱐ ﺑﺎﻟﺮﻣﺰ ﺑﻴﺘﺎ )‪.(β‬‬ ‫ﺧﻄﺮ ﺃﺳﺎﺳﻲ )‪ :(Basic risk‬ﺗﻌﺒﲑ ﻋﻦ ﺗﺮﺟﻴﺢ ﻭﻗﻮﻉ ﺣﺪﺙ ﻣﻌﲔ ﺩﺍﺧﻞ ﳎﺘﻤﻊ ﻣﻌﲔ‪.‬‬ ‫ﺧﻄﺮ ﻣﻨﺴﻮﺏ )‪ :(Attributable risk‬ﺗﻘﺪﻳﺮ ﻛﻤﻲ ﳌﺪﻯ ﺇﺳﻬﺎﻡ ﻋﺎﻣﻞ ﺍﺧﺘﻄﺎﺭ ‪ risk factor‬ﻣﻌﻴ‪‬ﻦ‬ ‫ﰲ ﺇﺣﺪﺍﺙ ﺍﳌﺮﺽ ﰲ ﳎﺘﻤﻊ ﻣﺎ‪.‬‬ ‫ﺧﻄﺮ ﻧﺴﱯ )‪ :(Relative risk‬ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﻭﻗﻮﻉ ﺍﻟﻨﺘﻴﺠﺔ ﰲ ﺍ‪‬ﻤﻮﻋﺔ ﺍﳌﻌﺮﺿﺔ ﻭﺑﲔ ﻭﻗﻮﻋﻬﺎ ﰲ‬ ‫ﺍ‪‬ﻤﻮﻋﺔ ﻏﲑ ﺍﳌﻌﺮﺿﺔ‪.‬‬ ‫ﺧﻼﺻﺔ )‪ :(Abstract‬ﻣﻠﺨﺺ ﳐﺘﺼﺮ ﻟﻮﺭﻗﺔ ﲝﺜﻴﺔ‪ ،‬ﻳﻮﺟﺪ ﻋﺎﺩﺓ ﰲ ﺃﻭﻝ ﺍﻟﻮﺭﻗﺔ‪.‬‬ ‫ﺧﻲ ﻣﺮﺑﻊ )ﻛﺎ ﺗﺮﺑﻴﻊ( )‪ :(Chi-square‬ﺇﺧﺘﺒﺎﺭ ﺇﺣﺼﺎﺋﻲ ﻳﺴﺘﻌﻤﻞ ﰲ ﺣﺎﻟﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻔﺌﻮﻳﺔ‪ .‬ﻭﻫﻮ‬ ‫ﻳﺮﺗﻜﺰ ﻋﻠﻰ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﺍﳌﻼﺣﻈﺔ ﻭﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﺍﳌﺘﻮﻗﻌﺔ ﰲ ﺍﻟﻔﺌﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬ ‫ﺩﺍﺋﺮﺓ ﺑﻴﺎﻧﻴﺔ )‪ :(Pie chart‬ﻃﺮﻳﻘﺔ ﺑﻴﺎﻧﻴﺔ ﻟﻌﺮﺽ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ ‪‬ﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻔﺌﻮﻳﺔ ﰲ‬ ‫ﺷﻜﻞ ﺩﺍﺋﺮﻱ‪.‬‬ ‫‪13‬‬

‫ﺩﺭﺍﺳﺔ ﺍﺳﺘﺮﺷﺎﺩﻳﺔ )ﺇﺭﺗﻴﺎﺩﻳﺔ( )‪ :(Pilot study‬ﺩﺭﺍﺳﺔ ﲤﻬﻴﺪﻳﺔ ﻻﺧﺘﺒﺎﺭ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻨﻔﻴﺬ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﻗﺒﻞ‬ ‫ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ﻧﻔﺴﻬﺎ‪ .‬ﻭﳝﻜﻦ ﺗﺴﻤﻴﺘﻬﺎ ﺑﺎﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺒ‪‬ﻠﻲ ‪.pre-test‬‬ ‫ﺩﺭﺍﺳﺔ ﺇﺳﺘﻌﺎﺩﻳﺔ )‪ :(Retrospective study‬ﺗﺼﻤﻴﻢ ﻟﺪﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ﻳﺪﺭﺱ ﻓﻴﻬﺎ ﺍﻟﺒﺎﺣﺜﻮﻥ‬ ‫ﺍﻷﺣﺪﺍﺙ ﺍﻟﺮﺍﻫﻨﺔ ﻭﺍﳌﺎﺿﻴﺔ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ )‪ :(Observational study‬ﺗﺼﻤﻴﻢ ﻟﺪﺭﺍﺳﺔ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻓﻴﻬﺎﲟﻼﺣﻈﺔ ﻭﺗﺴﺠﻴﻞ‬ ‫ﺍﻷﺣﺪﺍﺙ ﺍﻟﱵ ﺗﻘﻊ ﺃﺛﻨﺎﺀ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﲡﺮﻳﺒﻴﺔ ﺃﻭ ﺗﺪﺧﻠﻴﺔ )‪ :(Experimental or intervention study‬ﺗﺼﻤﻴﻢ ﻟﺪﺭﺍﺳﺔ ﳜﺘﱪ‬ ‫ﺍﻟﺒﺎﺣﺜﻮﻥ ﻓﻴﻬﺎ ﺗﺄﺛﲑ ﺗﺪﺧﻞ ﻣﺎ ﻋﻠﻰ ﺍﻷﺣﺪﺍﺙ ﺍﻟﱵ ﺗﻘﻊ ﺃﺛﻨﺎﺀ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ )‪ :(Analytical study‬ﺩﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ﺗﺼﻒ ﻣﺎ ﻳﻮﺟﺪ ﻣﻦ ﺍﺭﺗﺒﺎﻃﺎﺕ ﻭﲢﻠﻠﻬﺎ ﲝﺜﹰﺎ‬ ‫ﻋﻦ ﺍﺣﺘﻤﺎﻝ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﺍﻟﺴﺒﺐ ﻭﺍﻟﺘﺄﺛﲑ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﺗﺼﺎﻟﺒﻴﺔ )‪ :(Crossover study‬ﺗﺼﻤﻴﻢ ﺧﺎﺹ ﻟﻠﺘﺠﺎﺭﺏ ﺍﳌﺮﺍﻗﺒﺔ‪ ،‬ﺣﻴﺚ ﻳﻌﻴ‪‬ﻦ ﻧﺼﻒ‬ ‫ﺍﳌﺸﺎﺭﻛﲔ ﻋﺸﻮﺍﺋﻴﺎﹰ ﻟﻠﺒﺪﺀ ﺑﺘﻨﺎﻭﻝ ﻣﺎﺩﺓ ﻏﻔﻞ‪ .‬ﻭﺑﻌﺪﺋﺬ ﻳﺘﺤﻮﻟﻮﻥ ﺇﱃ ﺍﻟﻌﻼﺝ ﺍﻟﻔﻌﺎﻝ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻔﻌﻞ ﺍﻟﻨﺼﻒ ﺍﻵﺧﺮ‬ ‫ﻣﻦ ﺍﳌﺸﺎﺭﻛﲔ ﻋﻜﺲ ﺫﻟﻚ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﺣﺎﻻﺕ ﻣﺮﺍﻗﺒﺔ ﺑﺎﻟﺸﻮﺍﻫﺪ )‪ :(Case-control study‬ﻧﻮﻉ ﻣﻦ ﺩﺭﺍﺳﺎﺕ ﺍﳌﻼﺣﻈﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ‬ ‫ﺍﻟﻄﻮﻟﻴﺔ ﺍﻹﺳﺘﻌﺎﺩﻳﺔ ﲢﺪ‪‬ﺩ ﻓﻴﻬﺎ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺫﻭﻱ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﻌﻴﻨﺔ )ﺣﺎﻻﺕ( ﻭﳎﻤﻮﻋﺔ ﺃﺧﺮﻯ ﻟﻴﺲ ﻟﺪﻳﻬﺎ‬ ‫ﺗﻠﻚ ﺍﻟﻨﺘﺎﺋﺞ )ﺷﻮﺍﻫﺪ( ﻭﻣﻦ ﰒ ﻳﻘﺎﺭﻥ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺍﳌﺪﻯ ﺍﻟﺬﻱ ﻭﺻﻞ ﺇﻟﻴﻪ ﻛﻞ ﻓﺮﺩ ﻣﻦ ﺍﻟﺘﻌﺮﺽ ﺍﻟﺴﺎﺑﻖ ﻟﻠﻤﺘﻐﲑ‬ ‫ﺍﳌﻌﲏ‪ ،‬ﻣﺜﻞ ﻋﺎﻣﻞ ﺍﺧﺘﻄﺎﺭ ﺃﻭ ﻋﻼﺝ ﺃﻭ ﺗﺪﺧﻞ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﻃﻮﻟﻴﺔ )‪ :(Longitudinal study‬ﺗﺼﻤﻴﻢ ﻟﺪﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ﲡﺮﻯ ﺍﻟﻘﻴﺎﺳﺎﺕ ﻓﻴﻬﺎ ﻋﻠﻰ ﻣﺪﻯ‬ ‫ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﻓﻮﺟﻴﺔ )ﺃﺗﺮﺍﺑﻴﺔ( )‪ :(Cohort study‬ﺇﺻﻄﻼﺡ ﻳﺴﺘﻌﻤﻞ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻭﺍﻟﻮﺑﺎﺋﻴﺔ ﻟﻮﺻﻒ‬ ‫ﺩﺭﺍﺳﺔ ﻃﻮﻟﻴﺔ ﻣﺴﺘﻘﺒﻠﻴﺔ ﺑﺎﳌﻼﺣﻈﺔ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﻣﺴﺘﻌﺮﺿﺔ )‪ :(Cross-sectional study‬ﺗﺼﻤﻴﻢ ﻟﺪﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ﲡﺮﻯ ﺍﻟﻘﻴﺎﺳﺎﺕ ﻓﻴﻬﺎ ﰲ‬ ‫ﺗﻮﻗﻴﺖ ﻭﺍﺣﺪ‪.‬‬

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‫ﺩﺭﺍﺳﺔ ﻣﺴﺘﻘﺒﻠﻴﺔ ﻃﻮﻟﻴﺔ )‪ :(Longitudinal prospective study‬ﺗﺼﻤﻴﻢ ﻟﺪﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ﻳﻘﻮﻡ‬ ‫ﺍﻟﺒﺎﺣﺜﻮﻥ ﻓﻴﻬﺎ ﲟﺘﺎﺑﻌﺔ ﺍﻷﻓﺮﺍﺩ ﺗﺮﻗﺒﹰﺎ ﻷﺣﺪﺍﺙ ﻣﺴﺘﻘﺒﻠﻴﺔ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﻟﻼﺣﻘﺔ )‪ :(Before – and – after study‬ﻃﺮﻳﻘﺔ ﻟﻠﻤﺮﺍﻗﺒﺔ ﺗﻘﺎﺭﻥ ﻓﻴﻬﺎ‬ ‫ﻧﺘﺎﺋﺞ ﺃﻓﺮﺍﺩ ﺍﻟﺘﺠﺮﺑﺔ ﺑﻨﺘﺎﺋﺞ ﺍﳌﺮﺿﻰ ﺍﻟﺬﻳﻦ ﻋﻮﳉﻮﺍ ﻗﺒﻞ ﺃﻥ ﻳﺘﺎﺡ ﳍﻢ ﺍﻟﺘﺪﺧﻞ ﺍﳉﺪﻳﺪ‪ ،‬ﻭﻳﺴﻤ‪‬ﻮﻥ ﺑﺎﻟﺸﻮﺍﻫﺪ‬ ‫ﺍﻟﺘﺎﺭﳜﻴﺔ ‪.historic controls‬‬ ‫ﺩﺭﺍﺳﺔ ﻭﺻﻔﻴﺔ )‪ :(Descriptive study‬ﺩﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ‪‬ﺮﺩ ﻭﺻﻒ ﺗﻮﺯﻳﻊ ﺇﺣﺪﻯ ﺍﳋﺼﺎﺋﺺ‪.‬‬ ‫ﺳﺆﺍﻝ ﻣﻔﺘﻮﺡ )‪ :(Open-ended question‬ﺳﺆﺍﻝ ﻳﻮﺟﻪ ﺑﺪﻭﻥ ﺃﻥ ﺗﺼﺎﺣﺒﻪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫ﺍﶈﺪﺩﺓ ﺳﻠﻔﹰﺎ ﻻﻧﺘﻘﺎﺀ ﺍﻹﺟﺎﺑﺔ ﻣﻦ ﺑﻴﻨﻬﺎ‪.‬‬ ‫ﺳﻠﱯ ﺣﻘﻴﻘﻲ )‪ :(True negative‬ﺇﺧﺘﺒﺎﺭ ﺗﺸﺨﻴﺼﻲ ﻳﺒﲔ ﺣﻘﹰﺎ ﺃﻥ ﺷﺨﺼﹰﺎ ﻣﺎ ﻟﻴﺲ ﻣﺼﺎﺑﹰﺎ ﺑﺎﳌﺮﺽ‪.‬‬ ‫ﺳﻨﻮﺍﺕ ﺍﻟﻌﻤﺮ ﺍﳌﻔﻘﻮﺩﺓ ﻣﺼﺤﺤﺔ ﺑﺎﺣﺘﺴﺎﺏ ﻣﺪﺩ ﺍﻟﺘﻌﻮﻕ‬

‫‪(Disability-adjusted life years‬‬

‫)‪ :lost‬ﻣﻘﻴﺎﺱ ﺩﻭﱄ ﻟﻌﺐﺀ ﺍﳌﺮﺽ ﻳﻌﺒ‪‬ﺮ ﻋﻦ ﺍﻟﻮﻗﺖ ﺍﻟﻀﺎﺋﻊ ﺑﺴﺒﺐ ﺍﻟﻮﻓﺎﺓ ﺍﳌﺒﻜﺮﺓ ﻭﻣﺪﺓ ﺍﳊﻴﺎﺓ ﻣﻊ ﻭﺟﻮﺩ ﺇﻋﺎﻗﺔ‪.‬‬ ‫ﺍﻟﺼﻼﺣﻴﺔ )‪ :(Validity‬ﻣﺪﻯ ﳒﺎﺡ ﺍﺧﺘﺒﺎﺭ ﻣﺎ ﰲ ﻗﻴﺎﺱ ﻣﺎ ﻳﺮﺍﺩ ﻗﻴﺎﺳﻪ ﺑﻪ‪.‬‬ ‫ﺍﻟﺼﻼﺣﻴﺔ ﺍﳋﺎﺭﺟﻴﺔ )‪ :(External validity‬ﻣﺪﻯ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻌﻤﻴﻢ ﻧﺘﺎﺋﺞ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍ‪‬ﺘﻤﻊ‬ ‫ﺍﻹﺣﺼﺎﺋﻲ ﺍﻟﺬﻱ ﺃﺧﺬﺕ ﻣﻨﻪ‪ .‬ﻭﺗﺴﻤﻰ ﻛﺬﻟﻚ ﺑﺈﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻌﻤﻴﻢ ‪.generalizability‬‬ ‫ﺍﻟﺼﻼﺣﻴﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ )‪ :(Internal validity‬ﻣﺪﻯ ﺗﻮﺻ‪‬ﻞ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﻟﺒﺎﺣﺚ ﺇﱃ ﺍﻟﻮﺻﻒ ﺍﻟﺪﻗﻴﻖ ﳌﺎ‬ ‫ﺣﺪﺙ ﺑﺎﻟﻔﻌﻞ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﻫﻲ ﺗﻌﲏ ﺃﻧﻪ ﰲ ﺇﻃﺎﺭ ﳎﺮﻳﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺒﺪﻭ ﺍﻟﻨﺘﺎﺋﺞ ﺩﻗﻴﻘﺔ‪ .‬ﻛﻤﺎ ﻳﺜﺒﺖ ﺍﻟﺘﻤﺤﻴﺺ‬ ‫‪ scrutiny‬ﺻﺤﺔ ﺍﻟﻄﺮﻕ ﺍﻟﺒﺤﺜﻴﺔ ﻭﺍﻟﺘﺤﻠﻴﻞ‪ .‬ﻛﺬﻟﻚ ﻳﺘﻀﺢ ﺃﻥ ﺗﻔﺴﲑ ﺍﻟﺒﺎﺣﺚ ﻟﻠﻨﺘﺎﺋﺞ ﻟﻪ ﻣﺎ ﻳﺪﻋﻤﻪ‪.‬‬ ‫ﺻﻴﻐﺔ ﻟﻴﻜﺎﺭﺕ ﺍﻟﻨﻤﻄﻴﺔ )‪ :(Likert format‬ﺻﻴﻐﺔ ﳕﻄﻴﺔ ﻟﻸﺳﺌﻠﺔ ﺍﶈﺪﺩﺓ ﺍﻹﺟﺎﺑﺎﺕ‬

‫‪close-‬‬

‫‪ response questions‬ﺗﺴﺘﻌﻤﻞ ﻻﺳﺘﻴﻀﺎﺡ ﻣﻮﺍﻗﻒ ﺍ‪‬ﻴﺒﲔ ﲡﺎﻩ ﻋﺒﺎﺭﺓ ﻣﻌﻴﻨﺔ‪ .‬ﻭﻳﺘﻌﲔ ﻋﻠﻰ ﺍ‪‬ﻴﺐ ﺃﻥ ﳜﺘﺎﺭ‬ ‫ﺇﺟﺎﺑﺘﻪ ﻣﻦ ﺑﲔ ﲬﺲ ﻓﺌﺎﺕ‪ :‬ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ‪ ،‬ﺃﻭﺍﻓﻖ‪ ،‬ﻏﲑ ﻣﺘﺄﻛﺪ‪ ،‬ﻻ ﺃﻭﺍﻓﻖ‪ ،‬ﻻ ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ‪.‬‬ ‫ﺻﻴﻐﺔ ﳕﻄﻴﺔ ﲞﻴﺎﺭﺍﺕ ﺇﺟﺒﺎﺭﻳﺔ )‪ :(Forced-choice format‬ﺻﻴﻐﺔ ﳕﻄﻴﺔ ﻟﻸﺳﺌﻠﺔ ﺍﶈﺪﺩﺓ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫ﺗﺴﺘﻌﻤﻞ ﻻﺳﺘﻴﻀﺎﺡ ﻣﻮﺍﻗﻒ ﺍ‪‬ﻴﺒﲔ ﲡﺎﻩ ﻋﺒﺎﺭﺓ ﻣﻌﻴﻨﺔ‪ .‬ﻭﺗﻜﻮﻥ ﺍﺧﺘﻴﺎﺭﺍﺕ ﺍ‪‬ﻴﺐ ﻣﻘﺼﻮﺭﺓ ﻋﻠﻰ ﺃﺭﺑﻌﺔ ﻓﻘﻂ‬ ‫ﻫﻲ‪ :‬ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ‪ ،‬ﺃﻭﺍﻓﻖ‪ ،‬ﻻ ﺃﻭﺍﻓﻖ‪ ،‬ﻻ ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ‪ .‬ﻭﲣﺘﻠﻒ ﻫﺬﻩ ﺍﻟﺼﻴﻐﺔ ﻋﻦ ﺻﻴﻐﺔ ﻟﻴﻜﺎﺭﺕ ﰲ ﺃ‪‬ﺎ ﻻ‬ ‫ﺗﺴﻤﺢ ﺑﺈﺟﺎﺑﺔ ﻏﲑ ﻣﺆﻛﺪﺓ‪.‬‬ ‫‪15‬‬

‫ﺿﻤﺎﻥ ﺍﳉﻮﺩﺓ )‪ :(Quality assurance‬ﻧﻈﺎﻡ ﻟﻀﻤﺎﻥ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺗﻮﻟﻴﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﺴﺠﻴﻠﻬﺎ‬ ‫ﻭﺗﺒﻠﻴﻐﻬﺎ ﻭﻓﻘﹰﺎ ﻟﻠﱪﻭﺗﻮﻛﻮﻝ ﻭﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳉﻴﺪﺓ ﻭﺍﻟﻠﻮﺍﺋﺢ ﺍﻟﻮﻃﻨﻴﺔ‪.‬‬ ‫ﻃﺮﺍﺋﻖ ﻛﻤﻴﺔ )‪ :(Quantitative methods‬ﺃﺳﻠﻮﺏ ﲝﺜﻲ ﻳﺮﻛﹼﺰ ﻋﻠﻰ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻌﺪﺩﻳﺔ ﺃﻭ ﺍﻟﱵ‬ ‫ﳝﻜﻦ ﺗﻘﺪﻳﺮﻫﺎ ﻛﻤﻴﹰﺎ‪ :‬ﻭﻋﻠﻰ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ‪.‬‬ ‫ﻃﺮﺍﺋﻖ ﻛﻴﻔﻴﺔ )‪ :(Qualitative methods‬ﺃﺳﻠﻮﺏ ﲝﺜﻲ ﻳﺮﻛﹼﺰ ﻋﻠﻰ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻏﲑ ﺍﻟﻌﺪﺩﻳﺔ‪،‬‬ ‫ﻭﻋﻠﻰ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﻔﺴﲑﻱ‪.‬‬ ‫ﻋﺎﻣﻞ ﺍﻟﺘﺄﺛﲑ )‪ :(Impact factor‬ﻣﻘﻴﺎﺱ ﻟﺘﻮﺍﺗﺮ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺎﳌﻘﺎﻟﺔ ﺍﳌﺘﻮﺳﻄﺔ ‪ average article‬ﺍﳌﻨﺸﻮﺭﺓ‬ ‫ﰲ ﳎﻠﺔ ﻣﺎ ﰲ ﺳﻨﺔ ﺃﻭ ﻓﺘﺮﺓ ﻣﻌﻴﻨﺔ‪ .‬ﻭﻫﻮ ﻳﺘﻴﺢ ﻃﺮﻳﻘﺔ ﻟﻠﺤﻜﻢ ﻋﻠﻰ ﻣﻜﺎﻧﺔ ﺍ‪‬ﻠﺔ ﺍﳌﻌﻨﻴ‪‬ﺔ ﻭﻋﻠﻰ ﻣﺪﻯ ﺗﺄﺛﲑﻫﺎ‪.‬‬ ‫ﺍﻟﻌﺪﺍﻟﺔ ﺍﳌﻮﺯﻋﺔ )‪ :(Distributive justice‬ﻣﺒﺪﺃ ﺃﺧﻼﻗﻲ ﻣﻀﻤﻮﻧﻪ ﺃﻥ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﺚ ﳚﺐ ﺃﻥ‬ ‫ﺗﺮﺗﺒﻂ ﺑﺎﻟﻔﻮﺍﺋﺪ ﺍﳌﺘﻮﻗﻌﺔ‪ .‬ﻭﻻ ﳚﻮﺯ ﺃﻥ ﺗﺘﺤﻤﻞ ﲨﺎﻋﺔ ﻣﻦ ﺍ‪‬ﺘﻤﻊ ﺃﻋﺒﺎﺀ ﲝﺚ ﺛﻘﻴﻠﺔ ﻟﺼﺎﱀ ﲨﺎﻋﺔ ﺃﺧﺮﻯ‪.‬‬ ‫ﻋﺪﻡ ﺍﻹﺿﺮﺍﺭ )‪ :(Non-maleficence‬ﻣﺒﺪﺃ ﺃﺧﻼﻗﻲ ﻣﻀﻤﻮﻧﻪ ﺃﻥ ﺍﻟﺒﺤﺚ ﻋﻨﺪﻣﺎ ﻳﺸﻤﻞ ﺍﻟﺘﺠﺮﻳﺐ‬ ‫ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻳﺘﻌﲔ ﺃﻥ ﻻ ﻳﻌﺮ‪‬ﺽ ﺃﻓﺮﺍﺩ ﺍﻟﺘﺠﺮﺑﺔ ﻷﻱ ﺃﺫﻯ‪.‬‬ ‫ﻋﻮﺍﻣﻞ ﺍﻹﺧﺘﻄﺎﺭ )‪ :(Risk factors‬ﻋﻮﺍﻣﻞ ﻳ‪‬ﻌﺘﻘﺪ ﺃ‪‬ﺎ ﺗﺰﻳﺪ ﺍﺣﺘﻤﺎﻝ ﺣﺪﻭﺙ ﻧﺘﻴﺠﺔ ﻣﻌﻴﻨﺔ ﺃﻭ ﻣﺮﺽ ﻣﺎ‪.‬‬ ‫ﻋﻮﺍﻣﻞ ﺍﻟﺘﺸﻮﻳﺶ )‪ :(Confounders‬ﺑﻌﺒﺎﺭﺓ ﺑﺴﻴﻄﺔ‪ ،‬ﻋﻮﺍﻣﻞ ﺍﻟﺘﺸﻮﻳﺶ ﻫﻲ ﻛﻞ »ﺍﻷﺷﻴﺎﺀ ﺍﻷﺧﺮﻯ«‬ ‫ﺍﻟﱵ ﳝﻜﻨﻬﺎ ﺗﻔﺴﲑ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‪ .‬ﻭﺑﻌﺒﺎﺭﺓ ﺗﻘﻨﻴﺔ‪ .‬ﻫﻲ ﻋﻮﺍﻣﻞ ﻣﺮﺗﺒﻄﺔ ﺑﻜﻞ ﻣﻦ ﺍﻟﺘﻌﺮﺽ ﻭﺍﻟﻨﺘﻴﺠﺔ‪.‬‬ ‫ﻋﻴﻨﺔ )‪ :(Sample‬ﺟﺰﺀ ﻳ‪‬ﺨﺘﺎﺭ ﻹﺟﺮﺍﺀ ﺩﺭﺍﺳﺔ ﻋﻠﻤﻴﺔ ﻣﻦ ﺑﲔ ﳎﺘﻤﻊ ﺃﻛﱪ‪.‬‬ ‫ﻋﻴﻨﺔ ﳑﺜﻠﺔ )‪ :(Representative Sample‬ﻋﻴﻨﺔ ﲤﺜﻞ ﺑﺪﻗﺔ ﺧﺼﺎﺋﺺ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﺃﺧﺬﺕ ﻣﻨﻪ‪ .‬ﻭﻫﻲ‬ ‫ﲤﺜﻴﻞ ﻣﺼﻐﺮ ﺩﻗﻴﻖ ﻟﻸﺟﺰﺍﺀ ﺍﻟﻨﺴﺒﻴﺔ ﻟﻌﻨﺎﺻﺮ ﺍ‪‬ﺘﻤﻊ‪.‬‬ ‫ﺍﻟﻐﺶ )‪ :(Fraud‬ﺍﻟﻐﺶ ﺍﻟﻌﻠﻤﻲ ﻫﻮ ﺧﺪﺍﻉ ﻣﺘﻌﻤﺪ‪ ،‬ﻭﻗﺪ ﻳﺄﺧﺬ ﺷﻜﻞ ﺍﺧﺘﻼﻕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﺗﻠﻔﻴﻖ ﺍﳌﺮﺿﻰ‬ ‫ﺃﻭ ﲢﺮﻳﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﲝﻴﺚ ﺗﻌﻄﻲ ﺍﳊﻞ ﺍﳌﺮﻏﻮﺏ‪.‬‬ ‫ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ )‪ :(Confidence interval‬ﺇﺣﺼﺎﺀ ﻟﻠﻤﺪﻯ ﺍﳌﺘﻮﻗﻊ ﺍﻟﺬﻱ ﺳﻮﻑ ﺗﻮﺟﺪ ﺑﻪ ﺍﻟﻘﻴﻤﺔ ﺍﳌﺘﻌﻠﻘﺔ‬ ‫ﺑﺎ‪‬ﺘﻤﻊ ﺍﻹﺣﺼﺎﺋﻲ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﻣﻌﲔ ﻣﻦ ﺍﻟﺜﻘﺔ ﺃﻭ ﺍﻹﺣﺘﻤﺎﻝ‪.‬‬ ‫ﺍﻟﻔﺠﻮﺓ ‪ :(The 10/90 gap) 90/10‬ﺑﻴﻨﻤﺎ ﻳﻮﺟﺪ ‪ %90‬ﻣﻦ ﺍﻟﻌﺐﺀ ﺍﻟﻌﺎﳌﻲ ﻟﻠﻤﺮﺽ ﰲ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﻳﻘﺪ‪‬ﺭ ﺃﻥ ‪ %10‬ﻓﻘﻂ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﻌﺎﳌﻴﺔ ﻳ‪‬ﻨﻔﻖ ﻋﻠﻰ ﺍﳌﺸﻜﻼﺕ ﺍﳌﺮﺿﻴﺔ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‪.‬‬ ‫‪16‬‬

‫ﻓﺮﺿﻴﺔ )‪ :(Hypothesis‬ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ ﻫﻲ ﺑﻴﺎﻥ ﲡﺮﻳﱯ ﳝﻜﻦ ﺍﺧﺘﺒﺎﺭﻩ ﺑﺘﺼﻤﻴﻢ ﻋﻠﻤﻲ ﻟﻠﺒﺤﺚ‪.‬‬ ‫ﻓﺮﺿﻴﺔ ﲝﺜﻴﺔ ﻣﻮﺟ‪‬ﻬﺔ )‪ :(Directional research hypothesis‬ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺤﺜﻴﺔ ﺍﻟﱵ ﺗﻄﺮﺡ ﻋﻼﻗﺔ‬ ‫ﻣﺎ‪ ،‬ﻗﺪ ﺗﻜﻮﻥ ﻣﻮﺟﻬﺔ ﺃﻭ ﻏﲑ ﻣﻮﺟﻬﺔ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻥ ﺍﻟﻌﻼ ﻗﺔ ﺑﲔ ﺍﻟﺘﺪﺧﲔ ﻭﺍﻷﻣﺮﺍﺽ ﺍﻟﻘﻠﺒﻴﺔ ﺍﻟﻮﻋﺎﺋﻴﺔ ﻻ ﳝﻜﻦ‬ ‫ﺇﻻ ﺃﻥ ﺗﻜﻮﻥ ﻣﻮﺟﻬﺔ‪ .‬ﻓﻬﻲ ﻣﺘﻮﻗﻌﺔ ﰲ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﱵ ﺗﻘﻮﻝ ﺇﻥ ﺍﻟﺘﺪﺧﲔ ﺳﻮﻑ ﻳﺰﻳﺪ ﺍﻷﻣﺮﺍﺽ ﺍﻟﻘﻠﺒﻴﺔ ﺍﻟﻮﻋﺎﺋﻴﺔ‪.‬‬ ‫ﺃﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﻮﺍﻧﻊ ﺍﳊﻤﻞ ﺍﳍﺮﻣﻮﻧﻴﺔ ﻭﺑﲔ ﺑﻌﺾ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺿﻴﺔ ﻓﻴﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻏﲑ ﻣﻮﺟﻬﺔ‪ .‬ﻓﺎﳊﺎﻻﺕ‬ ‫ﺍﳌﺮﺿﻴﺔ ﻗﺪ ﺗﺰﻳﺪ ﺃﻭ ﺗﻨﻘﺺ ﻧﺘﻴﺠﺔ ﻻﺳﺘﻌﻤﺎﻝ ﺣﺒﻮﺏ ﻣﻨﻊ ﺍﳊﻤﻞ‪.‬‬ ‫ﻓﺮﺿﻴﺔ ﺑﺪﻳﻠﺔ )‪ :(Alternative hypothesis‬ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﱵ ﳜﺘﱪﻫﺎ ﺍﻟﺒﺎﺣﺚ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﰲ ﺍﳌﻨﻬﺠﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻧﺒﺪﺃ ﺑﺎﻓﺘﺮﺍﺽ ﺃ‪‬ﺎ ﻏﲑ ﺻﺤﻴﺤﺔ ﺇﱃ ﺃﻥ ﻳﺜﺒﺖ ﺍﻟﻌﻜﺲ‪ ،‬ﻭﺫﻟﻚ ﺑﺮﻓﺾ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ‪.‬‬ ‫ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ )‪ :(Null hypothesis‬ﰲ ﺍﳌﻨﻬﺠﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻻ ﳔﺘﱪ ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﳓﻮ ﻣﺒﺎﺷﺮ‪ ،‬ﻭﺇﳕﺎ‬ ‫ﻧﻔﺘﺮﺽ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻕ ﺃﻭ ﺍﺭﺗﺒﺎﻁ ﺑﲔ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﱵ ﲡﺮﻱ ﻣﻘﺎﺭﻧﺘﻬﺎ‪ .‬ﻭﻫﺬﻩ ﺗﺴﻤﻰ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ )‪ .(HO‬ﻓﺈﺫﺍ‬ ‫ﺭﻓﺾ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ‪ ،‬ﻓﺈﻥ ﺫﻟﻚ ﻳﻌﲏ ﺃﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ ﳛﺘﻤﻞ ﺃﻥ ﺗﻜﻮﻥ ﺻﺤﻴﺤﺔ ﻭﺃﻥ‬ ‫ﻫﻨﺎﻙ ﻓﺮﻭﻗﺎﹰ ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺃﻭ ﻋﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﺍﺕ‪.‬‬ ‫ﻗﺎﺑﻠﻴﺔ ﺍﻟﺘﻐﲑ )‪ :(Variability‬ﻧﻄﺎﻕ ﺍﺧﺘﻼﻑ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺎﺕ ‪ scores‬ﺃﻭ ﻧﻄﺎﻕ ﺍﻧﺘﺸﺎﺭﻫﺎ‪.‬‬ ‫ﻭﻳﻮﺻﻒ ﻫﺬﺍ ﻋﺎﺩﺓ ﺑﺈﺣﺼﺎﺀ ﻭﺻﻔﻲ ﻣﺜﻞ ﺍﳌﺪﻯ ‪ range‬ﺃﻭ ﺍﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ‪.‬‬ ‫ﺍﻟﻘﻮﺓ )‪ :(Power‬ﺇﺣﺼﺎﺀ ﻳﺒﲔ ﺍﺣﺘﻤﺎﻝ ﺭﻓﺾ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ ﺻﺤﻴﺤﺔ‪ .‬ﻭﻫﻜﺬﺍ‬ ‫ﺗﻜﻮﻥ ﺍﻟﻘﻮﺓ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻟﺪﺭﺍﺳ ٍﺔ ﻣﺎ ﻫﻲ ﺍﺣﺘﻤﺎﻝ ﻣﻼﺣﻈﺔ ﺗﺄﺛ ٍﲑ ﻣﺎ )ﻟﻪ ﺣﺠﻢ ﺗﺄﺛﲑ ﻣﻌﲔ( ﺇﺫﺍ ﻭ‪‬ﺟﺪ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﺘﺄﺛﲑ‪.‬‬ ‫ﻗﻴﺎﺳﺎﺕ ﺷﺨﺼﺎﻧﻴﺔ )‪ :(Subjective measures‬ﻗﻴﺎﺳﺎﺕ ﺗﺸﻤﻞ ﺩﺭﺟﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﺘﻔﺴﲑ ﺍﻟﺒﺸﺮﻱ‪.‬‬ ‫ﻣﺜﺎﻝ ﺫﻟﻚ ﲢﺪﻳﺪ ﺩﺭﺟﺎﺕ ﺍﻷﱂ‪.‬‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻹﺣﺘﻤﺎﻟﻴﺔ )‪ :(P value‬ﺇﺣ ﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻔﺮﻕ ﺃﻭ ﺍﻹﺭﺗﺒﺎﻁ ﺑﺎﳊﺠﻢ ﺍﻟﺬﻱ ﻟﻮﺣﻆ‪ ،‬ﻗﺪ ﺣﺪﺙ‬ ‫ﺑﺎﻟﺼﺪﻓﺔ ﻭﺣﺪﻫﺎ‪.‬‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻨﺒﺆﻳﺔ )ﺍﻟﺘﻜﻬﻨﻴﺔ( )‪ :(Predictive value‬ﺍﻟﺘﻜﺮﺍﺭﻳﺔ ﺍﻟﱵ ﻳﺘﺴﻢ ‪‬ﺎ ﺍﺧﺘﺒﺎﺭ ﺗﺸﺨﻴﺼﻲ ﺇﳚﺎﰊ‬ ‫ﻋﻠﻰ ﳓﻮ ﻳﺆﻛﺪ ﻭﺟﻮﺩ ﺍﳌﺮﺽ‪.‬‬ ‫ﻟﻮﺣﺎﺕ ﺍﻟﺸﺮﺍﺋﻂ ﺃﻭ ﺍﻷﻋﻤﺪﺓ )‪ :(Bar or column charts‬ﻃﺮﻳﻘﺔ ﺑﻴﺎﻧﻴﺔ ﻟﻮﺻﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺣﻴﺚ‬ ‫ﻳﻌﺒ‪‬ﺮ ﻋﻦ ﺗﻜﺮﺍﺭ ﻓﺌﺔ ﻣﻌﻴﻨﺔ ﺑﺎﺭﺗﻔﺎﻉ ﺍﻟﻌﻤﻮﺩ ﺃﻭ ﺍﻟﺸﺮﻳﻂ ﺍﳌﻤﺜﻞ ﳍﺎ ﰲ ﺍﻟﻠﻮﺣﺔ‪.‬‬ ‫‪17‬‬

‫ﻣﺘﻐﲑ )‪ :(Variable‬ﺗﺴﻤﻴﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻟﺼﻔﺔ ﺃﻭ ﺧﺎﺻﻴﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻐﲑ ﻣﺜﻞ ﺍﻟﻌﻤﺮ ﺃﻭ ﺍﻟﻮﺯﻥ‪.‬‬ ‫ﻣﺘﻐﲑﺍﺕ ﺗﺎﺑﻌﺔ ﺃﻭ ﳐﺮﺟﺎﺕ )‪ :(Dependent or output variables‬ﺍﺳﺘﺠﺎﺑﺎﺕ ﺃﻭ ﻧﺘﺎﺋﺞ ﳏﺘﻤﻠﺔ‬ ‫ﺍﳊﺪﻭﺙ ﺑﻔﻌﻞ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ‪.‬‬ ‫ﻣﺘﻐﲑﺍﺕ ﻋﺪﺩﻳﺔ )‪ :(Numeral variables‬ﺑﻴﺎﻧﺎﺕ ﻣﻌﺮﻭﺿﺔ ﻛﺄﻋﺪﺍﺩ‪.‬‬ ‫ﻣﺘﻐﲑﺍﺕ ﻓﺌﻮﻳﺔ )‪ :(Categorical variables‬ﺑﻴﺎﻧﺎﺕ ﻳﻜﻮﻥ ﻛﻞ ﻣﺘﻐﲑ ﻣﻔﺮﺩ ﻣﻨﻬﺎ ﻭﺍﺣﺪﹰﺍ ﻣﻦ ﻋﺪﺩ‬ ‫ﻣﻦ ﺍﻷﺻﻨﺎﻑ ﺍﳌﺘﻨﺎﻓﻴﺔ ‪.mutually exclusive‬‬ ‫ﻣﺘﻐﲑﺍﺕ ﻣﺘﺼﻠﺔ )‪ :(Continuous variables‬ﺑﻴﺎﻧﺎﺕ ﻳﺘﻢ ﻗﻴﺎﺳﻬﺎ ﲟﻘﻴﺎﺱ ﻣﺘﻮﺍﺻﻞ‪ .‬ﻭﻫﻲ ﺃﻋﺪﺍﺩ‬ ‫ﳝﻜﻦ ﲨﻌﻬﺎ ﻭﻃﺮﺣﻬﺎ ﻭﺿﺮ‪‬ﺎ ﻭﻗﺴﻤﺘﻬﺎ‪.‬‬ ‫ﻣﺘﻐﲑﺍﺕ ﻣﺴﺘﻘﻠﺔ ﺃﻭ ﻣﺪﺧﻼﺕ )‪ :(Independent or input variables‬ﻣﺘﻐﲑﺍﺕ ﺫﺍﺕ ﻗﻴﻢ‬ ‫ﻣﺴﺘﻘﻠﺔ ﻋﻦ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺘﺎﺑﻌﺔ ﺃﻭ ﻣﺘﻐﲑﺍﺕ ﺍﳌﺨﺮﺟﺎﺕ‪ .‬ﻭﳌﺎ ﻛﺎﻧﺖ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ ﺗﺴﺒﻖ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺘﺎﺑﻌﺔ‬ ‫ﻓﻬﻲ ﻛﺜﲑﹰﺍ ﻣﺎ ﺗﺴﻤﻰ ﻋﻮﺍﻣﻞ ﺍﻟﺘﻜﻬﻦ )ﺃﻭ ﺍﻟﺘﻨﺒﺆ( ‪ .predictors‬ﻭﰲ ﳎﺎﻝ ﺍﻟﻮﺑﺎﺋﻴﺎﺕ ﻛﺜﲑﹰﺍ ﻣﺎ ﺗﺴﻤﻰ ﺍﳌﺘﻐﲑﺍﺕ‬ ‫ﺍﳌﺴﺘﻘﻠﺔ ﺑﻌﻮﺍﻣﻞ ﺍﻹﺧﺘﻄﺎﺭ ‪ risk factors‬ﺃﻭ ﻣﺘﻐﲑﺍﺕ ﺍﻟﺘﻌﺮﺽ‪.‬‬ ‫ﳎﺘﻤﻊ )‪ :(Population‬ﳎﻤﻮﻋﺔ ﻛﺎﻣﻠﺔ ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﺃﻭ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺃﻭ ﺍﻷﺷﻴﺎﺀ ﺃﻭ ﺍﻷﺣﺪﺍﺙ ﺍﻟﱵ ﻳﻌﺘﺰﻡ‬ ‫ﺍﻟﺒﺎﺣﺚ ﺩﺭﺍﺳﺘﻬﺎ‪.‬‬ ‫ﳎﻠﺔ ﳏﻜﹼﻤﺔ )‪ :(Peer-reviewed journal‬ﳎﻠﺔ ﻳﻘﻮﻡ ﳏﻜﹼﻤﻮﻥ ﻣﺴﺘﻘﻠﻮﻥ ﲟﺮﺍﺟﻌﺔ ﻣﻘﺎﻻ‪‬ﺎ ﻟﻠﺘﺜﺒﺖ‬ ‫ﻣﻦ ﺟﻮﺩ‪‬ﺎ ﻭﺃﳘﻴﺘﻬﺎ‪ ،‬ﻭﻫﻜﺬﺍ ﺗﻜﻮﻥ ﺍ‪‬ﻠﺔ ﺃﻛﺜﺮ ﺍﺣﺘﺮﺍﻣﹰﺎ ﻭﺗﻘﺪﻳﺮﹰﺍ‪.‬‬ ‫ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﻨﺸﻮﺍﺕ ﺍﻟﻄﺒﻴﺔ )‪ :(Pub Med Central‬ﺃﺭﺷﻴﻒ ﻣﺮﺗﻜﺰ ﻋﻠﻰ ﺷﺒﻜﺔ‬ ‫ﺍﻹﻧﺘﺮﻧﺖ ﺍﻟﻌﺎﳌﻴﺔ ‪ web-based‬ﻳﺘﻴﺢ ﻟﻠﺠﻤﻴﻊ ﺍﻟ ﺘﻮﺻﻞ ﻣﻦ ﺩﻭﻥ ﻋﻮﺍﺋﻖ ﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﺒﺤﻮﺙ ﺍﻷﻭﻟﻴﺔ ﺍﶈﻜﹼﻤﺔ ﰲ‬ ‫ﻋﻠﻮﻡ ﺍﳊﻴﺎﺓ‪ .‬ﻭﺗﺘﻮﱃ ﲤﻮﻳﻠﻬﺎ ﺍﳌﻌﺎﻫﺪ ﺍﻟﺼﺤﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪.‬‬ ‫ﳐﻄﻂ ﺍﻟﺘﺸﺘﺖ )‪ :(Scatter diagram‬ﳐﻄﻂ ﺑﻴﺎﱐ ﻳﻌﺮﺽ ﺗﺸﺘﺖ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺘﻐﲑﻳﻦ‪ .‬ﻭﳐﻄﻂ‬ ‫ﺍﻟﺘﺸﺘﺖ ﻳﺒﻴ‪‬ﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻳ‪‬ﺤﺘﻤﻞ ﻭﺟﻮﺩ ﺍﺭﺗﺒﺎﻁ ﺑﻴﻨﻬﻤﺎ‪ ،‬ﻭﺍﲡﺎﻩ ﺫﻟﻚ ﺍﻻﺭﺗﺒﺎﻁ‪.‬‬ ‫ﻣﺪﺭﺝ ﺗﻜﺮﺍﺭﻱ )‪ :(Histogram‬ﻃﺮﻳﻘﺔ ﻟﺮﺳﻢ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻟﺘﻜﺮﺍﺭﻳﺔ ﰲ ﳐﻄﻂ ﺑﻴﺎﱐ‪.‬‬ ‫ﺍﳌﺪﻯ )‪ :(Range‬ﰲ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺎﺕ ‪ ، scores‬ﻳﻜﻮﻥ ﺍﳌﺪﻯ ﻫﻮ ﺍﻟﻔﺮﻕ ﺑﲔ ﺃﻋﻠﻰ ﺍﻟﺪﺭﺟﺎﺕ‬ ‫ﻭﺃﺩﻧﺎﻫﺎ‪.‬‬ ‫‪18‬‬

‫ﺍﳌﺪﻯ ﺍﻟﺮ‪‬ﺑﻴ‪‬ﻌﻲ )‪ :(Interquartile range‬ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺍﻟﺪﺭﺟﺎﺕ ‪ scores‬ﺍﻟﱵ ﲤﺜﻞ ﺍﻟﺸﺮﳛﺘﲔ‬ ‫ﺍﳌﺌﻮﻳﺘﲔ ‪ percentiles‬ﺍﳋﺎﻣﺴﺔ ﻭﺍﻟﻌﺸﺮﻳﻦ ﻭﺍﳋﺎﻣﺴﺔ ﻭﺍﻟﺴﺒﻌﲔ ﰲ ﺇﻃﺎﺭ ﺗﻮﺯ‪‬ﻉ ﻣﺎ‪.‬‬ ‫ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ )‪ :(Phase I clinical trials‬ﻫﻲ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻷﻭﱃ ﻋﻠﻰ‬ ‫ﺍﻹﻧﺴﺎﻥ ﻟﻌﻨﺼﺮ ﻓﻌﺎﻝ ﺟﺪﻳﺪ ﺃﻭ ﺗﺮﻛﻴﺒﺔ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﲡﺮﻯ ﻏﺎﻟﺒﹰﺎ ﻋﻠﻰ ﻣﺘﻄﻮﻋﲔ ﺃﺻﺤﺎﺀ‪.‬‬ ‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ )‪ :(Phase II clinical trials‬ﻫﻲ ﲡﺎﺭﺏ ﲡﺮﻯ ﻋﻠﻰ ﻋﺪﺩ‬ ‫ﻼ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﺎﺩﺓ ﻏﻔﻞ ﻟﻠﻤﻘﺎﺭﻧﺔ( ﻭﺫﻟﻚ ﻹﻳﻀﺎﺡ‬ ‫ﳏﺪﻭﺩ ﻣﻦ ﺍﻷﻓﺮﺍﺩ‪ .‬ﻭﻏﺎﻟﺒﹰﺎ ﻣﺎ ﺗﻜﻮﻥ ﺫﺍﺕ ﺗﺼﻤﻴﻢ ﻣﻘﺎﺭﻥ )ﻣﺜ ﹰ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ ﺍﻟﻌﻼﺟﻴﺔ ﻭﻟﺘﻘﺪﻳﺮ ﻣﺄﻣﻮﻧﻴﺔ ﺍﻟﻌﻨﺼﺮ ﺍﻟﻔﻌﺎﻝ ﻋﻠﻰ ﺍﳌﺪﻯ ﺍﻟﻘﺼﲑ ﰲ ﺍﳌﺮﺿﻰ ﺍﳌﺼﺎﺑﲔ ﲟﺮﺽ ﺃﻭ ﺣﺎﻟﺔ ﻣﺎ‬ ‫ﻭﻳﺮﺍﺩ ﻣﻌﺎﳉﺘﻬﺎ ﺑﺬﻟﻚ ﺍﻟﻌﻨﺼﺮ ﺍﻟﻔﻌﺎﻝ‪.‬‬ ‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ )‪ :(Phase III clinical trials‬ﻫﻲ ﲡﺎﺭﺏ ﺗﺸﻤﻞ‬ ‫ﳎﻤﻮﻋﺎﺕ ﺃﻛﱪ ﻣﻦ ﺍﳌﺮﺿﻰ )ﻗﺪ ﺗﻜﻮﻥ ﻣﺘﻨﻮﻋﺔ( ‪ ،‬ﻭ‪‬ﺪﻑ ﺇﱃ ﺗﻌﻴﲔ ﺍﻟﺘﻮﺍﺯﻥ ﺑﲔ ﻣﺄﻣﻮﻧﻴﺔ ﻭﳒﺎﻋﺔ ﺗﺮﻛﻴﺐ ﺃﻭ‬ ‫ﺗﺮﻛﻴﺒﺎﺕ ﺍﻟﻌﻨﺼﺮ ﺍﻟﻔﻌﺎﻝ ﰲ ﻛﻞ ﻣﻦ ﺍﳌﺪﻯ ﺍﻟﻘﺮﻳﺐ ﻭﺍﻟﺒﻌﻴﺪ‪ ،‬ﻭﺗﻘﺪﻳﺮ ﻗﻴﻤﺘﻪ ﺍﻟﻌﻼﺟﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﻨﺴﺒﻴﺔ‪.‬‬ ‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺮﺍﺑﻌﺔ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ )‪ :(Phase IV clinical trials‬ﻫﻲ ﺩﺭﺍﺳﺎﺕ ﲡﺮﻯ ﺑﻌﺪ‬ ‫ﺗﺴﻮﻳﻖ ﺍﳌﺴﺘﺤﻀﺮ ﺍﻟﺼﻴﺪﻻﱐ ﻻﻛﺘﺸﺎﻑ ﺗﺄﺛﲑﺍﺗﻪ ﺍﳉﺎﻧﺒﻴﺔ ﺍﻟﻨﺎﺩﺭﺓ ﻭﺍﳌﺘﺄﺧﺮﺓ‪.‬‬ ‫ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ )‪ :(Literature‬ﺍﻟﺒﺤﻮﺙ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﱵ ﺃﺟﺮﻳﺖ ﰲ ﻧﻔﺲ ﳎﺎﻝ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳍﺎﻣﺸﻴﺔ )‪ :(Ephemeral literature‬ﻣﻄﺒﻮﻋﺎﺕ ﺗﻌﺘﱪ ﻣﻔﻴﺪﺓ ﳌﺪﺓ ﻗﺼﲑﺓ ﻭﳉﻤﻬﻮﺭ‬ ‫ﺻﻐﲑ ﻓﻘﻂ‪ ،‬ﻭﻻ ﺗﻌﺘﱪ ﻋﺎﺩﺓ ﳑﺎ ﻳﺴﺘﺤﻖ ﺍﻟﻔﻬﺮﺳﺔ ‪ indexing‬ﺃﻭ ﺍﳉﺪﻭﻟﺔ ‪ ،cataloguing‬ﻏﲑ ﺃ‪‬ﺎ ﻗﺪ ﺗﻜﻮﻥ‬ ‫ﻣﻬﻤﺔ‪ ،‬ﻓﻬﻲ ﺗﺸﻤﻞ ﺗﻘﺎﺭﻳﺮ‪ ،‬ﻭﳏﺎﺿﺮ ﺍﳌﺆﲤﺮﺍﺕ‪ ،‬ﻭﺃﻧﻮﺍﻋﺎﹰ ﺃﺧﺮﻯ ﻣﻦ ﺍﳌﻨﺸﻮﺭﺍﺕ‪.‬‬ ‫ﻣﻌﺎﺩﻟﺔ ﺍﻹﳓﺪﺍﺭ )ﺍﻟﺘﺤﻮﻑ( )‪ :(Regression equation‬ﻣﻌﺎﺩﻟﺔ ﺗﺼﻒ ﺍﻟﺘﺮﺍﺑﻂ ﺑﲔ ﻣﺘﻐﲑﻳﻦ‪ .‬ﻭﻫﻲ‬ ‫ﺗﻌﲏ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ﻳﺘﻐﲑ ﺃﺣﺪﳘﺎ ﲟﻘﺪﺍﺭ ﻣﻌﲔ ﻓﺈﻥ ﺍﻵﺧﺮ ﻳﺘﻐﲑ ﰲ ﺍﳌﺘﻮﺳﻂ ﺑﻘﺪﺭ ﻣﻌﲔ‪.‬‬ ‫ﻣﻌﺎﻣﻞ ﺍﻹﳓﺪﺍﺭ )ﺍﻟﺘﺤﻮﻑ( )‪ :(Regression coefficient‬ﻣﺼﻄﻠﺢ ﻳﺴﺘﻌﻤﻞ ﻟﺒﻴﺎﻥ ﺍﳌﻘﺪﺍﺭ ﺍﻟﺬﻱ‬ ‫ﳚﺐ ﺃﻥ ﻳ‪‬ﻀﺮﺏ ﻓﻴﻪ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻐﲑ ﰲ ﺃﺣﺪ ﺍﳌﺘﻐﲑﺍﺕ ﻟﻴﻌﻄﻲ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻐﲑ ﺍﳌﺘﻮﺳﻂ ﺍﳌﻘﺎﺑﻞ ﰲ ﺍﳌﺘﻐﲑ ﺍﻵﺧﺮ‪ .‬ﻭﻫﻮ‬ ‫ﳝﺜﻞ ﺩﺭﺟﺔ ﻣﻴﻞ ﺧﻂ ﺍﻹﳓﺪﺍﺭ )ﺍﻟﺘﺤﻮﻑ( ﺇﱃ ﺃﻋﻠﻰ ﺃﻭ ﺇﱃ ﺃﺳﻔﻞ‪.‬‬ ‫ﻣﻌﺎﻣﻞ ﺍﻟﺘﺮﺍﺑﻂ )‪ :(Correlation coefficient‬ﺇﺣﺼﺎﺀ ﻳﻬﺪﻑ ﺇﱃ ﻗﻴﺎﺱ ﺣﺠﻢ ﺍﻹﺭﺗﺒﺎﻁ ﺑﲔ ﻣﺘﻐﲑﻳﻦ‬ ‫ﻭﺍﲡﺎﻫﻪ‪ .‬ﻭﺗﺘﺮﺍﻭﺡ ﻗﻴﻤﺘﻪ ﺑﲔ ﺍﻟﺼﻔﺮ ﻭ ‪) 1 ‬ﻭﺍﻟﻮﺍﺣﺪ ﻳﻌﲏ ﺍﻟﺘﺮﺍﺑﻂ ﺍﻟﺘﺎﻡ(‪.‬‬ ‫‪19‬‬

‫ﻣﻌﺪﻝ )‪ :(Rate‬ﺗﻌﺒﲑ ﻋﺪﺩﻱ ﻋﻦ ﺗﻜﺮﺍﺭ ﺣﺎﻟﺔ ﻣﺎ ﰲ ﳎﺘﻤﻊ ﻣﺎ ﺧﻼﻝ ﻓﺘﺮﺓ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﺰﻣﻦ‪.‬‬ ‫ﻣﻌﺪﻻﺕ ﺧﺎﻡ )‪ :(Crude rates‬ﻣﺼﻄﻠﺤﺎﺕ ﺗﺴﺘﻌﻤﻞ ﻋﻨﺪﻣﺎ ﻻ ﲣﻀﻊ ﺍﻟﻨﺘﺎﺋﺞ ﻟﻠﺘﺼﺤﻴﺢ ﲝﺴﺐ‬ ‫ﻋﻮﺍﻣﻞ ﺍﻟﺘﺸﻮﻳﺶ‪.‬‬ ‫ﻣﻌﺪﻻﺕ ﻣﺼﺤﺤﺔ )‪ :(Adjusted rates‬ﻣﺼﻄﻠﺤﺎﺕ ﺗﺴﺘﻌﻤﻞ ﻋﻨﺪ ﺇﺟﺮﺍﺀ ﲢﻮﻳﺮ ﺇﺣﺼﺎﺋﻲ ﻟﻠﻨﺘﺎﺋﺞ‬ ‫ﻳﺘﻴﺢ ﺇﺟﺮﺍﺀ ﻣﻘﺎﺭﻧﺔ ﻋﺎﺩﻟﺔ ﺑﲔ ﳎﻤﻮﻋﺎﺕ ﲣﺘﻠﻒ ﰲ ﺑﻌﺾ ﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﻗﺪ ﺗﺆﺛﺮ ﻋﻠﻰ ﺍﺧﺘﻄﺎﺭ ﺍﻹﺻﺎﺑﺔ‬ ‫ﺑﺎﳌﺮﺽ‪.‬‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻏﲑ ﻣﺮﺗﺒﻄﺔ )‪ :(Unlinked information‬ﻣﻌﻠﻮﻣﺎﺕ ﻻ ﳝﻜﻦ ﺭﺑﻄﻬﺎ ﺃﻭ ﻭﺻﻠﻬﺎ ﺃﻭ ﺇﳚﺎﺩ‬ ‫ﻋﻼﻗﺔ ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﺗﻨﺘﺴﺐ ﺇﻟﻴﻪ‪ .‬ﻭﺗﻜﻮﻥ ﺍﻟﺴﺮﻳﺔ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻏﲑ ﻣﻬﺪﺩﺓ‪.‬‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻣﺮﺗﺒﻄﺔ ﻏﹸﻔﻞ )‪ :(Anonymous linked information‬ﻣﻌﻠﻮﻣﺎﺕ ﻻ ﳝﻜﻦ ﺭﺑﻄﻬﺎ‬ ‫ﺑﺎﻟﺸﺨﺺ ﺍﻟﺬﻱ ﺗﻨﺘﺴﺐ ﺇﻟﻴﻪ‪ ،‬ﲝﻴﺚ ﻻ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻌﺮﻑ ﻫﻮﻳﺔ ﺫﻟﻚ ﺍﻟﺸﺨﺺ‪ .‬ﻭﻫﻜﺬﺍ ﺗﻜﻮﻥ‬ ‫ﺍﻟﺴ‪‬ﺮﻳﺔ ﺗﺎﻣﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻣﺮﺗﺒﻄﺔ ﻏﲑ ﺇﲰﻴﺔ )‪ :(Non-nominal linked information‬ﻣﻌﻠﻮﻣﺎﺕ ﻣﺮﺗﺒﻄﺔ‬ ‫ﺑﺎﻟﺸﺨﺺ ﺍﳌﻌﲏ ﺑﻮﺍﺳﻄﺔ ﺭﻣﺰ ﻳﻌﺮﻓﻪ ﺍﻟﺒﺎﺣﺚ )ﻭﻻ ﻳﺸﻤﻞ ﺗﻌﺮﻳﻒ ﺍﳍﻮﻳﺔ(‪.‬‬ ‫ﻣﻌﻨﻮﻳﺔ ﺇﺣﺼﺎﺋﻴﺔ )‪ :(Statistical significance‬ﺇﺣﺼﺎﺀ ﻳﺒﲔ ﺃﻥ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﱵ ﰎ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﱂ ﺗﻜﻦ‬ ‫ﻋﻠﻰ ﺍﻷﺭﺟﺢ ﺭﺍﺟﻌﺔ ﻟﻠﺼﺪﻓﺔ ﺑﻞ ﻛﺎﻧﺖ ﺣﻘﻴﻘﻴﺔ‪ .‬ﻭﺍﻟﻨﺘﻴﺠﺔ ﺫﺍﺕ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻻ ﺗﻌﲏ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃ‪‬ﺎ‬ ‫ﻣﻬﻤﺔ ﺃﻭ ﻣﻔﻴﺪﺓ‪.‬‬ ‫ﺍﳌﻌﻮ‪‬ﻟﻴﺔ )ﺍﳌﻮﺛﻮﻗﻴﺔ( )‪ :(Reliability‬ﻣﺪﻯ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻜﺮﺍﺭ ﻧﺘﻴﺠﺔ ﺍﺧﺘﺒﺎﺭ ﺃﻭ ﻗﻴﺎﺱ‪.‬‬ ‫ﺍﳌﻌﻮ‪‬ﻟﻴﺔ ﺑﲔ ﺍﳌﻼﺣﻈﲔ )‪ :(Inter-observer reliability‬ﻣﺪﻯ ﺗﻮﺻﻞ ﺍﳌﻼﺣﻈﲔ ﺍﻟﺬﻳﻦ ﻳﻘﺪﻣﻮﻥ‬ ‫ﺑﺘﺼﻨﻴﻒ ﻇﺎﻫﺮﺓ ﻣﻌﻴﻨﺔ ﺃﻭ ﻗﻴﺎﺳﻬﺎ ‪ ،‬ﺇﱃ ﺍﺗﻔﺎﻕ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ‪.‬‬ ‫ﻣﻌﻮﻟﻴﺔ ﺍﳌﻼﺣﻆ )‪ :(Intra-observer reliability‬ﻣﺪﻯ ﺗﻮﺻﻞ ﺍﳌﻼﺣﻆ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﺘﺼﻨﻴﻒ‬ ‫ﻇﺎﻫﺮﺓ ﻣﻌﻴ‪‬ﻨﺔ ﺃﻭ ﻗﻴﺎﺳﻬﺎ ﺇﱃ ﻧﻔﺲ ﺍﻟﻨﺘﻴﺠﺔ ﺇﺫﺍ ﻃﹸﻠﺐ ﻣﻨﻪ ﺃﺩﺍﺀ ﻧﻔﺲ ﺍﳌﻬﻤﺔ ﰲ ﺗﻮﻗﻴﺘﲔ ﳐﺘﻠﻔﲔ‪.‬‬ ‫ﺍﳌﻘﺎﺑﻠﺔ )‪ :(Matching‬ﻃﺮﻳﻘﺔ ﻷﺧﺬ ﺍﻟﻌﻴﻨ ﺎﺕ ﻋﻠﻰ ﳓﻮ ﻳﻀﻤﻦ ﺃﻥ ﺍ‪‬ﻤﻮﻋﺘﲔ ﺍﻟﻠﺘﲔ ﺳﺘﺨﻀﻌﺎﻥ‬ ‫ﻟﻠﻤﻘﺎﺭﻧﺔ ﳍﻤﺎ ﻧﻔﺲ ﺍﳋﺼﺎﺋﺺ‪ .‬ﻭﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺪﺧﻠﻴﺔ ﻳﺘﻢ ﺗﻜﻮﻳﻦ ﺛﻨﺎﺋﻴﺎﺕ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﳌﺘﻘﺎﺑﻠﲔ ﺍﳌﺘﻤﺎﺛﻠﲔ‪،‬‬ ‫ﻭﻣﻦ ﰒ ﻳﻌﻴ‪‬ﻦ ﻭﺍﺣﺪ ﻣﻦ ﺍﻹﺛﻨﲔ ﻋﺸﻮﺍﺋﻴﹰﺎ ﰲ ﺇﺣﺪﻯ ﺍ‪‬ﻤﻮﻋﺘﲔ‪ ،‬ﻭﻳﻌﲔ ﺍﻟﺜﺎﱐ ﰲ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﺧﺮﻯ‪.‬‬ ‫‪20‬‬

‫ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳉﻴﺪﺓ )‪ :(Good clinical practice‬ﻣﻌﻴﺎﺭ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻳﻐﻄﻲ ﺗﺼﻤﻴﻢ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺇﺟﺮﺍﺀﻫﺎ ﻭﺭﺻﺪ ﺧﻄﻮﺍ‪‬ﺎ ﻭﺇ‪‬ﺎﺀﻫﺎ ﻭﺗﺪﻗﻴﻘﻬﺎ ‪ audit‬ﻭﲢﻠﻴﻞ ﻧﺘﺎﺋﺠﻬﺎ ﻭﺇﺑﻼﻍ ﺗﻘﺎﺭﻳﺮﻫﺎ ﻭﺗﻮﺛﻴﻘﻬﺎ‪،‬‬ ‫ﻭﻳﻀﻤﻦ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺳﻠﻴﻤﺔ ﻋﻠﻤﻴﹰﺎ ﻭﺃﺧﻼﻗﻴﺎﹰ‪ ،‬ﻭﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻟﻠﻤﺴﺘﺤﻀﺮ ﺍﻟﺼﻴﺪﻻﱐ‬ ‫ﳏﻞ ﺍﻟﺒﺤﺚ ﺟﻴﺪﺓ ﺍﻟﺘﻮﺛﻴﻖ‪.‬‬ ‫ﻣﻨﺎﻗﺸﺔ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺒﺆﺭﻳﺔ )‪ :(Focus group discussion‬ﻃﺮﻳﻘﺔ ﻟﻠﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ﺗﻄﺒﻖ ﺣﲔ ﳝﻜﻦ‬ ‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﺘﺎﺡ ﻓﺮﺹ ﻟﻠﺘﺒﺼﺮ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻔﺎﻋﻞ ﺍﳌﺘﺒﺎﺩﻝ ﰲ ﺇﻃﺎﺭ ﳎﻤﻮﻋﺔ ﻧﻘﺎﺷﻴﺔ ﻋﻠﻰ ﳓﻮ‬ ‫ﺃﻓﻀﻞ ﳑﺎ ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻪ ﰲ ﺍﺳﺘﺠﻮﺍﺑﺎﺕ ﻣﺘﻌﻤﻘﺔ ﻣﻊ ﺍﻷﻓﺮﺍﺩ‪.‬‬ ‫ﻣﻨﺤﲎ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ )‪ :(Frequency distribution curve‬ﻃﺮﻳﻘﺔ ﺑﻴﺎﻧﻴﺔ ﻟﺘﻠﺨﻴﺺ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻭﺗﺄﻣ‪‬ﻠﻬﺎ‪ ،‬ﺣﻴﺚ ﻳﻌﻴ‪‬ﻦ ﻣﻮﻗﻊ ﻛﻞ ﻣﺘﻐﲑ ﲝﺴﺐ ﺗﻜﺮﺍﺭ ﻭﺟﻮﺩﻩ‪.‬‬ ‫ﻣﻨﺤﲎ ﺍﻟﺘﻮﺯﻳﻊ ﺍﳌﻌﺘﺪﻝ )‪ :(Normal distribution curve‬ﻣﻨﺤﲎ ﺟﺮﺳ ‪‬ﻲ ﺍﻟﺸﻜﻞ ﻟﻠﺘﻮﺯﻳﻊ‬ ‫ﺍﻟﺘﻜﺮﺍﺭﻱ ﻟﻠﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫ﻣﻨﺤﲎ ﺟﺮﺳﻲ ﺍﻟﺸﻜﻞ )‪ :(Bell-shaped curve‬ﺍﻟﺸﻜﻞ ﺍﳌﻤﻴﺰ ﳌﻨﺤﲎ ﺍﻟﺘﻮﺯﻳﻊ ﺍﳌﻌﺘﺪﻝ‪ ،‬ﺣﻴﺚ ﺗﺘﻮﺯﻉ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﻟﺘﺴﺎﻭﻱ ﺣﻮﻝ ﺍﻟﻮﺳﻂ‪.‬‬ ‫ﺍﳌﻨﻮﺍﻝ )‪ :(Mode‬ﺃﻛﺜﺮ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺗﻜﺮﺍﺭﹰﺍ ﺿﻤﻦ ﺗﻮﺯﻳﻊ ﻣﺎ‪.‬‬ ‫ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ )‪ :(Informed consent‬ﻣﺘﻄﻠﺐ ﺃﺧﻼﻗﻲ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺩﺭﺍﺳﺔ ﲝﺜﻴﺔ‪ ،‬ﻣﻀﻤﻮﻧﻪ ﺃﻥ‬ ‫ﺷﺨﺼﹰﺎ ﺫﺍ ﺃﻫﻠﻴﺔ ﻟﺪﻳﻪ ﻛﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺎﳌﻮﺿﻮﻉ ﻳﻮﺍﻓﻖ ﺑﻄﻮﺍﻋﻴﺔ ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﺚ‪.‬‬ ‫ﺍﳌﻮﺿﻮﻋﻴﺔ )‪ :(Objectivity‬ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﳌﻮﺿﻮﻋﻴﺔ ﻫﻲ ﺍﻟﱵ ﲡﺮﻯ ﰲ ﻋﻤﻠﻴﺔ ﺗﺸﻤﻞ ﺍﳊﺪ ﺍﻷﺩﱏ ﻣﻦ‬ ‫ﺍﻟﺘﻔﺴﲑ ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻣﺜﻼ ﻋﻨﺪ ﻗﻴﺎﺱ ﻃﻮﻝ ﺍﻟﻘﺎﻣﺔ‪.‬‬ ‫ﺍﻟﻨﺎﺻﻒ )‪ :(Median‬ﺍﻟﻘﻴﻤﺔ ﺍﻟﻨﺎﺻﻔﺔ ﰲ ﺗﻮﺯﻳﻊ ﻣﻌﻴ‪‬ﻦ ﻫﻲ ﻧﻘﻄﺔ ﺍﳌﻨﺘﺼﻒ ﺍﻟﱵ ﻳﻘﻊ ﻧﺼﻒ ﺍﳌﻼﺣﻈﺎﺕ‬ ‫ﲢﺘﻬﺎ ﻭﻳﻘﻊ ﺍﻟﻨﺼﻒ ﺍﻵﺧﺮ ﻓﻮﻗﻬﺎ‪.‬‬ ‫ﺍﻟﻨـﺰﻋﺔ ﺍﳌﺮﻛﺰﻳﺔ )‪ :(Central tendency‬ﺍﻟﺮﻗﻢ ﺍﳌﺘﻮﺳﻂ )ﺍﻟﻮﺳﻂ( ﺃﻭ ﺍﻷﻭﺳﻂ )ﺍﻟﻨﺎﺻﻒ( ﺃﻭ‬ ‫ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﺎﹰ )ﺍﳌﻨﻮﺍﻝ( ﻟﻠﺒﻴﺎﻧﺎﺕ ﺍﻟﻌﺪﺩﻳﺔ ﰲ ﺗﻮﺯﻳﻊ ﺗﻜﺮﺍﺭﻱ‪.‬‬ ‫ﺍﻟﻨﺴﺒﺔ )‪ :(Ratio‬ﺗﻌﺒﲑ ﻋﺪﺩﻱ ﻋﻦ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻭﳎﻤﻮﻋﺔ ﺃﺧﺮﻯ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ‬ ‫ﻧﺴﺒﺔ ﺍﻟﺮﺟﺎﻝ ﺇﱃ ﺍﻟﻨﺴﺎﺀ ﰲ ﻋﻴﻨﺔ ﻣﺎ‪.‬‬ ‫‪21‬‬

‫ﻧﺴﺒﺔ ﺍﻟﺘﺮﺟﻴﺢ )‪ :(Odds ratio‬ﻣﺼﻄﻠﺢ ﻳﺴﺘﻌﻤﻞ ﰲ ﺩﺭﺍﺳﺎﺕ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺍﻗﺒﺔ ﺑﺎﻟﺸﻮﺍﻫﺪ ﻛﻤﻘﻴﺎﺱ‬ ‫ﻷﺭﺟﺤﻴﺔ ﻭﺟﻮﺩ ﻋﺎﻣﻞ ﺍﻻﺧﺘﻄﺎﺭ ﺑﲔ ﺍﳌﺼﺎﺑﲔ ﺑﺎﳌﺮﺽ ﻣﻘﺴﻮﻣﹰﺎ ﻋﻠﻰ ﺃﺭﺟﺤﻴﺔ ﻭﺟﻮﺩﻩ ﺑﲔ ﻏﲑ ﺍﳌﺼﺎﺑﲔ‪.‬‬ ‫ﺍﻟﻨﺸﺮ ﺍﳌﻜﺮﺭ ﺃﻭ ﺍﻟﻔﺎﺋﺾ )‪ :(Duplicate or redundant publication‬ﻧﺸﺮ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ‬ ‫ﺗﺘﺪﺍﺧﻞ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ ﻣﻊ ﻭﺭﻗﺔ ﺃﺧﺮﻯ ﺳﺒﻖ ﻧﺸﺮﻫﺎ ﻟﻨﻔﺲ ﺍﳌﺆﻟﻔﲔ‪.‬‬ ‫ﻧﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ )‪ :(MEDLINE‬ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﺑﺒﻠﻮﻏﺮﺍﻓﻴﺔ ﺗﺘﻀﻤﻦ ﺗﻔﺎﺻﻴﻞ ﻭﺧﻼﺻﺎﺕ ﺍﳌﻘﺎﻻﺕ ﺍﻟﱵ‬ ‫ﺗﻨﺸﺮ ﰲ ﺍ‪‬ﻼﺕ ﺍﶈﻜﹼﻤﺔ‪ .‬ﻭﺗﺘﻮﱃ ﺍﳌﻌﺎﻫﺪ ﺍﻟﺼﺤﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﲤﻮﻳﻞ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ‪.‬‬ ‫ﻧﻘﻄﺔ ﺍﻧﺘﻬﺎﺀ ﺑﺪﻳﻠﺔ )‪ :(Surrogate end point‬ﻣﺘﻐﻴ‪‬ﺮ ﻣﻦ ﺍﻟﺴﻬﻞ ﻧﺴﺒﻴﹰﺎ ﻗﻴﺎﺳﻪ‪ ،‬ﻭﻫﻮ ﻳﺘﻜﻬﻦ ﺑﻨﺘﻴﺠﺔ‬ ‫ﻧﺎﺩﺭﺓ ﺃﻭ ﺑﻌﻴﺪﺓ ﺍﳌﺪﻯ ﻭﻟﻜﻨﻪ ﻟﻴﺲ ﰲ ﺣﺪ ﺫﺍﺗﻪ ﻗﻴﺎﺳﹰﺎ ﻣﺒﺎﺷﺮﺍﹰ‪ ،‬ﻻ ﻟﻠﻀﺮﺭ ﻭﻻ ﻟﻠﻔﺎﺋﺪﺓ ﺍﻟﺴﺮﻳﺮﻳﺔ‪.‬‬ ‫ﺍﻟﻨﻮﻋﻴﺔ )‪ :(Specificity‬ﺣﺴﺎﺳﻴﺔ ﺃﺧﺘﺒﺎﺭ ﺗﺸﺨﻴﺼﻲ‪ ،‬ﻫﻲ ﺍﳉ ﺰﺀ ﺍﻟﻨﺴﱯ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﺗﻜﻮﻥ ﻧﺘﺎﺋﺞ‬ ‫ﺍﺧﺘﺒﺎﺭﺍ‪‬ﻢ ﺳﻠﺒﻴﺔ ﳌﺮﺽ ﻣﻌﲔ ﻭﻳﻜﻮﻧﻮﻥ ﺑﺎﻟﻔﻌﻞ ﻏﲑ ﻣﺼﺎﺑﲔ ﺑﺬﻟﻚ ﺍﳌﺮﺽ‪ ،‬ﺃﻱ ﺃ‪‬ﻢ ﻳﻜﻮﻧﻮﻥ ﺳﻠﺒﻴﲔ ﺣﻘﻴﻘﻴﲔ‬ ‫‪.true negative‬‬ ‫ﺍﻟﻮﺳﻂ )‪ :(Mean‬ﻣﺘﻮﺳﻂ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺎﺕ ‪ .scores‬ﻭﳛﺴﺐ ﺍﻟﻮﺳﻂ ﲜﻤﻊ ﺍﻟﻘﻴﻢ ﲨﻴﻌﻬﺎ‬ ‫ﻭﻗﺴﻤﺔ ﺍﻟﻨﺎﺗﺞ ﻋﻠﻰ ﺍﻟﻌﺪﺩ ﺍﻟﻜﻠﻲ ﻟﻠﻘﻴﺎﺳﺎﺕ‪.‬‬ ‫ﺍﻟﻮﻗﻮﻉ )‪ :(Incidence‬ﺗﻮﺿﺢ ﻣﻌﺪﻻﺕ ﺍﻟﻮﻗﻮﻉ ﻋﺪﺩ ﺍﻹﺻﺎﺑﺎﺕ ﺍﳉﺪﻳﺪﺓ ﲝﺎﻟﺔ ﻣﺮﺿﻴﺔ ﻣﺎ ﰲ ﳎﺘﻤﻊ ﻣﺎ‬ ‫ﰲ ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ ﻣﻌﻴﻨﺔ‪.‬‬

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‫ﻓﻬﺮﺳﺔ‬ ‫)ﺃ(‬ ‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺴﺘﻨﲑﺓ‬ ‫ﺇﺛﺒﺎﺕ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺴﺒﺒﻴﺔ‬ ‫ﺍﻹﺣﺼﺎﺀﺍﺕ‬ ‫ﰲ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ‬ ‫ﺇﺣﺼﺎﺀﺍﺕ ﺇﺳﺘﻨﺒﺎﻃﻴﺔ‬ ‫ﺇﺣﺼﺎﺀﺍﺕ ﻭﺻﻔﻴﺔ‬ ‫ﺇﺧﺘﺒﺎﺭ »ﰐ«‬ ‫ﺇﺧﺘﺒﺎﺭ »ﺧﻲ ﻣﺮﺑﻊ« )ﻛﺎ ﺗﺮﺑﻴﻊ(‬ ‫ﺇﺧﺘﺒﺎﺭ ﻗﺒ‪‬ﻠﻲ ﻟﻠﱪﻭﺗﻮﻛﻮﻝ‬ ‫ﺇﺧﺘﺒﺎﺭﺍﺕ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﺃﻣﺜﻠﺔ ﳍﺎ‬ ‫ﺇﻧﺘﻘﺎﺅﻫﺎ‬ ‫ﺇﺧﺘﺒﺎﺭﺍﺕ ﺗﺸﺨﻴﺼﻴﺔ‬ ‫ﺇﺧﺘﺒﺎﺭﺍﺕ ﻻ ﻣﻌ‪‬ﻠﻤﻴﺔ‬ ‫ﺇﺧﺘﺒﺎﺭﺍﺕ ﻣﻌ‪‬ﻠﻤﻴﺔ‬ ‫ﺍﻷﺧﻼﻗﻴﺎﺕ‬ ‫ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﺩﻭﻟﻴﺔ‬ ‫ﻣﺒﺎﺩﺉ ﻋﺎﻣﺔ‬ ‫ﺍﳌﺴﺆﻭﻟﻴﺔ ﻋﻨﻬﺎ‬ ‫ﺍﻷﺧﻼﻗﻴﺎﺕ ﰲ‬ ‫ﺇﺧﺘﻴﺎﺭ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‬ ‫ﺇﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺚ‬ ‫ﺍﻟﺒﺤﺚ ﺍﳌﻘﺘﺮﻥ ﺑﺎﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‬ ‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻷﻃﻔﺎﻝ‬

‫ﺍﻟﺼﻔﺤﺔ‬

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‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻟﻨﺴﺎﺀ ﺍﳊﻮﺍﻣﻞ‬ ‫ﺑﺮﻭﺗﻮﻛﻮﻝ ﺍﻟﺒﺤﺚ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﳊﻴﻮﺍﻧﺎﺕ‬ ‫ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‬ ‫ﺗﻨﻔﻴﺬ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻮﺑﺎﺋﻴﺔ ﻭﺍﳌﻴﺪﺍﻧﻴﺔ ﻭﺍﻟﻜﻴﻔﻴﺔ‬ ‫ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ‬ ‫ﺍﻟﻨﺸﺮ ﺍﻟﻌﻠﻤﻲ‬ ‫ﺇﺩﺍﺭﺓ ﻭﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻹﺳﺘﺠﻮﺍﺑﺎﺕ‬ ‫ﺍﻹﺳﺘﻨﺒﺎﻁ‬ ‫ﺍﻷﺷﻜﺎﻝ‬ ‫ﺍﻷﻃﺮﻭﺣﺔ‬ ‫ﺇﻋﺘﻴﺎﻥ ﻋﺸﻮﺍﺋﻲ‬ ‫ﺇﻋﺘﻴﺎﻥ ﻋﺸﻮﺍﺋﻲ ﻃﺒﻘﻲ‬ ‫ﺇﻋﺘﻴﺎﻥ ﻋﻨﻘﻮﺩﻱ‬ ‫ﺇﻋﺘﻴﺎﻥ ﻣﺘﺘﺎﱄ‬ ‫ﺇﻋﺘﻴﺎﻥ ﻣﻨﺘﻈﻢ‬ ‫ﺇﻋﻼﻥ ﺑﺎﻧﻜﻮﻙ‬ ‫ﺇﻋﻼﻥ ﻫﻠﺴﻨﻜﻲ‬ ‫ﺍﻹﻓﺎﺩﺓ‬ ‫ﺇﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺚ‬ ‫ﺃﻟﻔﺎ‬ ‫ﺍﻷﻣﺎﻧﺔ ﺍﻟﻌﻠﻤﻴﺔ‬

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‫ﺍﻷﻣﺎﻧﺔ ﺍﳌﺎﻟﻴﺔ‬ ‫ﺇﻣﺮﺍﺩ ‪IMRAD‬‬ ‫ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻌﻤﻴﻢ‬ ‫ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﻨﻘﻞ‬ ‫ﺇﳓﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ‬ ‫ﺇ‪‬ﺎﺀ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﻧﻮﺍﻉ ﺍﻹﻋﺘﻴﺎﻥ )ﺃﺧﺬ ﺍﻟﻌﻴﻨﺎﺕ(‬ ‫ﺃﻧﻮﺍﻉ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫)ﺏ(‬ ‫ﺍﻟﺒﺤﺚ ﺍﻷﺳﺎﺳﻲ ﰲ ﻣﻘﺎﺑﻞ ﺍﻟﺒﺤﺚ ﺍﻟﺘﻄﺒﻴﻘﻲ‬ ‫ﺍﻟﺒﺤﺚ ﺍﻟﻄﱯ ﺍﳌﻘﺘﺮﻥ ﺑﺎﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‬ ‫ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺍﳋﻂ‬ ‫ﺍﻟﺒﺤﺚ ﰲ ﺍﻹﻧﺘﺮﻧﺖ‬ ‫ﺍﻟﺒﺤﺚ ﰲ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ‬ ‫ﺍﻟﺒﺤﺚ ﺍﳌﺘﻌﺪﺩ ﺍ‪‬ﺎﻻﺕ‬ ‫ﺍﻟﺒﺤﺚ ﻣﻊ ﺍﻟﻌﻤﻞ‬ ‫ﲝﻮﺙ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺼﺤﺔ‬ ‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻘﻀﺎﻳﺎ ﺍﻷﺧﻼﻗﻴﺔ‬ ‫ﳐﺎﻭﻑ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﺣﻮﳍﺎ‬ ‫ﳕﺎﺫﺝ ﻣﻦ ﺍﳌﺸﺎﺭﻛﺔ ﻓﻴﻬﺎ‬ ‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﲝﻮﺙ ﻋﻠﻰ ﺍﳌﺴﺘﺤﻀﺮﺍﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ ﺍﳉﺪﻳﺪﺓ‬ ‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﻜﻴﻔﻴﺔ‬ ‫ﺃﺧﻼﻗﻴﺎ‪‬ﺎ‬ ‫ﺗﺄﻛﻴﺪ ﺻﻼﺣﻴﺔ ﻧﺘﺎﺋﺠﻬﺎ‬

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‫ﲣﻄﻴﻄﻬﺎ‬ ‫‪24‬‬

‫ﺗﻔﺴﲑ ﻧﺘﺎﺋﺠﻬﺎ‬ ‫ﰲ ﻣﻘﺎﺑﻞ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻜﻤﻴﺔ‬ ‫ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﻋﻨﻬﺎ‬ ‫ﻭﺻﻒ ﺍﻟﻨﺘﺎﺋﺞ ﻭﲢﻠﻴﻠﻬﺎ‬ ‫ﲝﻮﺙ ﻣﺎ ﺑﻌﺪ ﺍﻟﺘﺴﻮﻳﻖ‬ ‫ﺍﻟﱪﺍﺀﺍﺕ ﻭﺍﻟﻨﺸﺮ‬ ‫ﺍﻟﱪﻭﺗﻮﻛﻮﻝ‬ ‫ﺻﻴﻐﺘﻪ ﺍﻟﻨﻤﻄﻴﺔ‬ ‫ﺑﻠﻮﺑﻮﻏﺮﺍﻡ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ ﻭﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺃﻧﻮﺍﻉ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻔﻘﻮﺩﺓ‬ ‫ﺗﻮﺯﻳﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺑﻴﺘﺎ‬ ‫)ﺕ(‬ ‫ﺍﻟﺘﺂﻛﻞ‬ ‫ﺗﺄﺛﲑ ﺭﻭﺯﻧﺘﺎﻝ‬ ‫ﺗﺄﺛﲑ ﻫﺎﻭﺛﻮﺭﻥ‬ ‫ﺗﺄﻛﻴﺪ ﺍﳉﻮﺩﺓ ﻭﲢﻘﻖ ﺍﳉﻮﺩﺓ‬ ‫ﺗﺒﻮﻳﺒﺎﺕ ﻣﺘﻘﺎﻃﻌﺔ‬ ‫ﲡﺎﺭﺏ ﺳﺮﻳﺮﻳﺔ ﻣﺘﻌﺪﺩﺓ ﺍﳌﺮﺍﻛﺰ‬ ‫ﲡﺎﺭﺏ ﻋﺸﻮﺍﺋﻴﺔ ﻣﺮﺍﻗﺒﺔ‬ ‫ﲡﺎﺭﺏ ﻣﺮﺍﻗﺒﺔ‬ ‫ﲡﺮﺑﺔ ﻣﺮﺍﻗﺒﺔ ﲟﺎﺩﺓ ﻏﻔﻞ‬ ‫ﲢﻜﻴﻢ ﻣﻦ ﻗِﺒﻞ ﺍﻟﻨﻈﺮﺍﺀ‬ ‫ﲢﻠﻴﻞ ﲡﻤﻴﻌﻲ‬

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‫ﲢﻠﻴﻞ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻭﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ‬ ‫ﲢﻠﻴﻞ ﻣﺘﻌﺪﺩ ﺍﳌﺘﻐﲑﺍﺕ‬ ‫ﲢﻠﻴﻞ ﻣﺮﺩﻭﺩ ﺍﻟﺘﻜﺎﻟﻴﻒ‬ ‫ﲢﻠﻴﻞ ﻭﺣﻴﺪ ﺍﳌﺘﻐﲑ‬ ‫ﺍﻟﺘﺤﻴ‪‬ﺰ‬ ‫ﲢﻴﺰ ﺍﻹﺧﺘﻴﺎﺭ‬ ‫ﲢﻴﺰ ﺍﻹﺳﺘﺠﺎﺑﺔ‬ ‫ﲢﻴﺰ ﺍﺷﺘﺒﺎﻩ ﺍﻟﺘﺸﺨﻴﺺ‬ ‫ﲢﻴﺰ ﺍﻟﺘﺂﻛﻞ‬ ‫ﲢﻴﺰ ﺍﻟﺘﺬﻛﺮ‬ ‫ﲢﻴﺰ ﺍﻟﻘﻴﺎﺳﺎﺕ‬ ‫ﲢﻴﺰ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﺘﺪﻗﻴﻖ‬ ‫ﺍﻟﺘﺮﺍﺑﻂ‬ ‫ﺗﺮﻣﻴﺰ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻟﺘﺸﻮﻳﺶ‬ ‫ﺗﺼﻤﻴﻢ ﺍﻹﺳﺘﺒﻴﺎﻥ‬ ‫ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‬ ‫ﺇﺧﺘﻴﺎﺭﻩ‬ ‫ﺃﳕﺎﻃﻪ‬

‫ﺍﻟﺼﻔﺤﺔ‬

‫ﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ‬ ‫ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻮﺣﺪﺓ‬ ‫ﺗﻘﺮﻳﺮ ﻋﻦ ﺣﺎﻟﺔ‬ ‫ﺗﻜﻠﻔﺔ ﺍﻟﻔﺮﺻﺔ ﺍﻟﻀﺎﺋﻌﺔ‬ ‫ﺍﻟﺘﻤﻮﻳﻞ‬ ‫ﺗﻮﺍﻓﺮﻩ‬ ‫ﻣﺼﺎﺩﺭﻩ‬ ‫ﺗﻮﺯﻳﻊ ﻏﺎﻭﺱ‬ ‫ﺗﻮﺯﻳﻊ ﻣﻌﺘﺪﻝ‬ ‫ﺗﻮﺯﻳﻊ ﻣﻠﺘﻮﻱ )ﻣﺘﺠﺎﻧﻒ(‬ ‫)ﺝ(‬ ‫ﺟﺪﺍﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ‬ ‫ﺟﺪﺍﻭﻝ ﺻﻮﺭﻳﺔ‬ ‫ﺟﺪﺍﻭﻝ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﺍﻟﻀﻮﺋﻲ‬ ‫)ﺡ(‬ ‫ﺣﺠ ‪‬ﻢ ﺍﻟﺘﺄﺛﲑ‬ ‫ﺣﺠ ‪‬ﻢ ﺍﻟﻌﻴﻨﺔ‬ ‫ﺣﺴﺎﺳﻴﺔ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ‬ ‫ﺍﳊﻖ ﰲ ﺍﳋﺼﻮﺻﻴﺔ‬ ‫ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ‬ ‫)ﺥ(‬ ‫ﺧﺮﺍﺋﻂ ﺍﻹﻧﺴﻴﺎﺏ‬ ‫ﺧﺼﺎﺋﺺ ﻣﻌﺎﻣِﻼﺕ ﺍﳌﺴﺘﻘﺒِﻞ ‪ROC‬‬ ‫ﺧﻄﺄ ﻣﻌﻴﺎﺭﻱ‬ ‫ﺧﻄﺄ ﻣﻦ ﺍﻟﻄﺮﺍﺯ ﺍﻷﻭﻝ‬

‫ﺗﻀﺎﺭﺏ ﺍﳌﺼﺎﱀ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﻟﺼﻨﺎﻋﺎﺕ ﻭﺍﻷﻛﺎﺩﳝﻴﲔ‬ ‫ﺍﻟﺘﻌﺸﻴﺔ‬ ‫ﺍﻟﺘﻌﻤﻴﺔ‬ ‫ﺗﻔﺴﲑ ﺩﺭﺍﺳﺎﺕ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ‬ ‫ﺗﻘﺪﱘ ﺍﳌﺨﻄﻮﻃﺔ‬ ‫‪25‬‬

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‫ﺧﻄﺄ ﻣﻦ ﺍﻟﻄﺮﺍﺯ ﺍﻟﺜﺎﱐ‬ ‫ﺧﻄﺮ ﻣﻄﻠﻖ‬ ‫ﺧﻄﺮ ﻣﻨﺴﻮﺏ‬ ‫ﺧﻄﺮ ﻧﺴﱯ‬ ‫ﺧﻼﺻﺔ ﳎﺰﺃﺓ ﺍﻟﺒﻨﻴﺎﻥ‬ ‫)ﺩ(‬ ‫ﺩﺭﺍﺳﺔ ﺇﺳﺘﺮﺷﺎﺩﻳﺔ )ﺇﺭﺗﻴﺎﺩﻳﺔ(‬ ‫ﺩﺭﺍﺳﺔ ﺇﺳﺘﻌﺎﺩﻳﺔ‬ ‫ﺩﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ‬ ‫ﺩﺭﺍﺳﺔ ﲡﺮﻳﺒﻴﺔ‬ ‫ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ‬ ‫ﺩﺭﺍﺳﺔ ﺗﺪﺧﻠﻴﺔ‬ ‫ﺩﺭﺍﺳﺔ ﺗﺼﺎﻟﺒﻴﺔ‬ ‫ﺩﺭﺍﺳﺔ ﺣﺎﻻﺕ ﻣﺮﺍﻗﺒﺔ ﺑﺎﻟﺸﻮﺍﻫﺪ‬ ‫ﺩﺭﺍﺳﺔ ﻃﻮﻟﻴﺔ‬ ‫ﺩﺭﺍﺳﺔ ﻓﻮﺟﻴﺔ )ﺃﺗﺮﺍﺑﻴﺔ(‬ ‫ﺩﺭﺍﺳﺔ ﻣﺰﺩﻭﺟﺔ ﺍﻟﺘﻌﻤﻴﺔ‬ ‫ﺩﺭﺍﺳﺔ ﻣﺴﺘﻌﺮﺿﺔ‬ ‫ﺩﺭﺍﺳﺔ ﻣﺴﺘﻘﺒﻠﻴﺔ‬ ‫ﺩﺭﺍﺳﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﻟﻼﺣﻘﺔ‬ ‫ﺩﺭﺍﺳﺔ ﻭﺻﻔﻴﺔ‬ ‫ﺩﺭﺍﺳﺔ ﺍﻟﻮﻗﺖ ﻭﺍﳊﺮﻛﺔ‬ ‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬ ‫ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﻟﻠﻤﻤﺎﺭﺳﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ‬ ‫)ﺭ(‬ ‫ﺭﺳﺎﻟﺔ ﻋﻠﻤﻴﺔ‬

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‫ﺭﺻﺪ ﻣﺴﺎﺭ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫)ﺱ(‬ ‫ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ‬ ‫ﺳﺠﻞ ﺍﳌﺮﺍﺟﻌﺔ‬ ‫ﺍﻟﺴ‪‬ﺮﻳﺔ‬ ‫)ﺵ(‬ ‫ﺍﻟﺸﺮﺍﺋﺢ‬ ‫ﺍﻟﺸﻮﺍﻫﺪ ﺍﻟﺘﺎﺭﳜﻴﺔ‬ ‫)ﺹ(‬ ‫ﺍﻟﺼﺮﺍﻣﺔ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺻﻔﺔ ﺍﳌﺆﻟﻒ‬ ‫ﺍﻟﺼﻼﺣﻴﺔ‬ ‫ﺍﻟﺼﻼﺣﻴﺔ ﺍﳋﺎﺭﺟﻴﺔ‬ ‫ﺍﻟﺼﻼﺣﻴﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ‬ ‫ﺍﻟﺼﻮﺭ ﺍﻟﺒﻴﺎﻧﻴﺔ‬ ‫ﺻﻴﻐﺔ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﺍﻟﻨﻤﻄﻴﺔ‬ ‫)ﻉ(‬ ‫ﻋﺎﻣﻞ ﺍﻟﺘﺄﺛﲑ‬ ‫ﺍﻟﻌﺪﺍﻟﺔ ﺍﳌﻮﺯﻋﺔ‬ ‫ﺍﻟﻌﺪﺩ ﺍﳌﻄﻠﻮﺏ ﻣﻌﺎﳉﺘﻪ‬ ‫ﻋﺪﻡ ﺍﻹﺿﺮﺍﺭ‬ ‫ﺍﻟﻌﺮﺽ ﲟﻌﺎﻭﻧﺔ ﺍﳊﺎﺳﻮﺏ‬ ‫ﻋﻼﻗﺔ ﺍﳉﺮﻋﺔ ﻭﺍﻟﺘﺄﺛﲑ‬ ‫ﺍﻟﻌﻠﻢ ﺍﳌﻮﺳﻊ‬ ‫ﻋﻨﺎﻭﻳﻦ ﺍﳌﻘﺎﻻﺕ ﺍﻟﻄﺒﻴﺔ‬ ‫ﺍﻟﻌﻨﻮﺍﻥ‬

‫ﺍﻟﺼﻔﺤﺔ‬

‫ﺍﻟﻌﻨﻮﺍﻥ ﺍﳌﺘﻜﺮﺭ‬ ‫ﻋﻨﻮﺍﻥ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻋﻮﺍﻣﻞ ﺍﻻﺧﺘﻄﺎﺭ‬ ‫ﺗﻔﺴﲑ ﻧﺘﺎﺋﺠﻬﺎ‬ ‫)ﻍ(‬ ‫ﺍﻟﻐﺶ ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﻐﻤﺮ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ‬ ‫)ﻑ(‬ ‫ﻓﺘﺮﺍﺕ ﺍﻟﺜﻘﺔ‬ ‫ﺍﻟﻔﺮﺯ ﺍﻟﺘﺮﻣﻴﺰﻱ‬ ‫ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ‬ ‫ﺇﺧﺘﺒﺎﺭﻫﺎ‬

‫ﺍﻟﺼﻔﺤﺔ‬

‫ﻭﺻﻔﻬﺎ‬ ‫ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ‬ ‫ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ‬ ‫ﻓﻬﺮﺱ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﻔﻬﺮﺱ ﺍﻹﻟﻜﺘﺮﻭﱐ‬ ‫ﺍﻟﻔﻬﺮﺱ ﺍﻟﻄﱯ‬ ‫ﻹﻗﻠﻴﻢ ﺷﺮﻕ ﺍﳌﺘﻮﺳﻂ‬ ‫)ﻕ(‬ ‫ﻗﻀﺎﻳﺎ ﺍﻟﺬﻛﻮﺭﺓ ﻭﺍﻷﻧﻮﺛﺔ‬ ‫ﻗﻀﺎﻳﺎ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﲝﻮﺙ ﺗﺮﻋﺎﻫﺎ ﺍﻟﺼﻨﺎﻋﺎﺕ‬ ‫ﺍﻟﻘﻮﺓ ﺍﻹﺣﺼﺎﺋﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻹﺣﺘﻤﺎﻟﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﺒﺆﻳﺔ )ﺍﻟﺘﻜﻬﻨﻴﺔ( ﻟﻺﺧﺘﺒﺎﺭ ﺍﻟﺘﺸﺨﻴﺼﻲ‬ ‫)ﻙ(‬ ‫‪27‬‬

‫ﻛﺘﺎﺑﺔ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺸﻜﺮ ﻭﺍﻟﺘﻘﺪﻳﺮ‬ ‫ﻛﺘﺎﺑﺔ ﻭﺭﻗﺎﺕ ﻋﻠﻤﻴﺔ ﺛﺎﻧﻮﻳﺔ‬ ‫ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ‬ ‫ﻛﻔﺎﻳﺔ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ‬ ‫ﻛﻠﻤﺎﺕ ﻣﻔﺘﺎﺣﻴﺔ‬ ‫)ﻝ(‬ ‫ﳉﺎﻥ ﺍﻷﺧﻼﻗﻴﺎﺕ‬ ‫ﺍﻟﻠﺠﻨﺔ ﺍﻟﺪﻭﻟﻴﺔ ﶈﺮﺭﻱ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ‬ ‫)ﻡ(‬ ‫ﻣﺆﺳﺴﺔ ﻛﻮﻛﺮﻳﻦ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ‬ ‫ﻣﺒﺎﺩﺭﺓ ﻫﻴﻨﺎﺭﻱ‬ ‫ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻮﺣﺪﺓ ﻟﻠﻤﺨﻄﻮﻃﺎﺕ ﺍﳌﻘﺪﻣﺔ‬ ‫ﻟﻠﻤﺠﻼﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‬ ‫ﺍﳌﺘﻐﲑﺍﺕ‬ ‫ﻣﺘﻐﲑﺍﺕ ﺗﺎﺑﻌﺔ‬ ‫ﻣﺘﻐﲑﺍﺕ ﻓﺌﻮﻳﺔ‬ ‫ﻣﺘﻐﲑﺍﺕ ﻣﺘﺼﻠﺔ‬ ‫ﻣﺘﻐﲑﺍﺕ ﺍﳌﺨﺮﺟﺎﺕ‬ ‫ﻣﺘﻐﲑﺍﺕ ﻣﺴﺘﻘﻠﺔ‬ ‫ﻣﺘﻐﲑﺍﺕ ﻣﻨﻔﺼﻠﺔ‬ ‫ﳎﺘﻤﻊ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ‬ ‫ﳎﻠﺲ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﺔ‬ ‫ﳎﻤﻮﻋﺔ ﻓﺎﻧﻜﻮﻓﺮ‬ ‫ﻧﻈﺎﻥ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺎﳌﺮﺍﺟﻊ‬ ‫ﳏﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ‬ ‫ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ‬ ‫ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‬ ‫ﳏﻔﻮﻇﺎﺕ ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ‬

‫ﺍﻟﺼﻔﺤﺔ‬

‫ﺍﳌﺨﻄﻂ ﺍﻟﺒﻴﺎﱐ‬ ‫ﳐﻄﻂ ﺍﻟﺘﺸﺘﺖ‬ ‫ﺍﳌﺪﺭﻭﺝ ﺍﻟﺒﻴﻮﻟﻮﺟﻲ‬ ‫ﺍﳌﺪﻯ‬ ‫ﺍﳌﺪﻯ ﺍﻟﺮﺑﻴ‪‬ﻌﻲ‬ ‫ﺍﳌﺮﺍﺟﻊ‬ ‫ﺍﻹﺳﺘﺸﻬﺎﺩ ‪‬ﺎ‬ ‫ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﻟﻜﻴﻔﻴﺔ ﻛﺘﺎﺑﺘﻬﺎ‬ ‫ﻛﻴﻔﻴﺔ ﺗﺮﺗﻴﺒﻬﺎ‬ ‫ﻣﺮﺍﺟﻌﺎﺕ ﻣﺮﺗﻜﺰﺓ ﻋﻠﻰ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ‬ ‫ﺍﳌﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﱵ ﺗﺮﻋﺎﻫﺎ‬ ‫ﺟﻬﺎﺕ ﺧﺎﺭﺟﻴﺔ‬ ‫ﻣﺮﺍﺟﻌﺔ ﺳﺮﺩﻳﺔ‬ ‫ﻣﺮﺍﺟﻌﺔ ﻣﻨﺘﻈﻤﺔ‬ ‫ﻣﺮﺍﺣﻞ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ‬ ‫ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ‬ ‫ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﲝﻮﺙ ﺷﺮﻛﺎﺕ ﺍﳌﺴﺘﺤﻀﺮﺍﺕ‬ ‫ﺍﻟﺼﻴﺪﻻﻧﻴﺔ‬ ‫ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳍﺎﻣﺸﻴﺔ‬ ‫ﻣﻌﺎﺩﻟﺔ ﺍﻹﳓﺪﺍﺭ )ﺍﻟﺘﺤﻮ‪‬ﻑ(‬ ‫ﻣﻌﺎﻣﻞ ﺍﻟﺘﺮﺍﺑﻂ‬ ‫ﺍﳌﻌﺎﻣِﻼﺕ ﺍﻟﺒﻮﻟﻴﺎﻧﻴﺔ‬ ‫ﺍﳌﻌﺪ‪‬ﻝ‬ ‫ﺍﳌﻌﺪﻝ ﺍﳌﺼﺤﺢ‬ ‫ﺍﳌﻌﻘﻮﻟﻴﺔ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻏﲑ ﻣﺮﺗﺒﻄﺔ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻣﺮﺗﺒﻄﺔ‬

‫ﺍﻟﺼﻔﺤﺔ‬

‫ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ‬ ‫ﺗﻔﺴﲑﻫﺎ‬ ‫ﺍﳌﻌﻮ‪‬ﻟﻴﺔ )ﺍﳌﻮﺛﻮﻗﻴﺔ(‬ ‫ﺍﳌﻌﻮ‪‬ﻟﻴﺔ ﺑﲔ ﺍﳌﻼﺣﻈﲔ‬ ‫ﻣﻌﻮ‪‬ﻟﻴﺔ ﺍﳌﻼﺣﻆ‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ‪matching‬‬ ‫ﻣﻜﺘﺒﺔ ﺍﻟﻄﺐ ﺍﻟﻮﻃﻨﻴﺔ‬ ‫ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻌﻠﻮﻡ‬ ‫ﻣﻜﺘﺒﺔ ﻛﻮﻛﺮﻳﻦ‬ ‫ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ‬ ‫ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳉﻴﺪﺓ‬ ‫ﻣﻨﺎﻗﺸﺔ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺒﺆﺭﻳﺔ‬ ‫ﻣﻨﺤﲎ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ‬ ‫ﻣﻨﺤﲎ ﺟﺮﺳﻲ ﺍﻟﺸﻜﻞ‬ ‫ﺍﳌﻨﻮﺍﻝ‬ ‫ﻣﻮﺍﺯﻧﺔ ﺍﻹﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺜﻲ‬ ‫ﺗﱪﻳﺮ ﺑﻨﻮﺩ ﺍﳌﻮﺍﺯﻧﺔ‬ ‫ﺗﻔﺼﻴﻞ ﺑﻨﻮﺩ ﺍﳌﻮﺍﺯﻧﺔ‬ ‫ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ‬ ‫ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‬ ‫ﻣﻴﺪﻻﻳﻦ ﺑﻼﺱ‬ ‫)ﻥ(‬ ‫ﺍﻟﻨﺎﺻﻒ‬ ‫ﺍﻟﻨـﺰﻋﺔ ﺍﳌﺮﻛﺰﻳﺔ‬ ‫ﺍﻟﻨ‪‬ﺴﺐ‬

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‫ﺍﻟﺼﻔﺤﺔ‬

‫ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ ﻭﺍﻷﺟﺰﺍﺀ ﺍﻟﻨﺴﺒﻴﺔ‬ ‫ﻧﺴﺒﺔ ﺍﻟﺘﺮﺟﻴﺢ‬ ‫ﺍﻟﻨﺸﺮ ﺍﳌﻜﺮﺭ‬ ‫ﻧﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ‬ ‫ﻧﻘﻄﺔ ﺍﻹﻧﺘﻬﺎﺀ ﺍﻟﺒﺪﻳﻠﺔ‬ ‫ﺍﻟﻨﻮﻋﻴﺔ ﰲ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ‬ ‫)ﻭ(‬ ‫ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ‬ ‫ﺍﻟﻮﺳﻂ‬

‫ﺍﻟﺼﻔﺤﺔ‬

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‫ﺩﻟﻴﻞ ﻋﻤﻠﻲ ﻟﻠﺒﺎﺣﺜﲔ ﺍﻟﺼﺤﻴﲔ‬ ‫ﺕ ﻋﺪﻳﺪ ﹰﺓ ﻣﻦ ﺍﻟﻨﺎﺱ‪ ،‬ﺗﺸﻤﻞ ﺍﻟﻄﻼﺏ ﺍﻟﺮﺍﻏﺒﲔ ﰲ‬ ‫ﻳﺴﺘﻬﺪﻑ ﻫﺬﺍ ﺍﻟﺪﻟﻴ ﹸﻞ ﺍﻟﺸﺎﻣ ﹸﻞ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻓﺌﺎ ٍ‬ ‫ﻼ ﻋﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺍﳌﻴﺪﺍﻧﻴﲔ‪ ،‬ﻭﻏﲑﻫﻢ ﻣﻦ‬ ‫ﺗﻌﻠﹼﻢ ﺍﳌﺒﺎﺩﺉ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﻓﻀ ﹰ‬ ‫ﺍﻟﻘﺎﺋﻤﲔ ﺑﺘﺪﺭﻳﺲ ﻣﻨﻬﺠﻴﺎﺕ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻴﻬﺎ‪ .‬ﻭﻫﻮ ﻳﻬﺪﻑ ﺇﱃ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ‪،‬‬ ‫ﺍﺑﺘﺪﺍﺀ ﻣﻦ ﺗﻌﺮﻳﻒ ﺧﺼﺎﺋﺺ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺒﺤﺜﻲ ﺍﳉﻴﺪ‪ ،‬ﺣﻴﺚ ﻳﻮﺟ‪‬ﻪ ﺍﻟﻘﺎﺭﺉ ﻋﱪ ﺗﺮﲨﺔ ﺫﻟﻚ ﺍﻟﺴﺆﺍﻝ ﺇﱃ ﺩﺭﺍﺳﺔ‬ ‫ﲝﺜﻴﺔ‪ ،‬ﻣﺮﻭﺭﹰﺍ ﺑﺘﻨﻔﻴﺬ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺃﺧﲑﹰﺍ ﺗﻘﺪﱘ ﺣﺼﻴﻠﺔ ﺍﻟﺒﺤﺚ ﺇﱃ ﺍﻟﻌﺎﱂ‪ .‬ﻭﺗﻜﻤﻦ ﻗﻮﺓ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﻋﻈﻴﻢ ﺍﻟﻔﺎﺋﺪﺓ‪،‬‬ ‫ﰲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﳝﺰﺝ ‪‬ﺎ ﻣﺒﺎﺩﺉ ﻭﻣﻨﻬﺠﻴﺎﺕ ﻛﻞ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻜﻴﻔﻴﺔ ﻭﺍﻟﻜﻤﻴﺔ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ‪ ،‬ﺣﻴﺚ ﻳﺼﻒ‬ ‫ﺍﳊﺎﻻﺕ ﺍﻟﱵ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﻓﻴﻬﺎ ﺇﺟﺮﺍﺀ ﺃﻳ‪‬ﻬﻤﺎ ﺃﻭ ﻛﻠﻴﻬﻤﺎ‪ ،‬ﻭﺍﺿﻌﹰﺎ ﰲ ﺍﻟﻄﻠﻴﻌﺔ ﻗﺒﻞ ﻛﻞ ﺷﻲﺀ‪ ،‬ﺍﳌﺒﺎﺩﺉ‬ ‫ﺍﻷﺧﻼﻗﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﺍﻟﺪﻟﻴﻞ ﳑﺘﻊ ﺍﳌﻄﺎﻟﻌﺔ‪ ،‬ﻣﻴﺴ‪‬ﺮ ﺍﻟﻔﻬﻢ‪ ،‬ﻭﻫﻮ ﻳﻘﺪ‪‬ﻡ ﺫﺧﲑﺓ ﻣﻦ ﺍﳌﺮﺍﺟﻊ ﺍﳊﺪﻳﺜﺔ‬ ‫ﺍﻟﺼﺪﻭﺭ ﳌﻦ ﻳﻬﻤﻬﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬

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‫ﺇﻋﻼﻥ ﺑﺎﻧﻜﻮﻙ ﺣﻮﻝ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺣﻀﺮ ﺍﳌﺆﲤﺮ ﺍﻟﺪﻭﱄ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻨﻤﻴﺔ ﺃﻛﺜﺮ ﻣﻦ ‪ 700‬ﻣﺸﺎﺭﻙ ﳝﺜﻠﻮﻥ ﻧﻄﺎﻗﺎﹰ ﻭﺍﺳﻌﺎﹰ ﻣﻦ‬ ‫ﺍﳌﺴﺆﻭﻟﲔ ﻋﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﳌﺘﻘﺪﻣﺔ ﻭﺍﻟﻨﺎﻣﻴﺔ‪ .‬ﻭﻗﺪ ﺃﺛﲎ ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﺍﳌﺆﲤﺮ‪ ،‬ﺍﻟﻘﺎﺩﻣﻮﻥ ﻣﻦ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ‪ 100‬ﺑﻠﺪ‪ ،‬ﻋﻠﻰ ﻃﺒﻴﻌﺔ ﺍﳌﻨﺎﻗﺸﺎﺕ ﺍﻟﱵ ﺍﺗﺴﻤﺖ ﺑﺎﻟﺘﻔﺎﻋﻞ ﺍﳌﺘﺒﺎﺩﻝ ﻭﺍﳌﺸﺎﺭﻛﺔ‪.‬‬ ‫ﺑﻌﺪ ﺍﻹﻃﻼﻉ ﻋﻠﻰ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻦ ﳐﺘﻠﻒ ﺍﳌﺸﺎﻭﺭﺍﺕ ﺍﻹﻗﻠﻴﻤﻴﺔ ﻭﺍﻟﻘﹸﻄﺮﻳﺔ‪ ،‬ﻭﺇﺫ ﻧﺄﺧﺬ ﰲ ﺍﳊﺴﺒﺎﻥ‬ ‫ﻼ ﻋﻦ ﺍﳌﻨﺎﻗﺸﺎﺕ ﺍﻟﱵ‬ ‫ﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﳌﺘﻌﻤﻘﺔ ﳌﺎ ﺣﺪﺙ ﻣﻦ ﺗﻘﺪﻡ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻋﱪ ﺍﻟﻌﻘﺪ ﺍﳌﺎﺿﻲ‪ ،‬ﻓﻀ ﹰ‬ ‫ﺩﺍﺭ ﺕ ﻗﺒﻞ ﺍﻹﺟﺘﻤﺎﻉ ﻭﺃﺛﻨﺎﺀﻩ‪ ،‬ﻧ‪‬ﺼﺪﺭ ﳓﻦ ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﺍﳌﺆﲤﺮ‪ ،‬ﺍﻹﻋﻼﻥ ﺍﻟﺘﺎﱄ‪:‬‬ ‫ﻳﺆﻛﺪ ﺍﳌﺆﲤﺮ ﳎﺪﺩﺍﹰ‪ ،‬ﺃﻥ ﺍﻟﺼﺤﺔ ﺣﻖ ﺃﺳﺎﺳﻲ ﻣﻦ ﺣﻘﻮﻕ ﺍﻹﻧﺴﺎﻥ‪ .‬ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺃﺳﺎﺳﻴﺔ ﻟﺘﺤﻘﻴﻖ‬ ‫ﺍﻟﺘﻘﺪﻡ‪ ،‬ﻟﻴﺲ ﰲ ﺍﻟﺼﺤﺔ ﻓﻘﻂ ﻭﺇﳕﺎ ﻛﺬﻟﻚ ﰲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻗﺘﺼﺎﺩﻳﺔ‪ .‬ﺇﻥ ﺍﻟﻌﻮﳌﺔ ﺍﳌﺘﺴﺎﺭﻋﺔ‪ ،‬ﻭﺍﻟﺘ ﹼﻔﻬﻢ‬ ‫ﺍﳉﺪﻳﺪ ﻟﻠﺒﻴﻮﻟﻮﺟﻴﺎ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺛﻮﺭﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺗﻄﺮﺡ ﲢﺪﻳﺎﺕ ﻭﻓﺮﺻﹰﺎ ﺟﺪﻳﺪﺓ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺘﻔﺎﻭﺕ‬ ‫ﺍﻹﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺼﺤﻲ ﰲ ﺩﺍﺧﻞ ﺍﻟﺒﻠﺪﺍﻥ ﻭﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ﺁﺧﺬ ﰲ ﺍﻹﺯﺩﻳﺎﺩ‪ .‬ﻭﰲ ﺿﻮﺀ ﻫﺬﻩ ﺍﻹﲡﺎﻫﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻓﺈﻥ‬ ‫ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﳌﺴﺎﻭﺍﺓ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ ﻭﻓﻴﻤﺎ ﺑﲔ ﺍﳉﻨﺴﲔ ‪ gender equity‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﻟﻪ ﺃﳘﻴﺔ ﻣﺮﻛﺰﻳﺔ ﰲ‬ ‫ﻼ ﻋﻦ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﲟﺎ ﻓﻴﻬﺎ ﺍﻟﺘﺮﺗﻴﺒﺎﺕ ﺍﳌﺆﺳﺴﻴﺔ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺮﺗﻜﺰ‬ ‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﻓﻀ ﹰ‬ ‫ﻋﻠﻰ ﻗﻴﻢ ﺃﺳﺎﺳﻴﺔ ﻣﺸﺘﺮﻛﺔ‪ .‬ﻟﺬﻟﻚ ﻳﻨﺒﻐﻲ ﺗﻮﻓﺮ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪ ‬ﺃﺳﺎﺱ ﺃﺧﻼﻗﻲ ﻭﺍﺿﺢ ﻭﻗﻮﻱ ﳛﻜﻢ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ ﻭﺇﺟﺮﺍﺀﻩ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻪ‪،‬‬ ‫‪ ‬ﺗﻀﻤﲔ ﻣﻨﻈﻮﺭ ﻳﺸﻤﻞ ﺍﳉﻨﺴﲔ ‪،gender perspective‬‬ ‫‪ ‬ﺇﻟﺘﺰﺍﻡ ﺑﺄﻥ ﺍﳌﻌﺎﺭﻑ ﺍﻟﱵ ﺗ‪‬ﺴﺘﻘﻰ ﻣﻦ ﲝﺚ ﻳ‪‬ﻤﻮﻝ ﻣﻦ ﺍﳌﺎﻝ ﺍﻟﻌﺎﻡ‪ ،‬ﺳﻮﻑ ﺗﻜﻮﻥ ﻣﺘﺎﺣﺔ ﰲ‬ ‫ﻣﺘﻨﺎﻭﻝ ﺍﳉﻤﻴﻊ‪،‬‬ ‫‪ ‬ﺗﻔﻬ‪‬ﻢ ﺃﻥ ﺍﻟﺒﺤﺚ ﺍﺳﺘﺜﻤﺎﺭ ﰲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪،‬‬ ‫‪ ‬ﺇﻋﺘﺮﺍﻑ ﺑﺄﻥ ﺍﻟﺒﺤﺚ ﺍﺳﺘﺜﻤﺎﺭ ﰲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪،‬‬ ‫ﻼ ﳉﻤﻴﻊ ﺍﳌﻌﻨﻴﲔ ﲟﻦ ﻓﻴﻬﻢ ﺍ‪‬ﺘﻤﻊ ﺍﳌﺪﱐ‪ ،‬ﰲ‬ ‫‪ ‬ﺇﻋﺘﺮﺍﻑ ﺑﺄﻥ ﺍﻟﺒﺤﺚ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺷﺎﻣ ﹰ‬ ‫ﻣﺸﺎﺭﻛﺎﺕ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﶈﻠﻴﺔ ﻭﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﻹﻗﻠﻴﻤﻴﺔ ﻭﺍﻟﻌﺎﳌﻴﺔ‪.‬‬ ‫ﻭﻳﺘﻄﻠﺐ ﻧﻈﺎﻡ ﺍﻟﺒﺤﺚ ﺍﻟﺼﺤﻲ ﺍﻟﻔﻌﺎﻝ ﻣﺎ ﻳﻠﻲ‪:‬‬

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‫‪ ‬ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺃﻓﻌﺎﻝ ﻣﺘﺮﺍﺑﻄﺔ ﻭﻣﻨﺴﻘﺔ ﰲ ﳎﺎﻝ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺗﻜﻮﻥ ﻣﺮﺗﻜﺰﺓ ﻋﻠﻰ‬ ‫ﻣﺸﺎﺭﻛﺎﺕ ﻣﻔﻴﺪﺓ ﳉﻤﻴﻊ ﺍﻷﻃﺮﺍﻑ‪ ،‬ﻓﻴﻤﺎ ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ ﻭﰲ ﺩﺍﺧﻠﻬﺎ‪،‬‬ ‫‪ ‬ﻧﻈﺎﻡ ﻓﻌﺎﻝ ﻟﻠﺴﻴﻄﺮﺓ‪،‬‬ ‫‪ ‬ﺟﻬﻮﺩ ﻣﺘﺠﺪﺩﺓ ﻣﻦ ﻛﻞ ﺍﻟﻀﺎﻟﻌﲔ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻟﺘﻮﻟﻴﺪ ﻣﻌﺎﺭﻑ ﺟﺪﻳﺪﺓ ﺗﺘﻌﺎﻣﻞ ﻣﻊ‬ ‫ﻣﺸﺎﻛﻞ ﺍﶈﺮﻭﻣﲔ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﻭﺗﺰﻳﺪ ﻣﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ ﺍﳌﻼﺋﻤﺔ ﺭﻓﻴﻌﺔ ﺍﳌﺴﺘﻮﻯ ﰲ ﻋﻤﻠﻴﺔ‬ ‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬ ‫ﺇﻥ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﳌﺪﻧﻴﺔ ﺍﻟﻔﻌﺎﻟﺔ‪ ،‬ﻣﺴﺆﻭﻟﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﳊﻜﻮﻣﺎﺕ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﻘﻨﻮﺍﺕ‪ ،‬ﻋﻦ ﲢﺪﻳﺪ ﺍﲡﺎﻫﺎﺕ‬ ‫ﻧﻈﻢ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﺭﻋﺎﻳﺔ ﺍﻟﺒﺤﻮﺙ ﻭﺗﻌﺰﻳﺰﻫﺎ ﻭﺿﻤﺎﻥ ﺃﻥ ﻧﺘﺎﺋﺠﻬﺎ ﺳﻮﻑ ﺗﺴﺘﻌﻤﻞ ﻟﺼﺎﱀ ﺷﻌﻮ‪‬ﺎ‬ ‫ﻭﺍ‪‬ﺘﻤﻊ ﺍﻟﻌﺎﳌﻲ‪.‬‬ ‫ﻭﻧﻠﺘﺰﻡ ﳓﻦ ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﺍﳌﺆﲤﺮ‪ ،‬ﺑﻀﻤﺎﻥ ﺃﻥ ﺗﺆﺩﻱ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺇﱃ ﲢﺴﲔ ﺻﺤﺔ ﲨﻴﻊ ﺍﻟﺸﻌﻮﺏ‬ ‫ﻭﻧﻮﻋﻴﺔ ﺣﻴﺎ‪‬ﺎ‪.‬‬ ‫ﺇﻥ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﺟﺮﻯ ﻟ ﻠﺘﺤﻀﲑ ﳍﺬﺍ ﺍﳌﺆﲤﺮ ﻭﺃﺛﻨﺎﺀ ﺍﻧﻌﻘﺎﺩﻩ‪ ،‬ﳚﺐ ﺃﻥ ﻳﺴﺘﻤﺮ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺗﺴﻤﺢ‬ ‫ﳉﻤﻴﻊ ﺍﳌﻌﻨﻴﲔ ﺑﺎﻹﺳﻬﺎﻡ ﰲ ﺍﳊﻮﺍﺭ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺣﻮﻝ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﳌﺘﻌﻠﻘﺔ ﲟﺴﺘﻘﺒﻞ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‬ ‫ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻨﻤﻴﺔ‪.‬‬ ‫ﺍﳌﺼﺪﺭ‪.(www.globalforumhealth.org/non-compliant_pages/forum4/declaration.htm) :‬‬ ‫ﺗﻮﻟﹼﻲ ﺗﻨﻈﻴﻢ ﺍﳌﺆﲤﺮ ﺍﻟﺪﻭﱄ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻨﻤﻴﺔ‪:‬‬ ‫‪ ‬ﳎﻠﺲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫‪ ‬ﺍﳌﻨﺘﺪﻯ ﺍﻟﻌﺎﳌﻲ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‬ ‫‪ ‬ﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﱄ‬

‫‪(www.cohred.ch) COHRED‬‬

‫)‪(www.globalforumhealth.org‬‬

‫)‪(www.worldbank.org‬‬

‫‪ ‬ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ‬

‫ﺍﻟﻌﺎﳌﻴﺔ )‪(www.who.int‬‬

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‫ﻣﻌﺠﻢ ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‬ ‫ﺇﺣﺘﻤﺎﻝ )‪ :(Probability‬ﺇﻣﻜﺎﻧﻴﺔ ﺃﻭ ﺃﺭﺟﺤﻴﺔ ﺣﺪﻭﺙ ﻭﺍﻗﻌﺔ ﻣﺎ‪ .‬ﻭﻗﺪ ﺗﺘﺮﺍﻭﺡ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺣﺘﻤﺎﻟﻴﺔ ﻣﻦ‬ ‫ﺍﻟﺼﻔﺮ )ﺣﻴﺚ ﻻ ﺗﻮﺟﺪ ﻓﺮﺻﺔ( ﺇﱃ ﻭﺍﺣﺪ )ﺣﻴﺚ ﺗﻜﻮﻥ ﺍﻟﻔﺮﺻﺔ ﻣﺆﻛﺪﺓ(‪ .‬ﻭﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﳛﺪﺩﻭﺍ ﻣﺴﺘﻮﻯ‬ ‫ﺍﻹﺣﺘﻤﺎﻝ‪ /‬ﺍﻟﺘﺄﻛﻴﺪ ﺍﻟﺬﻱ ﻳﺮﻏﺒﻮﻥ ﰲ ﻗﺒﻮﻟﻪ ﻟﻨﺘﺎﺋﺠﻬﻢ‪.‬‬ ‫ﺇﺣﺼﺎﺀﺍﺕ ﻭﺻﻔﻴﺔ )‪ :(Descriptive statistics‬ﺇﺣﺼﺎﺀﺍﺕ ﻣﺼﻤﻤﺔ ﻟﺘﻠﺨﻴﺺ ﻭﻭﺻﻒ ﺧﺼﺎﺋﺺ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ ﺗﺴﺎﻋﺪﻧﺎ ﻋﻠﻰ ﺍﺳﺘﻴﻌﺎﺏ ﺣﺠﻢ ﻛﺒﲑ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫ﺇﺧﺘﺒﺎﺭ »ﰐ« )‪ :(t test‬ﺇﺧﺘﺒﺎﺭ ﺇﺣﺼﺎﺋﻲ ﻳ‪‬ﺴﺘﻌﻤﻞ ﰲ ﺣﺎﻟﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻌﺪﺩﻳﺔ ﻟﺘﺄﻛﻴﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻔﺮﻕ‬ ‫ﺍﳌﻼﺣﻆ ﺑﲔ ﻭ‪‬ﺳ‪‬ﻄﻲ‪ means ‬ﳎﻤﻮﻋﺘﲔ ﻳﻌﺘﱪ ﺫﺍ ﻣﻌﻨﻮﻳﺔ ﺇﺣﺼﺎﺋﻴﺔ‪ ،‬ﺃﻱ ﻻ ﳛﺘﻤﻞ ﺃﻥ ﻳﻜﻮﻥ ﻗﺪ ﺣﺪﺙ ﺑﺎﻟﺼﺪﻓﺔ‪.‬‬ ‫ﺇﺧﺘﺒﺎﺭ ﺍﻟﺬﻳﻞ ﺍﻟﻮﺍﺣﺪ )‪ :(One-tailed test‬ﺇﺧﺘﺒﺎﺭ ﺇﺣﺼﺎﺋﻲ ﻳ‪‬ﺘﻮﻗﻊ ﻓﻴﻪ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻔﺮﻕ ﺑﲔ‬ ‫ﳎﻤﻮﻋﺘﲔ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﻓﺮﻗﹰﺎ ﺣﻘﻴﻘﻴﺎﹰ‪ ،‬ﺫﺍ ﺍﲡﺎﻩ ﻭﺍﺣﺪ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻥ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﳌﺪﺧﻨﲔ ﺍﻟﺴﻠﺒﻴﲔ ﻭﻏﲑ ﺍﳌﺪﺧﻨﲔ‬ ‫ﰲ ﺍﻹ ﺻﺎﺑﺔ ﺑﺴﺮﻃﺎﻥ ﺍﻟﺮﺋﺔ‪ ،‬ﻳ‪‬ﺘﻮﻗﻊ ﺃﻥ ﻳﻜﻮﻥ ﻟﻪ ﺍﲡﺎﻩ ﻭﺍﺣﺪ‪ .‬ﻭﻟﻴﺲ ﻣﺘﻮﻗﻌﺎﹰ ﺃﻥ ﺍﻟﺘﺪﺧﲔ ﺳﻮﻑ ﻳﻘﻲ ﻣﻦ ﺳﺮﻃﺎﻥ‬ ‫ﺍﻟﺮﺋﺔ‪ ،‬ﻭﻟﺬﻟﻚ ﻻ ﺣﺎﺟﺔ ﻹﺟﺮﺍﺀ ﺍﺧﺘﺒﺎﺭ ﻹﺛﺒﺎﺕ ﺫﻟﻚ‪ .‬ﺇﻥ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺬﻳﻞ ﺍﻟﻮﺍﺣﺪ ﳛﺘﺎﺝ ﺇﱃ ﻋﻴﻨﺔ ﺃﺻﻐﺮ ﺣﺠﻤﹰﺎ‬ ‫ﻣﻦ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺬﻳﻠﲔ‪.‬‬ ‫ﺇﺧﺘﺒﺎﺭ ﺍﻟﺬﻳﻠﲔ )‪ :(Two-tailed test‬ﺇﺧﺘﺒﺎﺭ ﺇﺣﺼﺎﺋﻲ ﻳ‪‬ﺨﺘﱪ ﻓﻴﻪ ﺍﻟﻔﺮﻕ ﺑﲔ ﳎﻤﻮﻋﺘﲔ ﻣﻦ ﺩﻭﻥ‬ ‫ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺍﻹﲡﺎﻩ ﺍﳌﺘﻮﻗﻊ ﻟﻠﻔﺮﻕ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ‪ ،‬ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻋﺎﻣﻞ ﺍﺧﺘﻄﺎﺭ ﻣﻌﲔ‪ ،‬ﻛﺎﺳﺘﻌﻤﺎﻝ ﻣﻮﺍﻧﻊ ﺍﳊﻤﻞ‬ ‫ﺍﳍﺮﻣﻮﻧﻴﺔ ﺳﻮﻑ ﻳﺰﻳﺪ ﻣﻌﺪﻝ ﻭﻗﻮﻉ ﺣﺎﻟﺔ ﻣﺎ‪ ،‬ﺃﻭ ﻳﻘﻠﻠﻪ‪ .‬ﻭﳛﺘﺎﺝ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺬﻳﻠﲔ ﺇﱃ ﻋﻴﻨﺔ ﺃﻛﱪ ﺣﺠﻤﹰﺎ ﻣﻦ‬ ‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﺬﻳﻞ ﺍﻟﻮﺍﺣﺪ‪.‬‬ ‫ﺇﺧﺘﺒﺎﺭ ﻗﺒ‪‬ﻠﻲ )‪ :(Pre-test‬ﺩﺭﺍﺳﺔ ﲤﻬﻴﺪﻳﺔ ﻻﺧﺘﺒﺎﺭ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻄﺒﻴﻖ ﺍﺳﺘﺒﻴﺎﻥ ﻣﺎ‪ ،‬ﻭﻣﺪﻯ ﻣﻼﺀﻣﺘﻪ‪ ،‬ﻗﺒﻞ‬ ‫ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ﺫﺍ‪‬ﺎ‪.‬‬ ‫ﺇﺧﺘﺒﺎﺭ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ )‪ :(Statistical significance test‬ﺇﺧﺘﺒﺎﺭ ﻟﺘﻘﺪﻳﺮ ﺃﺭﺟﺤﻴﺔ ﺃﻥ ﺗﻜﻮﻥ‬ ‫ﻧﺘﻴﺠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﰎ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ ﻭﻟﻴﺪﺓ ﺍﳌﺼﺎﺩﻓﺔ‪ ،‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺍﻟﻔﺮﻕ ﺑﲔ ﳎﻤﻮﻋﺘﲔ ﺃﻭ ﺍﻹﺭﺗﺒﺎﻁ ﺑﻴﻨﻬﻤﺎ‪.‬‬ ‫ﺇﺧﺘﺒﺎﺭﺍﺕ ﻻ ﻣﻌ‪‬ﻠﻤﻴﺔ )‪ :(Non-parametric tests‬ﺇﺧﺘﺒﺎﺭﺍﺕ ﺇﺣﺼﺎﺋﻴﺔ ﳝﻜﻦ ﺗﻄﺒﻴﻘﻬﺎ ﺣﲔ ﺗﻘﻊ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﻣﻨﺤﲎ ﻣﻠﺘﻮﻱ )ﻣﺘﺠﺎﻧﻒ( ‪ skewed‬ﻟﻠﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ‪ .‬ﻭﺗﺴﻤﻰ ﻛﺬﻟﻚ ﺑﺎﻹﺣﺼﺎﺀﺍﺕ‬ ‫ﺍﻟﻼﺗﻮﺯﻳﻌﻴﺔ ‪.distribution free‬‬ ‫‪3‬‬

‫ﺇﺧﺘﺒﺎﺭﺍﺕ ﻣﻌ‪‬ﻠﻤﻴﺔ )‪ :(parametric tests‬ﺇﺧﺘﺒﺎﺭﺍﺕ ﺇﺣﺼﺎﺋﻴﺔ ﳝﻜﻦ ﺗﻄﺒﻴﻘﻬﺎ ﻋﻨﺪﻣﺎ ﺗﻘﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ‬ ‫ﻧﻄﺎﻕ ﺍﻟﺘﻮﺯﻳﻊ ﺍﳌﻌﺘﺪﻝ ‪ ،normal distribution‬ﺃﻱ ﺣﲔ ﺗﻨﺘﺸﺮ ﺑﺎﻟﺘﺴﺎﻭﻱ ﺣﻮﻝ ﺍﻟﻮﺳﻂ ‪ ،mean‬ﻭﺣﲔ‬ ‫ﻳﻜﻮﻥ ﻣﻨﺤﲎ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ ﺟﺮﺳﻲ ﺍﻟﺸﻜﻞ ﺃﻭ ﺑﺘﻮﺯﻳﻊ ﺟﺎﻭﺱ‪.‬‬ ‫ﺇﺳﺘﺒﻴﺎﻥ )‪ :(Questionnaire‬ﻭﺳﻴﻠﺔ ﳉﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺍﻟﻨﺎﺱ‪ ،‬ﺣﻴﺚ ﻳﻘﺪ‪‬ﻣﻮﻥ ﺇﺟﺎﺑﺎﺕ ﻣﻜﺘﻮﺑﺔ ﻋﻦ‬ ‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺳﺌﻠﺔ‪ ،‬ﺇﻣﺎ ﺑﺄﺳﻠﻮ‪‬ﻢ ﺍﳋﺎﺹ )ﺍﻷﺳﺌﻠﺔ ﺍﳌﻔﺘﻮﺣﺔ( ﺃﻭ ﺑﺎﻻﺧﺘﻴﺎﺭ ﻣﻦ ﺑﲔ ﺇﺟﺎﺑﺎﺕ ﳏﺪﺩﺓ ﺳﻠﻔﹰﺎ‬ ‫)ﺍﻷﺳﺌﻠﺔ ﺍﶈﺪﺩﺓ ﺍﻹﺟﺎﺑﺎﺕ(‪.‬‬ ‫ﺇﺳﺘﺠﻼﺏ ﺍﻟﺘﻤﻮﻳﻞ )‪ :(Grantsmanship‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺟﺘﺬﺍﺏ ﺍﳌﻨﺢ ﺍﳌﺎﻟﻴﺔ ﻟﺪﻋﻢ ﺍﳌﺸﺎﺭﻳﻊ ﺍﻟﺒﺤﺜﻴﺔ‪.‬‬ ‫ﺇﺳﺘﻨﺒﺎﻁ )‪ :(Inference‬ﺗﻌﻤﻴﻢ ﻳ‪‬ﺴﺘﻨﺘﺞ ﺑﺸﺄﻥ ﳎﺘﻤﻊ ﻣﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﺩﺭﺍﺳﺔ ﻗﻄﺎﻉ ﺃﻭ ﻋﻴﻨﺔ ﻣﻨﻪ‪.‬‬ ‫ﺇﺳﺘﺠﻮﺍﺏ ﳎﺰﺃ ﺍﻟﺒﻨﻴﺎﻥ )‪ :(Structured interview‬ﺇﺳﺘﺠﻮﺍﺏ ﺗﻜﻮﻥ ﺍﻷﺳﺌﻠﺔ ﻓﻴﻪ ﳏﺪﺩﺓ ﺳﻠﻔﺎﹰ‪،‬‬ ‫ﻭﺗﻄﺮﺡ ﰲ ﺗﺮﺗﻴﺐ ﻣﻌﻴ‪‬ﻦ ﻭﺗﺴﺠﻞ ﻛﺘﺎﺑﺔ‪.‬‬ ‫ﺇﻋﺘﻴﺎﻥ ﻋﺸﻮﺍﺋﻲ )‪ :(Random sampling‬ﻃﺮﻳﻘﺔ ﻷﺧﺬ ﺍﻟﻌﻴﻨﺎﺕ ﻓﻴﻬﺎ ﺗ‪‬ﺴﺤﺐ ﻋﻴﻨﺔ ﻣﻦ ﳎﺘﻤﻊ ﻣﺎ‬ ‫ﲝﻴﺚ ﺗﻜﻮﻥ ﻟﻜﻞ ﻓﺮﺩ ﻣﻦ ﺫﻟﻚ ﺍ‪‬ﺘﻤﻊ ﻓﺮﺻﺔ ﺍﺧﺘﻴﺎﺭ ﻣﺘﻜﺎﻓﺌﺔ ﻣﻊ ﺍﻵﺧﺮﻳﻦ‪ .‬ﻭﺍﻹﻋﺘﻴﺎﻥ ﺍﻟﻌﺸﻮﺍﺋﻲ ﻟﻴﺲ ﺍﻋﺘﻴﺎﻧﹰﺎ‬ ‫ﺑﺎﳌﺼﺎﺩﻓﺔ ‪.haphazard sampling‬‬ ‫ﺇﻋﺘﻴﺎﻥ ﻋﺸﻮﺍﺋﻲ ﻃﺒﻘﻲ )‪ :(Stratified random sampling‬ﻃﺮﻳﻘﺔ ﻷﺧﺬ ﺍﻟﻌﻴﻨﺎﺕ ﳛﺎﻭﻝ ﺍﻟﺒﺎﺣﺚ‬ ‫ﻓﻴﻬﺎ ﺿﻤﺎﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻜﺎﰲ ﻟﻠﺠﻤﺎﻋﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﺍﳌﻬﻤﺔ ﰲ ﺍ‪‬ﺘﻤﻊ‪.‬‬ ‫ﺇﻋﺘﻴﺎﻥ ﻋﻨﻘﻮﺩﻱ )‪ :(Cluster sampling‬ﻧﻮﻉ ﻣﻦ ﺍﻹﻋﺘﻴﺎﻥ ﺍﻟﻌﺸﻮﺍﺋﻲ ﻳﻌﺘﻤﺪ ﺃﻭ ﹰﻻ ﻋﻠﻰ ﺍﻻﺧﺘﻴﺎﺭ‬ ‫ﺍﻟﻌﺸﻮﺍﺋﻲ ﻟﺒﻌﺾ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺆﺧﺬ ﻣﻨﻬﺎ ﺍﻟﻌﻴﻨﺔ‪.‬‬ ‫ﺇﻋﺘﻴﺎﻥ ﻣﺘﺘﺎﱄ )‪ :(Consecutive sampling‬ﻃﺮﻳﻘﺔ ﻷﺧﺬ ﺍﻟﻌﻴﻨﺎﺕ ﻳﺘﻢ ﻓﻴﻬﺎ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻓﺮﺍﺩ ﺑﻀﻢ ﻛﻞ‬ ‫ﺷﺨﺺ ﳛﻀﺮ ﻃﻮﺍﻝ ﻓﺘﺮﺓ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﺰﻣﻦ‪.‬‬ ‫ﺇﻋﺘﻴﺎﻥ ﻣﻨﺘﻈﻢ )‪ :(Systematic sampling‬ﻃﺮﻳﻘﺔ ﻷﺧﺬ ﺍﻟﻌﻴﻨﺎﺕ ﻳﺘﻢ ﻓﻴﻬﺎ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻓﺮﺍﺩ ﺑﻌﻤﻠﻴﺔ‬ ‫ﺩﻭﺭﻳﺔ ﺑﺴﻴﻄﺔ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺍﺧﺘﻴﺎﺭ ﻛﻞ ﺛﺎﱐ ﺃﻭ ﺛﺎﻟﺚ ﻣﺮﻳﺾ‪.‬‬ ‫ﺍﻹﻓﺎﺩﺓ )‪ :(Beneficence‬ﻣﺒﺪﺃ ﺃﺧﻼﻗﻲ ﻳﻘﻀﻲ ﺑﻀﺮﻭﺭﺓ ﺑﺬﻝ ﻛﻞ ﺟﻬﺪ ﳑﻜﻦ ﻟﺘﻌﻈﻴﻢ ﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﱵ‬ ‫ﺗﻌﻮﺩ ﻋﻠﻰ ﺍﻷﻓﺮﺍﺩ ﺍﳋﺎﺿﻌﲔ ﻟﻠﺒﺤﺚ ﺍﻟﺼﺤﻲ‪.‬‬ ‫ﺃﻓﺮﺍﺩ ﺍﻟﺪﺭﺍﺳﺔ )‪ :(Subjects‬ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﻻ ﳚﻮﺯ ﺗﺴﻤﻴﺘﻬﻢ ﲟﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫‪4‬‬

‫ﺇﻗﺘﺮﺍﺡ )‪ :(Proposal‬ﻭﺛﻴﻘﺔ ﺗﻜﺘﺐ ‪‬ﺪﻑ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﲤﻮﻳﻞ ﳌﺸﺮﻭﻉ ﲝﺜﻲ‪.‬‬ ‫ﺇﻧﺘﺸﺎﺭ )‪ :(Prevalence‬ﺍﻟﻈﻬﻮﺭ ﺍﻹﲨﺎﱄ ﳊﺎﻟﺔ ﻣﻌﻴﻨﺔ ﰲ ﳎﺘﻤﻊ ﻣﻌﲔ ﰲ ﳊﻈﺔ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﺰﻣﻦ‪.‬‬ ‫ﺇﳓﺪﺍﺭ )ﲢﻮﻑ( ﻟﻮﺟﺴﱵ )‪ :(Logistic regression‬ﻃﺮﻳﻘﺔ ﻳﺴﺘﻌﻤﻠﻬﺎ ﺍﻹﺣﺼﺎﺋﻴﻮﻥ ﻋﺎﺩﺓ ﰲ ﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﺍﳌﺘﻌﺪﺩ ﺍﳌﺘﻐﲑﺍﺕ‪.‬‬ ‫ﺇﳓﺪﺍﺭ ﳓﻮ ﺍﻟﻮﺳﻂ )‪ :(Regression to the mean‬ﻇﺎﻫﺮﺓ ﳛﺪﺙ ﻓﻴﻬﺎ ﻋﻨﺪ ﺇﻋﺎﺩﺓ ﺍﻟﻘﻴﺎﺱ‪ ،‬ﺃﻥ‬ ‫ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﻘﺼﻮﻯ ﺍﻟﺴﺎﺑﻘﺔ )ﺍﳌﺮﺗﻔﻌﺔ ﺟﺪﹰﺍ ﺃﻭ ﺍﳌﻨﺨﻔﻀﺔ ﺟﺪﹰﺍ ﲤﻴﻞ ﺇﱃ ﺍﻟﺘﺤﺮﻙ )ﺍﻹﳓﺪﺍﺭ( ﳓﻮ ﺍﻟﺪﺭﺟﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺔ‪.‬‬ ‫ﺇﳓﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ )‪ :(Standard deviation‬ﻣﻘﻴﺎﺱ ﻟﺘﺒﻌﺜﺮ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺎﺕ ‪ scores‬ﺃﻭ ﻗﺎﺑﻠﻴﺘﻬﺎ‬ ‫ﻟﻠﺘﻐﲑ‪.‬‬ ‫ﺇﳚﺎﰊ ﺣﻘﻴﻘﻲ )‪ :(True positive‬ﺇﺧﺘﺒﺎﺭ ﺗﺸﺨﻴﺼﻲ ﻳﺒﲔ ﺣﻘﹰﺎ ﺃﻥ ﺷﺨﺼﹰﺎ ﻣﺎ ﻣﺼﺎﺏ ﺑﺎﳌﺮﺽ‪.‬‬ ‫ﲝﺚ ﻣﻊ ﺍﻟﻌﻤﻞ )‪ :(Action research‬ﺃﺳﻠﻮﺏ ﻟﻠﺒﺤﺚ ﻳﻌﻤﻞ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻓﻴﻪ ﻣﻊ ﺍﻟﻨﺎﺱ ﻟﺼﺎﱀ ﺍﻟﻨﺎﺱ‬ ‫ﺑﺪ ﹰﻻ ﻣﻦ ﺃﻥ ﻳ‪‬ﺠﺮﻭﺍ ﺍﻟﺒﺤﺚ ﻋﻠﻴﻬﻢ‪ .‬ﻭﻳﺮﻛﹼﺰ ﺍﻟﺒﺤﺚ ﻣﻊ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺇﳚﺎﺩ ﺣﻠﻮﻝ ﻟﻠﻤﺸﺎﻛﻞ ﺍﻟﱵ ﳛﺪﺩﻫﺎ ﺍﻟﻨﺎﺱ‬ ‫ﺍﻟﺬﻳﻦ ﺳﻴﺴﺘﻔﻴﺪﻭﻥ ﻣﻦ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‪.‬‬ ‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ )‪ :(Essential national health research‬ﻳﻨﺒﻐﻲ ﻟﻜﻞ ﺑﻠﺪ‬ ‫ﻧﺎ ﻡ ﺃﻥ ﻳﻨﺸﻲﺀ ﻗﺎﻋﺪﺓ ﻣﻼﺋﻤﺔ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻭﺃﻥ ﻳﻌﺰﺯﻫﺎ‪ ،‬ﻣﻦ ﺃﺟﻞ ﻓﻬﻢ ﻣﺸﺎﻛﻠﻪ ﺍﳋﺎﺻﺔ‪ ،‬ﻭﺍﻟﻨﻬﻮﺽ‬ ‫ﺑﺎﻟﺴﻴﺎﺳﺔ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﺤﻴﺔ ﻟﺪﻳﻪ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﻓﻌﺎﻟﻴﺔ ﻣﻮﺍﺭﺩﻩ ﺍﶈﺪﻭﺩﺓ‪ ،‬ﻭﺗﺸﺠﻴﻊ ﺍﻹﺑﺘﻜﺎﺭ ﻭﺍﻟﺘﺠﺮﻳﺐ‪،‬‬ ‫ﻭ‪‬ﻴﺌﺔ ﺍﻷﺳﺎﺱ ﻷﻥ ﻳﻜﻮﻥ ﻟﻠﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﺻﻮﺕ ﺃﻗﻮﻯ ﰲ ﺗﺮﺗﻴﺐ ﺍﻷﻭﻟﻮﻳﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪.‬‬ ‫ﺑﺮﻭﺗﻮﻛﻮﻝ )‪ :(Protocol‬ﺧﻄﺔ ﻣﻜﺘﻮﺑﺔ ﺑﺎﻟﺘﻔﺼﻴﻞ ﻟﻠﺪﺭﺍﺳﺔ‪ .‬ﻭﻛﻞ ﺩﺭﺍﺳﺔ ﲝﺜﻴﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﳍﺎ‬ ‫ﺑﺮﻭﺗﻮﻛﻮﻝ‪.‬‬ ‫ﺑﻴﺎﻧﺎﺕ ﻓﺌﻮﻳﺔ ﺇﲰﻴﺔ )‪ :(Nominal categorical data‬ﺑﻴﺎﻧﺎﺕ ﻻ ﳝﻜﻦ ﻓﻴﻬﺎ ﺗﺮﺗﻴﺐ ﺍﻟﻔﺌﺎﺕ ﻭﺍﺣﺪﺓ‬ ‫ﻓﻮﻕ ﺍﻷﺧﺮﻯ‪ .‬ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻹﲰﻴﺔ ﺍﻟﻔﺌﻮﻳﺔ‪ ،‬ﺍﳉﻨﺲ ‪ sex‬ﻭﺍﳊﺎﻟﺔ ﺍﻟﺰﻭﺍﺟﻴﺔ‪.‬‬ ‫ﺑﻴﺎﻧﺎﺕ ﻓﺌﻮﻳﺔ ﺗﺮﺗﻴﺒﻴﺔ )‪ :(Ordinal categorical data‬ﺑﻴﺎﻧﺎﺕ ﻓﺌﻮﻳﺔ ﳝﻜﻦ ﻓﻴﻬﺎ ﺗﺮﺗﻴﺐ ﺍﳌﺘﻐﲑﺍﺕ‬ ‫ﻭﺍﺣﺪﹰﺍ ﻓﻮﻕ ﺍﻵﺧﺮ‪ .‬ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻔﺌﻮﻳﺔ ﺍﻟﺘﺮﺗﻴﺒﻴﺔ‪ ،‬ﻋﺪﺩ ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﺃﳒﺒﺘﻬﻢ ﺍﻣﺮﺃﺓ ﻣﺎ‪.‬‬

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‫ﺑﻴﺎﻧﺎﺕ ﻣﺘﻘﻄﻌﺔ ﺃﻭ ﻣﻨﻔﺼﻠﺔ )‪ :(Discrete or discontinuous data‬ﻣﺘﻐﲑﺍﺕ ﻋﺪﺩﻳﺔ ﱂ ﻳﺘﻢ‬ ‫ﻗﻴﺎﺳﻬﺎ ﲟﻘﻴﺎﺱ ﻣﺘﻮﺍﺻﻞ‪.‬‬ ‫ﺗﺄﺛﲑ ﺭﻭﺯﻧﺘﺎﻝ )‪ :(Rosenthal effect‬ﻇﺎﻫﺮﺓ ﺗﺆﺩﻱ ﻓﻴﻬﺎ ﺗﻮﻗﻌﺎﺕ ﺍﻟﺒﺎﺣﺜﲔ ﺇﱃ ﺍﻟﺘﺄﺛﲑ ﰲ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﺗﺄﺛﲑ ﺍﻟﻐ‪‬ﻔﻞ )‪ :(Placebo effect‬ﻇﺎﻫﺮﺓ ﺗﺸﺎﻫﺪ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺪﺧﻠﻴﺔ‪ ،‬ﺣﻴﺚ ﻳﺘﻠﻘﻰ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﺩﻭﻥ ﺃﻥ‬ ‫ﻳﻌﻠﻤﻮﺍ‪ ،‬ﻋﻘﺎﺭﹰﺍ ﻏﲑ ﻓﻌﺎﻝ‪ ،‬ﻓﻴﺒﺪﻭ ﻋﻠﻴﻬﻢ ﺍﻟﺘﺤﺴﻦ‪ ،‬ﺃﻭ ﺍﻹﺣﺴﺎﺱ ﺑﺘﺤﺴﻦ ﺣﺎﻟﺘﻬﻢ‪ ،‬ﺭﲟﺎ ﻧﺘﻴﺠﺔ ﺗﻮﻗﻌﺎ‪‬ﻢ‪.‬‬ ‫ﺗﺄﺛﲑ ﻫﺎﻭﺛﻮﺭﻥ )‪ :(Hawthorne effect‬ﺗﺄﺛﲑ ﻳﻨﺠﻢ ﻋﻨﻪ ﲢﺴﻦ ﰲ ﺃﺩﺍﺀ ﺃﻓﺮﺍﺩ ﺍﻟﺒﺤﺚ ﻟﻜﻮ‪‬ﻢ ﲢﺖ‬ ‫ﺍﳌﻼﺣﻈﺔ‪ ،‬ﺃﻭ ﺑﺴﺒﺐ ﺍﻹﺗﺼﺎﻝ ﺍﻹﺟﺘﻤﺎﻋﻲ ﺃﻭ ﻛﻠﻴﻬﻤﺎ‪ .‬ﻭﻫﻮ ﻣﺜﺎﻝ ﻟﺘﺄﺛﲑ ﺍﻟﻐﻔﻞ‪.‬‬ ‫ﺗﺒﺎﻳﻦ )ﺗﻔﺎﻭﺕ( )‪ :(Variance‬ﻣﻘﻴﺎﺱ ﻟﻠﺘﺒﻌﺜﺮ ﺃﻭ ﻗﺎﺑﻠﻴﺔ ﺍﻟﺘﻐﻴ‪‬ﺮ ﰲ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺎﺕ‪.‬‬ ‫ﲡﺎﺭﺏ ﻋﺸﻮﺍﺋﻴﺔ ﻣﺮﺍﻗﺒﺔ )‪ :(Randomized controlled trials‬ﺩﺭﺍﺳﺎﺕ ﺗﺪﺧ‪‬ﻠﻴﺔ ﺗﺘﻤﻴﺰ ﺑﺎﻟﺘﻌﻴﲔ‬ ‫ﺍﳌﺴﺘﻘﺒﻠﻲ ﺍﻟﻨﻈﺮﺓ ﻷﻓﺮﺍﺩ ﺍﻟﺘﺠﺎﺭﺏ ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮﺍﺋﻴﺔ ﰲ ﳎﻤﻮﻋﺘﲔ ﻟﻜﻞ ﲡﺮﺑﺔ‪ ،‬ﺇﺣﺪﺍﳘﺎ ﲡﺮﻳﺒﻴﺔ ﻭﺍﻷﺧﺮﻯ‬ ‫ﺷﺎﻫﺪﺓ ‪.control group‬‬ ‫ﲢﻠﻴﻞ ﲡﻤﻴﻌﻲ )‪ :(Meta-analysis‬ﻣﻨﻬﺠﻴﺔ ﻟﻠﻤﺮﺍﺟﻌﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ‪ ،‬ﻭﺿﻢ ﺑﻴﺎﻧﺎ‪‬ﺎ‬ ‫ﺇﺣﺼﺎﺋﻴﹰﺎ ﺣﱴ ﳝﻜﻦ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺃﺳﺌﻠﺔ ﺗﺘﺠﺎﻭﺯ ﻗﻮﺓ ﺍﻟﻮﺭﻗﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻔﺮﺩﺓ‪.‬‬ ‫ﲢﻠﻴﻞ ﺍﻟﺘﻜﻠﻔﺔ ﻭﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ )‪ :(Cost-effectiveness analysis‬ﳕﻂ ﻣﻦ ﺗﺼﻤﻴﻤﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺍﻹﻗﺘﺼﺎﺩﻳﺔ ﺗ‪‬ﺤﺴﺐ ﻓﻴﻪ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳌﺎﻟﻴﺔ ﺍﻟﺼﺎﻓﻴﺔ ﻷﺣﺪ ﺗﺪﺧﻼﺕ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻜﻞ ﻭﺣﺪﺓ ﻣﻦ‬ ‫ﻭﺣﺪﺍﺕ ﻗﻴﺎﺱ ﺍﳊﺼﻴﻠﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺃﻭ ﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺘﻴﺢ ﺍﳌﻘﺎﺭﻧﺔ ﺍﳌﺒﺎﺷﺮﺓ ﺑﲔ ﺍﻟﺘﺪﺧﻼﺕ ﺍﳌﺘﻨﺎﻓﺴﺔ‪.‬‬ ‫ﲢﻠﻴﻞ ﻣﺘﻌﺪﺩ ﺍﳌﺘﻐﲑﺍﺕ )‪ :(Multivariate analysis‬ﺗﻘﺪﻳﺮ ﺍﻹﺳﻬﺎﻡ ﺍﳌﺴﺘﻘﻞ ﻟﺘﺄﺛﲑ ﻣﺘﻐﲑﺍﺕ ﻣﺴﺘﻘﻠﺔ‬ ‫ﻣﺘﻌﺪﺩﺓ ﻋﻠﻰ ﻣﺘﻐﲑ ﺗﺎﺑﻊ ‪ ، dependent‬ﻣﻦ ﺃﺟﻞ ﲢﺪﻳﺪ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ ﺍﻷﻛﺜﺮ ﺃﳘﻴﺔ ﰲ ﺷﺮﺡ ﺍﻹﺧﺘﻼﻑ‬ ‫ﺍﻟﺬﻱ ﳛﺪﺙ ﰲ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ‪.‬‬ ‫ﲢﻠﻴﻞ ﻣﺮﺩﻭﺩ ﺍﻟﺘﻜﺎﻟﻴﻒ )‪ :(Cost-benefit analysis‬ﳕﻂ ﻣﻦ ﺗﺼﻤﻴﻤﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻹﻗﺘﺼﺎﺩﻳﺔ ﻳﺘﻢ‬ ‫ﻓﻴﻪ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺪﺧﻼﺕ ﻭﻓﻮﺍﺋﺪﻫﺎ )ﺍﳌﺮﺩﻭﺩ( ﺑﻮﺣﺪﺍﺕ ﻣﺎﻟﻴﺔ‪ .‬ﻭﻫﻜﺬﺍ ﳝﻜﻦ ﺇﺟﺮﺍﺀ ﻣﻘﺎﺭﻧﺔ ﻣﺒﺎﺷﺮﺓ‬ ‫ﺑﲔ ﺍﻟﺘﺪﺧﻼﺕ ﺍﳌﺘﻨﺎﻓﺴﺔ‪.‬‬ ‫ﲢﻠﻴﻞ ﻭﺣﻴﺪ ﺍﳌﺘﻐﲑ )‪ :(Univariate analysis‬ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺩﻭﺍﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﱵ ﺗﺴﺘﻌﻤﻞ ﻟﺘﻘﺪﻳﺮ‬ ‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺘﻐﲑ ﻣﺴﺘﻘﻞ ﻭﺍﺣﺪ ﻭﻣﺘﻐﲑ ﺗﺎﺑﻊ ﻭﺍﺣﺪ‪.‬‬ ‫‪6‬‬

‫ﲢﻴ‪‬ﺰ )‪ :(Bias‬ﺇﺫﺍ ﱂ ﺗﻜﻦ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﳑﺜﹼﻠﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻹﺣﺼﺎﺋﻲ‪ ،‬ﻓﺈﻥ ﺍﻹﺳﺘﻨﺒﺎﻁ ‪ inference‬ﻣﻦ‬ ‫ﻧﺘﻴﺠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻗﺪ ﻳﻜﻮﻥ ﺧﺎﺩﻋﹰﺎ‪.‬‬ ‫ﻕ ﻧﻈﺎﻣﻲ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻳ‪‬ﺨﺘﺎﺭﻭﻥ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺩﺭﺍﺳﺔ ﻣﺎ‬ ‫ﲢﻴ‪‬ﺰ ﺍﻻﺧﺘﻴﺎﺭ )‪ :(Selection bias‬ﻓﺮ ‪‬‬ ‫ﻭﺑﲔ ﻣﻦ ﻻ ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭﻫﻢ‪.‬‬ ‫ﲢﻴ‪‬ﺰ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺃﻭ ﺍﳌﻌﻠﻮﻣﺎﺕ )‪ :(Measurement or information bias‬ﳛﺪﺙ ﲢﻴ‪‬ﺰ ﺍﻟﻘﻴﺎﺳﺎﺕ‬ ‫ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﻃﺮﻕ ﺍﻟﻘﻴﺎﺱ ﻏﲑ ﻣﺘﻤﺎﺛﻠﺔ ﺑﺎﺳﺘﻤﺮﺍﺭ ﰲ ﳎﻤﻮﻋﺎﺕ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳌﺮﺿﻰ‪.‬‬ ‫ﺗﺪﻗﻴﻖ ﺍﻟﺘﺠﺮﺑﺔ )‪ :(Audit of a trial‬ﻓﺤﺺ ﻧﻈﺎﻣﻲ ﻳ‪‬ﺠﺮﻯ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﺍﳌﺸﺘﺮﻛﲔ ﻣﺒﺎﺷﺮﺓ ﰲ ﺍﻟﺘﺠﺮﺑﺔ‬ ‫ﺍﻟﺴﺮﻳﺮﻳﺔ‪.‬‬ ‫ﺗﺮﺍﺑﻂ )‪ :(Correlation‬ﻗﻮﺓ ﺍﻹﺭﺗﺒﺎﻁ ‪ association‬ﺑﲔ ﻣﺘﻐﲑﻳﻦ ﻭﺍﲡﺎﻫﻪ‪ .‬ﻭﺍﻟﺘﺮﺍﺑﻂ ﻻ ﻳﻌﲏ ﺍﻟﺘﺴﺒ‪‬ﺐ‬ ‫‪.causation‬‬ ‫ﺗﺮﺍﺑﻂ ﻃﺮﺩﻱ )‪ :(Positive correlation‬ﺍﻟﺘﺮﺍﺑﻂ ﺍﻟﻄﺮﺩﻱ ﺑﲔ ﻣﺘﻐﲑﻳﻦ ﻳﻌﲏ ﺃﻧﻪ ﻛﻠﻤﺎ ﺍﺯﺩﺍﺩ ﺣﺠﻢ‬ ‫ﺃﺣﺪ ﺍﳌﺘﻐﲑﻳﻦ ﺍﺭﺗﻔﻌﺖ ﻗﻴﻤﺔ ﺍﳌﺘﻐﲑ ﺍﻵﺧﺮ‪.‬‬ ‫ﺗﺮﺍﺑﻂ ﻋﻜﺴﻲ )‪ :(Negative correlation‬ﺍﻟﺘﺮﺍﺑﻂ ﺍﻟﻌﻜﺴﻲ ﺑﲔ ﻣﺘﻐﲑﻳﻦ ﻳﻌﲏ ﺃﻧﻪ ﻛﻠﻤﺎ ﺍﺯﺩﺍﺩ ﺣﺠﻢ‬ ‫ﺃﺣﺪ ﺍﳌﺘﻐﲑﻳﻦ ﻧﻘﺼﺖ ﻗﻴﻤﺔ ﺍﳌﺘﻐﲑ ﺍﻵﺧﺮ‪.‬‬ ‫ﻼ ﻣﻦ ﻣﻘﺎﺑﻼﺕ ﺍﻹﺳﺘﺠﻮﺍﺏ‬ ‫ﺗﺮﻣﻴﺰ )‪ :(Coding‬ﻃﺮﻳﻘﺔ ﻟﺘﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻜﻴﻔﻴﺔ ﺍﳌﺴﺘﻘﺎﺓ ﻣﺜ ﹰ‬ ‫‪ ، interviews‬ﺣﻴﺚ ﺗ‪‬ﻮﺳﻢ ﺍﻟﻔﺌﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﺘﺴﻬﻴﻞ ﺍﻟﺘﺤﻠﻴﻞ ﺑﺎﳊﺎﺳﻮﺏ ﻭﺍﺧﺘﻴﺎﺭ ﻣﺎ ﺑﻴﻨﻬﺎ ﻣﻦ ﻋﻼﻗﺎﺕ‪.‬‬ ‫ﺗﺴﺠﻴﻞ ﺧﻄﻲ )‪ :(Transcript‬ﺍﶈﻀﺮ ﺍﳊﺮﰲ ﺍﳌﻜﺘﻮﺏ ﻟﻮﻗﺎﺋﻊ ﺍﻹﺳﺘﺠﻮﺍﺏ‪.‬‬ ‫ﺗﺼﻤﻴﻢ ﺍﻹﺧﺘﺒﺎﺭ ﺍﻟﻘﺒ‪‬ﻠﻲ ﻭﺍﻟﺒﻌ‪‬ﺪﻱ )‪ :(Pre-test/ Post-test design‬ﺗﺼﻤﻴﻢ ﻟﺒﺤﺚ ﲡﺮﻳﱯ ﻳﺘﻢ ﻓﻴﻪ‬ ‫ﺃﺧﺬ ﻗﻴﺎﺳﺎﺕ ﺍ‪‬ﻤﻮﻋﺎﺕ ﻗﺒﻞ ﺍﻟﺘﺪﺧﻞ ﻭﺑﻌﺪﻩ‪.‬‬ ‫ﺗﻀﺎﺭﺏ ﺍﳌﺼﺎﱀ )‪ :(Conflict of interest‬ﻗﺪ ﻳﻜﻮﻥ ﻟﻠﺒﺎﺣﺜﲔ ﻣﺼﺎﱀ ﻣﻜﺘﺴﺒﺔ ﰲ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻗﺪ‬ ‫ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﳌﺼﺎﱀ ﻣِﻠﻜﻴﺔ ﻓﻜﺮﻳﺔ ﺃﻭ ﻣ‪‬ﺼﻠﺤﺔ ﲡﺎﺭﻳﺔ‪ .‬ﻭﳚﺐ ﺍﻹﻋﻼﻥ ﺑﺼﺮﺍﺣﺔ ﻋﻦ ﻫﺬﻩ ﺍﳌﺼﺎﱀ‪.‬‬ ‫ﺗﻌﻤﻴﺔ )‪ :(Blinding‬ﳝﻜﻦ ﺗﻌﻤﻴﺔ ﲡﺮﺑﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﺮﺍﻗﺒﺔ ﺇﺫﺍ ﻛﺎﻥ ﻣﻦ ﺍﶈﺘﻤﻞ ﺃﻥ ﻳﻐﻴ‪‬ﺮ ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ‬ ‫ﺍﻟﺘﺠﺮﺑﺔ ﺳﻠﻮﻛﻬﻢ ﺑﻄﺮﻳﻘﺔ ﻧﻈﺎﻣﻴﺔ ﻗﺪ ﺗﺆﺛﺮ ﻋﻠﻰ ﺣﺼﻴﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻨﺪﻣﺎ ﻳﻌﺮﻓﻮﻥ ﻧﻮﻉ ﺍﻟﺘﺪﺧﻞ ﺍﻟﺬﻱ ﻳﺘﻠﻘﻮﻧﻪ‪.‬‬ ‫ﻭﻛﺜﲑﺍﹰ ﻣﺎ ﻳﺴﺘﻌﻤﻞ ﺍﺻﻄﻼﺡ »ﺍﳊﺠﺐ ‪ «masking‬ﺑﺪ ﹰﻻ ﻣﻦ ﺍﺻﻄﻼﺡ »ﺍﻟﺘﻌﻤﻴﺔ«‪.‬‬ ‫‪7‬‬

‫ﺗﻌﻴﲔ )‪ :(Assignment‬ﻋﻤﻠﻴﺔ ﲡﺮﻯ ﰲ ﺇﻃﺎﺭ ﲡﺮﺑﺔ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﻓﻴﻬﺎ ﺑﺘﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﺍﻟﺘﺠﺮﺑﺔ ﻋﻠﻰ‬ ‫ﳎﻤﻮﻋﺘﲔ ﺃﻭ ﺃﻛﺜﺮ‪ ،‬ﳏﺎﻭ ﹰﻻ ﺃﻥ ﳚﻌﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺃﻛﺜﺮ ﻣﺎ ﺗﻜﻮﻥ ﲤﺎﺛﻼﹰ‪ ،‬ﺣﱴ ﳝﻜﻦ ﺇﺟﺮﺍﺀ ﻣﻘﺎﺭﻧﺔ ﺻﺤﻴﺤﺔ ﺑﲔ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﻭﺍﻟﻄﺮﻳﻘﺘﺎﻥ ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﹰﺎ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﳘﺎ ﻃﺮﻳﻘﺔ ﺍﳌﻘﺎﺑﻠﺔ ‪ matching‬ﻭﺍﻟﺘﻌﻴﲔ ﺍﻟﻌﺸﻮﺍﺋﻲ‪.‬‬ ‫ﺗﻮﺯﻳﻊ ﺗﻜﺮﺍﺭﻱ )‪ :(Frequency distribution‬ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﺗﻮﺯ‪‬ﻉ ‪‬ﺎ ﺍﻟﺪﺭﺟﺎﺕ ‪ scores‬ﺍﳌﺨﺘﻠﻔﺔ‬ ‫ﰲ ﺇﻃﺎﺭ ﻋﻴﻨﺔ ﻣﻌﻴ‪‬ﻨﺔ‪.‬‬ ‫ﺗﻮﺯﻳﻊ ﻏﺎﻭﺱ )‪ :(Gaussian distribution‬ﻣﻨﺤﲎ ﺗﻮﺯﻳﻊ ﺗﻜﺮﺍﺭﻱ ﺟﺮﺳﻲ ﺍﻟﺸﻜﻞ‪ ،‬ﻳﺴﻤﻰ ﻛﺬﻟﻚ‬ ‫ﺑﺎﻟﺘﻮﺯﻳﻊ »ﺍﳌﻌﺘﺪﻝ ‪.«normal‬‬ ‫ﺗﻮﺯﻳﻊ ﻣﻠﺘﻮﻱ )ﻣﺘﺠﺎﻧﻒ( )‪ :(Skewed distribution‬ﻣﻨﺤﲎ ﺗﻮﺯﻳﻊ ﺗﻜﺮﺍﺭﻱ ﻏﲑ ﻣﺘﻨﺎﻇﺮ‬ ‫‪ ،asymmetrical‬ﺣﻴﺚ ﳝﺘﺪ ﺃﺣﺪ ﺟﻮﺍﻧﺐ ﺍﳌﻨﺤﲎ ﻋﻠﻰ ﳓﻮ ﻣﻨﺒﺴﻂ‪.‬‬ ‫ﺟﺪﺍﻭﻝ ﺍﻟﺘﺒﻮﻳﺒﺎﺕ ﺍﳌﺘﻘﺎﻃﻌﺔ )‪ :(Cross-tabulation tables‬ﺟﺪﺍﻭﻝ ﻟﻠﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ ﺗﻮﺿﺢ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﺘﺒﺎﺩﻟﺔ ﺑﲔ ﻋﺪﻳﺪ ﻣﻦ ﺍﳌﺘﻐﲑﺍﺕ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺃﺟﻞ ﺷﺮﺡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻠﻰ ﳓﻮ ﺃﻓﻀﻞ ﺃﻭ‬ ‫ﲝﺜﺎﹰ ﻋﻦ ﺍﻟﻔﺮﻭﻕ ﺃﻭ ﺍﻹﺭﺗﺒﺎﻃﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‪.‬‬ ‫ﺟﺪﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ )‪ :(Frequency distribution table‬ﺟﺪﻭﻝ ﻳﻮﺿﺢ ﻓﻴﻪ ﺍﻟﺘﻜﺮﺍﺭ ﺍﻟﺬﻱ‬ ‫ﺗﻈﻬﺮ ﺑﻪ ﻗﻴﻤﺔ ﻣﻌﻴ‪‬ﻨﺔ ﰲ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫ﺟﺰﺀ ﻧﺴﱯ‪ /‬ﺗﻨﺎﺳﺐ )‪ :(Proportion‬ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﻗﻴﻤﺔ ﻭﺃﺧﺮﻯ ﳑﺜﻠﺔ ﰲ ﻛﺴﺮ ﻣﻦ ﺍﻟﻮﺍﺣﺪ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ‬ ‫ﺍﳉﺰﺀ ﺍﻟﻨﺴﱯ ﻟﻠﻨﺴﺎﺀ ﺑﲔ ﺍﳌﺼﺎﺑﲔ ﺑﺎﻷﻣﺮﺍﺽ ﺍﻟﻘﻠﺒﻴﺔ ﺍﻟﻮﻋﺎﺋﻴﺔ‪.‬‬ ‫ﺣﺠﻢ ﺍﻟﺘﺄﺛﲑ )‪ :(Effect size‬ﻣﻘﺪﺍﺭ ﺍﻟﺘﻐﻴ‪‬ﺮ ﺍﳌﺮﺗﺒﻂ ﺑﺘﺪﺧﻞ ﻣﺎ ﺃﻭ ﺑﻌﺎﻣﻞ ﺍﺧﺘﻄﺎﺭ ‪ .risk factor‬ﻭﻫﻮ‬ ‫ﻣﻬﻢ ﰲ ﺗﻌﻴﲔ ﻣﺪﻯ ﺃﳘﻴﺔ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬ ‫ﺍﳊﺴﺎﺳﻴﺔ )‪ :(Sensitivity‬ﺣﺴﺎﺳﻴﺔ ﺍﺧﺘﺒﺎﺭ ﺗﺸﺨﻴﺼﻲ‪ ،‬ﻫﻲ ﺍﳉﺰﺀ ﺍﻟﻨﺴﱯ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﺗﻜﻮﻥ‬ ‫ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭﺍ‪‬ﻢ ﺇﳚﺎﺑﻴﺔ ﳌﺮﺽ ﻣﻌﲔ ﻭﻳﻜﻮﻧﻮﻥ ﺑﺎﻟﻔﻌﻞ ﻣﺼﺎﺑﲔ ﺑﺬﻟﻚ ﺍﳌﺮﺽ‪ ،‬ﺃﻱ ﺃ‪‬ﻢ ﻳﻜﻮﻧﻮﻥ ﺇﳚﺎﺑﻴﲔ‬ ‫ﺣﻘﻴﻘﻴﲔ ‪.true positive‬‬ ‫ﺧﻂ ﺍﻷﺳﺎﺱ )‪ :(Baseline‬ﻣﺮﺣﻠﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺪﺧﻠﻴﺔ‪ ،‬ﺣﻴﺚ ﻻ ﻳﻜﻮﻥ ﺍﳌﺸﺎﺭﻛﻮﻥ ﻗﺪ ﺗﻌﺮﺿﻮﺍ ﻷﻱ ﺗﺪﺧﻞ‪.‬‬ ‫ﺧﻂ ﺍﻹﳓﺪﺍﺭ )ﺍﻟﺘﺤﻮ‪‬ﻑ( )‪ :(Regression line‬ﺧﻂ ﻣﺮﺳﻮﻡ ﻓﻮﻕ ﳐﻄﻂ ﺍﻟﺘﺸﺘﺖ‬ ‫‪ diagram‬ﻟﻴﺼﻮ‪‬ﺭ ﺩﺭﺟﺔ ﺍﻟﺘﺮﺍﺑﻂ ﺑﲔ ﻣﺘﻐﲑﻳﻦ ﻭﺍﲡﺎﻫﻪ‪.‬‬ ‫‪8‬‬

‫‪scatter‬‬

‫ﺧﻄﺄ ﺍﻹﻋﺘﻴﺎﻥ )ﺍﳌﻌﺎﻳﻨﺔ( )‪ :(Sampling error‬ﺍﻟﺘﻔﺎﻭﺕ ﺑﲔ ﺍﻟﻘﻴﻢ ﺍﻟﱵ ﻳﺘﻢ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﻣﻦ ﺍﻟﻌﻴﻨﺔ‬ ‫ﺍﻟﺼﻐﲑﺓ ﻧﺴﺒﻴﹰﺎ ﻭﻣﻦ ﺍ‪‬ﺘﻤﻊ ﺍﻷﻛﱪ ﺍﻟﺬﻱ ﺃﺧﺬﺕ ﻣﻨﻪ ﺍﻟﻌﻴﻨﺔ‪.‬‬ ‫ﺧﻄﺄ ﻣﻌﻴﺎﺭﻱ )‪ :(Standard error‬ﻣﻘﻴﺎﺱ ﺇﺣﺼﺎﺋﻲ ﻻﺣﺘﻤﺎﻝ ﺃﻥ ﺗﻌﻜﺲ ﻧﺘﻴﺠ ﹸﺔ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻨﺘﻴﺠ ﹶﺔ ﺍﳋﺎﺻﺔ‬ ‫ﺑﺎ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﺃﹸﺧﺬﺕ ﻣﻨﻪ‪.‬‬ ‫ﺧﻄﺄ ﻣﻦ ﺍﻟﻄﺮﺍﺯ ﺍﻷﻭﻝ )‪ :(Type I error‬ﺧﻄﺄ ﻳﺮﺗﻜﺐ ﻋﻨﺪ ﺇﺟﺮﺍﺀ ﺍﺧﺘﺒﺎﺭ ﺇﺣﺼﺎﺋﻲ ﻋﻠﻰ ﻋﻴ‪‬ﻨﺔ ﻣﻦ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻴﺴﺘﻨﺘﺞ ﻣﻨﻪ ﻭﺟﻮﺩ ﺑﻴ‪‬ﻨﺔ ﻋﻠﻰ ﻭﺟﻮﺩ ﺍﺭﺗﺒﺎﻁ ﺑﲔ ﺍﳌﺘﻐﲑﺍﺕ ﺃﻭ ﻓﺮﻕ ﺑﲔ ﲨﺎﻋﺎﺕ ﻣﻦ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﺑﻴﻨﻤﺎ ﻻ‬ ‫ﻳﻮﺟﺪ ﰲ ﺍﳊﻘﻴﻘﺔ ﺃﻱ ﻓﺮﻕ ﺃﻭ ﺍﺭﺗﺒﺎﻁ‪ .‬ﻭﻳﺘﻢ ﲤﺜﻴﻞ ﺍﺣﺘﻤﺎﻝ ﺣﺪﻭﺙ ﺍﳋﻄﺄ ﻣﻦ ﺍﻟﻄﺮﺍﺯ ﺍﻷﻭﻝ ﺑﺎﻟﺮﻣﺰ ﺃﻟﻔﺎ )‪.(α‬‬ ‫ﻭﺗﻮﺟﺪ ﺗﺴﻤﻴﺔ ﺃﺧﺮﻯ ﻟﻠﺮﻣﺰ ﺃﻟﻔﺎ ﻫﻲ ﻣﺴﺘﻮﻯ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ‪.statistical significance‬‬ ‫ﺧﻄﺄ ﻣﻦ ﺍﻟﻄﺮﺍﺯ ﺍﻟﺜﺎﱐ )‪» :(Type II error‬ﺇﻏﻔﺎﻝ« ﳛﺪﺙ ﻋﻨﺪ ﺇﺟﺮﺍﺀ ﺍﺧﺘﺒﺎﺭ ﺇﺣﺼﺎﺋﻲ ﻋﻠﻰ ﻋﻴ‪‬ﻨﺔ‬ ‫ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻓﻴﺴﺘﻨﺘﺞ ﻣﻨﻪ ﻋﺪﻡ ﻭﺟﻮﺩ ﺑﻴ‪‬ﻨﺔ ﻋﻠﻰ ﺍﺭﺗﺒﺎﻁ ﺑﲔ ﺍﳌﺘﻐﲑﺍﺕ ﺃﻭ ﻓﺮﻕ ﺑﲔ ﲨﺎﻋﺎﺕ ﻣﻦ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﺑﻴﻨﻤﺎ‬ ‫ﻳﻮﺟﺪ ﰲ ﺍﳊﻘﻴﻘﺔ ﻓﺮﻕ ﺃﻭ ﺍﺭﺗﺒﺎﻁ‪ .‬ﻭﻳﺘﻢ ﲤﺜﻴﻞ ﺍﺣﺘﻤﺎﻝ ﺣﺪﻭﺙ ﺍﳋﻄﺄ ﻣﻦ ﺍﻟﻄﺮﺍﺯ ﺍﻟﺜﺎﱐ ﺑﺎﻟﺮﻣﺰ ﺑﻴﺘﺎ )‪.(β‬‬ ‫ﺧﻄﺮ ﺃﺳﺎﺳﻲ )‪ :(Basic risk‬ﺗﻌﺒﲑ ﻋﻦ ﺗﺮﺟﻴﺢ ﻭﻗﻮﻉ ﺣﺪﺙ ﻣﻌﲔ ﺩﺍﺧﻞ ﳎﺘﻤﻊ ﻣﻌﲔ‪.‬‬ ‫ﺧﻄﺮ ﻣﻨﺴﻮﺏ )‪ :(Attributable risk‬ﺗﻘﺪﻳﺮ ﻛﻤﻲ ﳌﺪﻯ ﺇﺳﻬﺎﻡ ﻋﺎﻣﻞ ﺍﺧﺘﻄﺎﺭ ‪ risk factor‬ﻣﻌﻴ‪‬ﻦ‬ ‫ﰲ ﺇﺣﺪﺍﺙ ﺍﳌﺮﺽ ﰲ ﳎﺘﻤﻊ ﻣﺎ‪.‬‬ ‫ﺧﻄﺮ ﻧﺴﱯ )‪ :(Relative risk‬ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﻭﻗﻮﻉ ﺍﻟﻨﺘﻴﺠﺔ ﰲ ﺍ‪‬ﻤﻮﻋﺔ ﺍﳌﻌﺮﺿﺔ ﻭﺑﲔ ﻭﻗﻮﻋﻬﺎ ﰲ‬ ‫ﺍ‪‬ﻤﻮﻋﺔ ﻏﲑ ﺍﳌﻌﺮﺿﺔ‪.‬‬ ‫ﺧﻼﺻﺔ )‪ :(Abstract‬ﻣﻠﺨﺺ ﳐﺘﺼﺮ ﻟﻮﺭﻗﺔ ﲝﺜﻴﺔ‪ ،‬ﻳﻮﺟﺪ ﻋﺎﺩﺓ ﰲ ﺃﻭﻝ ﺍﻟﻮﺭﻗﺔ‪.‬‬ ‫ﺧﻲ ﻣﺮﺑﻊ )ﻛﺎ ﺗﺮﺑﻴﻊ( )‪ :(Chi-square‬ﺇﺧﺘﺒﺎﺭ ﺇﺣﺼﺎﺋﻲ ﻳﺴﺘﻌﻤﻞ ﰲ ﺣﺎﻟﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻔﺌﻮﻳﺔ‪ .‬ﻭﻫﻮ‬ ‫ﻳﺮﺗﻜﺰ ﻋﻠﻰ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﺍﳌﻼﺣﻈﺔ ﻭﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﺍﳌﺘﻮﻗﻌﺔ ﰲ ﺍﻟﻔﺌﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬ ‫ﺩﺍﺋﺮﺓ ﺑﻴﺎﻧﻴﺔ )‪ :(Pie chart‬ﻃﺮﻳﻘﺔ ﺑﻴﺎﻧﻴﺔ ﻟﻌﺮﺽ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ ‪‬ﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻔﺌﻮﻳﺔ ﰲ‬ ‫ﺷﻜﻞ ﺩﺍﺋﺮﻱ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﺍﺳﺘﺮﺷﺎﺩﻳﺔ )ﺇﺭﺗﻴﺎﺩﻳﺔ( )‪ :(Pilot study‬ﺩﺭﺍﺳﺔ ﲤﻬﻴﺪﻳﺔ ﻻﺧﺘﺒﺎﺭ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻨﻔﻴﺬ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﻗﺒﻞ‬ ‫ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ﻧﻔﺴﻬﺎ‪ .‬ﻭﳝﻜﻦ ﺗﺴﻤﻴﺘﻬﺎ ﺑﺎﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺒ‪‬ﻠﻲ ‪.pre-test‬‬

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‫ﺩﺭﺍﺳﺔ ﺇﺳﺘﻌﺎﺩﻳﺔ )‪ :(Retrospective study‬ﺗﺼﻤﻴﻢ ﻟﺪﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ﻳﺪﺭﺱ ﻓﻴﻬﺎ ﺍﻟﺒﺎﺣﺜﻮﻥ‬ ‫ﺍﻷﺣﺪﺍﺙ ﺍﻟﺮﺍﻫﻨﺔ ﻭﺍﳌﺎﺿﻴﺔ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ )‪ :(Observational study‬ﺗﺼﻤﻴﻢ ﻟﺪﺭﺍﺳﺔ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻓﻴﻬﺎﲟﻼﺣﻈﺔ ﻭﺗﺴﺠﻴﻞ‬ ‫ﺍﻷﺣﺪﺍﺙ ﺍﻟﱵ ﺗﻘﻊ ﺃﺛﻨﺎﺀ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﲡﺮﻳﺒﻴﺔ ﺃﻭ ﺗﺪﺧﻠﻴﺔ )‪ :(Experimental or intervention study‬ﺗﺼﻤﻴﻢ ﻟﺪﺭﺍﺳﺔ ﳜﺘﱪ‬ ‫ﺍﻟﺒﺎﺣﺜﻮﻥ ﻓﻴﻬﺎ ﺗﺄﺛﲑ ﺗﺪﺧﻞ ﻣﺎ ﻋﻠﻰ ﺍﻷﺣﺪﺍﺙ ﺍﻟﱵ ﺗﻘﻊ ﺃﺛﻨﺎﺀ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ )‪ :(Analytical study‬ﺩﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ﺗﺼﻒ ﻣﺎ ﻳﻮﺟﺪ ﻣﻦ ﺍﺭﺗﺒﺎﻃﺎﺕ ﻭﲢﻠﻠﻬﺎ ﲝﺜﹰﺎ‬ ‫ﻋﻦ ﺍﺣﺘﻤﺎﻝ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﺍﻟﺴﺒﺐ ﻭﺍﻟﺘﺄﺛﲑ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﺗﺼﺎﻟﺒﻴﺔ )‪ :(Crossover study‬ﺗﺼﻤﻴﻢ ﺧﺎﺹ ﻟﻠﺘﺠﺎﺭﺏ ﺍﳌﺮﺍﻗﺒﺔ‪ ،‬ﺣﻴﺚ ﻳﻌﻴ‪‬ﻦ ﻧﺼﻒ‬ ‫ﺍﳌﺸﺎﺭﻛﲔ ﻋﺸﻮﺍﺋﻴﺎﹰ ﻟﻠﺒﺪﺀ ﺑﺘﻨﺎﻭﻝ ﻣﺎﺩﺓ ﻏﻔﻞ‪ .‬ﻭﺑﻌﺪﺋﺬ ﻳﺘﺤﻮﻟﻮﻥ ﺇﱃ ﺍﻟﻌﻼﺝ ﺍﻟﻔﻌﺎﻝ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻔﻌﻞ ﺍﻟﻨﺼﻒ ﺍﻵﺧﺮ‬ ‫ﻣﻦ ﺍﳌﺸﺎﺭﻛﲔ ﻋﻜﺲ ﺫﻟﻚ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﺣﺎﻻﺕ ﻣﺮﺍﻗﺒﺔ ﺑﺎﻟﺸﻮﺍﻫﺪ )‪ :(Case-control study‬ﻧﻮﻉ ﻣﻦ ﺩﺭﺍﺳﺎﺕ ﺍﳌﻼﺣﻈﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ‬ ‫ﺍﻟﻄﻮﻟﻴﺔ ﺍﻹﺳﺘﻌﺎﺩﻳﺔ ﲢﺪ‪‬ﺩ ﻓﻴﻬﺎ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺫﻭﻱ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﻌﻴﻨﺔ )ﺣﺎﻻﺕ( ﻭﳎﻤﻮﻋﺔ ﺃﺧﺮﻯ ﻟﻴﺲ ﻟﺪﻳﻬﺎ‬ ‫ﺗﻠﻚ ﺍﻟﻨﺘﺎﺋﺞ )ﺷﻮﺍﻫﺪ( ﻭﻣﻦ ﰒ ﻳﻘﺎﺭﻥ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺍﳌﺪﻯ ﺍﻟﺬﻱ ﻭﺻﻞ ﺇﻟﻴﻪ ﻛﻞ ﻓﺮﺩ ﻣﻦ ﺍﻟﺘﻌﺮﺽ ﺍﻟﺴﺎﺑﻖ ﻟﻠﻤﺘﻐﲑ‬ ‫ﺍﳌﻌﲏ‪ ،‬ﻣﺜﻞ ﻋﺎﻣﻞ ﺍﺧﺘﻄﺎﺭ ﺃﻭ ﻋﻼﺝ ﺃﻭ ﺗﺪﺧﻞ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﻃﻮﻟﻴﺔ )‪ :(Longitudinal study‬ﺗﺼﻤﻴﻢ ﻟﺪﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ﲡﺮﻯ ﺍﻟﻘﻴﺎﺳﺎﺕ ﻓﻴﻬﺎ ﻋﻠﻰ ﻣﺪﻯ‬ ‫ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﻓﻮﺟﻴﺔ )ﺃﺗﺮﺍﺑﻴﺔ( )‪ :(Cohort study‬ﺇﺻﻄﻼﺡ ﻳﺴﺘﻌﻤﻞ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻭﺍﻟﻮﺑﺎﺋﻴﺔ ﻟﻮﺻﻒ‬ ‫ﺩﺭﺍﺳﺔ ﻃﻮﻟﻴﺔ ﻣﺴﺘﻘﺒﻠﻴﺔ ﺑﺎﳌﻼﺣﻈﺔ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﻣﺴﺘﻌﺮﺿﺔ )‪ :(Cross-sectional study‬ﺗﺼﻤﻴﻢ ﻟﺪﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ﲡﺮﻯ ﺍﻟﻘﻴﺎﺳﺎﺕ ﻓﻴﻬﺎ ﰲ‬ ‫ﺗﻮﻗﻴﺖ ﻭﺍﺣﺪ‪.‬‬ ‫ﺩﺭﺍﺳﺔ ﻣﺴﺘﻘﺒﻠﻴﺔ ﻃﻮﻟﻴﺔ )‪ :(Longitudinal prospective study‬ﺗﺼﻤﻴﻢ ﻟﺪﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ﻳﻘﻮﻡ‬ ‫ﺍﻟﺒﺎﺣﺜﻮﻥ ﻓﻴﻬﺎ ﲟﺘﺎﺑﻌﺔ ﺍﻷﻓﺮﺍﺩ ﺗﺮﻗﺒﹰﺎ ﻷﺣﺪﺍﺙ ﻣﺴﺘﻘﺒﻠﻴﺔ‪.‬‬

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‫ﺩﺭﺍﺳﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﻟﻼﺣﻘﺔ )‪ :(Before – and – after study‬ﻃﺮﻳﻘﺔ ﻟﻠﻤﺮﺍﻗﺒﺔ ﺗﻘﺎﺭﻥ ﻓﻴﻬﺎ‬ ‫ﻧﺘﺎﺋﺞ ﺃﻓﺮﺍﺩ ﺍﻟﺘﺠﺮﺑﺔ ﺑﻨﺘﺎﺋﺞ ﺍﳌﺮﺿﻰ ﺍﻟﺬﻳﻦ ﻋﻮﳉﻮﺍ ﻗﺒﻞ ﺃﻥ ﻳﺘﺎﺡ ﳍﻢ ﺍﻟﺘﺪﺧﻞ ﺍﳉﺪﻳﺪ‪ ،‬ﻭﻳﺴﻤ‪‬ﻮﻥ ﺑﺎﻟﺸﻮﺍﻫﺪ‬ ‫ﺍﻟﺘﺎﺭﳜﻴﺔ ‪.historic controls‬‬ ‫ﺩﺭﺍﺳﺔ ﻭﺻﻔﻴﺔ )‪ :(Descriptive study‬ﺩﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ ‪‬ﺮﺩ ﻭﺻﻒ ﺗﻮﺯﻳﻊ ﺇﺣﺪﻯ ﺍﳋﺼﺎﺋﺺ‪.‬‬ ‫ﺳﺆﺍﻝ ﻣﻔﺘﻮﺡ )‪ :(Open-ended question‬ﺳﺆﺍﻝ ﻳﻮﺟﻪ ﺑﺪﻭﻥ ﺃﻥ ﺗﺼﺎﺣﺒﻪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫ﺍﶈﺪﺩﺓ ﺳﻠﻔﹰﺎ ﻻﻧﺘﻘﺎﺀ ﺍﻹﺟﺎﺑﺔ ﻣﻦ ﺑﻴﻨﻬﺎ‪.‬‬ ‫ﺳﻠﱯ ﺣﻘﻴﻘﻲ )‪ :(True negative‬ﺇﺧﺘﺒﺎﺭ ﺗﺸﺨﻴﺼﻲ ﻳﺒﲔ ﺣﻘﹰﺎ ﺃﻥ ﺷﺨﺼﹰﺎ ﻣﺎ ﻟﻴﺲ ﻣﺼﺎﺑﹰﺎ ﺑﺎﳌﺮﺽ‪.‬‬ ‫ﺳﻨﻮﺍﺕ ﺍﻟﻌﻤﺮ ﺍﳌﻔﻘﻮﺩﺓ ﻣﺼﺤﺤﺔ ﺑﺎﺣﺘﺴﺎﺏ ﻣﺪﺩ ﺍﻟﺘﻌﻮﻕ‬

‫‪(Disability-adjusted life years‬‬

‫)‪ :lost‬ﻣﻘﻴﺎﺱ ﺩﻭﱄ ﻟﻌﺐﺀ ﺍﳌﺮﺽ ﻳﻌﺒ‪‬ﺮ ﻋﻦ ﺍﻟﻮﻗﺖ ﺍﻟﻀﺎﺋﻊ ﺑﺴﺒﺐ ﺍﻟﻮﻓﺎﺓ ﺍﳌﺒﻜﺮﺓ ﻭﻣﺪﺓ ﺍﳊﻴﺎﺓ ﻣﻊ ﻭﺟﻮﺩ ﺇﻋﺎﻗﺔ‪.‬‬ ‫ﺍﻟﺼﻼﺣﻴﺔ )‪ :(Validity‬ﻣﺪﻯ ﳒﺎﺡ ﺍﺧﺘﺒﺎﺭ ﻣﺎ ﰲ ﻗﻴﺎﺱ ﻣﺎ ﻳﺮﺍﺩ ﻗﻴﺎﺳﻪ ﺑﻪ‪.‬‬ ‫ﺍﻟﺼﻼﺣﻴﺔ ﺍﳋﺎﺭﺟﻴﺔ )‪ :(External validity‬ﻣﺪﻯ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻌﻤﻴﻢ ﻧﺘﺎﺋﺞ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍ‪‬ﺘﻤﻊ‬ ‫ﺍﻹﺣﺼﺎﺋﻲ ﺍﻟﺬﻱ ﺃﺧﺬﺕ ﻣﻨﻪ‪ .‬ﻭﺗﺴﻤﻰ ﻛﺬﻟﻚ ﺑﺈﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻌﻤﻴﻢ ‪.generalizability‬‬ ‫ﺍﻟﺼﻼﺣﻴﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ )‪ :(Internal validity‬ﻣﺪﻯ ﺗﻮﺻ‪‬ﻞ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﻟﺒﺎﺣﺚ ﺇﱃ ﺍﻟﻮﺻﻒ ﺍﻟﺪﻗﻴﻖ ﳌﺎ‬ ‫ﺣﺪﺙ ﺑﺎﻟﻔﻌﻞ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﻫﻲ ﺗﻌﲏ ﺃﻧﻪ ﰲ ﺇﻃﺎﺭ ﳎﺮﻳﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺒﺪﻭ ﺍﻟﻨﺘﺎﺋﺞ ﺩﻗﻴﻘﺔ‪ .‬ﻛﻤﺎ ﻳﺜﺒﺖ ﺍﻟﺘﻤﺤﻴﺺ‬ ‫‪ scrutiny‬ﺻﺤﺔ ﺍﻟﻄﺮﻕ ﺍﻟﺒﺤﺜﻴﺔ ﻭﺍﻟﺘﺤﻠﻴﻞ‪ .‬ﻛﺬﻟﻚ ﻳﺘﻀﺢ ﺃﻥ ﺗﻔﺴﲑ ﺍﻟﺒﺎﺣﺚ ﻟﻠﻨﺘﺎﺋﺞ ﻟﻪ ﻣﺎ ﻳﺪﻋﻤﻪ‪.‬‬ ‫ﺻﻴﻐﺔ ﻟﻴﻜﺎﺭﺕ ﺍﻟﻨﻤﻄﻴﺔ )‪ :(Likert format‬ﺻﻴﻐﺔ ﳕﻄﻴﺔ ﻟﻸﺳﺌﻠﺔ ﺍﶈﺪﺩﺓ ﺍﻹﺟﺎﺑﺎﺕ‬

‫‪close-‬‬

‫‪ response questions‬ﺗﺴﺘﻌﻤﻞ ﻻﺳﺘﻴﻀﺎﺡ ﻣﻮﺍﻗﻒ ﺍ‪‬ﻴﺒﲔ ﲡﺎﻩ ﻋﺒﺎﺭﺓ ﻣﻌﻴﻨﺔ‪ .‬ﻭﻳﺘﻌﲔ ﻋﻠﻰ ﺍ‪‬ﻴﺐ ﺃﻥ ﳜﺘﺎﺭ‬ ‫ﺇﺟﺎﺑﺘﻪ ﻣﻦ ﺑﲔ ﲬﺲ ﻓﺌﺎﺕ‪ :‬ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ‪ ،‬ﺃﻭﺍﻓﻖ‪ ،‬ﻏﲑ ﻣﺘﺄﻛﺪ‪ ،‬ﻻ ﺃﻭﺍﻓﻖ‪ ،‬ﻻ ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ‪.‬‬ ‫ﺻﻴﻐﺔ ﳕﻄﻴﺔ ﲞﻴﺎﺭﺍﺕ ﺇﺟﺒﺎﺭﻳﺔ )‪ :(Forced-choice format‬ﺻﻴﻐﺔ ﳕﻄﻴﺔ ﻟﻸﺳﺌﻠﺔ ﺍﶈﺪﺩﺓ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫ﺗﺴﺘﻌﻤﻞ ﻻﺳﺘﻴﻀﺎﺡ ﻣﻮﺍﻗﻒ ﺍ‪‬ﻴﺒﲔ ﲡﺎﻩ ﻋﺒﺎﺭﺓ ﻣﻌﻴﻨﺔ‪ .‬ﻭﺗﻜﻮﻥ ﺍﺧﺘﻴﺎﺭﺍﺕ ﺍ‪‬ﻴﺐ ﻣﻘﺼﻮﺭﺓ ﻋﻠﻰ ﺃﺭﺑﻌﺔ ﻓﻘﻂ‬ ‫ﻫﻲ‪ :‬ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ‪ ،‬ﺃﻭﺍﻓﻖ‪ ،‬ﻻ ﺃﻭﺍﻓﻖ‪ ،‬ﻻ ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ‪ .‬ﻭﲣﺘﻠﻒ ﻫﺬﻩ ﺍﻟﺼﻴﻐﺔ ﻋﻦ ﺻﻴﻐﺔ ﻟﻴﻜﺎﺭﺕ ﰲ ﺃ‪‬ﺎ ﻻ‬ ‫ﺗﺴﻤﺢ ﺑﺈﺟﺎﺑﺔ ﻏﲑ ﻣﺆﻛﺪﺓ‪.‬‬ ‫ﺿﻤﺎﻥ ﺍﳉﻮﺩﺓ )‪ :(Quality assurance‬ﻧﻈﺎﻡ ﻟﻀﻤﺎﻥ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺗﻮﻟﻴﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﺴﺠﻴﻠﻬﺎ‬ ‫ﻭﺗﺒﻠﻴﻐﻬﺎ ﻭﻓﻘﹰﺎ ﻟﻠﱪﻭﺗﻮﻛﻮﻝ ﻭﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳉﻴﺪﺓ ﻭﺍﻟﻠﻮﺍﺋﺢ ﺍﻟﻮﻃﻨﻴﺔ‪.‬‬ ‫‪11‬‬

‫ﻃﺮﺍﺋﻖ ﻛﻤﻴﺔ )‪ :(Quantitative methods‬ﺃﺳﻠﻮﺏ ﲝﺜﻲ ﻳﺮﻛﹼﺰ ﻋﻠﻰ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻌﺪﺩﻳﺔ ﺃﻭ ﺍﻟﱵ‬ ‫ﳝﻜﻦ ﺗﻘﺪﻳﺮﻫﺎ ﻛﻤﻴﹰﺎ‪ :‬ﻭﻋﻠﻰ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ‪.‬‬ ‫ﻃﺮﺍﺋﻖ ﻛﻴﻔﻴﺔ )‪ :(Qualitative methods‬ﺃﺳﻠﻮﺏ ﲝﺜﻲ ﻳﺮﻛﹼﺰ ﻋﻠﻰ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻏﲑ ﺍﻟﻌﺪﺩﻳﺔ‪،‬‬ ‫ﻭﻋﻠﻰ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﻔﺴﲑﻱ‪.‬‬ ‫ﻋﺎﻣﻞ ﺍﻟﺘﺄﺛﲑ )‪ :(Impact factor‬ﻣﻘﻴﺎﺱ ﻟﺘﻮﺍﺗﺮ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺎﳌﻘﺎﻟﺔ ﺍﳌﺘﻮﺳﻄﺔ ‪ average article‬ﺍﳌﻨﺸﻮﺭﺓ‬ ‫ﰲ ﳎﻠﺔ ﻣﺎ ﰲ ﺳﻨﺔ ﺃﻭ ﻓﺘﺮﺓ ﻣﻌﻴﻨﺔ‪ .‬ﻭﻫﻮ ﻳﺘﻴﺢ ﻃﺮﻳﻘﺔ ﻟﻠﺤﻜﻢ ﻋﻠﻰ ﻣﻜﺎﻧﺔ ﺍ‪‬ﻠﺔ ﺍﳌﻌﻨﻴ‪‬ﺔ ﻭﻋﻠﻰ ﻣﺪﻯ ﺗﺄﺛﲑﻫﺎ‪.‬‬ ‫ﺍﻟﻌﺪﺍﻟﺔ ﺍﳌﻮﺯﻋﺔ )‪ :(Distributive justice‬ﻣﺒﺪﺃ ﺃﺧﻼﻗﻲ ﻣﻀﻤﻮﻧﻪ ﺃﻥ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﺚ ﳚﺐ ﺃﻥ‬ ‫ﺗﺮﺗﺒﻂ ﺑﺎﻟﻔﻮﺍﺋﺪ ﺍﳌﺘﻮﻗﻌﺔ‪ .‬ﻭﻻ ﳚﻮﺯ ﺃﻥ ﺗﺘﺤﻤﻞ ﲨﺎﻋﺔ ﻣﻦ ﺍ‪‬ﺘﻤﻊ ﺃﻋﺒﺎﺀ ﲝﺚ ﺛﻘﻴﻠﺔ ﻟﺼﺎﱀ ﲨﺎﻋﺔ ﺃﺧﺮﻯ‪.‬‬ ‫ﻋﺪﻡ ﺍﻹﺿﺮﺍﺭ )‪ :(Non-maleficence‬ﻣﺒﺪﺃ ﺃﺧﻼﻗﻲ ﻣﻀﻤﻮﻧﻪ ﺃﻥ ﺍﻟﺒﺤﺚ ﻋﻨﺪﻣﺎ ﻳﺸﻤﻞ ﺍﻟﺘﺠﺮﻳﺐ‬ ‫ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻳﺘﻌﲔ ﺃﻥ ﻻ ﻳﻌﺮ‪‬ﺽ ﺃﻓﺮﺍﺩ ﺍﻟﺘﺠﺮﺑﺔ ﻷﻱ ﺃﺫﻯ‪.‬‬ ‫ﻋﻮﺍﻣﻞ ﺍﻹﺧﺘﻄﺎﺭ )‪ :(Risk factors‬ﻋﻮﺍﻣﻞ ﻳ‪‬ﻌﺘﻘﺪ ﺃ‪‬ﺎ ﺗﺰﻳﺪ ﺍﺣﺘﻤﺎﻝ ﺣﺪﻭﺙ ﻧﺘﻴﺠﺔ ﻣﻌﻴﻨﺔ ﺃﻭ ﻣﺮﺽ ﻣﺎ‪.‬‬ ‫ﻋﻮﺍﻣﻞ ﺍﻟﺘﺸﻮﻳﺶ )‪ :(Confounders‬ﺑﻌﺒﺎﺭﺓ ﺑﺴﻴﻄﺔ‪ ،‬ﻋﻮﺍﻣﻞ ﺍﻟﺘﺸﻮﻳﺶ ﻫﻲ ﻛﻞ »ﺍﻷﺷﻴﺎﺀ ﺍﻷﺧﺮﻯ«‬ ‫ﺍﻟﱵ ﳝﻜﻨﻬﺎ ﺗﻔﺴﲑ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‪ .‬ﻭﺑﻌﺒﺎﺭﺓ ﺗﻘﻨﻴﺔ‪ .‬ﻫﻲ ﻋﻮﺍﻣﻞ ﻣﺮﺗﺒﻄﺔ ﺑﻜﻞ ﻣﻦ ﺍﻟﺘﻌﺮﺽ ﻭﺍﻟﻨﺘﻴﺠﺔ‪.‬‬ ‫ﻋﻴﻨﺔ )‪ :(Sample‬ﺟﺰﺀ ﻳ‪‬ﺨﺘﺎﺭ ﻹﺟﺮﺍﺀ ﺩﺭﺍﺳﺔ ﻋﻠﻤﻴﺔ ﻣﻦ ﺑﲔ ﳎﺘﻤﻊ ﺃﻛﱪ‪.‬‬ ‫ﻋﻴﻨﺔ ﳑﺜﻠﺔ )‪ :(Representative Sample‬ﻋﻴﻨﺔ ﲤﺜﻞ ﺑﺪﻗﺔ ﺧﺼﺎﺋﺺ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﺃﺧﺬﺕ ﻣﻨﻪ‪ .‬ﻭﻫﻲ‬ ‫ﲤﺜﻴﻞ ﻣﺼﻐﺮ ﺩﻗﻴﻖ ﻟﻸﺟﺰﺍﺀ ﺍﻟﻨﺴﺒﻴﺔ ﻟﻌﻨﺎﺻﺮ ﺍ‪‬ﺘﻤﻊ‪.‬‬ ‫ﺍﻟﻐﺶ )‪ :(Fraud‬ﺍﻟﻐﺶ ﺍﻟﻌﻠﻤﻲ ﻫﻮ ﺧﺪﺍﻉ ﻣﺘﻌﻤﺪ‪ ،‬ﻭﻗﺪ ﻳﺄﺧﺬ ﺷﻜﻞ ﺍﺧﺘﻼﻕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﺗﻠﻔﻴﻖ ﺍﳌﺮﺿﻰ‬ ‫ﺃﻭ ﲢﺮﻳﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﲝﻴﺚ ﺗﻌﻄﻲ ﺍﳊﻞ ﺍﳌﺮﻏﻮﺏ‪.‬‬ ‫ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ )‪ :(Confidence interval‬ﺇﺣﺼﺎﺀ ﻟﻠﻤﺪﻯ ﺍﳌﺘﻮﻗﻊ ﺍﻟﺬﻱ ﺳﻮﻑ ﺗﻮﺟﺪ ﺑﻪ ﺍﻟﻘﻴﻤﺔ ﺍﳌﺘﻌﻠﻘﺔ‬ ‫ﺑﺎ‪‬ﺘﻤﻊ ﺍﻹﺣﺼﺎﺋﻲ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﻣﻌﲔ ﻣﻦ ﺍﻟﺜﻘﺔ ﺃﻭ ﺍﻹﺣﺘﻤﺎﻝ‪.‬‬ ‫ﺍﻟﻔﺠﻮﺓ ‪ :(The 10/90 gap) 90/10‬ﺑﻴﻨﻤﺎ ﻳﻮﺟﺪ ‪ %90‬ﻣﻦ ﺍﻟﻌﺐﺀ ﺍﻟﻌﺎﳌﻲ ﻟﻠﻤﺮﺽ ﰲ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﻳﻘﺪ‪‬ﺭ ﺃﻥ ‪ %10‬ﻓﻘﻂ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﻌﺎﳌﻴﺔ ﻳ‪‬ﻨﻔﻖ ﻋﻠﻰ ﺍﳌﺸﻜﻼﺕ ﺍﳌﺮﺿﻴﺔ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‪.‬‬ ‫ﻓﺮﺿﻴﺔ )‪ :(Hypothesis‬ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ ﻫﻲ ﺑﻴﺎﻥ ﲡﺮﻳﱯ ﳝﻜﻦ ﺍﺧﺘﺒﺎﺭﻩ ﺑﺘﺼﻤﻴﻢ ﻋﻠﻤﻲ ﻟﻠﺒﺤﺚ‪.‬‬

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‫ﻓﺮﺿﻴﺔ ﲝﺜﻴﺔ ﻣﻮﺟ‪‬ﻬﺔ )‪ :(Directional research hypothesis‬ﺍﻟﻔﺮﺿﻴ ﺔ ﺍﻟﺒﺤﺜﻴﺔ ﺍﻟﱵ ﺗﻄﺮﺡ ﻋﻼﻗﺔ‬ ‫ﻣﺎ‪ ،‬ﻗﺪ ﺗﻜﻮﻥ ﻣﻮﺟﻬﺔ ﺃﻭ ﻏﲑ ﻣﻮﺟﻬﺔ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺃﻥ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺘﺪﺧﲔ ﻭﺍﻷﻣﺮﺍﺽ ﺍﻟﻘﻠﺒﻴﺔ ﺍﻟﻮﻋﺎﺋﻴﺔ ﻻ ﳝﻜﻦ‬ ‫ﺇﻻ ﺃﻥ ﺗﻜﻮﻥ ﻣﻮﺟﻬﺔ‪ .‬ﻓﻬﻲ ﻣﺘﻮﻗﻌﺔ ﰲ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﱵ ﺗﻘﻮﻝ ﺇﻥ ﺍﻟﺘﺪﺧﲔ ﺳﻮﻑ ﻳﺰﻳﺪ ﺍﻷﻣﺮﺍﺽ ﺍﻟﻘﻠﺒﻴﺔ ﺍﻟﻮﻋﺎﺋﻴﺔ‪.‬‬ ‫ﺃﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﻮﺍﻧﻊ ﺍﳊﻤﻞ ﺍﳍﺮﻣﻮﻧﻴﺔ ﻭﺑﲔ ﺑﻌﺾ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺿﻴﺔ ﻓﻴﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻏﲑ ﻣﻮﺟﻬﺔ‪ .‬ﻓﺎﳊﺎﻻﺕ‬ ‫ﺍﳌﺮﺿﻴﺔ ﻗﺪ ﺗﺰﻳﺪ ﺃﻭ ﺗﻨﻘﺺ ﻧﺘﻴﺠﺔ ﻻﺳﺘﻌﻤﺎﻝ ﺣﺒﻮﺏ ﻣﻨﻊ ﺍﳊﻤﻞ‪.‬‬ ‫ﻓﺮﺿﻴﺔ ﺑﺪﻳﻠﺔ )‪ :(Alternative hypothesis‬ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﱵ ﳜﺘﱪﻫﺎ ﺍﻟﺒﺎﺣﺚ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﰲ ﺍﳌﻨﻬﺠﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻧﺒﺪﺃ ﺑﺎﻓﺘﺮﺍﺽ ﺃ‪‬ﺎ ﻏﲑ ﺻﺤﻴﺤﺔ ﺇﱃ ﺃﻥ ﻳﺜﺒﺖ ﺍﻟﻌﻜﺲ‪ ،‬ﻭﺫﻟﻚ ﺑﺮﻓﺾ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ‪.‬‬ ‫ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ )‪ :(Null hypothesis‬ﰲ ﺍﳌﻨﻬﺠﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻻ ﳔﺘﱪ ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﳓﻮ ﻣﺒﺎﺷﺮ‪ ،‬ﻭﺇﳕﺎ‬ ‫ﻧﻔﺘﺮﺽ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻕ ﺃﻭ ﺍﺭﺗﺒﺎﻁ ﺑﲔ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﱵ ﲡﺮﻱ ﻣﻘﺎﺭﻧﺘﻬﺎ‪ .‬ﻭﻫﺬﻩ ﺗﺴﻤﻰ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ )‪ .(HO‬ﻓﺈﺫﺍ‬ ‫ﺭﻓﺾ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ‪ ،‬ﻓﺈ ﻥ ﺫﻟﻚ ﻳﻌﲏ ﺃﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ ﳛﺘﻤﻞ ﺃﻥ ﺗﻜﻮﻥ ﺻﺤﻴﺤﺔ ﻭﺃﻥ‬ ‫ﻫﻨﺎﻙ ﻓﺮﻭﻗﺎﹰ ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺃﻭ ﻋﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﺍﺕ‪.‬‬ ‫ﻗﺎﺑﻠﻴﺔ ﺍﻟﺘﻐﲑ )‪ :(Variability‬ﻧﻄﺎﻕ ﺍﺧﺘﻼﻑ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺎﺕ ‪ scores‬ﺃﻭ ﻧﻄﺎﻕ ﺍﻧﺘﺸﺎﺭﻫﺎ‪.‬‬ ‫ﻭﻳﻮﺻﻒ ﻫﺬﺍ ﻋﺎﺩﺓ ﺑﺈﺣﺼﺎﺀ ﻭﺻﻔﻲ ﻣﺜﻞ ﺍﳌﺪﻯ ‪ range‬ﺃﻭ ﺍﻹﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ‪.‬‬ ‫ﺍﻟﻘﻮﺓ )‪ :(Power‬ﺇﺣﺼﺎﺀ ﻳﺒﲔ ﺍﺣﺘﻤﺎﻝ ﺭﻓﺾ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ ﺻﺤﻴﺤﺔ‪ .‬ﻭﻫﻜﺬﺍ‬ ‫ﺗﻜﻮﻥ ﺍﻟﻘﻮﺓ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻟﺪﺭﺍﺳ ٍﺔ ﻣﺎ ﻫﻲ ﺍﺣﺘﻤﺎﻝ ﻣﻼﺣﻈﺔ ﺗﺄﺛ ٍﲑ ﻣﺎ )ﻟﻪ ﺣﺠﻢ ﺗﺄﺛﲑ ﻣﻌﲔ( ﺇﺫﺍ ﻭ‪‬ﺟﺪ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﺘﺄﺛﲑ‪.‬‬ ‫ﻗﻴﺎﺳﺎﺕ ﺷﺨﺼﺎﻧﻴﺔ )‪ :(Subjective measures‬ﻗﻴﺎﺳﺎﺕ ﺗﺸﻤﻞ ﺩﺭﺟﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﺘﻔﺴﲑ ﺍﻟﺒﺸﺮﻱ‪.‬‬ ‫ﻣﺜﺎﻝ ﺫﻟﻚ ﲢﺪﻳﺪ ﺩﺭﺟﺎﺕ ﺍﻷﱂ‪.‬‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻹﺣﺘﻤﺎﻟﻴﺔ )‪ :(P value‬ﺇﺣﺘﻤﺎﻝ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻔﺮﻕ ﺃﻭ ﺍﻹﺭﺗﺒﺎﻁ ﺑﺎﳊﺠﻢ ﺍﻟﺬﻱ ﻟﻮﺣﻆ‪ ،‬ﻗﺪ ﺣﺪﺙ‬ ‫ﺑﺎﻟﺼﺪﻓﺔ ﻭﺣﺪﻫﺎ‪.‬‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻨﺒﺆﻳﺔ )ﺍﻟﺘﻜﻬﻨﻴﺔ( )‪ :(Predictive value‬ﺍﻟﺘﻜﺮﺍﺭﻳﺔ ﺍﻟﱵ ﻳﺘﺴﻢ ‪‬ﺎ ﺍﺧﺘﺒﺎﺭ ﺗﺸﺨﻴﺼﻲ ﺇﳚﺎﰊ‬ ‫ﻋﻠﻰ ﳓﻮ ﻳﺆﻛﺪ ﻭﺟﻮﺩ ﺍﳌﺮﺽ‪.‬‬ ‫ﻟﻮﺣﺎﺕ ﺍﻟﺸﺮﺍﺋﻂ ﺃﻭ ﺍﻷﻋﻤﺪﺓ )‪ :(Bar or column charts‬ﻃﺮﻳﻘﺔ ﺑﻴﺎﻧﻴﺔ ﻟﻮﺻﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺣﻴﺚ‬ ‫ﻳﻌﺒ‪‬ﺮ ﻋﻦ ﺗﻜﺮﺍﺭ ﻓﺌﺔ ﻣﻌﻴﻨﺔ ﺑﺎﺭﺗﻔﺎﻉ ﺍﻟﻌﻤﻮﺩ ﺃﻭ ﺍﻟﺸﺮﻳﻂ ﺍﳌﻤﺜﻞ ﳍﺎ ﰲ ﺍﻟﻠﻮﺣﺔ‪.‬‬ ‫ﻣﺘﻐﲑ )‪ :(Variable‬ﺗﺴﻤﻴﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻟﺼﻔﺔ ﺃﻭ ﺧﺎﺻﻴﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻐﲑ ﻣﺜﻞ ﺍﻟﻌﻤﺮ ﺃﻭ ﺍﻟﻮﺯﻥ‪.‬‬ ‫‪13‬‬

‫ﻣﺘﻐﲑﺍﺕ ﺗﺎﺑﻌﺔ ﺃﻭ ﳐﺮﺟﺎﺕ )‪ :(Dependent or output variables‬ﺍﺳﺘﺠﺎﺑﺎﺕ ﺃﻭ ﻧﺘﺎﺋﺞ ﳏﺘﻤﻠﺔ‬ ‫ﺍﳊﺪﻭﺙ ﺑﻔﻌﻞ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ‪.‬‬ ‫ﻣﺘﻐﲑﺍﺕ ﻋﺪﺩﻳﺔ )‪ :(Numeral variables‬ﺑﻴﺎﻧﺎﺕ ﻣﻌﺮﻭﺿﺔ ﻛﺄﻋﺪﺍﺩ‪.‬‬ ‫ﻣﺘﻐﲑﺍﺕ ﻓﺌﻮﻳﺔ )‪ :(Categorical variables‬ﺑﻴﺎﻧﺎﺕ ﻳﻜﻮﻥ ﻛﻞ ﻣﺘﻐﲑ ﻣﻔﺮﺩ ﻣﻨﻬﺎ ﻭﺍﺣﺪﹰﺍ ﻣﻦ ﻋﺪﺩ‬ ‫ﻣﻦ ﺍﻷﺻﻨﺎﻑ ﺍﳌﺘﻨﺎﻓﻴﺔ ‪.mutually exclusive‬‬ ‫ﻣﺘﻐﲑﺍﺕ ﻣﺘﺼﻠﺔ )‪ :(Continuous variables‬ﺑﻴﺎﻧﺎﺕ ﻳﺘﻢ ﻗﻴﺎﺳﻬﺎ ﲟﻘﻴﺎﺱ ﻣﺘﻮﺍﺻﻞ‪ .‬ﻭﻫﻲ ﺃﻋﺪﺍﺩ‬ ‫ﳝﻜﻦ ﲨﻌﻬﺎ ﻭﻃﺮﺣﻬﺎ ﻭﺿﺮ‪‬ﺎ ﻭﻗﺴﻤﺘﻬﺎ‪.‬‬ ‫ﻣﺘﻐﲑﺍﺕ ﻣﺴﺘﻘﻠﺔ ﺃﻭ ﻣﺪﺧﻼﺕ )‪ :(Independent or input variables‬ﻣﺘﻐﲑﺍﺕ ﺫﺍﺕ ﻗﻴﻢ‬ ‫ﻣﺴﺘﻘﻠﺔ ﻋﻦ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺘﺎﺑﻌﺔ ﺃﻭ ﻣﺘﻐﲑﺍﺕ ﺍﳌﺨﺮﺟﺎﺕ‪ .‬ﻭﳌﺎ ﻛﺎﻧﺖ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ ﺗﺴﺒﻖ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺘﺎﺑﻌﺔ‬ ‫ﻓﻬﻲ ﻛﺜﲑﹰﺍ ﻣﺎ ﺗﺴﻤﻰ ﻋﻮﺍﻣﻞ ﺍﻟﺘﻜﻬﻦ )ﺃﻭ ﺍﻟﺘﻨﺒﺆ( ‪ .predictors‬ﻭﰲ ﳎﺎﻝ ﺍﻟﻮﺑﺎﺋﻴﺎﺕ ﻛﺜﲑﹰﺍ ﻣﺎ ﺗﺴﻤﻰ ﺍﳌﺘﻐﲑﺍﺕ‬ ‫ﺍﳌﺴﺘﻘﻠﺔ ﺑﻌﻮﺍﻣﻞ ﺍﻹﺧﺘﻄﺎﺭ ‪ risk factors‬ﺃﻭ ﻣﺘﻐﲑﺍﺕ ﺍﻟﺘﻌﺮﺽ‪.‬‬ ‫ﳎﺘﻤﻊ )‪ :(Population‬ﳎﻤﻮﻋﺔ ﻛﺎﻣﻠﺔ ﻣﻦ ﺍﻷﺷﺨﺎ ﺹ ﺃﻭ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺃﻭ ﺍﻷﺷﻴﺎﺀ ﺃﻭ ﺍﻷﺣﺪﺍﺙ ﺍﻟﱵ ﻳﻌﺘﺰﻡ‬ ‫ﺍﻟﺒﺎﺣﺚ ﺩﺭﺍﺳﺘﻬﺎ‪.‬‬ ‫ﳎﻠﺔ ﳏﻜﹼﻤﺔ )‪ :(Peer-reviewed journal‬ﳎﻠﺔ ﻳﻘﻮﻡ ﳏﻜﹼﻤﻮﻥ ﻣﺴﺘﻘﻠﻮﻥ ﲟﺮﺍﺟﻌﺔ ﻣﻘﺎﻻ‪‬ﺎ ﻟﻠﺘﺜﺒﺖ‬ ‫ﻣﻦ ﺟﻮﺩ‪‬ﺎ ﻭﺃﳘﻴﺘﻬﺎ‪ ،‬ﻭﻫﻜﺬﺍ ﺗﻜﻮﻥ ﺍ‪‬ﻠﺔ ﺃﻛﺜﺮ ﺍﺣﺘﺮﺍﻣﹰﺎ ﻭﺗﻘﺪﻳﺮﹰﺍ‪.‬‬ ‫ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﻨﺸﻮﺍﺕ ﺍﻟﻄﺒﻴﺔ )‪ :(Pub Med Central‬ﺃﺭﺷﻴﻒ ﻣﺮﺗﻜﺰ ﻋﻠﻰ ﺷﺒﻜﺔ‬ ‫ﺍﻹﻧﺘﺮﻧﺖ ﺍﻟﻌﺎﳌﻴﺔ ‪ web-based‬ﻳﺘﻴﺢ ﻟﻠﺠﻤﻴﻊ ﺍﻟﺘﻮﺻﻞ ﻣﻦ ﺩﻭﻥ ﻋﻮﺍﺋﻖ ﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﺒﺤﻮﺙ ﺍﻷﻭﻟﻴﺔ ﺍﶈﻜﹼﻤﺔ ﰲ‬ ‫ﻋﻠﻮﻡ ﺍﳊﻴﺎﺓ‪ .‬ﻭﺗﺘﻮﱃ ﲤﻮﻳﻠﻬﺎ ﺍﳌﻌﺎﻫﺪ ﺍﻟﺼﺤﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪.‬‬ ‫ﳐﻄﻂ ﺍﻟﺘﺸﺘﺖ )‪ :(Scatter diagram‬ﳐﻄﻂ ﺑﻴﺎﱐ ﻳﻌﺮﺽ ﺗﺸﺘﺖ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺘﻐﲑﻳﻦ‪ .‬ﻭﳐﻄﻂ‬ ‫ﺍﻟﺘﺸﺘﺖ ﻳﺒﻴ‪‬ﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻳ‪‬ﺤﺘﻤﻞ ﻭﺟﻮﺩ ﺍﺭﺗﺒﺎﻁ ﺑﻴﻨﻬﻤﺎ‪ ،‬ﻭﺍﲡﺎﻩ ﺫﻟﻚ ﺍﻻﺭﺗﺒﺎﻁ‪.‬‬ ‫ﻣﺪﺭﺝ ﺗﻜﺮﺍﺭﻱ )‪ :(Histogram‬ﻃﺮﻳﻘﺔ ﻟﺮﺳﻢ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻟﺘﻜﺮﺍﺭﻳﺔ ﰲ ﳐﻄﻂ ﺑﻴﺎﱐ‪.‬‬ ‫ﺍﳌﺪﻯ )‪ :(Range‬ﰲ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺎﺕ ‪ ، scores‬ﻳﻜﻮﻥ ﺍﳌﺪﻯ ﻫﻮ ﺍﻟﻔﺮﻕ ﺑﲔ ﺃﻋﻠﻰ ﺍﻟﺪﺭﺟﺎﺕ‬ ‫ﻭﺃﺩﻧﺎﻫﺎ‪.‬‬

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‫ﺍﳌﺪﻯ ﺍﻟﺮ‪‬ﺑﻴ‪‬ﻌﻲ )‪ :(Interquartile range‬ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺍﻟﺪﺭﺟﺎﺕ ‪ scores‬ﺍﻟﱵ ﲤﺜﻞ ﺍﻟﺸﺮﳛﺘﲔ‬ ‫ﺍﳌﺌﻮﻳﺘﲔ ‪ percentiles‬ﺍﳋﺎﻣﺴﺔ ﻭﺍﻟﻌﺸﺮﻳﻦ ﻭﺍﳋﺎﻣﺴﺔ ﻭﺍﻟﺴﺒﻌﲔ ﰲ ﺇﻃﺎﺭ ﺗﻮﺯ‪‬ﻉ ﻣﺎ‪.‬‬ ‫ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ )‪ :(Phase I clinical trials‬ﻫﻲ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻷﻭﱃ ﻋﻠﻰ‬ ‫ﺍﻹﻧﺴﺎﻥ ﻟﻌﻨﺼﺮ ﻓﻌﺎﻝ ﺟﺪﻳﺪ ﺃﻭ ﺗﺮﻛﻴﺒﺔ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﲡﺮﻯ ﻏﺎﻟﺒﹰﺎ ﻋﻠﻰ ﻣﺘﻄﻮﻋﲔ ﺃﺻﺤﺎﺀ‪.‬‬ ‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ )‪ :(Phase II clinical trials‬ﻫﻲ ﲡﺎﺭﺏ ﲡﺮﻯ ﻋﻠﻰ ﻋﺪﺩ‬ ‫ﻼ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﺎﺩﺓ ﻏﻔﻞ ﻟﻠﻤﻘﺎﺭﻧﺔ( ﻭﺫﻟﻚ ﻹﻳﻀﺎﺡ‬ ‫ﳏﺪﻭﺩ ﻣﻦ ﺍﻷﻓﺮﺍﺩ‪ .‬ﻭﻏﺎﻟﺒﹰﺎ ﻣﺎ ﺗﻜﻮﻥ ﺫﺍﺕ ﺗﺼﻤﻴﻢ ﻣﻘﺎﺭﻥ )ﻣﺜ ﹰ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ ﺍﻟﻌﻼ ﺟﻴﺔ ﻭﻟﺘﻘﺪﻳﺮ ﻣﺄﻣﻮﻧﻴﺔ ﺍﻟﻌﻨﺼﺮ ﺍﻟﻔﻌﺎﻝ ﻋﻠﻰ ﺍﳌﺪﻯ ﺍﻟﻘﺼﲑ ﰲ ﺍﳌﺮﺿﻰ ﺍﳌﺼﺎﺑﲔ ﲟﺮﺽ ﺃﻭ ﺣﺎﻟﺔ ﻣﺎ‬ ‫ﻭﻳﺮﺍﺩ ﻣﻌﺎﳉﺘﻬﺎ ﺑﺬﻟﻚ ﺍﻟﻌﻨﺼﺮ ﺍﻟﻔﻌﺎﻝ‪.‬‬ ‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ )‪ :(Phase III clinical trials‬ﻫﻲ ﲡﺎﺭﺏ ﺗﺸﻤﻞ‬ ‫ﳎﻤﻮﻋﺎﺕ ﺃﻛﱪ ﻣﻦ ﺍﳌﺮﺿﻰ )ﻗﺪ ﺗﻜﻮﻥ ﻣﺘﻨﻮﻋﺔ(‪ ،‬ﻭ‪‬ﺪﻑ ﺇﱃ ﺗﻌﻴﲔ ﺍﻟﺘﻮﺍﺯﻥ ﺑﲔ ﻣﺄﻣﻮﻧﻴﺔ ﻭﳒﺎﻋﺔ ﺗﺮﻛﻴﺐ ﺃﻭ‬ ‫ﺗﺮﻛﻴﺒﺎﺕ ﺍﻟﻌﻨﺼﺮ ﺍﻟﻔﻌﺎﻝ ﰲ ﻛﻞ ﻣﻦ ﺍﳌﺪﻯ ﺍﻟﻘﺮﻳﺐ ﻭﺍﻟﺒﻌﻴﺪ‪ ،‬ﻭﺗﻘﺪﻳﺮ ﻗﻴﻤﺘﻪ ﺍﻟﻌﻼﺟﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﻨﺴﺒﻴﺔ‪.‬‬ ‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺮﺍﺑﻌﺔ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ )‪ :(Phase IV clinical trials‬ﻫﻲ ﺩﺭﺍﺳﺎﺕ ﲡﺮﻯ ﺑﻌﺪ‬ ‫ﺗﺴﻮﻳﻖ ﺍﳌﺴﺘﺤﻀﺮ ﺍﻟﺼﻴﺪﻻﱐ ﻻﻛﺘﺸﺎﻑ ﺗﺄﺛﲑﺍﺗﻪ ﺍﳉﺎﻧﺒﻴﺔ ﺍﻟﻨﺎﺩﺭﺓ ﻭﺍﳌﺘﺄﺧﺮﺓ‪.‬‬ ‫ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ )‪ :(Literature‬ﺍﻟﺒﺤﻮﺙ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﱵ ﺃﺟﺮﻳﺖ ﰲ ﻧﻔﺲ ﳎﺎﻝ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳍﺎﻣﺸﻴﺔ )‪ :(Ephemeral literature‬ﻣﻄﺒﻮﻋﺎﺕ ﺗﻌﺘﱪ ﻣﻔﻴﺪﺓ ﳌﺪﺓ ﻗﺼﲑﺓ ﻭﳉﻤﻬﻮﺭ‬ ‫ﺻﻐﲑ ﻓﻘﻂ‪ ،‬ﻭﻻ ﺗﻌﺘﱪ ﻋﺎﺩﺓ ﳑﺎ ﻳﺴﺘﺤﻖ ﺍﻟﻔﻬﺮﺳﺔ ‪ indexing‬ﺃﻭ ﺍﳉﺪﻭﻟﺔ ‪ ،cataloguing‬ﻏﲑ ﺃ‪‬ﺎ ﻗﺪ ﺗﻜﻮﻥ‬ ‫ﻣﻬﻤﺔ‪ ،‬ﻓﻬﻲ ﺗﺸﻤﻞ ﺗﻘﺎﺭﻳﺮ‪ ،‬ﻭﳏﺎﺿﺮ ﺍﳌﺆﲤﺮﺍﺕ‪ ،‬ﻭﺃﻧﻮﺍﻋﹰﺎ ﺃﺧﺮﻯ ﻣﻦ ﺍﳌﻨﺸﻮﺭﺍﺕ‪.‬‬ ‫ﻣﻌﺎﺩﻟﺔ ﺍﻹﳓﺪﺍﺭ )ﺍﻟﺘﺤﻮﻑ( )‪ :(Regression equation‬ﻣﻌﺎﺩﻟﺔ ﺗﺼﻒ ﺍﻟﺘﺮﺍﺑﻂ ﺑﲔ ﻣﺘﻐﲑﻳﻦ‪ .‬ﻭﻫﻲ‬ ‫ﺗﻌﲏ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ﻳﺘﻐﲑ ﺃﺣﺪﳘﺎ ﲟﻘﺪﺍﺭ ﻣﻌﲔ ﻓﺈﻥ ﺍﻵﺧﺮ ﻳﺘﻐﲑ ﰲ ﺍﳌﺘﻮﺳﻂ ﺑﻘﺪﺭ ﻣﻌﲔ‪.‬‬ ‫ﻣﻌﺎﻣﻞ ﺍﻹﳓﺪﺍﺭ )ﺍﻟﺘﺤﻮﻑ( )‪ :(Regression coefficient‬ﻣﺼﻄﻠﺢ ﻳﺴﺘﻌﻤﻞ ﻟﺒﻴﺎﻥ ﺍﳌﻘﺪﺍﺭ ﺍﻟﺬﻱ‬ ‫ﳚﺐ ﺃﻥ ﻳ‪‬ﻀﺮﺏ ﻓﻴﻪ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻐﲑ ﰲ ﺃﺣﺪ ﺍﳌﺘﻐﲑﺍﺕ ﻟﻴﻌﻄﻲ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻐﲑ ﺍﳌﺘﻮﺳﻂ ﺍﳌﻘﺎﺑﻞ ﰲ ﺍﳌﺘﻐﲑ ﺍﻵﺧﺮ‪ .‬ﻭﻫﻮ‬ ‫ﳝﺜﻞ ﺩﺭﺟﺔ ﻣﻴﻞ ﺧﻂ ﺍﻹﳓﺪﺍﺭ )ﺍﻟﺘﺤﻮﻑ( ﺇﱃ ﺃﻋﻠﻰ ﺃﻭ ﺇﱃ ﺃﺳﻔﻞ‪.‬‬ ‫ﻣﻌﺎﻣﻞ ﺍﻟﺘﺮﺍﺑﻂ )‪ :(Correlation coefficient‬ﺇﺣﺼﺎﺀ ﻳﻬﺪﻑ ﺇﱃ ﻗﻴﺎﺱ ﺣﺠﻢ ﺍﻹﺭﺗﺒﺎﻁ ﺑﲔ ﻣﺘﻐﲑﻳﻦ‬ ‫ﻭﺍﲡﺎﻫﻪ‪ .‬ﻭﺗﺘﺮﺍﻭﺡ ﻗﻴﻤﺘﻪ ﺑﲔ ﺍﻟﺼﻔﺮ ﻭ ‪) 1 ‬ﻭﺍﻟﻮﺍﺣﺪ ﻳﻌﲏ ﺍﻟﺘﺮﺍﺑﻂ ﺍﻟﺘﺎﻡ(‪.‬‬ ‫‪15‬‬

‫ﻣﻌﺪﻝ )‪ :(Rate‬ﺗﻌﺒﲑ ﻋﺪﺩﻱ ﻋﻦ ﺗﻜﺮﺍﺭ ﺣﺎﻟﺔ ﻣﺎ ﰲ ﳎﺘﻤﻊ ﻣﺎ ﺧﻼﻝ ﻓﺘﺮﺓ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﺰﻣﻦ‪.‬‬ ‫ﻣﻌﺪﻻﺕ ﺧﺎﻡ )‪ :(Crude rates‬ﻣﺼﻄﻠﺤﺎﺕ ﺗﺴﺘﻌﻤﻞ ﻋﻨﺪﻣﺎ ﻻ ﲣﻀﻊ ﺍﻟﻨﺘﺎﺋﺞ ﻟﻠﺘﺼﺤﻴﺢ ﲝﺴﺐ‬ ‫ﻋﻮﺍﻣﻞ ﺍﻟﺘﺸﻮﻳﺶ‪.‬‬ ‫ﻣﻌﺪﻻﺕ ﻣﺼﺤﺤﺔ )‪ :(Adjusted rates‬ﻣﺼﻄﻠﺤﺎﺕ ﺗﺴﺘﻌﻤﻞ ﻋﻨﺪ ﺇﺟﺮﺍﺀ ﲢﻮﻳﺮ ﺇﺣﺼﺎﺋﻲ ﻟﻠﻨﺘﺎﺋﺞ‬ ‫ﻳﺘﻴﺢ ﺇﺟﺮﺍﺀ ﻣﻘﺎﺭﻧﺔ ﻋﺎﺩﻟﺔ ﺑﲔ ﳎﻤﻮﻋﺎﺕ ﲣﺘﻠﻒ ﰲ ﺑﻌﺾ ﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﻗﺪ ﺗﺆﺛﺮ ﻋﻠﻰ ﺍﺧﺘﻄﺎﺭ ﺍﻹﺻﺎﺑﺔ‬ ‫ﺑﺎﳌﺮﺽ‪.‬‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻏﲑ ﻣﺮﺗﺒﻄﺔ )‪ :(Unlinked information‬ﻣﻌﻠﻮﻣﺎﺕ ﻻ ﳝﻜﻦ ﺭﺑﻄﻬﺎ ﺃﻭ ﻭﺻﻠﻬﺎ ﺃﻭ ﺇﳚﺎﺩ‬ ‫ﻋﻼﻗﺔ ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﺗﻨﺘﺴﺐ ﺇﻟﻴﻪ‪ .‬ﻭﺗﻜﻮﻥ ﺍﻟﺴﺮﻳﺔ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻏﲑ ﻣﻬﺪﺩﺓ‪.‬‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻣﺮﺗﺒﻄﺔ ﻏﹸﻔﻞ )‪ :(Anonymous linked information‬ﻣﻌﻠﻮﻣﺎﺕ ﻻ ﳝﻜﻦ ﺭﺑﻄﻬﺎ‬ ‫ﺑﺎﻟﺸﺨﺺ ﺍﻟﺬﻱ ﺗﻨﺘﺴﺐ ﺇﻟﻴﻪ‪ ،‬ﲝﻴﺚ ﻻ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻌﺮﻑ ﻫﻮﻳﺔ ﺫﻟﻚ ﺍﻟﺸﺨﺺ‪ .‬ﻭﻫﻜﺬﺍ ﺗﻜﻮﻥ‬ ‫ﺍﻟﺴ‪‬ﺮﻳﺔ ﺗﺎﻣﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻣﺮﺗﺒﻄﺔ ﻏﲑ ﺇﲰﻴﺔ )‪ :(Non-nominal linked information‬ﻣﻌﻠﻮﻣﺎﺕ ﻣﺮﺗﺒﻄﺔ‬ ‫ﺑﺎﻟﺸﺨﺺ ﺍﳌﻌﲏ ﺑﻮﺍﺳﻄﺔ ﺭﻣﺰ ﻳﻌﺮﻓﻪ ﺍﻟﺒﺎﺣﺚ )ﻭﻻ ﻳﺸﻤﻞ ﺗﻌﺮﻳﻒ ﺍﳍﻮﻳﺔ(‪.‬‬ ‫ﻣﻌﻨﻮﻳﺔ ﺇﺣﺼﺎﺋﻴﺔ )‪ :(Statistical significance‬ﺇﺣﺼﺎﺀ ﻳﺒﲔ ﺃﻥ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﱵ ﰎ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﱂ ﺗﻜﻦ‬ ‫ﻋﻠﻰ ﺍﻷﺭﺟﺢ ﺭﺍﺟﻌﺔ ﻟﻠﺼﺪﻓﺔ ﺑﻞ ﻛﺎﻧﺖ ﺣﻘﻴﻘﻴﺔ‪ .‬ﻭﺍﻟﻨﺘﻴﺠﺔ ﺫﺍﺕ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻻ ﺗﻌﲏ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃ‪‬ﺎ‬ ‫ﻣﻬﻤﺔ ﺃﻭ ﻣﻔﻴﺪﺓ‪.‬‬ ‫ﺍﳌﻌﻮ‪‬ﻟﻴﺔ )ﺍﳌﻮﺛﻮﻗﻴﺔ( )‪ :(Reliability‬ﻣﺪﻯ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻜﺮﺍﺭ ﻧﺘﻴﺠﺔ ﺍﺧﺘﺒﺎﺭ ﺃﻭ ﻗﻴﺎﺱ‪.‬‬ ‫ﺍﳌﻌﻮ‪‬ﻟﻴﺔ ﺑﲔ ﺍﳌﻼﺣﻈﲔ )‪ :(Inter-observer reliability‬ﻣﺪﻯ ﺗﻮﺻﻞ ﺍﳌﻼﺣﻈﲔ ﺍﻟﺬﻳﻦ ﻳﻘﺪﻣﻮﻥ‬ ‫ﺑﺘﺼﻨﻴﻒ ﻇﺎﻫﺮﺓ ﻣﻌﻴﻨﺔ ﺃﻭ ﻗﻴﺎﺳﻬﺎ ‪ ،‬ﺇﱃ ﺍﺗﻔﺎﻕ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ‪.‬‬ ‫ﻣﻌﻮﻟﻴﺔ ﺍﳌﻼﺣﻆ )‪ :(Intra-observer reliability‬ﻣﺪﻯ ﺗﻮﺻﻞ ﺍﳌﻼﺣﻆ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﺘﺼﻨﻴﻒ‬ ‫ﻇﺎﻫﺮﺓ ﻣﻌﻴ‪‬ﻨﺔ ﺃﻭ ﻗﻴﺎﺳﻬﺎ ﺇﱃ ﻧﻔﺲ ﺍﻟﻨﺘﻴﺠﺔ ﺇﺫﺍ ﻃﹸﻠﺐ ﻣﻨﻪ ﺃﺩﺍﺀ ﻧﻔﺲ ﺍﳌﻬﻤﺔ ﰲ ﺗﻮﻗﻴﺘﲔ ﳐﺘﻠﻔﲔ‪.‬‬ ‫ﺍﳌﻘﺎﺑﻠﺔ )‪ :(Matching‬ﻃﺮﻳﻘﺔ ﻷﺧﺬ ﺍﻟﻌﻴﻨﺎﺕ ﻋﻠﻰ ﳓﻮ ﻳﻀﻤﻦ ﺃﻥ ﺍ‪‬ﻤﻮﻋﺘﲔ ﺍﻟﻠﺘﲔ ﺳﺘﺨﻀﻌﺎﻥ‬ ‫ﻟﻠﻤﻘﺎﺭﻧﺔ ﳍﻤﺎ ﻧﻔﺲ ﺍﳋﺼﺎﺋﺺ‪ .‬ﻭﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺪﺧﻠﻴﺔ ﻳﺘﻢ ﺗﻜﻮﻳﻦ ﺛﻨﺎﺋﻴﺎﺕ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﳌﺘﻘﺎﺑﻠﲔ ﺍﳌﺘﻤﺎﺛﻠﲔ‪،‬‬ ‫ﻭﻣﻦ ﰒ ﻳﻌﻴ‪‬ﻦ ﻭﺍﺣﺪ ﻣﻦ ﺍﻹﺛﻨﲔ ﻋﺸﻮﺍﺋﻴﹰﺎ ﰲ ﺇﺣﺪﻯ ﺍ‪‬ﻤﻮﻋﺘﲔ‪ ،‬ﻭﻳﻌﲔ ﺍﻟﺜﺎﱐ ﰲ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﺧﺮﻯ‪.‬‬ ‫‪16‬‬

‫ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳉﻴﺪﺓ )‪ :(Good clinical practice‬ﻣﻌﻴﺎﺭ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻳﻐﻄﻲ ﺗﺼﻤﻴﻢ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺇﺟﺮﺍﺀﻫﺎ ﻭﺭﺻﺪ ﺧﻄﻮﺍ‪‬ﺎ ﻭﺇ‪‬ﺎﺀﻫﺎ ﻭﺗﺪﻗﻴﻘﻬﺎ ‪ audit‬ﻭﲢﻠﻴﻞ ﻧﺘﺎﺋﺠﻬﺎ ﻭﺇﺑﻼﻍ ﺗﻘﺎﺭﻳﺮﻫﺎ ﻭﺗﻮﺛﻴﻘﻬﺎ‪،‬‬ ‫ﻭﻳﻀﻤﻦ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺪﺭﺍ ﺳﺎﺕ ﺳﻠﻴﻤﺔ ﻋﻠﻤﻴﹰﺎ ﻭﺃﺧﻼﻗﻴﺎﹰ‪ ،‬ﻭﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻟﻠﻤﺴﺘﺤﻀﺮ ﺍﻟﺼﻴﺪﻻﱐ‬ ‫ﳏﻞ ﺍﻟﺒﺤﺚ ﺟﻴﺪﺓ ﺍﻟﺘﻮﺛﻴﻖ‪.‬‬ ‫ﻣﻨﺎﻗﺸﺔ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺒﺆﺭﻳﺔ )‪ :(Focus group discussion‬ﻃﺮﻳﻘﺔ ﻟﻠﺒﺤﺚ ﺍﻟﻜﻴﻔﻲ ﺗﻄﺒﻖ ﺣﲔ ﳝﻜﻦ‬ ‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﺘﺎﺡ ﻓﺮﺹ ﻟﻠﺘﺒﺼﺮ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻔﺎﻋﻞ ﺍﳌﺘﺒﺎﺩﻝ ﰲ ﺇﻃﺎﺭ ﳎﻤﻮﻋﺔ ﻧﻘﺎﺷﻴﺔ ﻋﻠﻰ ﳓﻮ‬ ‫ﺃﻓﻀﻞ ﳑﺎ ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻪ ﰲ ﺍﺳﺘﺠﻮﺍﺑﺎﺕ ﻣﺘﻌﻤﻘﺔ ﻣﻊ ﺍﻷﻓﺮﺍﺩ‪.‬‬ ‫ﻣﻨﺤﲎ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ )‪ :(Frequency distribution curve‬ﻃﺮﻳﻘﺔ ﺑﻴﺎﻧﻴﺔ ﻟﺘﻠﺨﻴﺺ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻭﺗﺄﻣ‪‬ﻠﻬﺎ‪ ،‬ﺣﻴﺚ ﻳﻌﻴ‪‬ﻦ ﻣﻮﻗﻊ ﻛﻞ ﻣﺘﻐﲑ ﲝﺴﺐ ﺗﻜﺮﺍﺭ ﻭﺟﻮﺩﻩ‪.‬‬ ‫ﻣﻨﺤﲎ ﺍﻟﺘﻮﺯﻳﻊ ﺍﳌﻌﺘﺪﻝ )‪ :(Normal distribution curve‬ﻣﻨﺤﲎ ﺟﺮﺳ ‪‬ﻲ ﺍﻟﺸﻜﻞ ﻟﻠﺘﻮﺯﻳﻊ‬ ‫ﺍﻟﺘﻜﺮﺍﺭﻱ ﻟﻠﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫ﻣﻨﺤﲎ ﺟﺮﺳﻲ ﺍﻟﺸﻜﻞ )‪ :(Bell-shaped curve‬ﺍﻟﺸﻜﻞ ﺍﳌﻤﻴﺰ ﳌﻨﺤﲎ ﺍﻟﺘﻮﺯﻳﻊ ﺍﳌﻌﺘﺪﻝ‪ ،‬ﺣﻴﺚ ﺗﺘﻮﺯﻉ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﻟﺘﺴﺎﻭﻱ ﺣﻮﻝ ﺍﻟﻮﺳﻂ‪.‬‬ ‫ﺍﳌﻨﻮﺍﻝ )‪ :(Mode‬ﺃﻛﺜﺮ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺗﻜﺮﺍﺭﹰﺍ ﺿﻤﻦ ﺗﻮﺯﻳﻊ ﻣﺎ‪.‬‬ ‫ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ )‪ :(Informed consent‬ﻣﺘﻄﻠﺐ ﺃﺧﻼﻗﻲ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺩﺭﺍﺳﺔ ﲝﺜﻴﺔ‪ ،‬ﻣﻀﻤﻮﻧﻪ ﺃﻥ‬ ‫ﺷﺨﺼﹰﺎ ﺫﺍ ﺃﻫﻠﻴﺔ ﻟﺪﻳﻪ ﻛﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺎﳌﻮﺿﻮﻉ ﻳﻮﺍﻓﻖ ﺑﻄﻮﺍﻋﻴﺔ ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺒﺤﺚ‪.‬‬ ‫ﺍﳌﻮﺿﻮﻋﻴﺔ )‪ :(Objectivity‬ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﳌﻮﺿﻮﻋﻴﺔ ﻫﻲ ﺍﻟﱵ ﲡﺮﻯ ﰲ ﻋﻤﻠﻴﺔ ﺗﺸﻤﻞ ﺍﳊﺪ ﺍﻷﺩﱏ ﻣﻦ‬ ‫ﺍﻟﺘﻔﺴﲑ ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻣﺜﻼ ﻋﻨﺪ ﻗﻴﺎﺱ ﻃﻮﻝ ﺍﻟﻘﺎﻣﺔ‪.‬‬ ‫ﺍﻟﻨﺎﺻﻒ )‪ :(Median‬ﺍﻟﻘﻴﻤﺔ ﺍﻟﻨﺎﺻﻔﺔ ﰲ ﺗﻮﺯﻳﻊ ﻣﻌﻴ‪‬ﻦ ﻫﻲ ﻧﻘﻄﺔ ﺍﳌﻨﺘﺼﻒ ﺍﻟﱵ ﻳﻘﻊ ﻧﺼﻒ ﺍﳌﻼﺣﻈﺎﺕ‬ ‫ﲢﺘﻬﺎ ﻭﻳﻘﻊ ﺍﻟﻨﺼﻒ ﺍﻵﺧﺮ ﻓﻮﻗﻬﺎ‪.‬‬ ‫ﺍﻟﻨـﺰﻋﺔ ﺍﳌﺮﻛﺰﻳﺔ )‪ :(Central tendency‬ﺍﻟﺮﻗﻢ ﺍﳌﺘﻮﺳﻂ )ﺍﻟﻮﺳﻂ( ﺃﻭ ﺍﻷﻭﺳﻂ )ﺍﻟﻨﺎﺻﻒ( ﺃﻭ‬ ‫ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﺎﹰ )ﺍﳌﻨﻮﺍﻝ( ﻟﻠﺒﻴﺎﻧﺎﺕ ﺍﻟﻌﺪﺩﻳﺔ ﰲ ﺗﻮﺯﻳﻊ ﺗﻜﺮﺍﺭﻱ‪.‬‬ ‫ﺍﻟﻨﺴﺒﺔ )‪ :(Ratio‬ﺗﻌﺒﲑ ﻋﺪﺩﻱ ﻋﻦ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻭﳎﻤﻮﻋﺔ ﺃﺧﺮﻯ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ‬ ‫ﻧﺴﺒﺔ ﺍﻟﺮﺟﺎﻝ ﺇﱃ ﺍﻟﻨﺴﺎﺀ ﰲ ﻋﻴﻨﺔ ﻣﺎ‪.‬‬ ‫‪17‬‬

‫ﻧﺴﺒﺔ ﺍﻟﺘﺮﺟﻴﺢ )‪ :(Odds ratio‬ﻣﺼﻄﻠﺢ ﻳﺴﺘﻌﻤﻞ ﰲ ﺩﺭﺍﺳﺎﺕ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺍﻗﺒﺔ ﺑﺎﻟﺸﻮﺍﻫﺪ ﻛﻤﻘﻴﺎﺱ‬ ‫ﻷﺭﺟﺤﻴﺔ ﻭﺟﻮﺩ ﻋﺎﻣﻞ ﺍﻻﺧﺘﻄﺎﺭ ﺑﲔ ﺍﳌﺼﺎﺑﲔ ﺑﺎﳌﺮﺽ ﻣﻘﺴﻮﻣﹰﺎ ﻋﻠﻰ ﺃﺭﺟﺤﻴﺔ ﻭﺟﻮﺩﻩ ﺑﲔ ﻏﲑ ﺍﳌﺼﺎﺑﲔ‪.‬‬ ‫ﺍﻟﻨﺸﺮ ﺍﳌﻜﺮﺭ ﺃﻭ ﺍﻟﻔﺎﺋﺾ )‪ :(Duplicate or redundant publication‬ﻧﺸﺮ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ‬ ‫ﺗﺘﺪﺍﺧﻞ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ ﻣﻊ ﻭﺭﻗﺔ ﺃﺧﺮﻯ ﺳﺒﻖ ﻧﺸﺮﻫﺎ ﻟﻨﻔﺲ ﺍﳌﺆﻟﻔﲔ‪.‬‬ ‫ﻧﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ )‪ :(MEDLINE‬ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﺑﺒﻠﻮﻏﺮﺍﻓﻴﺔ ﺗﺘﻀﻤﻦ ﺗﻔﺎﺻﻴﻞ ﻭﺧﻼﺻﺎﺕ ﺍﳌﻘﺎﻻﺕ ﺍﻟﱵ‬ ‫ﺗﻨﺸﺮ ﰲ ﺍ‪‬ﻼﺕ ﺍﶈﻜﹼﻤﺔ‪ .‬ﻭﺗﺘﻮﱃ ﺍﳌﻌﺎﻫﺪ ﺍﻟﺼﺤﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﲤﻮﻳﻞ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ‪.‬‬ ‫ﻧﻘﻄﺔ ﺍﻧﺘﻬﺎﺀ ﺑﺪﻳﻠﺔ )‪ :(Surrogate end point‬ﻣﺘﻐﻴ‪‬ﺮ ﻣﻦ ﺍﻟﺴﻬﻞ ﻧﺴﺒﻴﹰﺎ ﻗﻴﺎﺳﻪ‪ ،‬ﻭﻫﻮ ﻳﺘﻜﻬﻦ ﺑﻨﺘﻴﺠﺔ‬ ‫ﻧﺎﺩﺭﺓ ﺃﻭ ﺑﻌﻴﺪﺓ ﺍﳌﺪﻯ ﻭﻟﻜﻨﻪ ﻟﻴﺲ ﰲ ﺣﺪ ﺫﺍﺗﻪ ﻗﻴﺎﺳﹰﺎ ﻣﺒﺎﺷﺮﺍﹰ‪ ،‬ﻻ ﻟﻠﻀﺮﺭ ﻭﻻ ﻟﻠﻔﺎﺋﺪﺓ ﺍﻟﺴﺮﻳﺮﻳﺔ‪.‬‬ ‫ﺍﻟﻨﻮﻋﻴﺔ )‪ :(Specificity‬ﺣﺴﺎﺳﻴﺔ ﺃﺧﺘﺒﺎﺭ ﺗﺸﺨﻴﺼﻲ‪ ،‬ﻫﻲ ﺍﳉﺰﺀ ﺍﻟﻨﺴﱯ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﺗﻜﻮﻥ ﻧﺘﺎﺋﺞ‬ ‫ﺍﺧﺘﺒﺎﺭﺍ‪‬ﻢ ﺳﻠﺒﻴﺔ ﳌﺮﺽ ﻣﻌﲔ ﻭﻳﻜﻮﻧﻮﻥ ﺑﺎﻟﻔﻌﻞ ﻏﲑ ﻣﺼﺎﺑﲔ ﺑﺬﻟﻚ ﺍﳌﺮﺽ‪ ،‬ﺃﻱ ﺃ‪‬ﻢ ﻳﻜﻮﻧﻮﻥ ﺳﻠﺒﻴﲔ ﺣﻘﻴﻘﻴﲔ‬ ‫‪.true negative‬‬ ‫ﺍﻟﻮﺳﻂ )‪ :(Mean‬ﻣﺘﻮﺳﻂ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺎﺕ ‪ .scores‬ﻭﳛﺴﺐ ﺍﻟﻮﺳﻂ ﲜﻤﻊ ﺍﻟﻘﻴﻢ ﲨﻴﻌﻬﺎ‬ ‫ﻭﻗﺴﻤﺔ ﺍﻟﻨﺎﺗﺞ ﻋﻠﻰ ﺍﻟﻌﺪﺩ ﺍﻟﻜﻠﻲ ﻟﻠﻘﻴﺎﺳﺎﺕ‪.‬‬ ‫ﺍﻟﻮﻗﻮﻉ )‪ :(Incidence‬ﺗﻮﺿﺢ ﻣﻌﺪﻻﺕ ﺍﻟﻮﻗﻮﻉ ﻋﺪﺩ ﺍﻹﺻﺎﺑﺎﺕ ﺍﳉﺪﻳﺪﺓ ﲝﺎﻟﺔ ﻣﺮﺿﻴﺔ ﻣﺎ ﰲ ﳎﺘﻤﻊ ﻣﺎ‬ ‫ﰲ ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ ﻣﻌﻴﻨﺔ‪.‬‬

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‫ﻓﻬﺮﺳﺔ‬ ‫)ﺃ(‬ ‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺴﺘﻨﲑﺓ‬ ‫ﺇﺛﺒﺎﺕ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺴﺒﺒﻴﺔ‬ ‫ﺍﻹﺣﺼﺎﺀﺍﺕ‬ ‫ﰲ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ‬ ‫ﺇﺣﺼﺎﺀﺍﺕ ﺇﺳﺘﻨﺒﺎﻃﻴﺔ‬ ‫ﺇﺣﺼﺎﺀﺍﺕ ﻭﺻﻔﻴﺔ‬ ‫ﺇﺧﺘﺒﺎﺭ »ﰐ«‬ ‫ﺇﺧﺘﺒﺎﺭ »ﺧﻲ ﻣﺮﺑﻊ« )ﻛﺎ ﺗﺮﺑﻴﻊ(‬ ‫ﺇﺧﺘﺒﺎﺭ ﻗﺒ‪‬ﻠﻲ ﻟﻠﱪﻭﺗﻮﻛﻮﻝ‬ ‫ﺇﺧﺘﺒﺎﺭﺍﺕ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﺃﻣﺜﻠﺔ ﳍﺎ‬ ‫ﺇﻧﺘﻘﺎﺅﻫﺎ‬ ‫ﺇﺧﺘﺒﺎﺭﺍﺕ ﺗﺸﺨﻴﺼﻴﺔ‬ ‫ﺇﺧﺘﺒﺎﺭﺍﺕ ﻻ ﻣﻌ‪‬ﻠﻤﻴﺔ‬ ‫ﺇﺧﺘﺒﺎﺭﺍﺕ ﻣﻌ‪‬ﻠﻤﻴﺔ‬ ‫ﺍﻷﺧﻼﻗﻴﺎﺕ‬ ‫ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﺩﻭﻟﻴﺔ‬ ‫ﻣﺒﺎﺩﺉ ﻋﺎﻣﺔ‬ ‫ﺍﳌﺴﺆﻭﻟﻴﺔ ﻋﻨﻬﺎ‬ ‫ﺍﻷﺧﻼﻗﻴﺎﺕ ﰲ‬ ‫ﺇﺧﺘﻴﺎﺭ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‬ ‫ﺇﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺚ‬ ‫ﺍﻟﺒﺤﺚ ﺍﳌﻘﺘﺮﻥ ﺑﺎﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‬ ‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻷﻃﻔﺎﻝ‬

‫ﺍﻟﺼﻔﺤﺔ‬

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‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻟﻨﺴﺎﺀ ﺍﳊﻮﺍﻣﻞ‬ ‫ﺑﺮﻭﺗﻮﻛﻮﻝ ﺍﻟﺒﺤﺚ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﱵ ﲡﺮﻯ ﻋﻠﻰ ﺍﳊﻴﻮﺍﻧﺎﺕ‬ ‫ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‬ ‫ﺗﻨﻔﻴﺬ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻮﺑﺎﺋﻴﺔ ﻭﺍﳌﻴﺪﺍﻧﻴﺔ ﻭﺍﻟﻜﻴﻔﻴﺔ‬ ‫ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ‬ ‫ﺍﻟﻨﺸﺮ ﺍﻟﻌﻠﻤﻲ‬ ‫ﺇﺩﺍﺭﺓ ﻭﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻹﺳﺘﺠﻮﺍﺑﺎﺕ‬ ‫ﺍﻹﺳﺘﻨﺒﺎﻁ‬ ‫ﺍﻷﺷﻜﺎﻝ‬ ‫ﺍﻷﻃﺮﻭﺣﺔ‬ ‫ﺇﻋﺘﻴﺎﻥ ﻋﺸﻮﺍﺋﻲ‬ ‫ﺇﻋﺘﻴﺎﻥ ﻋﺸﻮﺍﺋﻲ ﻃﺒﻘﻲ‬ ‫ﺇﻋﺘﻴﺎﻥ ﻋﻨﻘﻮﺩﻱ‬ ‫ﺇﻋﺘﻴﺎﻥ ﻣﺘﺘﺎﱄ‬ ‫ﺇﻋﺘﻴﺎﻥ ﻣﻨﺘﻈﻢ‬ ‫ﺇﻋﻼﻥ ﺑﺎﻧﻜﻮﻙ‬ ‫ﺇﻋﻼﻥ ﻫﻠﺴﻨﻜﻲ‬ ‫ﺍﻹﻓﺎﺩﺓ‬ ‫ﺇﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺚ‬ ‫ﺃﻟﻔﺎ‬ ‫ﺍﻷﻣﺎﻧﺔ ﺍﻟﻌﻠﻤﻴﺔ‬

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‫ﺍﻷﻣﺎﻧﺔ ﺍﳌﺎﻟﻴﺔ‬ ‫ﺇﻣﺮﺍﺩ ‪IMRAD‬‬ ‫ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻌﻤﻴﻢ‬ ‫ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﻨﻘﻞ‬ ‫ﺇﳓﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ‬ ‫ﺇ‪‬ﺎﺀ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﻧﻮﺍﻉ ﺍﻹﻋﺘﻴﺎﻥ )ﺃﺧﺬ ﺍﻟﻌﻴﻨﺎﺕ(‬ ‫ﺃﻧﻮﺍﻉ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫)ﺏ(‬ ‫ﺍﻟﺒﺤﺚ ﺍﻷﺳﺎﺳﻲ ﰲ ﻣﻘﺎﺑﻞ ﺍﻟﺒﺤﺚ ﺍﻟﺘﻄﺒﻴﻘﻲ‬ ‫ﺍﻟﺒﺤﺚ ﺍﻟﻄﱯ ﺍﳌﻘﺘﺮﻥ ﺑﺎﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‬ ‫ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺍﳋﻂ‬ ‫ﺍﻟﺒﺤﺚ ﰲ ﺍﻹﻧﺘﺮﻧﺖ‬ ‫ﺍﻟﺒﺤﺚ ﰲ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳌﻨﺸﻮﺭﺓ‬ ‫ﺍﻟﺒﺤﺚ ﺍﳌﺘﻌﺪﺩ ﺍ‪‬ﺎﻻﺕ‬ ‫ﺍﻟﺒﺤﺚ ﻣﻊ ﺍﻟﻌﻤﻞ‬ ‫ﲝﻮﺙ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺼﺤﺔ‬ ‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻘﻀﺎﻳﺎ ﺍﻷﺧﻼﻗﻴﺔ‬ ‫ﳐﺎﻭﻑ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﺣﻮﳍﺎ‬ ‫ﳕﺎﺫﺝ ﻣﻦ ﺍﳌﺸﺎﺭﻛﺔ ﻓﻴﻬﺎ‬ ‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﲝﻮﺙ ﻋﻠﻰ ﺍﳌﺴﺘﺤﻀﺮﺍﺕ ﺍﻟﺼﻴﺪﻻﻧﻴﺔ ﺍﳉﺪﻳﺪﺓ‬ ‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﻜﻴﻔﻴﺔ‬ ‫ﺃﺧﻼﻗﻴﺎ‪‬ﺎ‬ ‫ﺗﺄﻛﻴﺪ ﺻﻼﺣﻴﺔ ﻧﺘﺎﺋﺠﻬﺎ‬

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‫ﲣﻄﻴﻄﻬﺎ‬ ‫‪20‬‬

‫ﺗﻔﺴﲑ ﻧﺘﺎﺋﺠﻬﺎ‬ ‫ﰲ ﻣﻘﺎﺑﻞ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻜﻤﻴﺔ‬ ‫ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﻋﻨﻬﺎ‬ ‫ﻭﺻﻒ ﺍﻟﻨﺘﺎﺋﺞ ﻭﲢﻠﻴﻠﻬﺎ‬ ‫ﲝﻮﺙ ﻣﺎ ﺑﻌﺪ ﺍﻟﺘﺴﻮﻳﻖ‬ ‫ﺍﻟﱪﺍﺀﺍﺕ ﻭﺍﻟﻨﺸﺮ‬ ‫ﺍﻟﱪﻭﺗﻮﻛﻮﻝ‬ ‫ﺻﻴﻐﺘﻪ ﺍﻟﻨﻤﻄﻴﺔ‬ ‫ﺑﻠﻮﺑﻮﻏﺮﺍﻡ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ ﻭﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺃﻧﻮﺍﻉ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻔﻘﻮﺩﺓ‬ ‫ﺗﻮﺯﻳﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺑﻴﺘﺎ‬ ‫)ﺕ(‬ ‫ﺍﻟﺘﺂﻛﻞ‬ ‫ﺗﺄﺛﲑ ﺭﻭﺯﻧﺘﺎﻝ‬ ‫ﺗﺄﺛﲑ ﻫﺎﻭﺛﻮﺭﻥ‬ ‫ﺗﺄﻛﻴﺪ ﺍﳉﻮﺩﺓ ﻭﲢﻘﻖ ﺍﳉﻮﺩﺓ‬ ‫ﺗﺒﻮﻳﺒﺎﺕ ﻣﺘﻘﺎﻃﻌﺔ‬ ‫ﲡﺎﺭﺏ ﺳﺮﻳﺮﻳﺔ ﻣﺘﻌﺪﺩﺓ ﺍﳌﺮﺍﻛﺰ‬ ‫ﲡﺎﺭﺏ ﻋﺸﻮﺍﺋﻴﺔ ﻣﺮﺍﻗﺒﺔ‬ ‫ﲡﺎﺭﺏ ﻣﺮﺍﻗﺒﺔ‬ ‫ﲡﺮﺑﺔ ﻣﺮﺍﻗﺒﺔ ﲟﺎﺩﺓ ﻏﻔﻞ‬ ‫ﲢﻜﻴﻢ ﻣﻦ ﻗِﺒﻞ ﺍﻟﻨﻈﺮﺍﺀ‬ ‫ﲢﻠﻴﻞ ﲡﻤﻴﻌﻲ‬

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‫ﲢﻠﻴﻞ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻭﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ‬ ‫ﲢﻠﻴﻞ ﻣﺘﻌﺪﺩ ﺍﳌﺘﻐﲑﺍﺕ‬ ‫ﲢﻠﻴﻞ ﻣﺮﺩﻭﺩ ﺍﻟﺘﻜﺎﻟﻴﻒ‬ ‫ﲢﻠﻴﻞ ﻭﺣﻴﺪ ﺍﳌﺘﻐﲑ‬ ‫ﺍﻟﺘﺤﻴ‪‬ﺰ‬ ‫ﲢﻴﺰ ﺍﻹﺧﺘﻴﺎﺭ‬ ‫ﲢﻴﺰ ﺍﻹﺳﺘﺠﺎﺑﺔ‬ ‫ﲢﻴﺰ ﺍﺷﺘﺒﺎﻩ ﺍﻟﺘﺸﺨﻴﺺ‬ ‫ﲢﻴﺰ ﺍﻟﺘﺂﻛﻞ‬ ‫ﲢﻴﺰ ﺍﻟﺘﺬﻛﺮ‬ ‫ﲢﻴﺰ ﺍﻟﻘﻴﺎﺳﺎﺕ‬ ‫ﲢﻴﺰ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﺘﺪﻗﻴﻖ‬ ‫ﺍﻟﺘﺮﺍﺑﻂ‬ ‫ﺗﺮﻣﻴﺰ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻟﺘﺸﻮﻳﺶ‬ ‫ﺗﺼﻤﻴﻢ ﺍﻹﺳﺘﺒﻴﺎﻥ‬ ‫ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ‬ ‫ﺇﺧﺘﻴﺎﺭﻩ‬ ‫ﺃﳕﺎﻃﻪ‬

‫ﺍﻟﺼﻔﺤﺔ‬

‫ﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ‬ ‫ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻮﺣﺪﺓ‬ ‫ﺗﻘﺮﻳﺮ ﻋﻦ ﺣﺎﻟﺔ‬ ‫ﺗﻜﻠﻔﺔ ﺍﻟﻔﺮﺻﺔ ﺍﻟﻀﺎﺋﻌﺔ‬ ‫ﺍﻟﺘﻤﻮﻳﻞ‬ ‫ﺗﻮﺍﻓﺮﻩ‬ ‫ﻣﺼﺎﺩﺭﻩ‬ ‫ﺗﻮﺯﻳﻊ ﻏﺎﻭﺱ‬ ‫ﺗﻮﺯﻳﻊ ﻣﻌﺘﺪﻝ‬ ‫ﺗﻮﺯﻳﻊ ﻣﻠﺘﻮﻱ )ﻣﺘﺠﺎﻧﻒ(‬ ‫)ﺝ(‬ ‫ﺟﺪﺍﻭﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ‬ ‫ﺟﺪﺍﻭﻝ ﺻﻮﺭﻳﺔ‬ ‫ﺟﺪﺍﻭﻝ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﺍﻟﻀﻮﺋﻲ‬ ‫)ﺡ(‬ ‫ﺣﺠ ‪‬ﻢ ﺍﻟﺘﺄﺛﲑ‬ ‫ﺣﺠ ‪‬ﻢ ﺍﻟﻌﻴﻨﺔ‬ ‫ﺣﺴﺎﺳﻴﺔ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ‬ ‫ﺍﳊﻖ ﰲ ﺍﳋﺼﻮﺻﻴﺔ‬ ‫ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ‬ ‫)ﺥ(‬ ‫ﺧﺮﺍﺋﻂ ﺍﻹﻧﺴﻴﺎﺏ‬ ‫ﺧﺼﺎﺋﺺ ﻣﻌﺎﻣِﻼﺕ ﺍﳌﺴﺘﻘﺒِﻞ ‪ROC‬‬ ‫ﺧﻄﺄ ﻣﻌﻴﺎﺭﻱ‬ ‫ﺧﻄﺄ ﻣﻦ ﺍﻟﻄﺮﺍﺯ ﺍﻷﻭﻝ‬

‫ﺗﻀﺎﺭﺏ ﺍﳌﺼﺎﱀ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﻟﺼﻨﺎﻋﺎﺕ ﻭﺍﻷﻛﺎﺩﳝﻴﲔ‬ ‫ﺍﻟﺘﻌﺸﻴﺔ‬ ‫ﺍﻟﺘﻌﻤﻴﺔ‬ ‫ﺗﻔﺴﲑ ﺩﺭﺍﺳﺎﺕ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ‬ ‫ﺗﻘﺪﱘ ﺍﳌﺨﻄﻮﻃﺔ‬ ‫‪21‬‬

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‫ﺧﻄﺄ ﻣﻦ ﺍﻟﻄﺮﺍﺯ ﺍﻟﺜﺎﱐ‬ ‫ﺧﻄﺮ ﻣﻄﻠﻖ‬ ‫ﺧﻄﺮ ﻣﻨﺴﻮﺏ‬ ‫ﺧﻄﺮ ﻧﺴﱯ‬ ‫ﺧﻼﺻﺔ ﳎﺰﺃﺓ ﺍﻟﺒﻨﻴﺎﻥ‬ ‫)ﺩ(‬ ‫ﺩﺭﺍﺳﺔ ﺇﺳﺘﺮﺷﺎﺩﻳﺔ )ﺇﺭﺗﻴﺎﺩﻳﺔ(‬ ‫ﺩﺭﺍﺳﺔ ﺇﺳﺘﻌﺎﺩﻳﺔ‬ ‫ﺩﺭﺍﺳﺔ ﺑﺎﳌﻼﺣﻈﺔ‬ ‫ﺩﺭﺍﺳﺔ ﲡﺮﻳﺒﻴﺔ‬ ‫ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ‬ ‫ﺩﺭﺍﺳﺔ ﺗﺪﺧﻠﻴﺔ‬ ‫ﺩﺭﺍﺳﺔ ﺗﺼﺎﻟﺒﻴﺔ‬ ‫ﺩﺭﺍﺳﺔ ﺣﺎﻻﺕ ﻣﺮﺍﻗﺒﺔ ﺑﺎﻟﺸﻮﺍﻫﺪ‬ ‫ﺩﺭﺍﺳﺔ ﻃﻮﻟﻴﺔ‬ ‫ﺩﺭﺍﺳﺔ ﻓﻮﺟﻴﺔ )ﺃﺗﺮﺍﺑﻴﺔ(‬ ‫ﺩﺭﺍﺳﺔ ﻣﺰﺩﻭﺟﺔ ﺍﻟﺘﻌﻤﻴﺔ‬ ‫ﺩﺭﺍﺳﺔ ﻣﺴﺘﻌﺮﺿﺔ‬ ‫ﺩﺭﺍﺳﺔ ﻣﺴﺘﻘﺒﻠﻴﺔ‬ ‫ﺩﺭﺍﺳﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﻟﻼﺣﻘﺔ‬ ‫ﺩﺭﺍﺳﺔ ﻭﺻﻔﻴﺔ‬ ‫ﺩﺭﺍﺳﺔ ﺍﻟﻮﻗﺖ ﻭﺍﳊﺮﻛﺔ‬ ‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬ ‫ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﻟﻠﻤﻤﺎﺭﺳﺔ ﺍﻟﺴﺮﻳﺮﻳﺔ‬ ‫)ﺭ(‬ ‫ﺭﺳﺎﻟﺔ ﻋﻠﻤﻴﺔ‬

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‫ﺭﺻﺪ ﻣﺴﺎﺭ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫)ﺱ(‬ ‫ﺳﺆﺍﻝ ﺍﻟﺒﺤﺚ‬ ‫ﺳﺠﻞ ﺍﳌﺮﺍﺟﻌﺔ‬ ‫ﺍﻟﺴ‪‬ﺮﻳﺔ‬ ‫)ﺵ(‬ ‫ﺍﻟﺸﺮﺍﺋﺢ‬ ‫ﺍﻟﺸﻮﺍﻫﺪ ﺍﻟﺘﺎﺭﳜﻴﺔ‬ ‫)ﺹ(‬ ‫ﺍﻟﺼﺮﺍﻣﺔ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺻﻔﺔ ﺍﳌﺆﻟﻒ‬ ‫ﺍﻟﺼﻼﺣﻴﺔ‬ ‫ﺍﻟﺼﻼﺣﻴﺔ ﺍﳋﺎﺭﺟﻴﺔ‬ ‫ﺍﻟﺼﻼﺣﻴﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ‬ ‫ﺍﻟﺼﻮﺭ ﺍﻟﺒﻴﺎﻧﻴﺔ‬ ‫ﺻﻴﻐﺔ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﺍﻟﻨﻤﻄﻴﺔ‬ ‫)ﻉ(‬ ‫ﻋﺎﻣﻞ ﺍﻟﺘﺄﺛﲑ‬ ‫ﺍﻟﻌﺪﺍﻟﺔ ﺍﳌﻮﺯﻋﺔ‬ ‫ﺍﻟﻌﺪﺩ ﺍﳌﻄﻠﻮﺏ ﻣﻌﺎﳉﺘﻪ‬ ‫ﻋﺪﻡ ﺍﻹﺿﺮﺍﺭ‬ ‫ﺍﻟﻌﺮﺽ ﲟﻌﺎﻭﻧﺔ ﺍﳊﺎﺳﻮﺏ‬ ‫ﻋﻼﻗﺔ ﺍﳉﺮﻋﺔ ﻭﺍﻟﺘﺄﺛﲑ‬ ‫ﺍﻟﻌﻠﻢ ﺍﳌﻮﺳﻊ‬ ‫ﻋﻨﺎﻭﻳﻦ ﺍﳌﻘﺎﻻﺕ ﺍﻟﻄﺒﻴﺔ‬ ‫ﺍﻟﻌﻨﻮﺍﻥ‬

‫ﺍﻟﺼﻔﺤﺔ‬

‫ﺍﻟﻌﻨﻮﺍﻥ ﺍﳌﺘﻜﺮﺭ‬ ‫ﻋﻨﻮﺍﻥ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻋﻮﺍﻣﻞ ﺍﻻﺧﺘﻄﺎﺭ‬ ‫ﺗﻔﺴﲑ ﻧﺘﺎﺋﺠﻬﺎ‬ ‫)ﻍ(‬ ‫ﺍﻟﻐﺶ ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﻐﻤﺮ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ‬ ‫)ﻑ(‬ ‫ﻓﺘﺮﺍﺕ ﺍﻟﺜﻘﺔ‬ ‫ﺍﻟﻔﺮﺯ ﺍﻟﺘﺮﻣﻴﺰﻱ‬ ‫ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ‬ ‫ﺇﺧﺘﺒﺎﺭﻫﺎ‬

‫ﺍﻟﺼﻔﺤﺔ‬

‫ﻭﺻﻔﻬﺎ‬ ‫ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ‬ ‫ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ‬ ‫ﻓﻬﺮﺱ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﻔﻬﺮﺱ ﺍﻹﻟﻜﺘﺮﻭﱐ‬ ‫ﺍﻟﻔﻬﺮﺱ ﺍﻟﻄﱯ‬ ‫ﻹﻗﻠﻴﻢ ﺷﺮﻕ ﺍﳌﺘﻮﺳﻂ‬ ‫)ﻕ(‬ ‫ﻗﻀﺎﻳﺎ ﺍﻟﺬﻛﻮﺭﺓ ﻭﺍﻷﻧﻮﺛﺔ‬ ‫ﻗﻀﺎﻳﺎ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﲝﻮﺙ ﺗﺮﻋﺎﻫﺎ ﺍﻟﺼﻨﺎﻋﺎﺕ‬ ‫ﺍﻟﻘﻮﺓ ﺍﻹﺣﺼﺎﺋﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻹﺣﺘﻤﺎﻟﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﺒﺆﻳﺔ )ﺍﻟﺘﻜﻬﻨﻴﺔ( ﻟﻺﺧﺘﺒﺎﺭ ﺍﻟﺘﺸﺨﻴﺼﻲ‬ ‫)ﻙ(‬ ‫‪23‬‬

‫ﻛﺘﺎﺑﺔ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺸﻜﺮ ﻭﺍﻟﺘﻘﺪﻳﺮ‬ ‫ﻛﺘﺎﺑﺔ ﻭﺭﻗﺎﺕ ﻋﻠﻤﻴﺔ ﺛﺎﻧﻮﻳﺔ‬ ‫ﻛﺘﺎﺑﺔ ﻭﺭﻗﺔ ﻋﻠﻤﻴﺔ‬ ‫ﻛﻔﺎﻳﺔ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ‬ ‫ﻛﻠﻤﺎﺕ ﻣﻔﺘﺎﺣﻴﺔ‬ ‫)ﻝ(‬ ‫ﳉﺎﻥ ﺍﻷﺧﻼﻗﻴﺎﺕ‬ ‫ﺍﻟﻠﺠﻨﺔ ﺍﻟﺪﻭﻟﻴﺔ ﶈﺮﺭﻱ ﺍ‪‬ﻼﺕ ﺍﻟﻄﺒﻴﺔ‬ ‫)ﻡ(‬ ‫ﻣﺆﺳﺴﺔ ﻛﻮﻛﺮﻳﻦ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ‬ ‫ﻣﺒﺎﺩﺭﺓ ﻫﻴﻨﺎﺭﻱ‬ ‫ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻮﺣﺪﺓ ﻟﻠﻤﺨﻄﻮﻃﺎﺕ ﺍﳌﻘﺪﻣﺔ‬ ‫ﻟﻠﻤﺠﻼﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‬ ‫ﺍﳌﺘﻐﲑﺍﺕ‬ ‫ﻣﺘﻐﲑﺍﺕ ﺗﺎﺑﻌﺔ‬ ‫ﻣﺘﻐﲑﺍﺕ ﻓﺌﻮﻳﺔ‬ ‫ﻣﺘﻐﲑﺍﺕ ﻣﺘﺼﻠﺔ‬ ‫ﻣﺘﻐﲑﺍﺕ ﺍﳌﺨﺮﺟﺎﺕ‬ ‫ﻣﺘﻐﲑﺍﺕ ﻣﺴﺘﻘﻠﺔ‬ ‫ﻣﺘﻐﲑﺍﺕ ﻣﻨﻔﺼﻠﺔ‬ ‫ﳎﺘﻤﻊ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ‬ ‫ﳎﻠﺲ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﺔ‬ ‫ﳎﻤﻮﻋﺔ ﻓﺎﻧﻜﻮﻓﺮ‬ ‫ﻧﻈﺎﻥ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺎﳌﺮﺍﺟﻊ‬ ‫ﳏﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ‬ ‫ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ‬ ‫ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ﺍﳊﻴﻮﻳﺔ‬ ‫ﳏﻔﻮﻇﺎﺕ ﺍﳌﻨﺸﻮﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ‬

‫ﺍﻟﺼﻔﺤﺔ‬

‫ﺍﳌﺨﻄﻂ ﺍﻟﺒﻴﺎﱐ‬ ‫ﳐﻄﻂ ﺍﻟﺘﺸﺘﺖ‬ ‫ﺍﳌﺪﺭﻭﺝ ﺍﻟﺒﻴﻮﻟﻮﺟﻲ‬ ‫ﺍﳌﺪﻯ‬ ‫ﺍﳌﺪﻯ ﺍﻟﺮﺑﻴ‪‬ﻌﻲ‬ ‫ﺍﳌﺮﺍﺟﻊ‬ ‫ﺍﻹﺳﺘﺸﻬﺎﺩ ‪‬ﺎ‬ ‫ﺩﻻﺋﻞ ﺇﺭﺷﺎﺩﻳﺔ ﻟﻜﻴﻔﻴﺔ ﻛﺘﺎﺑﺘﻬﺎ‬ ‫ﻛﻴﻔﻴﺔ ﺗﺮﺗﻴﺒﻬﺎ‬ ‫ﻣﺮﺍﺟﻌﺎﺕ ﻣﺮﺗﻜﺰﺓ ﻋﻠﻰ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ‬ ‫ﺍﳌﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﱵ ﺗﺮﻋﺎﻫﺎ‬ ‫ﺟﻬﺎﺕ ﺧﺎﺭﺟﻴﺔ‬ ‫ﻣﺮﺍﺟﻌﺔ ﺳﺮﺩﻳﺔ‬ ‫ﻣﺮﺍﺟﻌﺔ ﻣﻨﺘﻈﻤﺔ‬ ‫ﻣﺮﺍﺣﻞ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ‬ ‫ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺒﻴ‪‬ﻨﺎﺕ‬ ‫ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﲝﻮﺙ ﺷﺮﻛﺎﺕ ﺍﳌﺴﺘﺤﻀﺮﺍﺕ‬ ‫ﺍﻟﺼﻴﺪﻻﻧﻴﺔ‬ ‫ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳍﺎﻣﺸﻴﺔ‬ ‫ﻣﻌﺎﺩﻟﺔ ﺍﻹﳓﺪﺍﺭ )ﺍﻟﺘﺤﻮ‪‬ﻑ(‬ ‫ﻣﻌﺎﻣﻞ ﺍﻟﺘﺮﺍﺑﻂ‬ ‫ﺍﳌﻌﺎﻣِﻼﺕ ﺍﻟﺒﻮﻟﻴﺎﻧﻴﺔ‬ ‫ﺍﳌﻌﺪ‪‬ﻝ‬ ‫ﺍﳌﻌﺪﻝ ﺍﳌﺼﺤﺢ‬ ‫ﺍﳌﻌﻘﻮﻟﻴﺔ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻏﲑ ﻣﺮﺗﺒﻄﺔ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻣﺮﺗﺒﻄﺔ‬

‫ﺍﻟﺼﻔﺤﺔ‬

‫ﺍﳌﻌﻨﻮﻳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ‬ ‫ﺗﻔﺴﲑﻫﺎ‬ ‫ﺍﳌﻌﻮ‪‬ﻟﻴﺔ )ﺍﳌﻮﺛﻮﻗﻴﺔ(‬ ‫ﺍﳌﻌﻮ‪‬ﻟﻴﺔ ﺑﲔ ﺍﳌﻼﺣﻈﲔ‬ ‫ﻣﻌﻮ‪‬ﻟﻴﺔ ﺍﳌﻼﺣﻆ‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ‪matching‬‬ ‫ﻣﻜﺘﺒﺔ ﺍﻟﻄﺐ ﺍﻟﻮﻃﻨﻴﺔ‬ ‫ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻌﻠﻮﻡ‬ ‫ﻣﻜﺘﺒﺔ ﻛﻮﻛﺮﻳﻦ‬ ‫ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ‬ ‫ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺴﺮﻳﺮﻳﺔ ﺍﳉﻴﺪﺓ‬ ‫ﻣﻨﺎﻗﺸﺔ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺒﺆﺭﻳﺔ‬ ‫ﻣﻨﺤﲎ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ‬ ‫ﻣﻨﺤﲎ ﺟﺮﺳﻲ ﺍﻟﺸﻜﻞ‬ ‫ﺍﳌﻨﻮﺍﻝ‬ ‫ﻣﻮﺍﺯﻧﺔ ﺍﻹﻗﺘﺮﺍﺡ ﺍﻟﺒﺤﺜﻲ‬ ‫ﺗﱪﻳﺮ ﺑﻨﻮﺩ ﺍﳌﻮﺍﺯﻧﺔ‬ ‫ﺗﻔﺼﻴﻞ ﺑﻨﻮﺩ ﺍﳌﻮﺍﺯﻧﺔ‬ ‫ﺍﳌﻮﺍﻓﻘﺔ ﺍﳌﺴﺘﻨﲑﺓ‬ ‫ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‬ ‫ﻣﻴﺪﻻﻳﻦ ﺑﻼﺱ‬ ‫)ﻥ(‬ ‫ﺍﻟﻨﺎﺻﻒ‬ ‫ﺍﻟﻨـﺰﻋﺔ ﺍﳌﺮﻛﺰﻳﺔ‬ ‫ﺍﻟﻨ‪‬ﺴﺐ‬

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‫ﺍﻟﺼﻔﺤﺔ‬

‫ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ ﻭﺍﻷﺟﺰﺍﺀ ﺍﻟﻨﺴﺒﻴﺔ‬ ‫ﻧﺴﺒﺔ ﺍﻟﺘﺮﺟﻴﺢ‬ ‫ﺍﻟﻨﺸﺮ ﺍﳌﻜﺮﺭ‬ ‫ﻧﻈﺎﻡ ﻣﻴﺪﻻﻳﻦ‬ ‫ﻧﻘﻄﺔ ﺍﻹﻧﺘﻬﺎﺀ ﺍﻟﺒﺪﻳﻠﺔ‬ ‫ﺍﻟﻨﻮﻋﻴﺔ ﰲ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ‬ ‫)ﻭ(‬ ‫ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ‬ ‫ﺍﻟﻮﺳﻂ‬

‫ﺍﻟﺼﻔﺤﺔ‬

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‫ﺍﻟﺼﻔﺤﺔ‬

‫ﺩﻟﻴﻞ ﻋﻤﻠﻲ ﻟﻠﺒﺎﺣﺜﲔ ﺍﻟﺼﺤﻴﲔ‬ ‫ﺕ ﻋﺪﻳﺪ ﹰﺓ ﻣﻦ ﺍﻟﻨﺎﺱ‪ ،‬ﺗﺸﻤﻞ ﺍﻟﻄﻼﺏ ﺍﻟﺮﺍﻏﺒﲔ ﰲ‬ ‫ﻳﺴﺘﻬﺪﻑ ﻫﺬﺍ ﺍﻟﺪﻟﻴ ﹸﻞ ﺍﻟﺸﺎﻣ ﹸﻞ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻓﺌﺎ ٍ‬ ‫ﻼ ﻋﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺍﳌﻴﺪﺍﻧﻴﲔ‪ ،‬ﻭﻏﲑﻫﻢ ﻣﻦ‬ ‫ﺗﻌﻠﹼﻢ ﺍﳌﺒﺎﺩﺉ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﻓﻀ ﹰ‬ ‫ﺍﻟﻘﺎﺋﻤﲔ ﺑﺘﺪﺭﻳﺲ ﻣﻨﻬﺠﻴﺎﺕ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻴﻬﺎ‪ .‬ﻭﻫﻮ ﻳﻬﺪﻑ ﺇﱃ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ‪،‬‬ ‫ﺍﺑﺘﺪﺍﺀ ﻣﻦ ﺗﻌﺮﻳﻒ ﺧﺼﺎﺋﺺ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺒﺤﺜﻲ ﺍﳉﻴﺪ‪ ،‬ﺣﻴﺚ ﻳﻮﺟ‪‬ﻪ ﺍﻟﻘﺎﺭﺉ ﻋﱪ ﺗﺮﲨﺔ ﺫﻟﻚ ﺍﻟﺴﺆﺍﻝ ﺇﱃ ﺩﺭﺍﺳﺔ‬ ‫ﲝﺜﻴﺔ‪ ،‬ﻣﺮﻭﺭﹰﺍ ﺑﺘﻨﻔﻴﺬ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺃﺧﲑﹰﺍ ﺗﻘﺪﱘ ﺣﺼﻴﻠﺔ ﺍﻟﺒﺤﺚ ﺇﱃ ﺍﻟﻌﺎﱂ‪ .‬ﻭﺗﻜﻤﻦ ﻗﻮﺓ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﻋﻈﻴﻢ ﺍﻟﻔﺎﺋﺪﺓ‪،‬‬ ‫ﰲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﳝﺰﺝ ‪‬ﺎ ﻣﺒﺎ ﺩﺉ ﻭﻣﻨﻬﺠﻴﺎﺕ ﻛﻞ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻜﻴﻔﻴﺔ ﻭﺍﻟﻜﻤﻴﺔ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ‪ ،‬ﺣﻴﺚ ﻳﺼﻒ‬ ‫ﺍﳊﺎﻻﺕ ﺍﻟﱵ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﻓﻴﻬﺎ ﺇﺟﺮﺍﺀ ﺃﻳ‪‬ﻬﻤﺎ ﺃﻭ ﻛﻠﻴﻬﻤﺎ‪ ،‬ﻭﺍﺿﻌﹰﺎ ﰲ ﺍﻟﻄﻠﻴﻌﺔ ﻗﺒﻞ ﻛﻞ ﺷﻲﺀ‪ ،‬ﺍﳌﺒﺎﺩﺉ‬ ‫ﺍﻷﺧﻼﻗﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﺍﻟﺪﻟﻴﻞ ﳑﺘﻊ ﺍﳌﻄﺎﻟﻌﺔ‪ ،‬ﻣﻴﺴ‪‬ﺮ ﺍﻟﻔﻬﻢ‪ ،‬ﻭﻫﻮ ﻳﻘﺪ‪‬ﻡ ﺫﺧﲑﺓ ﻣﻦ ﺍﳌﺮﺍﺟﻊ ﺍﳊﺪﻳﺜﺔ‬ ‫ﺍﻟﺼﺪﻭﺭ ﳌﻦ ﻳﻬﻤﻬﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬

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