:: Volume 9, Issue 3 (6-2022) ::
2022, 9(3): 1-8 Back to browse issues page
Evaluation of the Curricula of Basic Sciences: A Study at Ilam University of Medical Sciences
Reza Dadfar , Mahboubeh Arefi , Kourosh Fathi Vajargah
Department of Psychology, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran , M-Arefi@sbu.ac.ir
Abstract:   (1073 Views)
Introduction: Curriculum management is essential for improving the quality of educational programs in healthcare. The structure of curriculum must be customized according to the scientific needs and requirements. Hence the present study aims to evaluate the Curricula of basic medical sciences from the experts point of views.
Materials and Methods: In the study a combination of exploratory and Delphi research methods was used. At first, based on detailed studying of theoretical foundations, we extracted the first round of Delphi questions and provided them for the expert group. Using content analysis, the codes, categories, and finally, items were extracted. The items obtained were scored in a questionnaire based on the Likert scale, and then analyzed using descriptive statistics and Interquartile Range (IQR) metric.
Results: According to the data extracted, the expert group identified the content of basic sciences curricula in Ilam University of Medical Sciences under the following categories: Content with low-level comprehensiveness, out-of-date content, content with low-level of practical application, bulky content, and content having a weak relationship with the objectives of the curriculum.
Conclusion: Based on the research, the most significant problems of the basic sciences curricula were the low agreement of the content with educational objectives, low-level comprehensiveness, and finally, low-level practical application.
Keywords: Evaluation, Curriculum, Basic Sciences
Full-Text [DOCX 598 kb]   (299 Downloads)    
Type of Study: Research | Subject: Psychology
Received: 2021/08/9 | Accepted: 2021/12/21 | Published: 2022/08/28


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Volume 9, Issue 3 (6-2022) Back to browse issues page