Seyedeh Azam Sajadi; Jamileh Mokhtari Nouri; Nahid Rajai
Abstract
Background: The quality assurance of doctoral nursing education programs is one of the priorities of educational systems, with significant effects on the development and improvement of educational programs. Therefore, identifying the strengths and weaknesses of these programs through comparison ...
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Background: The quality assurance of doctoral nursing education programs is one of the priorities of educational systems, with significant effects on the development and improvement of educational programs. Therefore, identifying the strengths and weaknesses of these programs through comparison can be useful.Objectives: This study aimed to compare the doctoral nursing education programs in Iran and Japan.Methods: In this descriptive and comparative study, which was based on the model proposed by Beredy, the Iranian doctoral program in nursing education was compared with that of Japan in four stages of description, interpretation, juxtaposition, and comparison.Results: The doctoral nursing education program in Japan was older than its Iranian counterpart, based on historical records. The challenges of nursing education in Iran included the student admission system, inflexibility of the program, and emphasis on theoretical education. The strict rules regarding article publication in International Scientific Indexing (ISI) journals and the higher number of credits in the Iranian program, compared to its Japanese counterpart, were among the strengths of Iran’s program, increasing the level of students’ knowledge and preparation for research activities.Conclusion: Comparison of the educational systems of Iran and Japan indicated the need for a more flexible and community-based curriculum in Iran.
Mahboobeh Khabaz Mafinejad; Sadegh Jahan; Kasra Hatampour; Mohammad Reza Ganjedanesh; Negar Sadat Ahmadi; Zahra Valizadeh Samakoosh; Mojtaba Rezaiee; Mahla Khaiat Rasouli; Mobin Moradi; Mohammad Taherahmadi
Abstract
Background: Numerous medical students feel that they are not ready to study medicine at the beginning of entering university. One way to reduce the challenges of entering the university is to provide opportunities to familiarize students with the university.Objectives: This study was conducted to design ...
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Background: Numerous medical students feel that they are not ready to study medicine at the beginning of entering university. One way to reduce the challenges of entering the university is to provide opportunities to familiarize students with the university.Objectives: This study was conducted to design an educational e-learning module for freshman medical students to help a successful transition to university life.Methods: This study was a single-group study with a post-test design at Tehran University of Medical Sciences, Tehran, Iran, within 2018-2019. The transitional e-learning module included content regarding academic integration, social integration, and information integration.The e-learning module for new medical students was implemented as a 20-day course at the beginning of their attendance at the university. After the students completed the e-Learning course or module, a questionnaire was completed to assess students’ attitudes toward the quality of the transitional e-learning module. The data were analyzed using SPSS software (version 22.0).Results: Out of 209 questionnaires, 135 questionnaires were returned. The findings showed that more than 65% of the students believed that the program could prepare them for academic integration into the institution. In total, the highest (8.62±1.15) and lowest (7.07±2.39) scores belonged to the "information integration” and “social integration” sections, respectively.Conclusion: The e-learning module was implemented to provide students with practical support to adapt to the university. The survey findings showed that it helped freshman medical students prepare for academic and information integration into the university.
Amir Mohammad Salehi; Mohammad Ahmadian; Hossein Ali Mohammadi; Elham Khanlarzadeh
Fatemeh Alaee Karahroudy; Effat Sheikhbahaeddinzadeh
Abstract
Background: One of the most important tasks of a university is to assess weaknesses and build upon strengths. As the education and skill level of psychiatric nursing graduates in Iran is often unpredictable, we hope to improve the current curriculum by comparing it to a successful educational program.Objective: ...
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Background: One of the most important tasks of a university is to assess weaknesses and build upon strengths. As the education and skill level of psychiatric nursing graduates in Iran is often unpredictable, we hope to improve the current curriculum by comparing it to a successful educational program.Objective: This study compared the MSc psychiatric nursing curriculum in Iran with Canada.Methods: This is a descriptive comparative study conducted in 2018. The required information was collected from the Iran Health Ministry curriculum and Canadian universities offering psychiatric nursing graduate programs. The method used was a Beredy model that includes description, interpretation, neighborhood, and comparisonResults: The University in Canada has been established earlier than Iran. The educational program at Brandon University is focused on community needs. It is possible to complete program on a part- or full-time basis. Some courses are optional.Admission requirements include practicalpsychiatric nursing care experience and a relevant degree. In Iran the requirements are limited to a bachelor’s degree in nursing and an entrance exam. The program primarily focuses on theory, and was only offered on a full–time basis.Conclusion: The Iran educational program has weaknesses. In order to improve the quality of education, it is suggested students volunteer to have psychiatric nursing care experience. The curriculum should include administration, education, and practice. A more flexible curriculum based on the needs of Iranian society should be offered.
Leili Mosalanejad
Abstract
The goal of teaching in medical sciences is to warrant increasing the number of people with professional identities. Teaching medical professionalism within a theoretical field is a means to achieve a goal. The foundations of identity development stipulated in educational psychology, and other related ...
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The goal of teaching in medical sciences is to warrant increasing the number of people with professional identities. Teaching medical professionalism within a theoretical field is a means to achieve a goal. The foundations of identity development stipulated in educational psychology, and other related fields have been recently applied to evaluate the process, in which specialists attain their professional identities (1).Moreover, professionalism must be taught to enhance the performance of physicians in increasingly complex healthcare systems (2). All medical universities have been actively involved in establishing and implementing structured programs of teaching and assessing professionalism to undergraduate and postgraduate students (1, 3). The commonly stated educational objectives in medial universities are to ensure the acquired cognitive base of professionalism, internalize the medical profession in students, and consistently consider professional behaviors in practice.
Zahra Zeinaddiny Meymand; Parvaneh Sharifi
Abstract
Background Higher education researchers always need to analyze the factors that influence the faculty members’ participation in curriculum development. Objectives The purpose of this study was to investigate the role of faculty members’ job motivation in their participation in academic curriculum ...
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Background Higher education researchers always need to analyze the factors that influence the faculty members’ participation in curriculum development. Objectives The purpose of this study was to investigate the role of faculty members’ job motivation in their participation in academic curriculum development. Methods This was a cross-sectional descriptive-analytical study. The statistical population of the study consisted of all faculty members of Islamic Azad University, Kerman branch (213 faculty members), of whom 137 subjects were selected by simple random sampling. Data were collected using Hackman and Oldham job motivation scale and academic planning questionnaire by Zeinaddiny-Meymand. Data were analyzed using descriptive and inferential statistics, including Pearson’s correlation coefficient and regression analysis using SPSS software. Results Job motivation and its components played an important role in the role of faculty members for curriculum development as “active planning”. Task significance (r = 0.520) followed by skill variety (r = 0.490), task identity (r = 0.330), job feedback (r = 0.280), and autonomy (r = 0.164) were effective, respectively. Conclusions Considering the importance of faculty members’ job motivation for their active role in curriculum development, it is necessary to provide a good motivational system in higher education and universities to promote their attitudes toward understanding the significance and identity of their jobs. In addition to that, a suitable motivational system is essential to promote and diversify multiple specialized professional skills and to provide appropriate job feedback as well as securing the autonomy of faculty members.
Seyedeh Azam Sajadi; Nahid Rajai; Jamileh Mokhtari Nouri
Abstract
Background Lack of suitable educational programs in nursing causes irreparable damage to the community’s health and reduces the academic credibility of universities. In Iran, the master of science in nursing (MScN) program is not tailored to the needs of the community, and graduates lack the required ...
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Background Lack of suitable educational programs in nursing causes irreparable damage to the community’s health and reduces the academic credibility of universities. In Iran, the master of science in nursing (MScN) program is not tailored to the needs of the community, and graduates lack the required nursing skills. Considering the distinguished quality of higher education in Japan, the aim of the present study is to perform a comparative analysis of MScN programs in Iran and Japan. Methods In this descriptive comparative study, an extensive electronic search was carried out in Persian and English databases, including PubMed, Iran Medex, Medline, Scopus, Google Scholar, scientific information database (SID), and MagIran among articles published during 1997 - 2016. The gathered data were categorized and compared according to the study objectives. Results In comparison with Iran, Japan has a longer history of postgraduate nursing programs, and its educational system has prominent strengths and advantages including: admission interviews; English language requirements for admission; versatility and flexibility of the educational curricula to facilitate student employment during education; integration of research-based units in the curricula; and attention to community-based and home care nursing. Conclusions Comparison of the educational systems of Iran and Japan highlights the need for more flexible curricula in Iran in accordance with the community’s needs.
Davood Jabbari-Gharebagh; Aram Feizi; Mousa Jabbari; Mohammad Sadegh Dehghan
Volume 13, Issue 6 , March 2017, , Pages 578-588
Abstract
Background & Objective: The curriculum of the Master of Science in parasitology was initially prepared in 1984 and was reviewed in 2001 and 2010 Considering the development of medical technology requirement of society and the necessity of curriculum revision The present study was conducted with the ...
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Background & Objective: The curriculum of the Master of Science in parasitology was initially prepared in 1984 and was reviewed in 2001 and 2010 Considering the development of medical technology requirement of society and the necessity of curriculum revision The present study was conducted with the aim to assess the curriculum contents of the Master of Science of parasitology Methods: This descriptive study was conducted in two stages In the first stage university professors were asked to give their opinions concerning the need for curriculum revision (addition or elimination of courses) in this field In the second stage based on the findings of the first stage and the current curriculum a questionnaire was prepared and was distributed among the professors through email Then 30 completed questionnaires were evaluated Based on the criteria of compulsory courses prerequisite or compensatory courses and importance of the courses data analysis was performed in EXCEL software and the results were reported in the form of descriptive statistics Results: After summarizing the comments and verifying the compliance of the currently approved curriculum courses with those proposed by participants the addition of the prerequisite courses of New technologies of parasite detection and Taxonomy and the compensatory courses of Biotechnology Technical language Geography of parasitic diseases in Iran Bioinformatics and Teaching methods was proposed Moreover the elimination of the courses of Preliminary bacteriology Histology of the human body Clinical biochemistry Basic genetics Preliminary hematology and Principles of health services was proposed Conclusion: Based on the results of this study among the 10 currently approved prerequisite courses 8 are necessary and desirable in the view of the participants However the compensatory courses require modification
Forouzan Tonkaboni; Fatemeh-Al-sadat Robaty
Volume 13, Issue 4 , November 2016, , Pages 411-421
Abstract
Background & Objective: With the presentation of topics related to social capital the attention of scholars has been drawn to the ability of curriculums to develop social capital and its components (trust participation and solidarity) The current study aimed to present a teaching model for curriculum ...
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Background & Objective: With the presentation of topics related to social capital the attention of scholars has been drawn to the ability of curriculums to develop social capital and its components (trust participation and solidarity) The current study aimed to present a teaching model for curriculum development for medical students in order to improve their social capital Methods: This qualitative survey was carried out based on grounded theory Data were gathered through interviews with 18 professors of medical curriculum planning The subjects were selected through purposive sampling Open axial and selective coding approaches were used to analyze the data Results: Teaching method was recognized as the main context of the present paper Then barriers to strategies and outcomes of the main context of the study were separated and plotted within a research paradigm and the final model of the study was created Conclusion: In the planning of the curriculum for medical sciences students factors effective on social capital promotion must be considered in the development of teaching methods
Mitra Hannani; Hamideh Khoramabadi; Mahla Rastgar; Masoud Motalebi-Kashani
Volume 13, Issue 1 , April 2016, , Pages 84-91
Abstract
Background & Objective: Evaluation of curriculum content is one of the main responsibilities of universities The graduates occupational competency to provide appropriate services to society depends on the achievement of education goals This study was carried out to verifying the compliance of curriculum ...
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Background & Objective: Evaluation of curriculum content is one of the main responsibilities of universities The graduates occupational competency to provide appropriate services to society depends on the achievement of education goals This study was carried out to verifying the compliance of curriculum content of the BSc course in occupational health with performance aspects expected of graduates working in Kashan Iran in 2013 Methods: This crosssectional descriptive study was carried out on 56 occupational health course graduates working in Kashan The subjects were selected randomly An authordeveloped questionnaire was used to collect data on the performance aspect of the curriculum content of this course Data were presented and analyzed using descriptive statistical methods Results: The application of the content of specialized courses and foundation courses in the workplace were high and moderate respectively The content of 711% of foundation courses and 300% of specialized courses were scientific knowledge Moreover the content of 157% of foundation courses and 545% of specialized courses were practical skills Ergonomics course had the highest application in practical skills and the management course had the lowest application in scientific knowledge The graduates expressed partial satisfaction with the course curriculum Conclusion: The curriculum content of the occupational health course is somewhat consistent with occupational requirements of its graduates However this does not seem sufficient Regular revision and modification of the occupational health curriculum in accordance with occupational requirements of its graduates is necessary
Meimanat Abedini-Baltork; Ahmad Reza Nasr-Esfahani; Mehdi Mohammadi; Ebrahim Salehi-Omran
Volume 12, Issue 4 , January 2016, , Pages 644-653
Abstract
Background & Objective: Constructivism is an approach that has profound effects on learning and teaching approaches and thus alters education teaching learner teachers roles and learning environment The medical sciences are not exempt from this effect On the other hand curriculum is the most important ...
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Background & Objective: Constructivism is an approach that has profound effects on learning and teaching approaches and thus alters education teaching learner teachers roles and learning environment The medical sciences are not exempt from this effect On the other hand curriculum is the most important element for the realization of the goals and general mission of the educational system Therefore the present study was conducted with the aim to evaluate the application of constructivist curriculum at Shiraz University of Medical Sciences Iran Methods: This was a descriptive survey The study population consisted of postgraduate students from 4 schools of Shiraz University of Medical Sciences Through stratified random sampling method 200 participants were selected The research instrument was a questionnaire the validity and reliability of which were approved In the descriptive statistics section mean and standard deviation were used and in the inferential statistics section a independent ttest ttest and ANOVA were used Results: A significant difference was observed between the mean test curriculum elements and theoretical mean of the scale used This meant that curriculum elements based on the constructivism approach were lower than average in Shiraz University of Medical Sciences Conclusion: Numerous studies have been conducted on this approach in medical education but this topic has not gained much attention in Iran According to the findings it is suggested that teachers abandon the traditional approach to teaching and utilize newer approaches such as constructivism
Hossein Karimi Moonaghi; Roza Montazeri
Volume 11, Issue 4 , February 2015, , Pages 420-433
Abstract
Background & Objective: For greater success of the discipline of medical education and recognition of its weaknesses and strengths performing a comparative study and utilizing the experiences of successful universities is necessary This study was performed to compare the elements of the curricula ...
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Background & Objective: For greater success of the discipline of medical education and recognition of its weaknesses and strengths performing a comparative study and utilizing the experiences of successful universities is necessary This study was performed to compare the elements of the curricula of medical education discipline in the universities of Dundee (Scotland) Calgary (Canada) and Maastricht (Holland) with Iran Methods: Data were gathered by searching university websites and communicating with them The 3 universities of Dundee Calgary and Maastricht which had a high ranking in the medical education major were selected as the study sample The research model used in this study was the Beredy model that specifies the four stages of description interpretation proximity and comparison in comparative studies Results: The universities of Dundee Calgary and Maastricht in stating the general characteristics of curriculum have clearly focused on education in the field of medical sciences Elements of mission vision and value were not observed in their curricula In the universities of Dundee and Maastricht educational strategies and the reason for their application and the manner of course presentation had been explained All 3 universities enrolled bachelor students The course of research in education was emphasized by all universities Conclusion: Based on this comparative study the curriculum of medical education in Iran seems complete and comprehensive However for quality improvement the revision of goals and strategies of the discipline is necessary Moreover the presentation of courses in two forms of virtual and traditional education admission of bachelor (BSc) students replacement of compensatory course with prerequisite courses and emphasizing of research method in education courses are recommended
Maryam Avizhgan; Ebrahim Mirshah Jafari; Ahmad Reza Nasr; Tahereh Changiz
Volume 11, Issue 2 , August 2014, , Pages 153-169
Abstract
Background & Objective: Leadership talent is the rarest resource in todays world that will have continuous conductivity the organizations to be successful in tomorrows world Considering the importance of curriculum leadership in educational department this study was designed to answer the ...
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Background & Objective: Leadership talent is the rarest resource in todays world that will have continuous conductivity the organizations to be successful in tomorrows world Considering the importance of curriculum leadership in educational department this study was designed to answer the question how do faculty members see curriculum leadership in the post graduate? Methods: In a qualitative study with purposive sampling of desirable cases type faculty members with management experience and expert in the post graduate were selected and interviewed using semistructured method Data were analyzed using thematic content analysis including: data collection data reduction deduction and analysis in the MAXQDA software version 2007 Results: After interviewing 18 faculty members with sufficient experience and management experience in the postgraduate courses we achieved a richness of information saturation and data replicate 500 codes were extracted from research data under five main categories and were classified These categories included: educational atmosphere improvement curriculum development curriculum implementation curriculum evaluation and supervision innovation and facilitate change and adaptation Conclusion: Participants in this study suggested five main categories and 18 subcategories that represented curriculum leadership roles These roles are in the applicable and comparable area with curriculum cycle including: the planning implementation supervision evaluation and change In addition these roles were also emphasized on educational atmosphere improvement that is platform background supplier infrastructure and prerequisites for the curriculum cycle
Soleiman Ahmadi; Fatemeh Javidan; Mohammad Sadegh Dehghan
Volume 11, Issue 2 , August 2014, , Pages 205-213
Abstract
Background & Objective: In addition to teaching predesigned courses physicians are usually expected to participate directly in designing curriculum during their professional life Today traditional education systems are not sufficient for developing the expected competencies in physicians One ...
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Background & Objective: In addition to teaching predesigned courses physicians are usually expected to participate directly in designing curriculum during their professional life Today traditional education systems are not sufficient for developing the expected competencies in physicians One of the applications of new advancements by cognitive sciences in curriculum design is the development of strategies for improving the quality of the undergraduate medical education curriculum Educational strategies are “fundamentaloriented decisions in teaching which are aimed to achieve educational goals” Methods: This was a narrative review that introduced and explained the most important educational strategies in undergraduate medical curriculum through surveying valid electronic and library resources Results: Now the most important educational strategies in undergraduate medical curriculum are: a series of studentcentered problembased learning integrated or interprofessional teaching communitybased electivedriven and systematic strategies (SPICES) and also a set of strategies that are productfocused relevant interprofessional short courses multisite locations and symbiotic (PRISMS) and a group of realistic integrated feedback learning and evaluation strategies (RIFLE) as well Conclusion: Each strategy is represented as a spectrum In each spectrum the educational planner must define the position of every component of the curriculum In order to apply these strategies the curriculum must be intervened according to the selected strategy so that the results of the evaluations and evidence of interventions ensure the planners that the quality of the curriculum is improved
Esmat Nouhi; Asma Abdollah-Yar; Tayebeh Faseehy Harandi
Volume 11, Issue 2 , August 2014, , Pages 264-271
Abstract
Background & Objective: In addition to teaching predesigned courses physicians are usually expected to participate directly in designing curriculum during their professional life Today traditional education systems are not sufficient for developing the expected competencies in physicians One ...
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Background & Objective: In addition to teaching predesigned courses physicians are usually expected to participate directly in designing curriculum during their professional life Today traditional education systems are not sufficient for developing the expected competencies in physicians One of the applications of new advancements by cognitive science in curriculum design is the development of strategies for improving the quality of the undergraduate medical education curriculum Educational strategies are “fundamental oriented decisions in teaching that are aimed to achieve educational goals” Methods: This article was a narrative review that introduced and explained the most important educational strategies in undergraduate medical curriculum through surveying valid electronic and library resources Results: Now the most important educational strategies in undergraduate medical curriculum are a series of studentcentered problembased learning integrated or interprofessional teaching communitybased electivedriven and systematic strategies (SPICES) and also a set of strategies that are productfocused relevant interprofessional short courses multisite locations and symbiotic (PRISMS) and a group of realistic integrated feedback learning and evaluation strategies (RIFLE) as well Conclusion: Each strategy is represented as a spectrum In each spectrum the educational planner must define the position of every component of the curriculum In order to apply these strategies the curriculum must be intervened according to the selected strategy so that the results of the evaluations and the evidence of interventions ensure the planners that the quality of the curriculum is improved
Abbas Alami; Fariba Derakhshan
Volume 11, Issue 1 , May 2014, , Pages 114-124
Abstract
Background & Objective: To train specialists in infectious diseases a comprehensive and responsive curriculum to community needs is essential We checked the infectious diseases residency curriculum in Iran and comprised it with same curricula of other country with the aim of identifying the ...
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Background & Objective: To train specialists in infectious diseases a comprehensive and responsive curriculum to community needs is essential We checked the infectious diseases residency curriculum in Iran and comprised it with same curricula of other country with the aim of identifying the defects Methods: This descriptivecomparative study had three steps First researchers studied the infectious diseases curriculum of Iran Then the same curricula in some other countries were extracted and finally information such as mission and goals type and duration of postgraduate training and rotations teaching strategies and approaches and amount of elective courses were compared within these curricula Results: In Iran the curricula of postgraduate courses for all medical universities are formulated by Ministry of Health There are many similarities between infectious diseases residency curriculum of Iranian universities and other countries but in many countries it is offered in fellowship courses In Iranian domestic curriculum learning objectives themes and subthemes assessment methods blueprint and rotational period details are not mentioned However other issues such as the epidemiology and health issues are considered in the shortterm courses Based on domestic curriculum resident cannot be selectively trained in any course or procedure Most of the instructional content of curriculum was organized by topics Conclusion: Policy makers in Iranian Ministry of Health should attend internal consistency of infectious diseases residency curriculum considering other trainee levels curricula and utilize exclusive subjectbased models in curriculum formulation to promote education in this field
Gholamreza Kordafshari; Shoaleh Bigdeli; Seyed Kamran Soltani Arabshahi; Mohammad Reza Shams Ardakani; Hoorieh Mohammadi Kenari
Volume 10, Issue 3 , October 2013, , Pages 350-357
Abstract
Background & Objective: Most experts of Iranian traditional medicine believe that it is absolutely necessary and inevitable to update the field to utilize evidence in education of Iranian traditional medicine students and treatment of its patients In this regard this study attempted to evaluate utilization ...
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Background & Objective: Most experts of Iranian traditional medicine believe that it is absolutely necessary and inevitable to update the field to utilize evidence in education of Iranian traditional medicine students and treatment of its patients In this regard this study attempted to evaluate utilization of evidencebased medicine (EBM) in the curriculum of School of Iranian Traditional Medicine Methods: In this qualitative study semistructured individual and facetoface interviews were done to collect Iranian traditional medicine experts point of views in regard to EBM Content analysis was done to analyze the data Results: The study findings were classified in two major categories including EBM in the curriculum of Iranian traditional medicine and EBM application in Iranian School of Traditional Medicine The subcategories were also mentioned Conclusion: Although some sections of PhD program in traditional medicine are related to evidence based medicine it is not satisfying yet Therefore the concept and principles of evidence based practice should be included in theory and practice
Ehsan Mostafavi; Aliakbar Haghdoost; Mohammad Reza Siavashi; Hadi Ranjbar; Majid Fasihi Harandi
Volume 10, Issue 3 , October 2013, , Pages 358-368
Abstract
Background & Objective: PhD by research is one of the highest postgraduate education degrees in Iran There are educational and researchbased courses in this program There was a need for revision in these courses because of some controversies in running the program This study aimed to determine the ...
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Background & Objective: PhD by research is one of the highest postgraduate education degrees in Iran There are educational and researchbased courses in this program There was a need for revision in these courses because of some controversies in running the program This study aimed to determine the required courses their credit and objective of each course in the program Methods: The study was done by the Delphi approach in two rounds In the first round the current program was evaluated by an internet survey and an expert panel The expert panel consisted of professors and PhD by research students of medical sciences universities in Iran At the end of the first round the curriculum of the program was prepared The curriculum consisted of course titles credits objective and core or noncore curriculums In the second round the curriculum was sent to PhD by research supervisors and students and their feedbacks were collected via email Results: At the end of the study the list of current courses (per credit) was confirmed Advanced statistics (3) advanced research (2) ethics in research (1) and documentation (2) were considered as core courses This was suggested to change project management (2) and research projects (4) to noncore courses The electronic data management (2) knowledge transfer (2) laboratory techniques (2) and course thesis were suggested to consider as noncore courses Conclusion: The essential courses that students need for their research were considered as core and the courses which require the educational center point of view were considered as noncore courses