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
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
