Document Type : Brief report
Authors
1 M.Sc. in Occupational Health, Instructor, Department of Occupational Health, School of Public Health, Kashan University of Medical Sciences, Kashan, Iran
2 B.Sc. in Occupational Health, School of Public Health, Kashan University of Medical Sciences, Kashan, Iran
3 Ph.D. in Occupational Health, Associate Professor, Department of Occupational Health, School of Public Health, Kashan University of Medical Sciences, Kashan, Iran
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 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
Keywords
- Ramezani GH, Valaei N, Mirfakhray M, Mehrshadian M. Evaluation of dental school curriculum goals of the Islamic Azad University-Tehran branch-from the perspective of male graduates during 1998-2002. J Res Dental Sci. 2004; 1(2):38-43. [In Persian]
- Kaufman A1, Mennin S, Waterman R, Duban S, Hansbarger C, Silverblatt H, et al. The New Mexico experiment: educational innovation and institutional change. Acad Med. 1989; 64(6):285-94.
- Farnia F. The views of undergraduate nursing and midwifery students about productivity rate in the clinical education. J Shahid Sadoughi Univ Med Sci. 2000; 8(2): 68-72. [In Persian]
- Aminoroaia M, Yarmohammadian MH, Ehsanpoor S, Hasanzadeh A, Bahrami S. Instructional need assessment in managers of Esfahan University of medical sciences. Health Inf Manage J. 2005; 2: 61-7. [In Persian]
- Adib Hajbagheri M. Comparison of philosophy, goals and curriculum of graduate level of nursing education in Iran and other countries. Iran J Med Educ. 2002; 2: 8. [In Persian]
- Andrews M, Roberts D. Supporting student nurses learning in and through clinical practice: the role of the clinical guide. Nurse Educ Today. 2003;23(7):474-81.
- Poorzahir T. Introduction to Educational and Curriculum. 6th ed. Tehran: Informed Pub; 1994. [In Persian]
- Maleki H. Curriculum: action. Tehran: Thought inquiry Pub; 2002: 8. [In Persian]
- Badger T, Rawstorne D. An evaluative study of pre-registration nursing students' skills in basic life support. Nurse Educ Today. 1998; 18(3):2316.
- Failla S, Maher MA, Duffy CA. Evaluation of graduates of an associate degree nursing program. J Nurs Educ. 1999; 38(2):62-8.
- Yousefy A, Pourebrahim N, Sinaei F. Evaluation of curriculums of educational departments at Isfahan University's school of dentistry. J Res Med Sci. 1998; 3(1): 114-7. [In Persian]
- Marandi A, Azizi F, Larijani B, Jamshidi HR. Health in Republic Islamic of Iran. Tehran: Shahid Beheshti University of Medical Sciences; 1991. [In Persian]
- Robbins SP. Organizational/Behavior: concepts, controversies and application. New Delhi: Prentice Hall; 199.
- Elliott J. Action research for educational change. 1st ed. Philadelphia: Open University Press; 1991.
- Ramezani GH, Valaei N, Mirfakhray M, Mehrshadian M, Haraji A, Rezaei M, et al. Evaluation of realization rate of under curriculum at Tehran’s university's school of dentistry from 2001-2005. J Res Dent Sci. 2010; 7(2): 20-26. [In Persian]
- Adhami A, Fasihi Harandi T, Jalili Z, Fattahi Z, Mohammad Alizadeh S. The Attitudes of Kerman University of Medical Sciences Interns toward the Adequacy of Received Trainings in Achieving the Approved Educational Goals in Obstetrics & Gynecology Ward. J Strides Dev Med Educ. 2006; 2(2): 95-101. [In Persian]
- Mehdizadeh M, Haghir H, Joghtaei M, Shayan Sh. Educational Needs and Practical Skills of Master Anatomy Students Considering the Needs of the Community. Iran J Med Educ. 2004; 4(2): 85-93. [In Persian]
- Ojaghi Sh, Almasi A, Shamae F. A review on to exploit theoretical and practical teaching in view of points of family health technicians, graduated from Health Faculty 2000-2001. J Health Administration. 2006; 9(25): 37-46. [In Persian]
- Ghanbari M, Rajei S, Kiani M, Yousefi M. The Perspective of Graduates on the Performance of Educational Services of Golestan University of Medical Sciences 2007. J Gorgan Nouyeh Faculty Nursing and Midwifery 2012; 8(2): 69-75. [In Persian]