Iranian Journal of Medical Education

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Introduction: Knowing and understanding the views of educational program stakeholders, especially faculty members about the concept of value-based curriculum are requirements of appropriate planning in this field. Given multiple conceptualizations of value-based curriculum in different contexts, this research developed the conceptual components model of the value-based curriculum with respect to indigenous values from the viewpoints of experts in education of ethics and values. Methods: This qualitative study with thematic content analysis approach was performed in 2014. Six experts in education of ethics and values in Shahid Beheshti University of Medical Sciences were selected through purposive sampling method and then participated in semi-structured in-depth interviews. MAXQDA 11 software was used for content analysis. Guba and Lincoln’s standards of rigor and trustworthiness were respected in this study. Results: The main theme “value-based curriculum features” was identified and associated categories were extracted including: general and targeted value needs assessment, value-based mission statement, classification of values expected from graduates, concrete achievable outcomes and objectives of value-based learning and education, value rich contents, organization of value content, proper teaching-learning methods for internalization of values, value-oriented evaluation methods, conducive educational environment for value transfer. Conclusion: Indigenous conceptual model of value-based curriculum suggests a process with a precise sequence for the concrete implementation of values education in accordance with the situation in Iran.

Keywords: Values education, value-based curriculum, experts, qualitative study

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