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Doshmangir L, Khodayari-Zarnaq R, geraili B, Alipori Sakha M, Mostafavi H. Curriculum Revision in Health Policy PhD Course Education. Iranian Journal of Medical Education 2021; 21 :29-42
URL: http://ijme.mui.ac.ir/article-1-5121-en.html
Researcher, Health Economy Department, Vice-Chancellor’s Office in Treatment Affairs, Shahid Beheshti University of Medical Sciences, Tehran, Iran. , hakimeh_mostafavi@yahoo.com
Abstract:   (2406 Views)
Introduction: Curriculum revision with a new perspective on knowledge, skills, and learning is a step towards evolving and updating pedagogical content. This study endeavored to review PhD curriculum of health policy based on the required capacities for graduates.
Methods: This study was conducted at Tabriz University of Medical Sciences (in the academic years 2016-2018) based on Dennis Modified Model. We used a set of methods such as review of documents, comparative study, interview, focus-group discussion and panel of experts for gathering data. The study was conducted in four stages including need analysis, explaining the required competencies, modifying, adapting, and rewriting the initial curriculum, and finalizing the curriculum. Finally, the final curriculum was sent to the Ministry of Health and Medical Education. Data were analyzed through a conceptual framework approach and through content analysis.
Results: The content of the course was designed based on the outcomes of the course and the plans and tasks of the graduates of this field. Graduates' abilities were extracted in 5 areas including policy making, policy analysis, leadership and social communication, as well as education and research. Some lessons were removed and some were added. Besides, the change in the content of specific courses was emphasized given the approval of similar disciplines and attention to optional courses in order to Specializing the course.
Conclusion: Reviewing the curriculum of the doctoral program in health policy and its implementation can lead to develop the more purposeful teaching-learning process, implementing the capability-based training and responsive education, increasing the specialized knowledge and technical skills of graduates, that enhance their success possibility in the future job. It is suggested that special attention has been paid to this issue and the requirements, challenges and appropriate strategies for precise and scientific review of various fields in medical and paramedical education be examined.
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Type of Study: Original research article | Subject: Curriculum Development
Received: 2020/08/24 | Accepted: 2020/12/20 | Published: 2021/04/4 | ePublished: 2021/04/4

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