Ebrahim Fallahi, Mohammad Hossein Kaveh,
Volume 6, Issue 1 (Spring 2006)
Abstract
Introduction: Changes in science, technology and life style, and the role of nutrition in the pathogenesis of chronic diseases have propounded the need to revise the outline and content of nutrition course in medical education. The objective was to determine the opinion of medical students in Lorestan University of Medical Sciences (LUMS) about the outline of nutrition course and obtain their suggestions concerning adding new topics to this course in 2004. Methods: In this descriptive study, a valid and reliable questionnaire which asked about the current outline of this course, the time specified for it, and the necessity for learning nutrition, was designed. Also, the topics physicians faced the most but not considered in the course, were put in the questionnaire. The questionnaires were sent to 56 interns and filled by them. The statistical analysis was performed by SPSS softwere. Results: The respondents believed that the nutrition course outline should be divided and presented in three stages of basic sciences, introduction to clinical medicine, and clerkship. They also suggested new nutrition topics such as hospital diets, tube feeding, total parenteral nutrition, and diet and diabetes for the medical education curriculum. In total, they considered 55.9% of the nutrition course, applied and in accordance with their professional needs. Conclusion: This study suggested that the current nutrition course which is taught in Iranian medical schools does not have the required application for a physician and should be revised. These revisions include, adding new topics, presenting the course in an appropriate stage of studying medicine, and adding the number of credits concerning nutrition and diet therapy.
Mohammad Taheri, Abolfazl Rahgoi, Masoud Fallahi,
Volume 21, Issue 0 (4-2021)
Abstract
Introduction: The development of health services in recent years has made it necessary to train nurses especially at the master's level. In so doing, psychiatry nursing was set up in Iran for better nursing care to psychiatric patients and the curriculum was established in the year 2011. In this study, due to the lack of comprehensive evaluation of the adequacy of the new curriculum in this field as an important component, the opinions of educators in the field of psychiatric nursing was solocited.
Methods: This qualitative study was performed using Conventional content analysis in the academic year 2018. Participants were 9 psychiatric nursing lecturers with at least 2 semesters of teaching experience from universities across Iran randomly selected to take part in semi-structured oral interviews (30-60 minutes) and continued until data saturation, and open-source codes were extracted by repeated reading of the interviews.
Results: After reviewing the gathered data, 90 primary open codes were extracted, which were divided into 4 categories and 5 sub-categories based on the relationship between the codes. Of these, 25% of the codes were related to the overall structure of the curriculum, 28.7% were related to the educational efficiency, 22.22% were related to the research efficiency and 24.07% of the codes were related to the clinical efficiency of the curriculum.
Conclusion: The results revealed the inefficiency of the curriculum in various aspects of education, research and clinical, which in turn suggests the reevaluation of the program to solve problems based on the views of educators.
