Iranian Journal of Medical Education

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Introduction: This study embarked on the evaluation of the quality of curriculum of general medicine in Baqiyatallah University based on Iranian national and WFME global standards. Method: A survey study was designed using a valid and reliable questionnaire based on Basic Standards for undergraduate general medicine curriculum in Iran as well as WFME standards. Data were collected from faculty members in school of medicine and students in basic and clinical courses by stratified random sampling. Data were analyzed by Prism5 software (α< 0.05). Results: Based on Iranian national standards, faculty members rated educational program of Baqiyatallah undergraduate general medicine as suitable (71% of standards were fulfilled), while students rated it as weak (38% of standards were fulfilled. Based on WFME standards, this program stood between basic and quality level (>75% of basic level score) in faculty members’ viewpoint and under basic level (<75% of basic level score) in students' viewpoint. Although there was a significant difference between faculty members’ and students' scores (p<0.001), their idea were the same about detection of weak indicators such as "using new educational strategies", "relevance with medical practice and health care system" and "curriculum structure, contents and duration" and also strength indicators such as "curriculum models", "basic biomedical sciences" and "educational program compilation and announcement". Conclusion: The quantitative difference between lecturers and students scores is related to their difference in participation and information about educational program. The similarity of attitudes about indicators demonstrates the real and structural weaknesses and strengths of the educational program for undergraduate medical education in Baqiyatallah University. The static and traditional criteria are the strong points and the dynamic creativity driven criteria are the weak points of the educational program in this university. So attention to quality level of WFME accreditation system is recommended.

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Introduction: One of the most important challenges in outcome based education is to understand the necessity of acquiring competences by students. The purpose of this study was to investigate students’ views and attitudes towards the introduction of expected competences in the undergraduate medical education program.
Methods: This quasi-experimental study used a one-group pretest-posttest design. A total of 442 medical freshmen were selected by census method and participated in the competence introduction program. After showing a footage, students would discuss and brainstorm about the scenes on the expected competences. Pretest and posttest were administered to compare the students’ attitudes toward the importance of obtaining the competences. A researcher-made evaluation questionnaire was completed by the participants at the end of the program. Descriptive statistics and dependent t-test were used to analyze the data.
Results: Most of the students (83.5%) stated by participating in the program they could develop a clear understanding of the expected competences. In addition, 69.7% of the students said that the program increased their motivation for learning and reinforced their competences during their studies. There was also a significant difference between the students’ understanding of the importance of acquiring the competences before and after the program in some areas including effective communication with patients and their families (p=0.03, t=2.15), interaction with medical team members, nurses and colleagues ( p>0.01, t=2.90), work-life balance (p=0.01, t=2.40), stress and emotions management ability (p>0.01, t=2.72), ability to collect and critique valid information (p=0.02, t=2.37), and familiarity with the healthcare system (8p=0.03, t=2.25).
Conclusion: Most of the students believed that the competences introduction program at the beginning of the undergraduate medical education program is necessary and that their attendance at this program has increased their motivation to acquire and reinforce the competences during their studies.