Abstract
Challenges of Developing Religious Competencies in Medical Education in Iran: A Qualitative Study
Highlights
Competency-Based Medical Education (CBME) concentrates on identifying the required abilities of the graduates through analysis of community and patients' needs and their fulfillment in a flexible and learner-centered manner [1] and redesigning the curricula in a multidimensional, dynamic, developmental and contextual approach [2] to ensure the capabilities necessary for an effective healthcare service to the target community
Religious competencies development in Iranian medical education is in need of close attention to multiple factors affecting it, some of which are outlined in this article
This study was an attempt to contemplate on the experts' opinions regarding the development of religious competencies in medical students' training programs, focusing to answer the following question: Despite the perceived necessity of systematically addressing the religious competencies in the medical education according to the literature reviewed and the existing empirical evidences, what are the challenges faced in the route of developing these competencies in Iranian medical education?
Summary
Competency-Based Medical Education (CBME) concentrates on identifying the required abilities of the graduates through analysis of community and patients' needs and their fulfillment in a flexible and learner-centered manner [1] and redesigning the curricula in a multidimensional, dynamic, developmental and contextual approach [2] to ensure the capabilities necessary for an effective healthcare service to the target community. Many health care providing systems have focused on the religious/ spiritual desires, interests, and opinions of their patients and religious/ spiritual material have been included in educational programs of medical education institutes [4]. In addition to developing standards of religious and spiritual competencies of psychologists and counselors, addressing the components of religion, spirituality, beliefs and cultural values of individuals and their personal preferences in designing and providing health services [14], have led to the considering religious perspective in clinical care as a part of the expected competencies of physicians in various educational institutions [15], and in the curricula of general medicine, postgraduate and continuing medical education courses [13]. We investigated the barriers and challenges faced by medical education system for the development of religious competencies
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