Curriculum In Iran Research Articles

A comparative study of community medicine and public health curriculum at medical schools in Iran and North America

Background: Community medicine and public health are the core subjects in medical education. One of the main competencies of general physicians in the national curriculum is having knowledge and skills in health promotion and disease prevention in the health system. Any curriculum revision in community medicine departments needs to incorporate the evidence and use pioneer countries’ experiences in this issue. This study aims to compare community medicine and public health courses in medical schools between Iran and selected universities in North America. Methods: The elements of a community medicine curriculum for medical students were compared in a descriptive-comparative study using the Bereday model. These elements included objectives and competencies, educational strategies, teaching and learning methods, assessment, and educational fields in a community medicine curriculum in Iran and in selected universities in North America. A literature search was conducted in CINAHL, SCOPUS, MEDLINE, Web of Science, EBSCO, and on university websites. Results: Essential aspects of community-based strategies among community medicine and public health curriculum of general medicine in universities in Canada and the United States included a longitudinal approach, training in urban and rural primary care centers, teaching by family physicians and health center staff, a spiral curriculum, focus on social determinants of health, taking of social and cultural histories and social prescriptions, learning teamwork, and using LIC (Longitudinal Integrated Curriculum). Conclusion: The objective of community medicine and public health curriculum in selected North American universities was to prepare general practitioners who work in Level 2 and 3 hospitals and to improve their skills to provide high-quality services to the community. Some of the successful points in the selected universities that could be replicated in Iranian faculties of medicine included using integration strategy, a spiral curriculum, and an LIC approach.

Designing a Decentralized Primary Education Curriculum in Iran

Designing a Decentralized Primary Education Curriculum in Iran

Quality of the Curriculum of Health Technology Assessment Master Program in Iran

Objective: It is essential to improve the educational curriculum over time. This study aims to evaluate the quality of the health technology assessment (HTA) curriculum in Iran.
 Method: This cross-sectional study was conducted in three groups of professors, students, and graduates of HTA by the census. The data needed for this purpose were collected using a specific questionnaire. Finally, descriptive and analytical statistics were used for data analysis.
 Results: Of 127 individuals, 114 ones responded to the study (response rate = 89%). The quality of the curriculum in terms of design elements in the core courses and the elements of the executive courses in the curriculum are in the range of medium to medium-to-optimal (1.66< mean> 2.32 to mean> 2.32, respectively). Also, the majority of the elements of the core courses and design elements are from compensatory courses in an unfavorable to moderate (1.66> mean to 1.66< mean> 2.32, respectively).
 Conclusion: The results of this study showed that there was no significant problem in most design elements of the curriculum sections. However, there are some challenges in some elements of the operation. Therefore, it is suggested madding some changes to correct inappropriate elements. To achieve this objective, it is necessary to investigate the interests of other stakeholders involved in this field and thus enhance the quality of the curriculum. Implementing the proposed proposals and reviewing the curriculum studied can be considered as an important step to improve the HTA curriculum in Iran.

Designing, Implementation, and Evaluation of an Online Modular Course on Patient Education and Counseling at the Community Pharmacy

Background: The role of pharmacists has evolved from drug provision to patient care. Considering the Doctor of Pharmacy curriculum in Iran and the small number of programs on pharmaceutical care, Iranian pharmacy graduates may not be able to adjust to their new roles. Methods: A comprehensive online modular course was prepared by a group of well-experienced faculty members of eight universities of medical sciences in Iran. The course included 12 practical and challenging submodules on commonly encountered disorders and commonly used medications in the community pharmacy. Each submodule was followed by an online forum in which the teachers and participants discussed the educational questions. The increase in participants’ knowledge was evaluated using pre-and post-test. The usefulness of submodules and acceptance of the entire course were also evaluated by two specifically designed questionnaires. Results: After the announcement, 154 participants registered in the course. The knowledge of the participants increased significantly in all the 12 submodules. The majority of participants stated that all the submodules were useful. Moreover, the majority of respondents to questionnaires declared that the course has increased their confidence in providing patient counseling in the pharmacy. Conclusion: The comprehensive online course on patient counseling in the community pharmacy increased participants’ knowledge. Besides, the course was useful and well accepted by the participants.

Students’ perception of letters as specific unknown and variable: The Case of Iran

The purpose of this study was to assess student’s understanding of variable concept. In respect to thechanges of math curriculum in Iran, especially way that variable was introduced in the new textbook,it is necessary to assess students’ understanding of variable involving these new approaches. Thepresent study followed an explanatory sequential mixed method design. The subjects of the studywere 7th, 8th and 9th grade students living in different area of Tehran city. Data was collected from awritten test and semi structured interviews. Our sample was 400 students. Interviews conducted with15out of them. By analysing data and textbook based on Kuchemann’(1981) and Sfard’s(1991)theories, students with such training were not recognizing the role of variable in different situationand often see it as specific unknown. They also made mistakes for simplifying of algebraic expressionand they tried to get solution by joining of numbers and letters.

A comparison study of integrating theoretical and practical components of the architecture education curriculum in Iran and Australia

Integrating different parts of the curriculum is one of the important challenges in architecture education. Curriculum development has an important role in linking theoretical subjects into practical design studios. This study focuses on an analytical comparison of two architecture curricula in different contexts of Australia and Iran. The purpose is to find the limitations and benefits of each curriculum through educational systems, teaching time for theoretical and practical subjects, and the map of courses and subjects. This paper contributes to the literature of architecture education through analysis of integrating different subjects. This study implements a document analysis method and a comparative case study method. The comparison indicates that although the architecture curriculum in Iran benefits from an extensive education with more subjects, wider content, and triple teaching time, it provides less opportunity for integrating theoretical and practical subjects. Furthermore, course structures at Australian universities benefit from greater flexibility and choice for students to individualise their course through elective subjects. Architecture education is a problem-based and project-based learning, so the results of this research have a wide application in research on higher education. Also, the findings of this study can assist design schools to improve their curricula through linking theory to practice.

Comparative Study of PhD Nursing Curriculum in Iran and Norway

Comparative Study of PhD Nursing Curriculum in Iran and Norway

Psychotherapy training in Iran: A survey of Iranian early career psychiatrists and psychiatric trainees.

Psychiatry's postgraduate training curriculum in Iran has been revised and one of the core revisions has been the incorporation of full-time 9-months of psychotherapy training. However, little is known about psychotherapy training in Iran. An online anonymous survey was developed by the Early Career Psychiatrists (ECP) Section of the World Psychiatric Association (WPA). The survey included 16 questions about the: (a) quality of psychotherapy training (supervision, type of psychotherapy training available, barriers in accessing training); (b) organizational aspects of psychotherapy training (compulsoriness, payment, and assessment); (c) satisfaction with training in psychotherapy; (d) self-confidence in the use of psychotherapy. This survey was circulated to Iranian early career psychiatrists and psychiatric trainees. 112 early career psychiatrists and psychiatric trainees from across Iran responded to the survey; 98.2% of which stated that psychotherapy training is included in their psychiatry training, and cognitive behavioral therapy and psychodynamic psychotherapy were the most reported modalities integrated into their psychiatric training. Moreover, 43.3% of the participants reported that they were satisfied or very satisfied with their psychotherapy training during the training years. Psychotherapy is integrated into psychiatric training programs in most educational centers in Iran. The modalities and satisfaction of trainees are similar to that of high-income countries in other continents. Supervision and training in modalities like family therapy could be further implemented and adapted to the Iranian culture.

The Effect of Online Learning on Grammatical Accuracy among EFL Upper-intermediate Learners

The present study sought to investigate the effectiveness of online learning via smart phone on Iranian EFL learners’ grammatical accuracy improvement. A number of 20 upper-intermediate male and female EFL learners selected as the population. The population selected from Pishtazan English Institute of Janah, a city in Hormozgan province of Iran. To achieve this aim, the researcher adopted the experimental approach. The researcher chose two groups of the upper intermediate learners: one group consisting of (10) students was used as an experimental group and the other also consisting of (10) students was used as the control group. The traditional method was used in teaching grammar to the control group, while the online classroom was used to the experimental group. To analyze the data the frequencies and percentage of each item in the questionnaires computed with the aid of SPSS. The findings showed that there were significant differences between the experimental and the control groups and the experimental group who use online classroom had better performance. The finding of this study is to support the implement of useful ideas and new materials into Iran curriculum and teaching policies to benefit from the boring technologies in the Iran context.

A Comparative Study of Nursing PhD Curriculum in Iran and Bloomberg University of Canada

A Comparative Study of Nursing PhD Curriculum in Iran and Bloomberg University of Canada

Comparative Study of Nursing PhD. Education Program in Iran and Colombia School of Nursing

Introduction: In order to enhance and guarantee the quality of Nursing PhD. programs, this study aimed to compare the Nursing PhD. curriculum in Iran and Columbia University of Nursing and make suggestions for improving its quality. Methods: This descriptive-comparative study was performed in 2019. The four-stage Beredy model of description (explaining both educational system), interpretation (explaining historical, financial and social basics of systems), neighborhood and comparison (based on their sharing and differentiations) was used to compare the Iranian nursing education program with Colombia School of Nursing. Data were collected by Persian and English searching. Then, the data were compared according to the aim of the research. Result: Colombia School of Nursing has a long history of Nursing PhD Education. curriculum for Nursing PhD course in Iran has common points in course structure and characteristics with curriculum in Colombia school of nursing. Both programs were fully times. Both universities programs base on strategic programing has mission, perspective and values. Nursing PhD.. Education program interview and last history of research has important to submitting of student. Both curriculums based on researches and loser attention on clinical education. Conclusion: In Iran with attention of society condition, field needs and under graduated demands change and review of program is necessary. More emphasize on research and don’t attention on clinical education is on of weak points in Iran Nursing PhD. Education. Therefore with attention in advanced country experiments and Iranian society needs struggling to improving week points and strengthening of strong point advised.

Understanding gaps and needs in the undergratue nursing curriculum in Iran: A prelude to design a competency-based curriculum model

Understanding gaps and needs in the undergratue nursing curriculum in Iran: A prelude to design a competency-based curriculum model

A Study of Courses Related to Drug Abuse Prevention in Medical Sciences Curriculum in Iran

Background One of the most effective ways to prevent substance abuse is to promote addiction knowledge in influential social groups. Objectives The purpose of this study was to identify the current status of substance abuse education in medical universities of Iran in order to develop a targeted curriculum on drug abuse and include it in the curriculum of medical students. Methods In this descriptive library study, documentary (library) method and checklists were used for data collection. In order to identify the extent to which the existing units and courses deal with substance abuse and with the subject of addiction, the announced titles for active disciplines of the Ministry of Health and Medical Education were reviewed in 2017 - 2018. Results Of the 7685.5 units taught in different faculties of medical sciences universities in all disciplines except clinical residency programs.106.1% (optional or mandatory) are related to substance abuse. Of these, 49.5 units were related to the pathophysiology, treatment and pharmacology of substances, and 57.6 units covered topics related to prevention strategies and pathologies of substance abuse. Conclusions Despite the high importance of substance abuse issues for medical sciences students, a general unit for prevention and familiarity with the physical, psychological and social consequences of substance abuse does not exist in most of these disciplines. Therefore, it is recommended that studies be conducted to provide specific courses related to the substance abuse phenomenon or to consider substance abuse topics in the courses related to this subject.

Comparative Study of Nursing PhD Education System and Curriculum in Iran and Alberta School of Nursing

Comparative Study of Nursing PhD Education System and Curriculum in Iran and Alberta School of Nursing

Comparative assessment of Iranian midwifery education curriculum against ICM global standards for midwifery education

Background: The aim of this study was to evaluate the strengths and weaknesses of the midwifery curriculum in Iran according to ICM Global Standards for Midwifery Education. Methods: In this comparative study the Iranian midwifery education curriculum in the part of ‘Competency in provision of care during pregnancy was compared against ICM Global Standards for Midwifery Education (2010) by three researchers using a checklist. In each item (35 items in knowledge domain and 26 item in the skill domain), the entire Iranian midwifery curriculum was searched for similar content, as well as the related courses by numbers. Also evaluation was done for ‘adequacy’ of each item by a 4 point Likert scale (Adequate, Relatively adequate, Relatively inadequate, Inadequate). Results: Quality assessment distribution of the Iranian midwifery curriculum in terms of Basic knowledge and Skill domain in context of ‘Competency in Provision of Care during Pregnancy’ shows that from 35 items in basic knowledge domain, 47.57 % were adequate, 15 % relatively adequate, 2.85 % relatively inadequate and 2% were inadequate. In Skill domain from 26 items, 53.85% were adequate and 46.15% were relatively inadequate. In two items there is no related content in this curriculum including” Signs of female genital cutting and its effects on reproductive health” and “Normal limits of results from community-relevant laboratory tests commonly performed in pregnancy”. Conclusion: The curriculum of midwifery education in Iran covers ICM Global Standards for Midwifery Education (2010) in ‘Competency in Provision of Care during Pregnancy’ domain except for two items. Therefore, not covering these important issues is one of the most noteworthy weaknesses of this curriculum and should be considered in future reforms.

The Examination of the Reasons for the Need to Change and Integrate in the Dental Curriculum in Iran and the World

Objectives The aim of this research was to examine reasons for need to change and bring about integration in dental curriculum in Iran and worldwide. Methods The qualitative method was used in this research. The real experiences of some reliable universities over world and in Iran were studied on necessity to change dental curriculum and integrated curriculum through library studies. In addition, information obtained from this study was analyzed and interpreted based on theoretical reasoning and empirical achievements of authoritative and reliable universities. Results The result of examination of these experiences of various universities on modification and integration of dental curriculum showed that high cost of education in this discipline and dissatisfaction of students with teaching methods in this field were among most important reasons for change in dental curriculum in Iran and globally. The integrated pattern of curriculum of universities was associated with positive consequences on review and applied changes in dental curriculum. Conclusion In total, axis of activities of changing and modifying curriculum in these universities was established by focus on integrated approaches, including educating research, the evidence-based dental”, and entering new knowledge in dental curriculum.

Review the challenges and issues in how to design, formulate and organize the content of the curriculum in Iran and compare these challenges with Malaysia

Review the challenges and issues in how to design, formulate and organize the content of the curriculum in Iran and compare these challenges with Malaysia

Language assessment in the new English curriculum in Iran: managerial, institutional, and professional barriers

BackgroundAssessment policies and practices are key to the success of curriculum innovations. Therefore, large-scale ELT innovations always include changes in assessment too. Thinking that Iranian students were not enabled to communicate in English after six years of English education in public schools, educational policy makers have recently embarked on a new curriculum that is thought to be a departure from traditional reading and grammar approach towards a communicative one. This study investigated the impact of a recent language assessment reform (LAR) on Iranian English teachers’ assessment practices.MethodsTo this end, four teachers participated in a focused group interview (FGI) session. Teacher-made tests were also collected and scrutinized. Both FGI and test data were content analyzed and the recurring themes were derived.ResultsIt was revealed that managerial, institutional, and individual barriers stand in the way of the reform. First, the managerial, technocratic approach to reform implementation has caused teachers not to take ownership of the reform. Secondly, at the institutional level, two obstacles were identified in the way of reform: inadequate resources within schools and the accountability demands that foster grade inflation. Finally, regarding professional competencies, teachers appeared to be largely unprepared to conduct language assessments consistent with the LAR demands. In particular, they seemed to have difficulties with the contents of their assessments, with the reasons for doing assessments, and with adjusting their assessments in keeping with LAR communicative aspirations.ConclusionsTo remedy the situation, action should be taken to convince teachers to buy into the reform and to create opportunities for teachers to become adequately literate in language assessment.

The Assessment of Legal Knowledge among Obstetricians and Gynecologists about Legal Consequences of Assisted Reproductive Techniques

Background and Aim : With the emergence and proliferation of assisted reproductive techniques, the needs of societies have altered. Therefore, measuring the level of legal awareness of gynecologists and obstetricians as the primary consultants of infertile couples can be significantly influential. In this study, we aimed to provide insight into the lack of legal knowledge of this group of specialists, which undermines the quality of healthcare services. Materials and Methods : This cross-sectional study was conducted among 80 gynecologists and obstetricians in Tehran, Iran, during 2016. We used a 26-item questionnaire on the common legal challenges of infertile couples. Ethical Considerations : Verbal informed consent of the participants was obtained after explaining the purpose of the study and the positive consequences of enhancing medical education and improving doctor-patient relationship. Findings : In general, 30% of the participants were male and 70% were female (age range: 35-75 years). Further, 24% of the participants did not respond to the questionnaire due to limited or lack of knowledge, and 28% knew the permitted types of artificial insemination by Iran’s laws. Concerning the basic rights of the child, 17% provided the correct response, and regarding the parental rights, 4% were aware of the existing legal condition. Finally, on the subject of surrogacy contracts, 22% were cognizant of the critical basics. Conclusion : Based on the mentioned results and due to the deep gap between the fields of law and medicine, improvement of the existing curriculum in Iran is highly recommended. Citation: Mohseni T, Chaichian Sh, Mohseni M, Moazzami B. The Assessment of Legal Knowledge among Obstetricians and Gynaecologists about Legal Consequences of Assisted Reproductive Techniques. Bioeth Health Law J. 2017; 1(3):27-30.

A Comparative Study of the Geriatric Nursing Curriculum in Iran and USA

A Comparative Study of the Geriatric Nursing Curriculum in Iran and USA