An evaluation of the elements of internal medicine physiopathology curriculum in general practice based on the perspectives of faculty members of Shiraz University of Medical Sciences
Introduction: An evaluation of the curriculum elements
can be recognized as a necessity in curriculum dynamic and
improvement. This study aimed at evaluating five main elements
of a physiopathology curriculum in internal medicine (objectives,
content, methods, evaluation, and management).
Method: The present study is of a descriptive-analytical type, and
the study population consisted of a total of 48 faculty members of
internal medicine physiopathology department at Shiraz University
of Medical Sciences. Participants were selected using Cochran’s
sample size formula and through simple random sampling. The
data were collected using a 58-item questionnaire devised by the
researcher, using curriculum planning experts. Face and content
validity of the scale were obtained through expert views and
modifications provided by 10 professors and experts in medical
curriculum evaluation. Also, research reliability was calculated
using Alpha Cronbachto be 0.99. Reliability value and coefficient
was acceptable. Moreover, One-sample t-test, Independent t-test
and One-way ANOVA were used for data analysis.
Results: Based on the faculty members’ views, of the five
curriculum elements, objectives and content were in relatively good
conditions (at an average level) while other elements including
method, evaluation and management were in poor conditions
(lower than average). According to results of two-way ANOVA,
there was a significant relationship between faculty members with
various work experience in terms of curriculum evaluation.
Conclusion: According to research findings, a comparative
examination of the curriculum elements and their characteristics
in physiopathology course can be conducted, resulting in
identification of curriculum weaknesses and their pitfalls. Also,
with regard to teaching, evaluation, management methods, weak
and strong points of the course, efficiency, and effectiveness of
the elements were identified.
Keywords: Evaluation; Curriculum; Faculty
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P ISSN: 2322-2220 E ISSN:2322-3561
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Publisher: Shiraz University of Medical Sciences