DAVOOD TAHMASBZADEH SHEIKHLAR; MEHRDAD AZIMINEJADIAN; TORAN MIRZAEI SANGIN
Abstract
Introduction: Over the past years, the evaluation and accountability of universities and higher education institutions in regard to the realization of their goals and the implementation ...
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Introduction: Over the past years, the evaluation and accountability of universities and higher education institutions in regard to the realization of their goals and the implementation of the expected performance have turned into a major issue, and those who benefit from or are relevant to the higher education system have placed a special emphasis on the use of evaluationmechanisms. The current study aimed to determine the quality of the medical curriculum approved in 2017 based on the Kano model.Methods: The study used cross-sectional and descriptive survey designs. The statistical population included all students of medicine at Tabriz University of Medical Sciences in the academic year2022/2023. Based on Morgan’s table, 240 students were selected using convenience sampling method. Field data collection and researcher-made questionnaires were used to collect data. Thequestionnaires were presented to interested and available students in person and online through a link. To analyze the data, paired one-sample t test was used with the help of SPSS 16.0 softwareand Kano’s matrix.Results: The findings of the study showed that students’expectations in the elements of Aker were more than their perceptions, and this difference was more in the elements of logic with the Mean±Standard Deviation of (16,09±2,02; 8,53±2,18), content with Mean±SD (19,62±2,46; 9,47±2,00), teaching and learning strategies with Mean±SD of (15,85±2,14; 7,36±1,89),teaching and learning activities with Mean±SD of (23,38±3,10; 11,50±2,68), and time and place of learning with Mean±SD (12,09±1,53; 5,46±1,43). Also, after examining the Kano matrix, it was found that the most felt needs of the students in the classification of the Kano model were among the mandatory needs.Conclusion: Therefore, it can be concluded that the curriculum of medicine in implementation (perception) stage does not accord with the expectations of the students, and it is necessary to pay attention to the needs and expectations of the students.
