Author/Authors :
Tahmasebi-Ghorrabi ، Ahmad School of Health Management Information Sciences - Iran University of Medical Sciences , Heydari ، Majid National Agency for Strategic Research in Medical Education - Ministry of Health and Medical Education , Choobdarnezhad ، Masoomeh School of Nursing Midwifery - Iran University of Medical Sciences , Dahim ، Alireza department of human sciences - college of management - Islamic azad university, bushehr science and research branch , Heydarifard ، Zahra School of Health Management Information Sciences - Iran University of Medical Sciences
Abstract :
Background: Failure to evaluate, examine, assess the requirements, and determine the quality level of the curriculum of educational fields will result in low-quality and obsolete curricula. It will #xA0;prevent the academic areas from achieving their goals. Therefore, this study evaluates the overall quality of Iran s Health Technology Assessment (HTA) curriculum #xA0;from the perspectives of instructors and students. #xD; Methods: The study was conducted with 127 instructors, students, and Health Technology Assessment (HTA) graduates #xA0;at Tehran, Iran, Kerman, and Yazd Universities of Medical Sciences. A researcher-made questionnaire did the data collection. Cronbach s alpha coefficient for the entire questionnaire was 91%, and the intra-domain correlation coefficient was 87%, indicating that the instrument is appropriate. The data were analyzed with descriptive and analytical tests based on the normality or non-normality of the test using ANOVA, Kruskal-Wallis, two-way ANOVA, and the Friedman. #xD; Results: This research was completed by 114 of 127 participants. According to a review of diverse perspectives, the quality of the educational program in terms of design elements in special courses and executive elements in compensatory courses falls within the range of average (3.66 gt; mean gt; 2.33) #xA0;or average (3.66 gt; mean gt; 2.33), to good (mean gt; 2.33). In addition, the majority of executive elements from special courses and design elements from compensatory classes are in an unfavorable position, with a #xA0;mean gt;1.66 to average (3.66 gt; mean gt;2.33). #xD; Conclusions: Problems and inadequacies are observed in a few curriculum implementation elements. Therefore, modifications should be made to remedy the inappropriate details and remove implementation obstacles to enhance the interested groups #xA0;capability and practical skills. #xD; #xA0;
