بازنگري دوره آموزشي در راستاي تامين نيازهاي بخش سلامت: مقطع كارشناسي ‌ارشد رشته مديريت خدمات بهداشتي ‌و درماني

Curriculum Revision based on the Health Sector Needs: Master of Science (MSc) Degree in Health Services Management

مقدمه: تربيت نيروي انساني متخصص و توانمند به منظور پاسخگويي به نيازهاي جامعه، از جمله مهمترين چالشهاي آموزش عالي به شمار ميرود. هدف از انجام تحقيق حاضر، بازنگري دوره آموزشي مقطع كارشناسي ارشد رشته مديريت خدمات بهداشتي و درماني بود. روش بررسي: اين پژوهش به روش كمي- كيفي انجام گرديد. مرحله اول مطالعه به صورت تطبيقي و مرحله دوم از طريق مصاحبه ساختار يافته و نمونه گيري غير احتمالي سهميه اي انجام گرفت. داده هاي مرحله اول با استفاده از الگوي Bereday و مرحله دوم با استفاده از روش تحليل محتوا تجزيه و تحليل شد. يافتهها: طي مطالعه تطبيقي، شباهتها و تفاوتهاي 24 دانشگاه معتبر 15 كشور در مقايسه با ايران استخراج گرديد. سپس ذينفعان در سه سطح سازماني مورد شناسايي قرار گرفتند. علاوه بر پيشنهاد تغيير در عناوين دروس اصلي، 25 عنوان درس تخصصي و 28 عنوان درس اختياري در 8 اولويت از نظر اهميت و ضرورت دستهبندي گرديد. 2/63 درصد ذينفعان با فرصتهاي شغلي فعلي موافق نبودند. 3/73 درصد نيز موافقت خود را با تخصصي نمودن شغل و رشته اعلام نمودند. در نهايت، عوامل بسيار تاثيرگذار، تاثيرگذار و نيازمند بهبود به منظور بازنگري برنامه درسي شناسايي گرديد. نتيجه گيري: نتايج به دست آمده ميتواند به برنامهريزان برنامه آموزشي رشته مديريت خدمات بهداشتي و درماني و ساير رشته هاي مشابه در ايران كمك كند تا با ديد وسيع تري نسبت به تدوين، بازنگري و اصلاح برنامه آموزشي و انتخاب مناسبتر اهداف، محتوا و ساير عناصر تشكيل دهنده برنامه اقدام نمايند

Introduction: Training competent and capable human resources in order to meet community needs is one of the most important challenges of higher education. This research aimed to revise the curriculum of the Master of Science (MSc) level in health services management in order to meet the needs of health sector. Methods: This study was carried out using quantitative-qualitative method. The first stage was conducted in a comparative manner, while in the second stage, structured interviews were conducted with a sample population selected through nonprobability quota sampling. The data of the first and second stages were analyzed using Bereday model and content analysis, respectively, with the help of SPSS software. Results: According to comparative study, similarities and differences of 24 universities from 15 countries were extracted and compared with Iran. Then, stakeholders were identified at three organizational levels. In addition to changing the titles of some major courses, 25 specialized courses and 28 optional courses were categorized in eight priorities according to their importance and necessity. 63.2% of the stakeholders did not agree the current career opportunities; while 73.3% agreed the professionalization. Finally, very influential factor, influential factors, and factors in need of improvement were identified. Conclusion: The results of the comparative study indicate that in most cases, there are significant differences between the studied areas in Iran with world-renowned universities. Change in the specialized courses due to the adoption of similar disciplines, attention to optional courses in order to specialize and create tendencies, and apprenticeships and internships are emphasized as the opportunities to turn knowledge into skills. Separation of specialist training, and classification of education according to the occupation and educational level were among suggested methods for improvement.