چکیده:
Introduction: Today, given the profound changes and innovations that have emerged in various fields, modern medicine has also been faced with a wide range of ethical issues and decision-making, making it inevitable for physicians to be aware of the theoretical and practical foundations of medical ethics. Consequently, attention to the medical ethics curriculum has gained double importance. Goals: The aim of this research was to conduct an evaluation of the internal quality of medical ethics doctoral programs from the perspective of professors and students based on the ten elements of CORE, in an effort to improve and enhance its quality. Method: In terms of research purpose, the method used is applied research, and in terms of data collection method, it is descriptive-survey. The statistical population studied included students of the medical ethics doctoral program at Tehran, Shahid Beheshti, and Shiraz medical universities (45 people) and faculty members and professors of the three aforementioned universities (25 people). The main tool for information collection was a researcher-made questionnaire, whose questions were developed and arranged based on the components of the CORE curriculum. For data analysis, the one-sample T-test, Friedman test, and multivariate analysis of variance were used. Additionally, SPSS software was used to perform the mentioned tests. Findings: The internal quality of the medical ethics curriculum was evaluated at an unfavorable level; specifically, from the perspective of professors, the elements of logic or 'why' and the element of appropriate setting were suitable, while the elements of goal, content, learning activities, teaching methods, materials and resources, grouping, time, and evaluation were unsuitable. From the students' perspective, the elements of logic or 'why', goal, learning activities, grouping, setting, time, and evaluation were at a moderate level, and the elements of content, teaching methods, and materials and resources were also unsuitable. Furthermore, the courses of the ethics field were evaluated as appropriate, such that the medical jurisprudence course had better quality and was in the first priority, while the ethics in health system management course had lower quality and was at the end of the priority. Conclusion: Revision and redesign of the medical ethics doctoral program are necessary to enhance the internal quality of the curriculum.
خلاصه ماشینی:
Evaluation of the internal quality of the medical ethics doctoral program curriculum in Iranian medical sciences universities from the perspective of professors and students Kourosh Fathi and Ajarghah Ali Akbar Khosravi Babadi Farzaneh Hajtamand1 1 Abstract Introduction: Today, given the profound changes and innovations that have occurred in various fields, modern medicine has also been faced with a wide range of ethical issues and decision-making, making it inevitable that physicians be aware of the theoretical and practical foundations of medical ethics.
Objectives: The aim of this research was to conduct an internal quality evaluation of the medical ethics doctoral program curricula from the perspective of professors and students, based on the ten elements of the Kern model, in an effort to improve and enhance its quality.
com Findings: The internal quality of the medical ethics curriculum was evaluated at an unsatisfactory level, such that from the perspective of professors, the elements of rationale or justification and the element of setting were appropriate, while the elements of goals, content, learning activities, teaching methods, materials and resources, grouping, timing, and evaluation were inappropriate.
Findings Table 1 shows that the mean score for the internal quality of the medical ethics doctoral program curriculum from the perspective of professors was 2.
The table data shows that the prioritization of the internal quality of the medical ethics doctoral program curriculum in Iranian medical sciences universities, from the perspective of professors and students with respect to the ten elements of the curriculum, has a chi-square value (25.
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