Document Type : Original Article
Authors
- . Esmaeil Fattahi
- . Mahnaz Solhi
- . Jaffar Abbas 1
- . Parisa Kasmaei 2
- . Sedighe Rastaghi 3
- . Mahnaz Pouresmaeil
- . Arash Ziapour 4
- . Hadi Darvishi Gilan
1 Antai College of Economics and Management/School of Media and Communication, Shanghai Jiao Tong University, Shanghai, China
2 Research Center of Health and Environment, Department of Health Education and Promotion, School of Health, Guilan University of Medical Sciences, Rasht, Iran
3 Ph.D. Student, Biostatistics, Student Research Committee, Department of Epidemiology and Biostatistics, School of Health, Mashhad University of Medical Sciences, Mashhad, Iran
4 Ph.D. Student, Health Education and Health Promotion, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
Abstract
INTRODUCTION: The need assessment is a fundamental part of any planning, and almost by
neglecting it, the effectiveness of the programs is impossible. The purpose of this study was the
prioritization of needs among students of the Iran University of Medical Sciences.
MATERIALS AND METHODS: The design study was conducted in two parts; in the first part, the
design of the questionnaire was done by qualitative methods. The questionnaires were extracted
by interviewing and obtained acceptable validity and reliability. Moreover, the second part created
a questionnaire consisting of four categories: education, welfare, economic, and psychological and
social. A simple random sampling method was used to select 363 people using the Cochran formula.
Finally, 336 people (including 28 people excluded) completed the questionnaire. A questionnaire
designed to collect sample data was used and analyzed using version 23 of SPSS.
RESULTS: A total of 336 students (26.77 ± 5.45 years) participated in the study. 123 (36.6%) were
male and 213 (63.4%) were female. Psychological and social needs of students were prioritized,
and educational priorities were ranked second. The findings showed that there was no significant
statistical difference between the scores of welfares and psychosocial and educational needs and
the gender of the research units (P > 0.05). However, in the mean of economic needs scores, there
is a significant statistical difference between the marital status of the research units (P < 0.05).
CONCLUSION: The results of our study in the research units showed that the priority of psychosocial
needs was more than other needs and the educational priority was the next. According to the results
of this study, we suggest that, in future educational and educational planning, policymakers and
planners should pay attention to psychological and social issues.
Keywords
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