Document Type : Original Article
Authors
1 Medical Education Research Center, Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran
2 Department of Internal Medicine (Nephrology), Isfahan Kidney Diseases Research Center, Khorshid Hospital, Isfahan University of Medical Sciences, Isfahan, Iran
Abstract
BACKGROUND: This study was conducted on accountability, aiming to design components for
monitoring the curricula of universities of medical sciences.
MATERIALS AND METHODS: This study was a developmental one, conducted in Isfahan University
of Medical Sciences with the document and literature review, a focus group, and a survey from
2018 to 2020. The first version of the components was designed by the library research and content
analysis method. Following developing the initial tool, its validity was evaluated with a focus group,
and the questionnaire was prepared according to face and content validity.
RESULTS: In this study, 73 components were designed in eight domains for curriculum supervision,
including requirements (12), needs and goals (6), content (10), teaching–learning strategies (10),
educational materials and resources (5), educational time (2), educational setting (10), and
evaluation (18).
CONCLUSION: The components of curriculum supervision were designed due to their importance in
the evolution and innovation of medical sciences, particularly accountability in the education system,
and lack of relevant research. With these components, the current and optimal status of curricula
can be determined in universities.
Keywords
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