Res Dev Med Educ. 2016;5(2): 93-96.
doi: 10.15171/rdme.2016.019
  Abstract View: 1416
  PDF Download: 981

Original Research

Horizontal Integration in Basic Sciences in Kerman University of Medical Sciences, Medical Students’ Viewpoint

Habibeh Ahmadipour 1*, Farideh Hajmohammadi 2

1 Department of Community Medicine, School of Medicine, Kerman University of Medical Sciences, Kerman, Iran
2 School of Medicine, Kerman University of Medical Sciences, Kerman, Iran
*Corresponding Author: Email: ahmadipour@kmu.ac.ir


Background: Integrated curriculum is a strategy in educational planning. Recently, this strategy has been introduced to medical universities in Iran. The strategy is running at a different level in some of the universities including Kerman University of Medical Sciences (KUMS). In this study,students’ viewpoints toward the horizontal integration of basic sciences were assessed.

Methods: This cross-sectional study was carried out on 144 fourth- and fifth-year medical students at KUMS. They were selected using the census method. Data was collected using a questionnaire that contained demographic data, 26 questions about different aspects of the horizontal integration program in basic sciences and 2 questions about students’ satisfaction with the program. The range of viewpoint and satisfaction scores were 0 to 104 and 0 to 10,respectively. Data was analyzed by SPSS 19.

Results: The majority of participants 83 (57.6%) were female. The means of their viewpoint and satisfaction scores were 58.44 ± 10.61 and 5.48 ± 2.11, respectively. These scores had no statistically significant difference according to age, gender, entrance year and grade point average (GPA) (P > 0.05). Only students’ satisfaction score had a significant direct correlation with GPA (r= 0.3, P = 0.006).

Conclusion: Although our study revealed a positive viewpoint toward the new educational method, this reaction is the first step of evaluation and the next stages of evaluation must be conducted to determine existing problems.

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Submitted: 09 Dec 2015
Revision: 08 Aug 2016
Accepted: 08 Aug 2016
ePublished: 22 Dec 2016
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