Volume 12, Issue 2 (Summer 2025)
DSME 2025, 12(2): 161-176 |
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Faghihi A, Momen-Heravi M, Rafiyan M, Mianesaz E. Assessment of Educational Needs of General Medical Students in COVID-19 and Curriculum Alignment. DSME 2025; 12 (2) :161-176
URL: http://dsme.hums.ac.ir/article-1-502-en.html
URL: http://dsme.hums.ac.ir/article-1-502-en.html
Department of Physical Medicine and Rehabilitation, Faculty of Medicine, Kashan Universi-ty of Medical Sciences, Kashan, Iran.
Abstract: (1098 Views)
Introduction: The COVID-19 pandemic has re-emphasized the importance of infectious disease education in medicine, which had diminished in favor of non-communicable diseases. This shift highlighted the need to re-evaluate the medical curriculum to prepare physicians for future health crises. This study aimed to identify the educational needs of general medical students regarding infectious diseases to inform a curriculum revision.
Methods: This exploratory mixed-methods study was conducted from 2021-2023. In the qualitative phase, focus groups with 36 faculty members, administrators, general practitioners, and students were used to identify educational needs in cognitive, attitudinal, and psychomotor domains through inductive content analysis. In the quantitative phase, a questionnaire was administered to 19 professors to assess the compliance of the identified needs with the current general medical curriculum.
Results: A total of 175 final educational needs were identified: 68 cognitive, 47 attitudinal, and 60 psychomotor. The curriculum compliance analysis revealed that 21.14% of these needs had non-compliance, 37.14% had relative compliance of less than 50%, 27.42% had relative compliance of more than 50%, and only 14.28% had full compliance. The greatest deficiencies were observed in the topics of rehabilitation, management, and treatment across all three learning domains.
Conclusion: The findings indicate a significant gap between the required competencies for managing infectious disease crises and the current medical curriculum. There is a pressing need for targeted educational interventions and a comprehensive revision of the curriculum, especially in the areas of rehabilitation, diagnosis, and professional ethics, to ensure future doctors are equipped with the necessary skills.
Methods: This exploratory mixed-methods study was conducted from 2021-2023. In the qualitative phase, focus groups with 36 faculty members, administrators, general practitioners, and students were used to identify educational needs in cognitive, attitudinal, and psychomotor domains through inductive content analysis. In the quantitative phase, a questionnaire was administered to 19 professors to assess the compliance of the identified needs with the current general medical curriculum.
Results: A total of 175 final educational needs were identified: 68 cognitive, 47 attitudinal, and 60 psychomotor. The curriculum compliance analysis revealed that 21.14% of these needs had non-compliance, 37.14% had relative compliance of less than 50%, 27.42% had relative compliance of more than 50%, and only 14.28% had full compliance. The greatest deficiencies were observed in the topics of rehabilitation, management, and treatment across all three learning domains.
Conclusion: The findings indicate a significant gap between the required competencies for managing infectious disease crises and the current medical curriculum. There is a pressing need for targeted educational interventions and a comprehensive revision of the curriculum, especially in the areas of rehabilitation, diagnosis, and professional ethics, to ensure future doctors are equipped with the necessary skills.
Type of Study: Orginal |
Subject:
Special
Received: 2025/03/3 | Accepted: 2025/06/27 | Published: 2025/09/21
Received: 2025/03/3 | Accepted: 2025/06/27 | Published: 2025/09/21
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