Tabriz University of Medical Sciences About    Newsletter    Contact Us    Create Account    Log in  
Research and Development in Medical Education
   eISSN: 2322-2719  
Export citation
Reference Manager

Cite by
Google Scholar

Article History
Submitted: 09 Dec 2015
Revised: 08 Aug 2016
Accepted: 08 Aug 2016
First published online: 22 Dec 2016

Article Access Statistics
Abstract Page Views: 574
PDF Downloads: 458
Full Text Views: 0

Res Dev Med Edu. 2016;5(2):93-96 doi: 10.15171/rdme.2016.019

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

Original Research

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


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.

First name  
Last name  
Email address  
Security code

This Article

Google Scholar
Articles by Ahmadipour H
Articles by Hajmohammadi F

Articles by Ahmadipour H
Articles by Hajmohammadi F

Share this article!
© 2016 Tabriz University of Medical Sciences; unless otherwise stated
Press Manuscript Online. Powered by MAADRAYAN