جستجوی مقالات مرتبط با کلیدواژه « برنامه درسی » در نشریات گروه « پزشکی »

The purpose of the current research is to design a research literacy curriculum model for Islamic Azad University students.

It was done using the qualitative method and based on the data theory of the foundation. In this research, the systematic approach attributed to Strauss and Corbin and paradigmatic logic were used. The scope of this research was used in the first part of all secondary sources, including texts, books, publications, related websites and existing reports, and in the second part, 18 professors and visiting professors of the field of curriculum planning in the field of research literacy were used in a targeted manner and Snowball interviews were conducted until theoretical saturation was reached. The research method was semi-structured interview and it was done according to coding. Data analysis was done in the first part with the help of secondary sources, including all texts, books and publications, in the second part, in-depth semi-structured interviews with open, central and selective coding professors.

The student research literacy curriculum model includes sixteen elements of needs assessment, goal, content, time, space, learning activity,teaching method, evaluation, materials and resources, thinking, motivation, budget, research ethics, professor's role, grouping, consequence.

The model obtained in the research literacy curriculum of students of Islamic Azad University of Tehran had the necessary validity

In all societies, educational goals have many similarities. However, educational planning to achieve the goals varies according to the needs of the communities. Comparing different educational programs in nursing can improve the content and quality of the educational program and respond to the needs of the community to train and provide a skilled nursing staff. Therefore, this comparative study was conducted to identify more similarities and differences between the two curricula.

In this descriptive-comparative study operated in 2021, the required data in relation to the Master of Pediatric Nursing Education Program was gathered using the following keyword search: The comparative study, Curriculum, Master, Pediatric Nursing, America, Iran. Moreover, a review of the history and details of the curriculum of the master's degree program in pediatric nursing in Iran and Duke University were searched and collected. Then the data were analyzed using Bereday model in four stages of description, interpretation, proximity and comparison.

The Master of Pediatric Nursing program in Iran and Duke University were similar in terms of philosophy and perspective, the role of students after graduation, and educational strategies and teaching methods. However, it differs in terms of admission conditions (in the case of decentralized admission, a formal work permit (RN) and one year of pediatric care experience are required), the nature of the field (in Duke, it focuses on field and clinical education, in contrast, it is mostly based on education, research, and research dissertation in Iran). Moreover, the mission of the field (In Iran it focuses on family-centered care and at Duke University it focuses on cultural issues) as well as the perspective of the field (in Iran, the position of
pediatric nursing education is in line with international standards and in Duke university is focused on training transformational leaders in the future) were evaluated.

The Master's program in Pediatric Nursing in Iran has many similarities with the similar program at Duke University, but to improve the quality of this field in Iran, its differences with the Duke curriculum such as work experience requirement for accepting volunteers, conducting interviews to assess psychological characteristics Before entering the course and also focusing on teaching clinical skills and paying attention to cultural issues in family-centered care should be further examined and considered in the program review.

In the social accountability of the curriculum, all medical education activities are aimed at training doctors who are able to meet the health needs of society. In Iran's medical education system, there is a weakness in responding to the needs of society, and the connection between students and society has gradually weakened. The purpose of this study was to design and validate a clinical education curriculum model based on social accountability for general medicine students.

A sequential exploratory mixed-method approach was used to conduct this study at Tabriz University of Medical Sciences, combining qualitative and quantitative methods. The model was designed using the inductive content analysis method in the qualitative stage and validated through the descriptive-survey method in the quantitative stage. In order to collect data in the qualitative part, the method of studying previous documents, scientific texts and semi-structured interviews with experts and specialists was used, and in the quantitative part, a questionnaire prepared by the researcher was used. The model was developed using the views of 14 professors and 5 general practitioners, selected through purposive and sequential sampling until information saturation was reached.  The model was validated by obtaining opinions from 15 experts using a purposeful and criteria-based method. The content validity ratio (CVR) was estimated using the Lawshe's formula.

In the qualitative phase, this study identified the characteristics of an ideal clinical education curriculum for a general medicine course based on a social responsibility approach. The characteristics identified were based on the four elements of Tyler's model. Based on the findings of this part of the research, the extracted codes in 114 subcategories and 13 main categories include goals: knowledge, attitude, and skills; Content: clinical sciences and skills, health sciences, behavioral sciences, social and professional ethics, communication and leadership skills, and content organization; Teaching-learning methods educational strategies, and teaching-learning methods; Assessment methods performance assessment in vivo, performance assessment in vitro, and essay assignments. In the quantitative phase, the designed model's components and elements underwent validation through expert agreement and received approval with a content validity ratio of CVR=0.81.

In the proposed pattern, the clinical competencies required by general practitioners were the main focus of designing, explaining and describing curriculum elements. Also, this model is designed in such a way that it can meet the needs of society and medical students. It is suggested that medical school officials and curriculum planners use the proposed model in designing the curriculum of general medicine courses to enable medical students to respond to the needs of society.

Intrduction:

Education is considered as one of the most powerful tools for human progress in all social, economic, cultural and scientific dimensions.  And science education is one of the oldest sciences that has always been of interest to mankind and plays a very important role in human life, especially everyday life.The main purpose of the study was to design a desirable model of chemistry curriculum based on IBSE approach.

The method was mixed (qualitative-quantitative) exploratory Sequential integrated. Participants in this study were curriculum specialists and chemistry teachers in Tabriz who were selected through purposive sampling and the volume went on to theoretical saturation. In quantitative part, convenience sampling was done among the curriculum planning & Chemistry professors of Tabriz University. The data collection tool in qualitative part was semi-structured in-depth interview and in quantitative part, it was research-made questionnaire extracted from the qualitative part. Data analysis was performed using open and axial coding method. The validity of the research was a kind of internal validity that was analyzed by three authors in order to reconstruct the facts. To increase the reliability interviews were conducted with a prior schedule and without bias. Data analysis was done through the content analysis of interview context by axial open coding method and combined the results with the findings of synthesis study.

Resuits: 

the optimal pattern was designed based on IBSE opprach and Klein pattern and its elements characteristics were determind. Quantitative analysis was performed by obtaining an average higher than the average of the society.

Findings show that IBSE has positive role in learning, creativity, thinking and problem solving in learners.

Considering the impact of curriculum in fulfilling roles and duties, it is necessary to conduct research to identify the strengths and weaknesses of the curriculum. Comparative studies are one of the strategies to improve the quality and validation of educational systems. This study was conducted with the aim of comparative comparison of Nursing PhD in Iran and McMaster Canada.

The present study was conducted based on descriptive-comparative approach and using Bereday's model in 2023. The main components and important indicators of the desired curriculum were analyzed based on the four stages of description, interpretation, juxtaposition, and comparison.

The basis of nursing PhD in Iran and McMaster's nursing school includes education, research and thesis, but there are differences in the philosophy, mission, vision and goals, student admission, and the structure of the programs.

Iran's nursing PhD, the expectations of the graduates of this course are not clear and on the other hand, it has not responded effectively to the health needs of the society, so it is necessary to review the program and specialize this course based on the planned goals.

General courses can effectively empower students and enhance their professional and social personality, and it is essential to continuously evaluate the effectiveness, status, and updating of these courses. Accordingly, the present study aimed to investigate the factors influencing the effectiveness of teaching general courses in the medical curriculum in Iran. The study involved both qualitative and quantitative phases. After conducting semi-structured interviews with experts, medical students, and professors of general courses, and using Braun and Clarke’s thematic analysis method, 528 codes were extracted and classified into 4 themes, 11 categories, and 33 subcategories. The main themes included updating the curriculum, focusing on effective and purposeful learning, collaboration and needs assessment of the stakeholders, and linking general courses with practical skills. Based on the results of the qualitative phase, a model for the effective teaching of general courses was developed using Delphi method with subject matter experts, and the validity of the model was confirmed with a two-round validation process. Removing unnecessary courses or those with repetitive content, designing needs-oriented content, involving experts in course revisions, using skill-based education methods, increasing skill-based and practical courses, flexibility in evaluation, and utilizing new educational technologies indicated the highest mean and consensus index. The results showed the necessity of evolving the traditional education system, rethinking, revising the topics and content, focusing on skills based on new needs, promoting evaluation models, and utilizing modern tools and technologies in teaching general courses.

Using the curriculum during the educational and research period in schools, universities and scientific institutions has a great impact. The present study is a simple descriptive review study in the period from 2017 to 2018. Articles were searched in Isc, Google Scholar, Isi, Pubmed databases. The searched keywords include; Curriculum, research, self-efficacy, research self-efficacy, education and research were in Persian and English. . 17 articles were included in the study during 4 stages of search and screening and according to the inclusion criteria. The findings from the extraction of articles have shown; The curriculum is not only a road map for educational self-efficacy, but it is also effective in advancing research self-efficacy. By influencing the quality of learning experiences, the curriculum leads to the acquisition of research capability and research self-efficacy of learners. Therefore, providing a platform for developing a curriculum and creating changes in the curriculum with a research approach and welcoming the changes in the educational system will lead to the improvement of academic qualifications and the improvement of individual and collective research qualifications.

To improve the education of orthopaedic residents and enhance patient care in the Iran's healthcare system, it is necessary to gather information about the current status of scientific, practical, and research-based education for residents.

The research project initially focused on examining the executive curriculum in 14 centers affiliated with 6 different medical universities. Subsequently, an investigation was conducted into human resources, infrastructure, operating room facilities, educational and research outcomes, as well as the regular implementation of practical examinations to evaluate the performance of residents during their residency years. All the aforementioned aspects were covered using a comprehensive questionnaire, which was distributed via the "Formafzar.com" website as a link to the heads of departments in these centers by the Iranian Orthopaedic Association. The relationship between facilities and equipment and passing the future specialized orthopaedic board examination was also evaluated.

Among the examined centers, only 20% adhered to the criteria of Iran educational curriculum in all aspects of human resources, education, and research.

a regular evaluation of teaching methods used by international centers and the national curriculum is necessary for orthopaedic training centers in Iran. Additionally, regulatory systems should monitor the training process of orthopaedic residents to standardize services, equipment, and educational programs in the country.

Quality assurance of higher education, especially philosophiae doctor (PhD) education, is one of the concerns and priorities of higher education planning planners. Comparing educational systems can help to improve the quality of nursing programe. The purpose of this study was to compare the educational system of Nursing Ph.D in Iran with The University of Pennsylvania, Johns Hopkins University and Duke University.

This descriptive-comparative study was conducted in 2021. The four-stage Beredy model of description, interpretation, neighborhood, and comparison was used to compare the Iranian nursing education system with the top three nursing schools in the world in 2020. Data were collected by the reputable websites of the universities. Then, the data were compared according to the aim of the research.

the structure of nursing Ph.D program in Iran and the top three nursing schools in the world are approximately similar to each. But, there are differences in the mission, general purpose, the content of courses and their relevance to the needs of society, the allocation of units to research and theoretical courses, training approaches and perspectives on clinical nursing.

Given the comparisons and curriculum advantages of the top three Universities, it is appropriate for Iranian nursing education planners to makefundamental changes to the curriculum of this section in terms of mission, goals, courses, and pay attention to student’s critical thinking, educational needs, and competencies of the graduates.

Profound cultural changes and lifestyles make people lack the necessary skills in dealing with problems and human beings need solutions to deal with them. The solutions obtained through human knowledge alone do not meet their real needs, but Islam pays attention to both material and spiritual needs with a mixture of cognitive, emotional and behavioral methods. These skills are described in detail in the Qur'an and the words of the Infallibles. Accordingly, it is necessary to design a model of life skills curriculum for sixth grade elementary students based on Islamic teachings.

In this research, according to the nature of the subject and its main purpose is descriptive and citation-analytica In addition the results of the validation of the proposed model by the curriculum experts and relevant experts showed that it was appropriate and it was approved at a high level.

While analyzing the main concepts and implications of the documents, items and verses that are treated as life skills, are identified and analyzed, and at the end a pattern of Islamic life skills, based on a communication perspective (God, self, others, Nature), which is frequently mentioned in Islamic documents and principles, is extracted under four main dimensions and skills of self-knowledge, empathy with others, knowledge of nature and theology, and ten components and forty-two characteristics, with two hundred and twelve Qur'anic and Islamic citations. And was designed.

By examining Islamic texts, including the Qur'an and other Islamic texts, regarding the worldly and otherworldly happiness of human beings, detailed skills were obtained that can be used by recognizing and currenting them in all walks of life. He avoided and got rid of life skills and training that originated from one-dimensional and materialistic thinking and lifestyle.

The Master of Critical Care Nursing is responsible for training specialized and professional graduates. Comparing different curricula improves the content and quality of the curriculum. This study aimed to compare the curriculum of critical care nursing in Iran with the University of Sydney in Australia.

This descriptive-comparative study was conducted in 1400. Iran's critical care nursing curriculum was compared with the University of Sydney. The required information was done by internet search in valid databases. Data analysis was performed using the Bereday model in four steps including description, interpretation, Juxtaposition, and comparison.

The mission, educational goals, and course content in the two curricula had significant similarities. But philosophy, vision, admission requirements, educational strategies, and tuition fees were somewhat different. The philosophy at the University of Sydney is based on caring with a cohesive and family-oriented approach and in Iran is based more on social values ​​. Having an RN degree and fluency in English is one of the main conditions for admitting a student in this field at the University of Sydney, while in Iran there is no need for a language degree or a certificate of professional competence.

According to the findings of the study, changes in the intensive care curriculum based on family-centered care and creating diversity in educational strategies with more emphasis on English language skills, and providing some units online are recommended.

The present research has been conducted with the aim of designing a suitable curriculum model with an emphasis on religious democracy in the first secondary school.

The research method that governs this research is the sequential-inductive method. For this purpose, in order to achieve the desired pattern, using semi-structured interviews, from the opinions of 18 experts in education and training and other specialties related to the subject. was used Sampling in this section was purposeful and continued until theoretical saturation was reached. Based on the information obtained from this section, the desirable components and elements of the official curriculum centered on religious democracy for the first secondary school were extracted. To validate the proposed model in the final part of the research, after designing the researcher-made questionnaire and evaluating its validity and reliability, the opinions of 40 related experts were collected about the internal validity of the model and analyzed and evaluated using the method of exploratory and confirmatory factor analysis. took

The results showed that the proposed model has good internal validity according to experts. Among the features of this model, we can refer to being native, paying attention to the characteristics of the audience, being exclusive, being scientific, comprehensiveness of the model, being new, and an active approach in education.

As far as possible, different and diverse methods are used in religious democracy training methods. Students learn in real life conditions. According to it, the methods of training religious democracy should be held in a participatory and interactive manner and these methods should not be implemented with coercion and imposition.

The purpose of the present study was to determine the educational goals of the curriculum based on the school of Martyr Haj Qasim Soleimani in the social studies course of elementary school.

The present research is descriptive-correlational in terms of quantitative method and practical in terms of purpose. The statistical population included social studies specialists who were randomly selected 110 people by random sampling method. The research tool consisted of an interview and a researcher-made questionnaire, the validity of which was obtained with face validity and reliability with Cronbach's alpha test of 0.89. SPSS24 software was also used for data analysis.

The findings showed that in the belief dimension; The index of patience and tolerance with an average of 4.95 ranks first, in the rational dimension; The index of belief in God with the average and coefficient of variation (4.63 and 0.38) ranks first, in the personality dimension, God-centered orientation with the average and coefficient of variation (4.38 and 0.37), in the moral dimension; respect for the family of martyrs with the average and coefficient of variation (4.09 and 0.36), in the social dimension; attention to halal and haram with the average and coefficient of variation (3.79 and 2.07) and in the management dimension; Correction of wrong methods with the average and coefficient of variation (3.66 and 2.05).

Based on the findings, it can be concluded that paying attention to the educational dimensions of Haj Qassem Soleimani and its indicators can be paid attention to by social studies experts, and paying attention to these indicators will provide favorable orientations to the personality of elders and national heroes.

Comparative educational systems to develop new policies in higher education on the rise, it is important opportunities to understand the vision, mission, values of the education other countries and Simultaneous evaluation of the Iran education system provides: The aim of this study was to compare the educational system of nursing PhD course in Iran and Faculty of Nursing, University of Jordan

The Iranian PhD nursing education system was compared with the Faculty of Nursing, University of Jordan. Data were collected by searching in internet with using of databases of the Ministry of Health and Medical Education in Iran and the Jordanian college of Nursing and other related databases. For comparing, the two educational systems have been used from Beredy pattern in four stages; Description, interpretation, proximity, and comparison were used and then the data were classified and compared based on the purpose of the research.

The structure of the course is very similar between the two countries. Both curriculums are full-time, face-to-face and with an emphasis on the student-centered principle, and the way students are admitted to the two universities is almost the same. But there are differences in principles of strategic mission planning, vision and values, the length of the research training course and the content of some courses and how students are evaluated.

Considering Iran's position in the world and progress in achieving health goals with a new, global, and overseas approach, pay attention to the mission and perspective PhD program in nursing

Education is the main factor of economic growth in a country, and the curriculum is the heart of any education system. As civilization makes the transition from the industrial era to one of sustainability, educational leaders around the globe ought to implement a learning system that prepares young people for life in a unified society. Every country that has experienced high growth for a long time makes great efforts to educate its nation and reinforce its human capital. In contrast, there is considerable evidence that many developing countries are not doing enough. Education has a legal claim on public funds for at least two obvious reasons. First, the social returns are likely to be greater than the private returns. Second, some families with low incomes and credit constraints may not be able to invest as much in education as they would like, even if a higher income is guaranteed for a diploma or university degree in the case of a successful job search. Therefore, public spending on education is established based on impartial opportunity and efficiency. This paper provides a starting point to explore what skills and concepts students should be studying to lead the future. The curriculum model provides an explicit outline of some of the competencies that will likely be required for whatever world scenario emerges. This study focuses on the key roles of education and its relation to economic development as well as the curriculum as a core part of the entire educational drive of nations. In particular, the aim of the present study was to study the goals and contents of the high school curriculum of Group 7 countries and Iran with a focus on the differences and similarities of cognitive and metacognitive skills, which were compared with Iran in order to reach an appropriate model.

The method used in this study is qualitative, seeking to understand a research phenomenon in its usual environment that leads to a deep understanding of the studied phenomenon. In particular, this research is a documentary analytical research with a comparative approach. The statistical population of the research in the first study, which had a comparative approach, includes all documents, printed and electronic texts regarding the curriculum elements of the selected countries. It includes all articles, websites, studies, and research related to the research topic. In the Delphi method, the presence of experts and experts in the subject is emphasized. Statistical sample: In this research, in the first part, after searching the official portals of the countries and databases, all the documents that contain the content of the curriculum elements of these countries have been found. Data analysis in qualitative research is the process of classifying, describing, and combining data. In this section, after collecting the information and data, the contents were separated into 4 components: goal, content, method, and evaluation for each country. Then it was analyzed based on John Stuart Mill's agreement and difference model. The analysis in the quantitative part includes Kendall's coefficient and confirmatory factor analysis with the help of SPSS22 and Amos Graphics version 23 software. Meanwhile, Maxqda18 software was used in the qualitative part and model extraction. All documents were translated by translators from IACTI (Iranian Certified Translators and Interpreters). It must be acknowledged that the process of translating the documents was complicated and difficult due to the different languages and finding the appropriate equivalent in Persian. 212 participants, including secondary school teachers, university professors, and Ph.D. students in the fields of curriculum and education management helped to confirm and categorize the collected information. In the next step, the Delphi method was used to obtain the opinions of experts and reach a consensus about the studied components. With a 5-point Likert style scale 80% agreement was obtained, which was regarded as attaining a minimum acceptable interrater agreement.

This study was motivated by doubts that have been raised about the role of education and human capital in economic development. These doubts come from a variety of vantage points ranging from whether the research has correctly identified the impact of education to whether other institutional aspects of countries might be more important. They also encompass concerns about whether or not we really know how to change educational outcomes, particularly in developing countries. The eight studied countries were divided into two groups for comparison: (a) Group of Seven, and (b) Iran. The objectives and content included in the curricula of these countries were identified, and then similarities and differences between these two groups were analyzed. The results show the importance of both minimal and high-level skills, the complementarity of skills and the quality of economic institutions, and the robustness of the relationship between skills and growth. International comparisons incorporating expanded data on cognitive skills reveal much larger skill deficits in developing countries than generally derived from just school enrollment and attainment. The magnitude of change needed makes clear that closing the economic gap with developed countries will require major structural changes in schooling institutions. Moreover, the results of this research showed that the goals and content of the curriculum of these countries often emphasize the areas of work and employment and are somehow economy-oriented. In Iran, there is not much emphasis on these areas in Iran. Although the principles and teachings of Islam pay attention to work, there is a lack of attention to this issue in the goals and content of the curriculum. It is suggested that there is an emergency need to review the national curriculum in Iran. Taking help from religious foundations in this field, such as paying attention to work and effort in Islam, avoiding laziness, and contentment, paying attention to halal earning and sustenance, etc., is very beneficial and enlightening. Using the fundamentals of Islam only in prohibitions and outward criticisms and only paying attention to prayer and fasting not only makes students evasive but also limits the main mission of religion which enlightens the path of people's lives and can open a way in their social and economic life. Pointing to the fact that the longest verse of the Holy Quran is in the field of economic transactions is one of the examples of the importance of the field of economics in Islam and proof of this matter. The lack of economic attention and cultivating students’ cognitive as well as metacognitive is felt in terms of preparing people for the future, after graduating from secondary education. It seems that it is better for the planners to update and modify the secondary school curriculum in line with economic development and changes in psychological knowledge.

The purpose of this research was to investigate the position of ethical propositions in the curriculum studies research.

The research method was qualitative (descriptive); And the statistical population included all articles published in the Iranian Science Publications Database (SID, Magiran, Noormags). The 31 of the articles in between the years 2006-2017 were selected by census method, and were evaluated based on selected criteria (dimensions of goals, questions and outcomes). Ethical Considerations: In compiling this research, ethical aspects including preserving the originality of the texts, honesty and fidelity have been respected

The findings showed that 87.5% of the articles were scientific-research and 11.5% of them were scientifically-promotional; period of publication of articles had irregular dispersion, and the highest number of articles was in the years 2010-2013 (with a frequency of 22); 35/48% of the research was done by men, 12.90% by women and 62.51% by men among men and women.

the universities of medical sciences had the largest share in the publication of articles with 66.66%. Research aimed at the ethical position in various curriculum elements Such as teaching, content and evaluation.

The education and training of nursing PhD students is of great importance because they are expected to act as factors for the advancement of nursing science, professional counselors and future nursing researchers. In order to achieve more success in PhD course Nursing in Iran and identify its weaknesses and strengths, comparative studies and utilization of successful universities’ strategies and experiences are necessary. This study aimed to compare the curricula of nursing PhD programs in Pennsylvania University and Iran.

The present descriptive-comparative study was performed in 2019. This study compared the Iranian Nursing Education PhD system with the American University of Pennsylvania using the Brady Model in four stages of description, interpretation, matching, and comparison.

The program of both universities is based on the principles of strategic planning with values and mission, vision. The philosophy of the Pennsylvania School of Nursing has included cultural and ethnic differences, while nursing care in Iran has not been given due attention to different cultures and ethnicities. Courses are presented in both in-person and virtual classes in Pennsylvania University. Educational plans are more various and Some of the units are optional and they are selected by the appropriateness of student's need, thesis title and supervisor's recommendation.

According to the results of this study, while considering the role and duties of nursing graduates and taking into account the complex and changing needs of society, it is suggested to make reviews in the content and methods of presentation and evaluation of this course.

Providing palliative care to the elderly and dying patients is a now and the future challenge. Nurses are the first group that provided palliative care and access and identifying the pain and suffering of patients is their first professional care. Therefore, palliative care education to nursing students can help to better care of these patients. The aim of this study was to determine the elements of palliative care curriculum for nursing students.

In this narrative review study, database of Magiran, SID, PubMed, Science Direct and Springer were searched. Articles were searched from 2000 to 2017 using keywords such as education, curriculum, palliative care and nursing.

A total of 1024 articles were found. 9 papers were selected for analysis. Four elements of curriculum including goal, content, teaching methods and evaluation of palliative care curriculum were accessed. The goal of this curriculum is to educate nursing students about end of life care and palliative care. Educational content emphasizes five categories including; the principles of palliative care, physical care, communication, ethics and psychosociocultural care. This curriculum used different methods for teaching and evaluating of students.

This curriculum emphasized the various aspect of the nursing palliative care with a review of the literature. Due to the need of nurses to palliative care such educational programs is necessary.

Medical ethics is one of  important goals in medical curriculum to acquire skills of analysis, reasoning, decision making and solving ethical problems in medical students. Purpose of this study was analysis the challenges of the medical curriculum elements for ethics education.

Research was conducted by mixed method. It is practical and descriptive-inferential. At first subjects were extracted from formal curriculum by Quantitative content analysis and then was done semi-structured interviews with 14 faculty members of Mazandaran University of Medical. Data of interview were analyzed by inductive qualitative content analysis of Hsieh & Shannon method.

The quantitative results indicated that formal curriculum has allocated educational goals in 43 units per 4 levels (basic sciences, clinical practice, clerkship and Internship). The qualitative findings of the study were classified as follows: Modify goals on need assessment, Content and resources review, Training appropriate time and place, Modifying implementation, Attention to teacher, Modifying teaching-learning process, Multilateral evaluation, Technology as an opportunity, Attention to students, Hidden curriculum management.

Considering the position and necessity of ethics in the medical profession and the problems in the current curriculum, it is necessary to revise in order to treat competent medical students with ethics.

Nurses play an important role in providing health services to the community. Therefore, the curricula in this field are of particular importance and should be continuously revised in line with the educational system and the needs of society. Therefore, this study aimed to compare the MSc curriculum of Iranian Internal Surgery Nursing and The University of Pennsylvania in the United States.

This comparative review was conducted in 1401. First, according to the ranking of nursing faculties of the world, a top university ranking one (Pennsylvania Nursing School) was selected by searching the QS.COM site, and the required information was collected and compared using the 4-step Bereday model.

The findings showed that The Iranian Nursing Program and the Pennsylvania School of Nursing have commonalities and differences. (In Pennsylvania, the method of decentralized admission, with the condition of average and background, and in Iran, merely having a bachelor's degree and participation in the entrance exam of the Ministry of Health), the nature of the field (in Pennsylvania, with an emphasis on the development of clinical decision-making experts according to culture, and in Iran, the development of clinical specialists in the field of disease care). It is international) The content of the courses (in Iran and Pennsylvania, the content of the lessons is largely the same, but varies in the number of units).

Comparing the U.S. and Iran curricula shows that the U.S.-Iran curriculum has similarities in the content of the curriculum and objectives in general. However, in the nature of the field, the mission, prospects, and the way students are accepted are superior to those in Iran.