EVALUATING MULTICULTURAL EDUCATION APPROACH IN MEDICAL SCIENCE CURRICULUM FROM THE PERSPECTIVE OF FACULTY MEMBERS OF NORTH WEST UNIVERSITIES IN IRAN, 2013-2014

The multicultural curriculum is a mechanism to effectively empower the individuals and groups in terms of accessing to knowledge, attitudes and skills for peaceful coexistence in a multicultural society. In this regard, this study aimed to investigate the attention given to the design and development of this kind of curriculum in the content of undergraduate nurse curriculum.
This applied field study was conducted on all faculty members of medical sciences at various universities in Iran. Using convenience sampling, a number of 50 subjects were selected as sample. A researcher-made questionnaire was designed as a research tool and its validity and reliability was confirmed.
According to the results of univariate t-test and the criteria proposed by Bazarghan and colleagues (2007) (1 to 2.33= little attention, 2.34 to 3.67= medium attention, and 3.67 to 5= much attention), it was revealed that the attention given to the teachings of this approach in the medical science curriculum content was not optimal. From the ten measured components of multicultural education, however, the attention given to six components was low and to four components was medium.
In order to provide effective medical care to patients with different cultural backgrounds, it is necessary to make significant changes in the content of the curriculum and pay proper attention to the training associated with this approach. Therefore, the medical personnel will learn the knowledge, attitudes, and skills necessary to become a transcultural medicine agent and will act responsibly in a multicultural society to provide better services.