Comparing the Attention to Steps of Curriculum Integration in Viewpoints of Academic Staff of Tabriz University of Medical Sciences and University of Tabriz
Abstract:
Background And Objective
The rapid expansion of knowledge and information, fragmentation and dispersion of various sectors of traditional Curricula, less connection with the real world of learners would pay more attention to the issue of integration in curricula. The aim of this study was to Comparing the viewpoints of academic staff of Tabriz University of Medical Sciences with the University of Tabriz about integration steps.
Materials And Methods
This study is descriptive -survey. The population of study were 650 academic staff employed of university of Tabriz and 324 members of the academic staff at the Tabriz University of Medical Sciences. The sample for study were randomly selected 242 academic staff from Tabriz University and 177 from Tabriz University of Medical Sciences based on Morag sampling Table. Data were collected using The researcher- made questionnaire. Data using descriptive statistics (Mean and Standard deviation indicators) and inferential statistics (MANOVA) through SPSS 22 were analyzed.
Results
MANOVA test Results showed that between the academic staff of Tabriz University of Medical Sciences and University of Tabriz on the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary are a significant difference. the mean of academic staff of Tabriz University of Medical Sciences in the mentioned steps more than the mean of university of Tabriz’s of academic staff. Result showed the that between the academic staff of Tabriz University of Medical Sciences and University of Tabriz on the steps of Isolation, Temporal co-ordination, Sharing, Correlation, Complementary program and Trans-disciplinary are not a significant difference.
Conclusion
The results that the academic staff of Tabriz University of Medical Sciences than the academic staff of Tabriz University have been paying attention to steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary. Therefore, more attention to integration were in medical curricula, and that can be caused to the nature of the medical science curriculum.
Language:
Persian
Published:
Journal of Medical Education Development, Volume:9 Issue: 23, 2016
Pages:
64 to 73
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