Quality of the Curriculum of Health Technology Assessment Master Program in Iran

It is essential to improve the educational curriculum over time. This study aims to evaluate the quality of the health technology assessment (HTA) curriculum in Iran.

This cross-sectional study was conducted in three groups of professors, students, and graduates of HTA by the census. The data needed for this purpose were collected using a specific questionnaire. Finally, descriptive and analytical statistics were used for data analysis.

Of 127 individuals, 114 ones responded to the study (response rate = 89%). The quality of the curriculum in terms of design elements in the core courses and the elements of the executive courses in the curriculum are in the range of medium to medium-to-optimal (1.66< mean> 2.32 to mean> 2.32, respectively). Also, the majority of the elements of the core courses and design elements are from compensatory courses in an unfavorable to moderate (1.66> mean to 1.66< mean> 2.32, respectively).

The results of this study showed that there was no significant problem in most design elements of the curriculum sections. However, there are some challenges in some elements of the operation. Therefore, it is suggested madding some changes to correct inappropriate elements. To achieve this objective, it is necessary to investigate the interests of other stakeholders involved in this field and thus enhance the quality of the curriculum. Implementing the proposed proposals and reviewing the curriculum studied can be considered as an important step to improve the HTA curriculum in Iran.