Investigating the Role of Supportive Actors in the Individualized Curriculum of those Admitted to the Fields of Medicine, Dentistry and Pharmacy

Individualized curriculum is an essential and important dimension in guiding learning experiences and achieving successful educational results. The aim of this research was to investigate the role of supportive actors in the individualized curriculum of those admitted to the fields of medicine, dentistry and pharmacy.

This research was performed with a qualitative method of phenomenological type. The participants of this research were those admitted to the daily courses of medicine, dentistry and pharmacy of Universities of Medical Sciences in Tehran and were selected by purposive sampling. Sampling continued until theoretical saturation was reached, eventually reaching 19 people. Data were collected using in-depth interviews and were analyzed  by MaxQDA qualitative through seven-step Colaizzi pattern.

In this research, the role of supportive actors in the individualized curriculum of those admitted to the fields of medicine, dentistry and pharmacy was investigated. The results of the research were classified into Three main concepts: family support (including sub-concepts of family scientific support, family psychological support), Support of school educational officials (including sub-concepts of scientific support of school educational officials, psychological support of school educational officials). And university professors' support (including sub-concepts of university professors' scientific support, university professors' psychological support).

The results of this research showed that supportive actors had an important role in the  individualized curriculum of the research participants and as a result, their academic success; Scientific and psychological support of family, school educational officials, and then university professors can influence the results of educational evaluations.