Teaching practical medical bacteriology accommodate with job analysis

In routine procedure, education of practical medical bacteriology is not related with job analysis. The aim of this study was designing and performance of practical medical bacteriology education based on job analysis. This interventional study was performed in second semester in 1388-1389 in the practical course of bacteriology for 40 second-year medical students. The students randomly were divided to two groups (control, case) and education was performed according to routine and new process and evaluated with questionnaire and posttest. Data analysis was done by SPSS. The mean of exam results in case group shows an increase of 8.5% comparing with control group According to questionnaire results all of the students were agree with necessity of change in educational program of practical bacteriology (63 and 91 in case and control group respectively). At the end of course, more than 70% of students in the case group achieved to the aims of the course (this was 9% in control group). The results of this study showed this method cause to more co-operations, interesting, and learning in practical courses. This new procedure is more related with job analysis comparing with routine methods. Students expect to learn issues that are more practical while common teaching methods address basic subjects regardless of the professional needs of students.