Document Type : Original Article
Authors
1 General Practitioner, PhD Candidate of Iranian Traditional Medicine, Research Center for Traditional Medicine and History of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran.
2 General Practitioner,PhD Candidate of Iranian Traditional Medicine, Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran.
3 General Practitioner, Shiraz University of Medical Sciences, Shiraz, Iran.
4 Faculty Member of Department of Internal Medicine, Endocrine and Metabolism Research Center, Namazee Hospital, Shiraz University of Medical Sciences, Shiraz, Iran.
Abstract
Due to ever increasing of medical information volume and restriction of time and resources for medical education, the educational priorities in planning of medical education become very important. At 1383 the Ministry of Health and Medical Education with collaboration of Shahid Beheshti university of medical sciences offered the educational priorities for 1800 diseases (in 20 clinical wards) according to general practitioner’s future duties, the defined priorities' grades from A (must to be learned) to D (no need to be learned). In this study, we tried to evaluate the coherence of comprehensive pre-internship exams questions with mentioned priorities. In this research we evaluated contents that were questioned in pre-internship exams questions to determine allocated percentage to each priority grade (A-D) for each one. Then their coherence with the expected ones was calculated by Chi-square test. At all fields' questions except those related to Urology and also at each exams, significant difference between questioned and expected questions were seen (p-value<0.05). Regarding to participated stuffs across the universities in determination the mentioned priorities, the target changes in questions seem essential in question' texture.
Keywords
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