Investigating the Satisfaction of Professors and Students with the New Course of Clinical Preparations Followed by the General Medicine Course of Shahrekord University of Medical Sciences

Document Type : Original Article


1 Department of Community Medicine, School of Medicine, Shahrekord University of Medical Sciences, Shahrekord, Iran

2 Department of Community Medicine, School of Medicine, Social Determinants of Health Research Center, Shahrekord University of Medical Sciences, Shahrekord, Iran

3 Clinical Research Development Unit, Montaserieh Hospital, Mashhad University of Medical Sciences, Mashhad, Iran

4 Department of Public Health, School of Health, Shahrekord University of Medical Sciences, Shahrekord, Iran

5 Department of Medical Education, Shahrekord University of Medical Sciences, Shahrekord, Iran



Background: In  new clinical preparatory course of general medicine of Shahrekord University of Medical Sciences, topics of surgery, pediatrics, psychiatry, infectious, neurology, pharmacology, and pathology were integrated. This study was conducted to investigate the satisfaction of professors and students of new course of clinical preparations.
Method: This was a cross-sectional study in 2021-2022. 173 students and 43 professors  participated. Collection tool was a questionnaire which measured the satisfaction of professors and students with new clinical preparation course. Data were analyzed with SPSS 18 at  significance level of p<0.05.
Results: Average score of satisfaction of professors and students with the new course was 34.97 ± 2.65 and 42.58 ± 15.2, respectively which was average. Professors and students were most satisfied with the integration of pharmacology and pathology. Students were least satisfied with the facilities of the clinical skills center and appropriateness of the amount of material with time. The grade point average of the new course of clinical preparations was significantly higher than basic sciences (P<0.001). But it had an inverse relationship with students' satisfaction (r=-0.169, P=0.026).
Conclusion: Professors' and students' satisfaction with clinical preparation course was moderate. The highest satisfaction was regarding  integration of pathology and pharmacology. The limitation of clinical facilities and inadequacy of the materials with the time caused dissatisfaction of the students, which needs to be revised. Considering the increase in the grade point average of the clinical preparation course and the change in the way of holding exams, more studies are suggested for confirmation.


Main Subjects

  1. Tabibi Z, Keyhan J. Identifying and prioritizing effective components in academic satisfaction, learning and quality of education in nursing students urmia nursing faculty. Nursing and midwifery journal. 2019;16(11):809-21.Persian.
  2. Hakim A. Factors affecting satisfaction of nursing students of nursing major. Journal of nursing education. 2013;2(2):10-20. Persian.
  1. Keshavarzi Z, Akbari H, Forouzanian S, Sharifian E. Comparison the students satisfaction of traditional and integrated teaching method in physiology course. Education Strategies in Medical Sciences. 2016;8(6):21-7. Persian.
  2. Zare-Khormizi M, Dehghan M, Pourrajab F, Moghimi M, Farahmand-Rad R, Vakili-Zarch A. Medical students Attitudes towards integration of pharmacology and pathology programs in Shahid Sadoughi University of Medical Sciences. Research in Medical Education. 2016;8(1):57-64. Persian.
  3. Snyman W, Kroon J. Vertical and horizontal integration of knowledge and skills–a working model. Eur J Dent Educ. 2005;9(1):26-31.
  4. Khazai M. Comment regarding the implementation of medical students in clinical physiology course at Esfahan. IJME. 2010;10(5):602-8. [persian]
    7. Vafamehr V, Dadgostarnia M. Evaluating new program of ICM. Iranian Journal of Medical Education. 2011;10(5):839-49. Persian.
  5. Lawshe CH. A quantitative approach to content validity1. Personnel psychology. 1975;28(4):563–75.
  6. Zamanzadeh V, Ghahramanian A, Rassouli M, Abbaszadeh A, AlaviMajd H, Nikanfar A. Design and implementation content validity study: development of an instrument for measuring patientcentered communication. Journal of caring sciences. 2015;4(2):165.
  7. Dolatian M, Alavi Majd H. Comparison of pregnancy self-care, perceived social support and perceived stress of women with gestational diabetes and healthy pregnant women. Iranian Journal of Endocrinology and Metabolism. 2014;16(3):156-64. Persian.
    11. Valizadeh M, Mousavinasab N, Ahmadi A, Rostami A. A Comparison between Integrated Courses and Discipline-Based physiopathology Program in Zanjan University of Medical Science. 2013,13(3):201-11. Persian.
  8. Hussein KS. Perceptions of an integrated curriculum among dental students in a public university in Saudi Arabia. Electronic physician. 2017;9(7):4828.
    13. Mousavi Z, editor Olapour A. Horizontal integration in the period in the physiopathology of medicine, Ahwaz Jundi Shapur University of Medical Sciences. Proceedings of The 10th Congress of National Medical Education; 2009.
  9. Khadem N, Khodadadi N, Ebrahimzadeh S. Openion poll of graduates from Mashhad -School of Medicine, regarding coordination of learnings, during their study with the objectives of education ingiving medical services to society. Medical Journal of Mashad University of Medical Sciences. 2008; 51(4):233 -38. Persian.
  10. Allami A, Javadi A. Evaluation of medical students pre-internship exam score in pathology before and after integration program of physiopathology level in Qazvin. 2013;5(1):32-36. Persian.
  11. Feizi H, Saeedi P. Evaluation of Students' Satisfaction with Educational Services and Facilities of Kurdistan University of Medical Sciences and its Related Factors in Academic Year 1997-96. Journal of Nursing Education (JNE). 2019;8(4):33-38. Persian.
  12. Eisenbarth S, Tilling T, Lueerss E, Meyer J, Sehner S, Guse AH. Exploring the value and role of integrated supportive science courses in the reformed medical curriculum iMED: a mixed methods study. BMC med educ. 2016;16(1):1-10.