Document Type : Original Article
Authors
1
Education Development Center, Birjand University of Medical Sciences, Birjand, Iran
2
Department of Emergency Nursing, School of Nursing and Midwifery, Geriatric Health Research Center, Birjand University of Medical Sciences, Birjand, Iran
3
Department of Social Medicine, Faculty of Medicine, Birjand University of Medical Sciences, Birjand, Iran
10.22038/fmej.2026.89656.1667
Abstract
Background: A curriculum grounded on students’ entrepreneurial traits can significantly help knowledge production and institutional and business development. This study evaluated the internal quality of an entrepreneurship-oriented health sciences curriculum from the viewpoint of students.
Method: The study employed a descriptive-analytical design. The target population included all students enrolled in health sciences disciplines at Birjand University of Medical Sciences. The Krejcie and Morgan table was used to determine a sample size of 194 participants, who were subsequently selected via convenience sampling. A 74-item researcher-made questionnaire was employed for data collection. The face validity of the instrument was confirmed by a panel of experts in medical education and curriculum planning. Moreover, the questionnaire's reliability was established using Cronbach's alpha, yielding a coefficient of 0.79. Data were analyzed with SPSS software (version 16), employing descriptive (frequency and percentage) and inferential statistics (one-sample t-test).
Results: A statistically significant difference (p < 0.05) was found between the empirical mean values and the theoretical mean value for curriculum elements in entrepreneurship-oriented health sciences programs, as viewed by students. The elements of objectives (3.33), content (3.58), learning materials (3.32), and evaluation (3.07) were at a desirable level, with their means exceeding the theoretical benchmark. A significant difference (p < 0.05) was observed for the elements of teaching strategies (2.86), learning activities (2.50), grouping (2.61), time allocation (2.35), and learning space (2.62), where the empirical means fell below the theoretical mean (p < 0.05).
Conclusion: Academic curricula in medical universities, particularly in health faculties, function as critical contributors to achieving core educational and institutional goals.
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