Concept Analysis: Value Based Curriculum

Shahram Yazdani¹, Maryam Akbarilakeh^2*, Soleiman Ahmady³, Syed Abbas Foroutan⁴ and Leila Afshar⁵      

¹Dean of School of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran. ²Assistant Professor of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran. ³Department of Medical Education, School of Medical Education. Shahid Beheshti University of Medical Sciences, Tehran, Iran. ⁴Department of Physiology and Neuroscience Research Center, Faculty of Medicine, Shahid Beheshti Medical Sciences University. ⁵Vice-Dean for Research School of Medical Education, Shahid Beheshti University of Medical Sciences.

DOI : http://dx.doi.org/10.13005/bbra/1614

ABSTRACT: Concept analysis is the foundation of achieving a clear and explicit understanding of the concept of value-based curriculum and modelling. The curriculumsof the medical sciences education in Iran suffer some drawbacks. The lack of a domestic model of the curriculum based on values is one of the main issues of the curriculum. There was no common and clear definition for the concept of value-based curriculum, or occasionally the definitions were not uniform and compatible. The present study proposes a concept analysis method to reach a proper definition of the concept and its furtherdevelopment. Then, it compares different definitions of the concept of value-based curriculum, and clarifies confusing definitions. To model the value-based curriculum, we chose the concept qualitative analysis model of Hugh McKenna. Value-based curriculum is not just a tool for perception of the educational contents, but it is a movement beyond reasoning and analytical methods and contemplation that usually takes place during education.

KEYWORDS: value based curriculum; medical education

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