Comparing the Importance of Curriculum Integration from the point of view of Academic Staff of Tabriz University of Medical Sciences and University of Tabriz Faculty Members
Background and Objective: The rapid expansion of knowledge and information, fragmentation and dispersion of various sectors of traditional curricula, and little connection with the real world have made learners pay more attention to the issue of integration in curricula. The aim of this study was t...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Firooz Mahmoodi [verfasserIn] Zeynab Cheraghi [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch ; Persisch |
| Erschienen: |
2017 |
|---|
| Schlagwörter: |
|---|
| Übergeordnetes Werk: |
In: Journal of Medical Education Development - Zanjan University of Medical Sciences and Health Services, 2013, 9(2017), 23, Seite 64-73 |
|---|---|
| Übergeordnetes Werk: |
volume:9 ; year:2017 ; number:23 ; pages:64-73 |
| Links: |
|---|
| Katalog-ID: |
DOAJ013400916 |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | DOAJ013400916 | ||
| 003 | DE-627 | ||
| 005 | 20230310054510.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 230226s2017 xx |||||o 00| ||eng c | ||
| 035 | |a (DE-627)DOAJ013400916 | ||
| 035 | |a (DE-599)DOAJb1826efc6cda49e1b8065900235735ef | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng |a per | ||
| 050 | 0 | |a R5-920 | |
| 100 | 0 | |a Firooz Mahmoodi |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a Comparing the Importance of Curriculum Integration from the point of view of Academic Staff of Tabriz University of Medical Sciences and University of Tabriz Faculty Members |
| 264 | 1 | |c 2017 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a Background and Objective: The rapid expansion of knowledge and information, fragmentation and dispersion of various sectors of traditional curricula, and little connection with the real world have made learners pay more attention to the issue of integration in curricula. The aim of this study was to compare the viewpoints of academic staff of Tabriz University of Medical Sciences with the University of Tabriz about integration steps. Materials and Methods: This study is descriptive -survey. The population of study were 650 academic staff employed at University of Tabriz and 324 members of the academic staff at the Tabriz University of Medical Sciences. The sample for the study was randomly selected, 242 academic staff from Tabriz University and 177 from Tabriz University of Medical Sciences based on Morag sampling Table. Data were collected using a researcher- made questionnaire. Data were analyzed by descriptive statistics (Mean and Standard deviation indicators) and inferential statistics (MANOVA) through SPSS 22. Results: MANOVA test Results showed that there was a big gap between the opinion of the academic staff of Tabriz University of Medical Sciences and the University of Tabriz on the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary are a significant difference. The mean of academic staff of Tabriz University of Medical Sciences in the mentioned steps was greater than the mean of the University of Tabriz academic staff. Results, on the other hand, showed that the gap was not significant between the two regarding steps of isolation, temporal co-ordination, sharing, correlation, complementary program and trans-disciplinary. Conclusion: The results showed that the academic staff of Tabriz University of Medical Sciences paid more attention to the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary than those of Tabriz University. Therefore, more attention should be paid to integration in medical curricula. | ||
| 650 | 4 | |a Curriculum | |
| 650 | 4 | |a Curriculum integration | |
| 650 | 4 | |a Harden Integration Ladder | |
| 653 | 0 | |a Education | |
| 653 | 0 | |a L | |
| 653 | 0 | |a Medicine (General) | |
| 700 | 0 | |a Zeynab Cheraghi |e verfasserin |4 aut | |
| 773 | 0 | 8 | |i In |t Journal of Medical Education Development |d Zanjan University of Medical Sciences and Health Services, 2013 |g 9(2017), 23, Seite 64-73 |w (DE-627)DOAJ000108804 |x 29807670 |7 nnns |
| 773 | 1 | 8 | |g volume:9 |g year:2017 |g number:23 |g pages:64-73 |
| 856 | 4 | 0 | |u https://doaj.org/article/b1826efc6cda49e1b8065900235735ef |z kostenfrei |
| 856 | 4 | 0 | |u http://zums.ac.ir/edujournal/article-1-739-fa.pdf |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/2251-9521 |y Journal toc |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/2251-9521 |y Journal toc |z kostenfrei |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a SYSFLAG_A | ||
| 912 | |a GBV_DOAJ | ||
| 951 | |a AR | ||
| 952 | |d 9 |j 2017 |e 23 |h 64-73 | ||
| author_variant |
f m fm z c zc |
|---|---|
| matchkey_str |
article:29807670:2017----::oprntemotnefurclmnertofoteonoveoaaeisaffarznvriyfeiasin |
| hierarchy_sort_str |
2017 |
| callnumber-subject-code |
R |
| publishDate |
2017 |
| allfields |
(DE-627)DOAJ013400916 (DE-599)DOAJb1826efc6cda49e1b8065900235735ef DE-627 ger DE-627 rakwb eng per R5-920 Firooz Mahmoodi verfasserin aut Comparing the Importance of Curriculum Integration from the point of view of Academic Staff of Tabriz University of Medical Sciences and University of Tabriz Faculty Members 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background and Objective: The rapid expansion of knowledge and information, fragmentation and dispersion of various sectors of traditional curricula, and little connection with the real world have made learners pay more attention to the issue of integration in curricula. The aim of this study was to compare the viewpoints of academic staff of Tabriz University of Medical Sciences with the University of Tabriz about integration steps. Materials and Methods: This study is descriptive -survey. The population of study were 650 academic staff employed at University of Tabriz and 324 members of the academic staff at the Tabriz University of Medical Sciences. The sample for the study was randomly selected, 242 academic staff from Tabriz University and 177 from Tabriz University of Medical Sciences based on Morag sampling Table. Data were collected using a researcher- made questionnaire. Data were analyzed by descriptive statistics (Mean and Standard deviation indicators) and inferential statistics (MANOVA) through SPSS 22. Results: MANOVA test Results showed that there was a big gap between the opinion of the academic staff of Tabriz University of Medical Sciences and the University of Tabriz on the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary are a significant difference. The mean of academic staff of Tabriz University of Medical Sciences in the mentioned steps was greater than the mean of the University of Tabriz academic staff. Results, on the other hand, showed that the gap was not significant between the two regarding steps of isolation, temporal co-ordination, sharing, correlation, complementary program and trans-disciplinary. Conclusion: The results showed that the academic staff of Tabriz University of Medical Sciences paid more attention to the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary than those of Tabriz University. Therefore, more attention should be paid to integration in medical curricula. Curriculum Curriculum integration Harden Integration Ladder Education L Medicine (General) Zeynab Cheraghi verfasserin aut In Journal of Medical Education Development Zanjan University of Medical Sciences and Health Services, 2013 9(2017), 23, Seite 64-73 (DE-627)DOAJ000108804 29807670 nnns volume:9 year:2017 number:23 pages:64-73 https://doaj.org/article/b1826efc6cda49e1b8065900235735ef kostenfrei http://zums.ac.ir/edujournal/article-1-739-fa.pdf kostenfrei https://doaj.org/toc/2251-9521 Journal toc kostenfrei https://doaj.org/toc/2251-9521 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 9 2017 23 64-73 |
| spelling |
(DE-627)DOAJ013400916 (DE-599)DOAJb1826efc6cda49e1b8065900235735ef DE-627 ger DE-627 rakwb eng per R5-920 Firooz Mahmoodi verfasserin aut Comparing the Importance of Curriculum Integration from the point of view of Academic Staff of Tabriz University of Medical Sciences and University of Tabriz Faculty Members 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background and Objective: The rapid expansion of knowledge and information, fragmentation and dispersion of various sectors of traditional curricula, and little connection with the real world have made learners pay more attention to the issue of integration in curricula. The aim of this study was to compare the viewpoints of academic staff of Tabriz University of Medical Sciences with the University of Tabriz about integration steps. Materials and Methods: This study is descriptive -survey. The population of study were 650 academic staff employed at University of Tabriz and 324 members of the academic staff at the Tabriz University of Medical Sciences. The sample for the study was randomly selected, 242 academic staff from Tabriz University and 177 from Tabriz University of Medical Sciences based on Morag sampling Table. Data were collected using a researcher- made questionnaire. Data were analyzed by descriptive statistics (Mean and Standard deviation indicators) and inferential statistics (MANOVA) through SPSS 22. Results: MANOVA test Results showed that there was a big gap between the opinion of the academic staff of Tabriz University of Medical Sciences and the University of Tabriz on the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary are a significant difference. The mean of academic staff of Tabriz University of Medical Sciences in the mentioned steps was greater than the mean of the University of Tabriz academic staff. Results, on the other hand, showed that the gap was not significant between the two regarding steps of isolation, temporal co-ordination, sharing, correlation, complementary program and trans-disciplinary. Conclusion: The results showed that the academic staff of Tabriz University of Medical Sciences paid more attention to the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary than those of Tabriz University. Therefore, more attention should be paid to integration in medical curricula. Curriculum Curriculum integration Harden Integration Ladder Education L Medicine (General) Zeynab Cheraghi verfasserin aut In Journal of Medical Education Development Zanjan University of Medical Sciences and Health Services, 2013 9(2017), 23, Seite 64-73 (DE-627)DOAJ000108804 29807670 nnns volume:9 year:2017 number:23 pages:64-73 https://doaj.org/article/b1826efc6cda49e1b8065900235735ef kostenfrei http://zums.ac.ir/edujournal/article-1-739-fa.pdf kostenfrei https://doaj.org/toc/2251-9521 Journal toc kostenfrei https://doaj.org/toc/2251-9521 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 9 2017 23 64-73 |
| allfields_unstemmed |
(DE-627)DOAJ013400916 (DE-599)DOAJb1826efc6cda49e1b8065900235735ef DE-627 ger DE-627 rakwb eng per R5-920 Firooz Mahmoodi verfasserin aut Comparing the Importance of Curriculum Integration from the point of view of Academic Staff of Tabriz University of Medical Sciences and University of Tabriz Faculty Members 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background and Objective: The rapid expansion of knowledge and information, fragmentation and dispersion of various sectors of traditional curricula, and little connection with the real world have made learners pay more attention to the issue of integration in curricula. The aim of this study was to compare the viewpoints of academic staff of Tabriz University of Medical Sciences with the University of Tabriz about integration steps. Materials and Methods: This study is descriptive -survey. The population of study were 650 academic staff employed at University of Tabriz and 324 members of the academic staff at the Tabriz University of Medical Sciences. The sample for the study was randomly selected, 242 academic staff from Tabriz University and 177 from Tabriz University of Medical Sciences based on Morag sampling Table. Data were collected using a researcher- made questionnaire. Data were analyzed by descriptive statistics (Mean and Standard deviation indicators) and inferential statistics (MANOVA) through SPSS 22. Results: MANOVA test Results showed that there was a big gap between the opinion of the academic staff of Tabriz University of Medical Sciences and the University of Tabriz on the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary are a significant difference. The mean of academic staff of Tabriz University of Medical Sciences in the mentioned steps was greater than the mean of the University of Tabriz academic staff. Results, on the other hand, showed that the gap was not significant between the two regarding steps of isolation, temporal co-ordination, sharing, correlation, complementary program and trans-disciplinary. Conclusion: The results showed that the academic staff of Tabriz University of Medical Sciences paid more attention to the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary than those of Tabriz University. Therefore, more attention should be paid to integration in medical curricula. Curriculum Curriculum integration Harden Integration Ladder Education L Medicine (General) Zeynab Cheraghi verfasserin aut In Journal of Medical Education Development Zanjan University of Medical Sciences and Health Services, 2013 9(2017), 23, Seite 64-73 (DE-627)DOAJ000108804 29807670 nnns volume:9 year:2017 number:23 pages:64-73 https://doaj.org/article/b1826efc6cda49e1b8065900235735ef kostenfrei http://zums.ac.ir/edujournal/article-1-739-fa.pdf kostenfrei https://doaj.org/toc/2251-9521 Journal toc kostenfrei https://doaj.org/toc/2251-9521 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 9 2017 23 64-73 |
| allfieldsGer |
(DE-627)DOAJ013400916 (DE-599)DOAJb1826efc6cda49e1b8065900235735ef DE-627 ger DE-627 rakwb eng per R5-920 Firooz Mahmoodi verfasserin aut Comparing the Importance of Curriculum Integration from the point of view of Academic Staff of Tabriz University of Medical Sciences and University of Tabriz Faculty Members 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background and Objective: The rapid expansion of knowledge and information, fragmentation and dispersion of various sectors of traditional curricula, and little connection with the real world have made learners pay more attention to the issue of integration in curricula. The aim of this study was to compare the viewpoints of academic staff of Tabriz University of Medical Sciences with the University of Tabriz about integration steps. Materials and Methods: This study is descriptive -survey. The population of study were 650 academic staff employed at University of Tabriz and 324 members of the academic staff at the Tabriz University of Medical Sciences. The sample for the study was randomly selected, 242 academic staff from Tabriz University and 177 from Tabriz University of Medical Sciences based on Morag sampling Table. Data were collected using a researcher- made questionnaire. Data were analyzed by descriptive statistics (Mean and Standard deviation indicators) and inferential statistics (MANOVA) through SPSS 22. Results: MANOVA test Results showed that there was a big gap between the opinion of the academic staff of Tabriz University of Medical Sciences and the University of Tabriz on the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary are a significant difference. The mean of academic staff of Tabriz University of Medical Sciences in the mentioned steps was greater than the mean of the University of Tabriz academic staff. Results, on the other hand, showed that the gap was not significant between the two regarding steps of isolation, temporal co-ordination, sharing, correlation, complementary program and trans-disciplinary. Conclusion: The results showed that the academic staff of Tabriz University of Medical Sciences paid more attention to the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary than those of Tabriz University. Therefore, more attention should be paid to integration in medical curricula. Curriculum Curriculum integration Harden Integration Ladder Education L Medicine (General) Zeynab Cheraghi verfasserin aut In Journal of Medical Education Development Zanjan University of Medical Sciences and Health Services, 2013 9(2017), 23, Seite 64-73 (DE-627)DOAJ000108804 29807670 nnns volume:9 year:2017 number:23 pages:64-73 https://doaj.org/article/b1826efc6cda49e1b8065900235735ef kostenfrei http://zums.ac.ir/edujournal/article-1-739-fa.pdf kostenfrei https://doaj.org/toc/2251-9521 Journal toc kostenfrei https://doaj.org/toc/2251-9521 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 9 2017 23 64-73 |
| allfieldsSound |
(DE-627)DOAJ013400916 (DE-599)DOAJb1826efc6cda49e1b8065900235735ef DE-627 ger DE-627 rakwb eng per R5-920 Firooz Mahmoodi verfasserin aut Comparing the Importance of Curriculum Integration from the point of view of Academic Staff of Tabriz University of Medical Sciences and University of Tabriz Faculty Members 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background and Objective: The rapid expansion of knowledge and information, fragmentation and dispersion of various sectors of traditional curricula, and little connection with the real world have made learners pay more attention to the issue of integration in curricula. The aim of this study was to compare the viewpoints of academic staff of Tabriz University of Medical Sciences with the University of Tabriz about integration steps. Materials and Methods: This study is descriptive -survey. The population of study were 650 academic staff employed at University of Tabriz and 324 members of the academic staff at the Tabriz University of Medical Sciences. The sample for the study was randomly selected, 242 academic staff from Tabriz University and 177 from Tabriz University of Medical Sciences based on Morag sampling Table. Data were collected using a researcher- made questionnaire. Data were analyzed by descriptive statistics (Mean and Standard deviation indicators) and inferential statistics (MANOVA) through SPSS 22. Results: MANOVA test Results showed that there was a big gap between the opinion of the academic staff of Tabriz University of Medical Sciences and the University of Tabriz on the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary are a significant difference. The mean of academic staff of Tabriz University of Medical Sciences in the mentioned steps was greater than the mean of the University of Tabriz academic staff. Results, on the other hand, showed that the gap was not significant between the two regarding steps of isolation, temporal co-ordination, sharing, correlation, complementary program and trans-disciplinary. Conclusion: The results showed that the academic staff of Tabriz University of Medical Sciences paid more attention to the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary than those of Tabriz University. Therefore, more attention should be paid to integration in medical curricula. Curriculum Curriculum integration Harden Integration Ladder Education L Medicine (General) Zeynab Cheraghi verfasserin aut In Journal of Medical Education Development Zanjan University of Medical Sciences and Health Services, 2013 9(2017), 23, Seite 64-73 (DE-627)DOAJ000108804 29807670 nnns volume:9 year:2017 number:23 pages:64-73 https://doaj.org/article/b1826efc6cda49e1b8065900235735ef kostenfrei http://zums.ac.ir/edujournal/article-1-739-fa.pdf kostenfrei https://doaj.org/toc/2251-9521 Journal toc kostenfrei https://doaj.org/toc/2251-9521 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 9 2017 23 64-73 |
| language |
English Persian |
| source |
In Journal of Medical Education Development 9(2017), 23, Seite 64-73 volume:9 year:2017 number:23 pages:64-73 |
| sourceStr |
In Journal of Medical Education Development 9(2017), 23, Seite 64-73 volume:9 year:2017 number:23 pages:64-73 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
Curriculum Curriculum integration Harden Integration Ladder Education L Medicine (General) |
| isfreeaccess_bool |
true |
| container_title |
Journal of Medical Education Development |
| authorswithroles_txt_mv |
Firooz Mahmoodi @@aut@@ Zeynab Cheraghi @@aut@@ |
| publishDateDaySort_date |
2017-01-01T00:00:00Z |
| hierarchy_top_id |
DOAJ000108804 |
| id |
DOAJ013400916 |
| language_de |
englisch persisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ013400916</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230310054510.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230226s2017 xx |||||o 00| ||eng c</controlfield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ013400916</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJb1826efc6cda49e1b8065900235735ef</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield><subfield code="a">per</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">R5-920</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Firooz Mahmoodi</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Comparing the Importance of Curriculum Integration from the point of view of Academic Staff of Tabriz University of Medical Sciences and University of Tabriz Faculty Members</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2017</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Background and Objective: The rapid expansion of knowledge and information, fragmentation and dispersion of various sectors of traditional curricula, and little connection with the real world have made learners pay more attention to the issue of integration in curricula. The aim of this study was to compare the viewpoints of academic staff of Tabriz University of Medical Sciences with the University of Tabriz about integration steps. Materials and Methods: This study is descriptive -survey. The population of study were 650 academic staff employed at University of Tabriz and 324 members of the academic staff at the Tabriz University of Medical Sciences. The sample for the study was randomly selected, 242 academic staff from Tabriz University and 177 from Tabriz University of Medical Sciences based on Morag sampling Table. Data were collected using a researcher- made questionnaire. Data were analyzed by descriptive statistics (Mean and Standard deviation indicators) and inferential statistics (MANOVA) through SPSS 22. Results: MANOVA test Results showed that there was a big gap between the opinion of the academic staff of Tabriz University of Medical Sciences and the University of Tabriz on the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary are a significant difference. The mean of academic staff of Tabriz University of Medical Sciences in the mentioned steps was greater than the mean of the University of Tabriz academic staff. Results, on the other hand, showed that the gap was not significant between the two regarding steps of isolation, temporal co-ordination, sharing, correlation, complementary program and trans-disciplinary. Conclusion: The results showed that the academic staff of Tabriz University of Medical Sciences paid more attention to the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary than those of Tabriz University. Therefore, more attention should be paid to integration in medical curricula.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Curriculum</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Curriculum integration</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Harden Integration Ladder</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">L</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Medicine (General)</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Zeynab Cheraghi</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Journal of Medical Education Development</subfield><subfield code="d">Zanjan University of Medical Sciences and Health Services, 2013</subfield><subfield code="g">9(2017), 23, Seite 64-73</subfield><subfield code="w">(DE-627)DOAJ000108804</subfield><subfield code="x">29807670</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:9</subfield><subfield code="g">year:2017</subfield><subfield code="g">number:23</subfield><subfield code="g">pages:64-73</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/b1826efc6cda49e1b8065900235735ef</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://zums.ac.ir/edujournal/article-1-739-fa.pdf</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2251-9521</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2251-9521</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">9</subfield><subfield code="j">2017</subfield><subfield code="e">23</subfield><subfield code="h">64-73</subfield></datafield></record></collection>
|
| callnumber-first |
R - Medicine |
| author |
Firooz Mahmoodi |
| spellingShingle |
Firooz Mahmoodi misc R5-920 misc Curriculum misc Curriculum integration misc Harden Integration Ladder misc Education misc L misc Medicine (General) Comparing the Importance of Curriculum Integration from the point of view of Academic Staff of Tabriz University of Medical Sciences and University of Tabriz Faculty Members |
| authorStr |
Firooz Mahmoodi |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)DOAJ000108804 |
| format |
electronic Article |
| delete_txt_mv |
keep |
| author_role |
aut aut |
| collection |
DOAJ |
| remote_str |
true |
| callnumber-label |
R5-920 |
| illustrated |
Not Illustrated |
| issn |
29807670 |
| topic_title |
R5-920 Comparing the Importance of Curriculum Integration from the point of view of Academic Staff of Tabriz University of Medical Sciences and University of Tabriz Faculty Members Curriculum Curriculum integration Harden Integration Ladder |
| topic |
misc R5-920 misc Curriculum misc Curriculum integration misc Harden Integration Ladder misc Education misc L misc Medicine (General) |
| topic_unstemmed |
misc R5-920 misc Curriculum misc Curriculum integration misc Harden Integration Ladder misc Education misc L misc Medicine (General) |
| topic_browse |
misc R5-920 misc Curriculum misc Curriculum integration misc Harden Integration Ladder misc Education misc L misc Medicine (General) |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
cr |
| hierarchy_parent_title |
Journal of Medical Education Development |
| hierarchy_parent_id |
DOAJ000108804 |
| hierarchy_top_title |
Journal of Medical Education Development |
| isfreeaccess_txt |
true |
| familylinks_str_mv |
(DE-627)DOAJ000108804 |
| title |
Comparing the Importance of Curriculum Integration from the point of view of Academic Staff of Tabriz University of Medical Sciences and University of Tabriz Faculty Members |
| ctrlnum |
(DE-627)DOAJ013400916 (DE-599)DOAJb1826efc6cda49e1b8065900235735ef |
| title_full |
Comparing the Importance of Curriculum Integration from the point of view of Academic Staff of Tabriz University of Medical Sciences and University of Tabriz Faculty Members |
| author_sort |
Firooz Mahmoodi |
| journal |
Journal of Medical Education Development |
| journalStr |
Journal of Medical Education Development |
| callnumber-first-code |
R |
| lang_code |
eng per |
| isOA_bool |
true |
| recordtype |
marc |
| publishDateSort |
2017 |
| contenttype_str_mv |
txt |
| container_start_page |
64 |
| author_browse |
Firooz Mahmoodi Zeynab Cheraghi |
| container_volume |
9 |
| class |
R5-920 |
| format_se |
Elektronische Aufsätze |
| author-letter |
Firooz Mahmoodi |
| author2-role |
verfasserin |
| title_sort |
comparing the importance of curriculum integration from the point of view of academic staff of tabriz university of medical sciences and university of tabriz faculty members |
| callnumber |
R5-920 |
| title_auth |
Comparing the Importance of Curriculum Integration from the point of view of Academic Staff of Tabriz University of Medical Sciences and University of Tabriz Faculty Members |
| abstract |
Background and Objective: The rapid expansion of knowledge and information, fragmentation and dispersion of various sectors of traditional curricula, and little connection with the real world have made learners pay more attention to the issue of integration in curricula. The aim of this study was to compare the viewpoints of academic staff of Tabriz University of Medical Sciences with the University of Tabriz about integration steps. Materials and Methods: This study is descriptive -survey. The population of study were 650 academic staff employed at University of Tabriz and 324 members of the academic staff at the Tabriz University of Medical Sciences. The sample for the study was randomly selected, 242 academic staff from Tabriz University and 177 from Tabriz University of Medical Sciences based on Morag sampling Table. Data were collected using a researcher- made questionnaire. Data were analyzed by descriptive statistics (Mean and Standard deviation indicators) and inferential statistics (MANOVA) through SPSS 22. Results: MANOVA test Results showed that there was a big gap between the opinion of the academic staff of Tabriz University of Medical Sciences and the University of Tabriz on the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary are a significant difference. The mean of academic staff of Tabriz University of Medical Sciences in the mentioned steps was greater than the mean of the University of Tabriz academic staff. Results, on the other hand, showed that the gap was not significant between the two regarding steps of isolation, temporal co-ordination, sharing, correlation, complementary program and trans-disciplinary. Conclusion: The results showed that the academic staff of Tabriz University of Medical Sciences paid more attention to the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary than those of Tabriz University. Therefore, more attention should be paid to integration in medical curricula. |
| abstractGer |
Background and Objective: The rapid expansion of knowledge and information, fragmentation and dispersion of various sectors of traditional curricula, and little connection with the real world have made learners pay more attention to the issue of integration in curricula. The aim of this study was to compare the viewpoints of academic staff of Tabriz University of Medical Sciences with the University of Tabriz about integration steps. Materials and Methods: This study is descriptive -survey. The population of study were 650 academic staff employed at University of Tabriz and 324 members of the academic staff at the Tabriz University of Medical Sciences. The sample for the study was randomly selected, 242 academic staff from Tabriz University and 177 from Tabriz University of Medical Sciences based on Morag sampling Table. Data were collected using a researcher- made questionnaire. Data were analyzed by descriptive statistics (Mean and Standard deviation indicators) and inferential statistics (MANOVA) through SPSS 22. Results: MANOVA test Results showed that there was a big gap between the opinion of the academic staff of Tabriz University of Medical Sciences and the University of Tabriz on the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary are a significant difference. The mean of academic staff of Tabriz University of Medical Sciences in the mentioned steps was greater than the mean of the University of Tabriz academic staff. Results, on the other hand, showed that the gap was not significant between the two regarding steps of isolation, temporal co-ordination, sharing, correlation, complementary program and trans-disciplinary. Conclusion: The results showed that the academic staff of Tabriz University of Medical Sciences paid more attention to the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary than those of Tabriz University. Therefore, more attention should be paid to integration in medical curricula. |
| abstract_unstemmed |
Background and Objective: The rapid expansion of knowledge and information, fragmentation and dispersion of various sectors of traditional curricula, and little connection with the real world have made learners pay more attention to the issue of integration in curricula. The aim of this study was to compare the viewpoints of academic staff of Tabriz University of Medical Sciences with the University of Tabriz about integration steps. Materials and Methods: This study is descriptive -survey. The population of study were 650 academic staff employed at University of Tabriz and 324 members of the academic staff at the Tabriz University of Medical Sciences. The sample for the study was randomly selected, 242 academic staff from Tabriz University and 177 from Tabriz University of Medical Sciences based on Morag sampling Table. Data were collected using a researcher- made questionnaire. Data were analyzed by descriptive statistics (Mean and Standard deviation indicators) and inferential statistics (MANOVA) through SPSS 22. Results: MANOVA test Results showed that there was a big gap between the opinion of the academic staff of Tabriz University of Medical Sciences and the University of Tabriz on the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary are a significant difference. The mean of academic staff of Tabriz University of Medical Sciences in the mentioned steps was greater than the mean of the University of Tabriz academic staff. Results, on the other hand, showed that the gap was not significant between the two regarding steps of isolation, temporal co-ordination, sharing, correlation, complementary program and trans-disciplinary. Conclusion: The results showed that the academic staff of Tabriz University of Medical Sciences paid more attention to the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary than those of Tabriz University. Therefore, more attention should be paid to integration in medical curricula. |
| collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ |
| container_issue |
23 |
| title_short |
Comparing the Importance of Curriculum Integration from the point of view of Academic Staff of Tabriz University of Medical Sciences and University of Tabriz Faculty Members |
| url |
https://doaj.org/article/b1826efc6cda49e1b8065900235735ef http://zums.ac.ir/edujournal/article-1-739-fa.pdf https://doaj.org/toc/2251-9521 |
| remote_bool |
true |
| author2 |
Zeynab Cheraghi |
| author2Str |
Zeynab Cheraghi |
| ppnlink |
DOAJ000108804 |
| callnumber-subject |
R - General Medicine |
| mediatype_str_mv |
c |
| isOA_txt |
true |
| hochschulschrift_bool |
false |
| callnumber-a |
R5-920 |
| up_date |
2024-07-03T17:26:33.666Z |
| _version_ |
1803579654058016769 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ013400916</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230310054510.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230226s2017 xx |||||o 00| ||eng c</controlfield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ013400916</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJb1826efc6cda49e1b8065900235735ef</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield><subfield code="a">per</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">R5-920</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Firooz Mahmoodi</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Comparing the Importance of Curriculum Integration from the point of view of Academic Staff of Tabriz University of Medical Sciences and University of Tabriz Faculty Members</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2017</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Background and Objective: The rapid expansion of knowledge and information, fragmentation and dispersion of various sectors of traditional curricula, and little connection with the real world have made learners pay more attention to the issue of integration in curricula. The aim of this study was to compare the viewpoints of academic staff of Tabriz University of Medical Sciences with the University of Tabriz about integration steps. Materials and Methods: This study is descriptive -survey. The population of study were 650 academic staff employed at University of Tabriz and 324 members of the academic staff at the Tabriz University of Medical Sciences. The sample for the study was randomly selected, 242 academic staff from Tabriz University and 177 from Tabriz University of Medical Sciences based on Morag sampling Table. Data were collected using a researcher- made questionnaire. Data were analyzed by descriptive statistics (Mean and Standard deviation indicators) and inferential statistics (MANOVA) through SPSS 22. Results: MANOVA test Results showed that there was a big gap between the opinion of the academic staff of Tabriz University of Medical Sciences and the University of Tabriz on the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary are a significant difference. The mean of academic staff of Tabriz University of Medical Sciences in the mentioned steps was greater than the mean of the University of Tabriz academic staff. Results, on the other hand, showed that the gap was not significant between the two regarding steps of isolation, temporal co-ordination, sharing, correlation, complementary program and trans-disciplinary. Conclusion: The results showed that the academic staff of Tabriz University of Medical Sciences paid more attention to the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary than those of Tabriz University. Therefore, more attention should be paid to integration in medical curricula.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Curriculum</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Curriculum integration</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Harden Integration Ladder</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">L</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Medicine (General)</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Zeynab Cheraghi</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Journal of Medical Education Development</subfield><subfield code="d">Zanjan University of Medical Sciences and Health Services, 2013</subfield><subfield code="g">9(2017), 23, Seite 64-73</subfield><subfield code="w">(DE-627)DOAJ000108804</subfield><subfield code="x">29807670</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:9</subfield><subfield code="g">year:2017</subfield><subfield code="g">number:23</subfield><subfield code="g">pages:64-73</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/b1826efc6cda49e1b8065900235735ef</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://zums.ac.ir/edujournal/article-1-739-fa.pdf</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2251-9521</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2251-9521</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">9</subfield><subfield code="j">2017</subfield><subfield code="e">23</subfield><subfield code="h">64-73</subfield></datafield></record></collection>
|
| score |
7.398699 |