فهرست مطالب craig zimitat

ntroduction:

This study addresses the design and validation of the experiential curriculum model for medical education using a Feministic approach.

The present study was conducted on two non separable planes. On the first plan, the model was designed based on the Feministic approach using the theoretical study method and emphasizing the perspectives ascribed to Nell Noddings, Madeline Grumet and Janette Miller.

The levels of this model include Expected Curriculum, Imaginal Curriculum, Concealed curriculum, Interactive curriculum (Manifest Curriculum, Latent Curriculum, Look the parenting), Transferential Curriculum and Self Determination. On the second plane, to validate the combined model, a phenomenologically qualitative study was conducted. In this study, using goal-oriented sampling, undergraduate and graduate (Master's degree) students majoring in Dentistry, Nursing at Islamic Azad University Khorasgan Branch, Esfahan as well as those at at Esfahan University of Medical Sciences were selected. Deep interview was used to collect data. The findings were analyzed using Van Manen's six-stage model. To determine the reliability of the findings, reliability of reality reconstruction were used.

The results obtained suggested that: Education is in need of some conceptual reconstruction. On this way, women's perceptions and experience of education and of the interior epistemological and curricular system which shape the discourse and performance of education must be addressed. Serving as a research model offering the various planes of the experiential curriculum and focusing more sharply on the dimensions of curriculum than the formal plane, the present study is recommended to the decision-makers of higher education curricular system.

This study tries to design and validate the experiential curriculum model putting emphasis on phenomenological scientist's viewpoints. This study was conducted in two phases. In the first phase, the model was designed based on a theoretical study emphasizing the perspectives of Van Manen and Ted Aoki. In the second phase, a phenomenological study was conducted. Students of dentistry and master of nursing in Khorasgan Azad University and Isfahan University of Medical Sciences were deep interviewed and the results were analyzed using Van Manen model. The levels of the designed model included Expected Curriculum, Imaginal Curriculum, Concealed Curriculum, Interactive Curriculum (pedagogical action, in loco parentis, covered curriculum), Pedagogical Influences and Self-reflection. One of the basic needs of educational institutions is to increasingly adapt to the parenting criteria, norms and relations which parents themselves seem to have forgotten. This issue poses the need for a profound relation between the essence of teaching and parenting, one that seldom receives attention. The "influence" has to be on the heart and the center of interactions and specific situations as well as on the communications between the instructor and student that are aimed at student's self-reflection.