The medical school faculty members' opinions examination on whether the curriculum material corresponds to the anticipated positions of general practitioners in Iran

The complexities of clinical medicine, the advancement of knowledge and experience in medical education, advances in information technology, changes in the delivery of health services, Both of these considerations must be addressed, as well as the need to adjust the curriculum in order to meet the expected capabilities of general practitioners. The aim of this study was to look into the quality of basic and clinical curriculum education, as well as the compatibility of the new curriculumchr('39')s content with the general practitionerchr('39')s expected roles.

A qualitative review (focused community discussion) was performed in 2018 and 2019. In-depth group interviews with medical education experts and selected talented students were conducted to gather data, and classes and themes were extracted using the Granheim and Lundman content analysis method.

Based on the similarity and appropriateness of the results, two groups of 15 codes were identified in the study: adjusting the length of basic sciences and clinical introductory courses, and changing the educational quality of basic sciences and clinical introductions and three categories in the content of clinical education instruction, namely enriching clinical goals With 12 codes, general medicine, content enhancement and organization, and clinical content implementation improvement were established.

Reviewing basic sciences courses with a longitudinal incorporation approach to clinical content, paying attention to the fundamentals of physiopathological reasoning of diseases in clinical planning, and designing an internship strategy focused on clinical reasoning and attending to skills training during the internship course can be beneficial Medical studentschr('39') educational instruments should be suitable for the anticipated plans and tasks.