Evaluation of the Application of Constructivist Curriculum in Higher Education: A Case Study in Shiraz University of Medical Sciences, Iran


Meymanat Abedini 1 , * , Ahmad Reza Nasr-Esfahani 2 , Mehdi Mohammadi 3 , Ebrahim Salehi-Omran 4


1 PhD in Curriculum Development, Young Researchers and Elite Club, Shiraz Branch, Islamic Azad University, Shiraz, Iran, Iran

2 Ph.D. in Educational Sciences, Professor, School of Psychology and Educational Sciences, University of Isfahan, Isfahan, Iran, Iran

3 Ph.D. in Educational Sciences, Associate Professor, School of Psychology and Educational Sciences, Shiraz University, Shiraz, Iran, Iran

4 Ph.D. in Educational Sciences, Professor, Department of Educational Sciences, School of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran, Iran


Strides in Development of Medical Education: 12 (4); e58604
Published Online: October 28, 2015
Article Type: Research Article
Received: July 24, 2017
Accepted: April 07, 2015




Background & Objective: Constructivism is an approach that has profound effects on learning and teaching approaches, and thus, alters education, teaching, learner, teachers’ roles, and learning environment. The medical sciences are not exempt from this effect. On the other hand, curriculum is the most important element for the realization of the goals and general mission of the educational system. Therefore, the present study was conducted with the aim to evaluate the application of constructivist curriculum at Shiraz University of Medical Sciences, Iran.

Methods: This was a descriptive survey. The study population consisted of postgraduate students from 4 schools of Shiraz University of Medical Sciences. Through stratified random sampling method, 200 participants were selected. The research instrument was a questionnaire, the validity and reliability of which were approved. In the descriptive statistics section, mean and standard deviation were used, and in the inferential statistics section, a independent t-test, t-test, and ANOVA were used.

Results: A significant difference was observed between the mean test curriculum elements and theoretical mean of the scale used. This meant that curriculum elements based on the constructivism approach were lower than average in Shiraz University of Medical Sciences.

Conclusion: Numerous studies have been conducted on this approach in medical education, but this topic has not gained much attention in Iran. According to the findings, it is suggested that teachers abandon the traditional approach to teaching and utilize newer approaches such as constructivism.


Constructivism Curriculum Elements Postgraduate

© 2015, Strides in Development of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.


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