Updating the Curriculum of Ph.D by Research Training Courses in Medical Sciences in Iran


Ehsan Mostafavi 1 , Ali-Akbar Haghdoost 2 , Mohammad Reza Siavashi 3 , Hadi Ranjbar 4 , * , Majid Fasihi Harandi 5


1 Epidemiologist, Assistant Professor of Epidemiology Department , Pasteur Institute of Iran, Tehran, Iran, Iran

2 Professor of Epidemiology, Physiology Research Center, Kerman University of Medical Sciences, Kerman, Iran, Iran

3 Parasitologist, Department of Parasitology, Pasteur Institute of Iran, Tehran, Iran, Iran

4 MSc in Nursing, Department of Nursing, Center for Health Research in Modeling, Kerman University of Medical Sciences, Kerman, Iran, Iran

5 Parasitologist, Associate Professor, Department of Parasitology, School of Medicine, Kerman University of Medical Sciences, Kerman, Iran, Iran


Strides in Development of Medical Education: 10 (3); e60773
Published Online: October 01, 2013
Article Type: Research Article
Received: August 23, 2017
Accepted: August 27, 2013




Background & Objective: Ph.D by research is one of the highest post-graduate education degrees in Iran. There are educational and research-based courses in this program. There was a need for revision in these courses because of some controversies in running the program. This study aimed to determine the required courses, their credit and objective of each course in the program.

Methods: The study was done by the Delphi approach in two rounds. In the first round, the current program was evaluated by an internet survey and an expert panel. The expert panel consisted of professors and PhD by research students of medical sciences universities in Iran. At the end of the first round, the curriculum of the program was prepared. The curriculum consisted of course titles, credits, objective and core or non-core curriculums. In the second round, the curriculum was sent to PhD by research supervisors and students and their feedbacks were collected via e-mail.

Results: At the end of the study, the list of current courses (per credit) was confirmed. Advanced statistics (3), advanced research (2), ethics in research (1) and documentation (2) were considered as core courses. This was suggested to change project management (2) and research projects (4) to non-core courses. The electronic data management (2), knowledge transfer (2), laboratory techniques (2) and course thesis were suggested to consider as non-core courses.

Conclusion: The essential courses that students need for their research were considered as core and the courses which require the educational center point of view were considered as non-core courses.


Delphi approach PhD by research Revision Curriculum

© 2013, 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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