Prioritization of needs among students of University of Medical Sciences: A needs assessment
Esmaeil Fattahi1, Mahnaz Solhi1, Jaffar Abbas2, Parisa Kasmaei3, Sedighe Rastaghi4, Mahnaz Pouresmaeil1, Arash Ziapour5, Hadi Darvishi Gilan1
1 Department of Education and Health Promotion, School of Health, Iran University of Medical Sciences, Tehran, Iran
2 Antai College of Economics and Management/School of Media and Communication, Shanghai Jiao Tong University, Shanghai, China
3 Research Center of Health and Environment, Department of Health Education and Promotion, School of Health, Guilan University of Medical Sciences, Rasht, Iran
4 Ph.D. Student, Biostatistics, Student Research Committee, Department of Epidemiology and Biostatistics, School of Health, Mashhad University of Medical Sciences, Mashhad, Iran
5 Ph.D. Student, Health Education and Health Promotion, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
Departments of Education and Health Promotion, School of Health, Iran University of Medical Sciences, Tehran
Source of Support: None, Conflict of Interest: None
INTRODUCTION: The need assessment is a fundamental part of any planning, and almost by neglecting it, the effectiveness of the programs is impossible. The purpose of this study was the prioritization of needs among students of the Iran University of Medical Sciences.
MATERIALS AND METHODS: The design study was conducted in two parts; in the first part, the design of the questionnaire was done by qualitative methods. The questionnaires were extracted by interviewing and obtained acceptable validity and reliability. Moreover, the second part created a questionnaire consisting of four categories: education, welfare, economic, and psychological and social. A simple random sampling method was used to select 363 people using the Cochran formula. Finally, 336 people (including 28 people excluded) completed the questionnaire. A questionnaire designed to collect sample data was used and analyzed using version 23 of SPSS.
RESULTS: A total of 336 students (26.77 ± 5.45 years) participated in the study. 123 (36.6%) were male and 213 (63.4%) were female. Psychological and social needs of students were prioritized, and educational priorities were ranked second. The findings showed that there was no significant statistical difference between the scores of welfares and psychosocial and educational needs and the gender of the research units (P > 0.05). However, in the mean of economic needs scores, there is a significant statistical difference between the marital status of the research units (P < 0.05).
CONCLUSION: The results of our study in the research units showed that the priority of psychosocial needs was more than other needs and the educational priority was the next. According to the results of this study, we suggest that, in future educational and educational planning, policymakers and planners should pay attention to psychological and social issues.