Journal of Education and Health Promotion

ORIGINAL ARTICLE
Year
: 2012  |  Volume : 1  |  Issue : 1  |  Page : 8-

Phenomenological explanation of an experiential curriculum in medical education: A feministic approach


Narges Keshtiaray1, Kourosh Fathi Vajargah2, Craig Zimitat3, Ahmad Ali Foroughi1 
1 Department of Educational Sciences, Islamic Azad University, Khorasgan Branch, Isfahan, Iran
2 Department of Education, Shahid Beheshti University, Tehran, Iran
3 Department of Medical Education, University of Tasmania, Australia

Correspondence Address:
Narges Keshtiaray
Department of Educational Sciences, Islamic Azad University, Khorasgan Branch, Isfahan
Iran

Introduction: This study addresses the design and validation of the experiential curriculum model for medical education using a Feministic approach. Method: 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. Results: 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«SQ»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«SQ»s six-stage model. To determine the reliability of the findings, reliability of reality reconstruction were used. Conclusion: The results obtained suggested that: Education is in need of some conceptual reconstruction. On this way, women«SQ»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.


How to cite this article:
Keshtiaray N, Vajargah KF, Zimitat C, Foroughi AA. Phenomenological explanation of an experiential curriculum in medical education: A feministic approach.J Edu Health Promot 2012;1:8-8


How to cite this URL:
Keshtiaray N, Vajargah KF, Zimitat C, Foroughi AA. Phenomenological explanation of an experiential curriculum in medical education: A feministic approach. J Edu Health Promot [serial online] 2012 [cited 2019 Aug 24 ];1:8-8
Available from: http://www.jehp.net/article.asp?issn=2277-9531;year=2012;volume=1;issue=1;spage=8;epage=8;aulast=Keshtiaray;type=0