Evaluation of the Overall Quality of the Health Technology Assessment Educational Program from the Perspectives of University Professors and Learners in Iran

Ahmad Tahmasebi Ghorrabi; Majid Heydari; Masoomeh choobdarnezhad; Alireza Dahim; Zahra Heydarifard

doi:10.18502/htaa.v7i1.13301

Ahmad Tahmasebi Ghorrabi PhD Student of Health Care Management, School of Health Management & Information Sciences, Iran University of Medical Sciences, Tehran, Iran
Majid Heydari National Agency for Strategic Research in Medical Education, Ministry of Health and Medical Education, Tehran, Iran
Masoomeh choobdarnezhad Master student of Midwifery, School of Nursing & Midwifery, Iran University of Medical Sciences, Tehran, Iran
Alireza Dahim Master of MBA in Strategy, department of human sciences, college of management, bushehr science and research branch,Islamic azad university,bushehr,iran
Zahra Heydarifard PhD Student of Futures Studies in Health, School of Health Management & Information Sciences, Iran University of Medical Sciences, Tehran, Iran

DOI: https://doi.org/10.18502/htaa.v7i1.13301

Keywords: Health Technology Assessment (HTA); Educational Program; Evaluation

Abstract

Background: Failure to evaluate, examine, and assess the requirements and determine the quality level of the educational program of educational fields will result in low-quality and obsolete curricula. It will prevent the academic areas from achieving their goals.

Objectives: This study aimed to evaluate the overall quality level of the health technology assessment (HTA) educational program from the perspectives of university professors and students.

Methods: The study was conducted with 127 university professors, students, and HTA graduates at Tehran, Iran, Kerman, and Yazd Universities of Medical Sciences. A researcher-made questionnaire did the data collection. Cronbach’s alpha coefficient for the entire questionnaire was 91%, and the intra-domain correlation coefficient was 87%, indicating that the instrument was appropriate. The data were analyzed with descriptive and analytical tests based on their normality or non-normality using Kruskal-Wallis and Friedman test and ANOVA or two-way ANOVA.

Results: This research was completed by 114 out of 127 participants. According to a review of diverse perspectives, the quality of the educational program in terms of design elements in special courses and executive elements in compensatory courses was within the range of average (1.66< mean <2.32) and renege of favorable (mean>2.32). In addition, the majority of executive elements from special courses and design elements from compensatory classes were in an unfavorable position, with a (1.66> mean) the average position (1.66< mean <2.32)

Conclusions: Problems and inadequacies were observed in a few educational program implementation elements. Therefore, modifications should be made to remedy the inappropriate details and remove implementation obstacles to enhance the interested groups’ capability and practical skills.