Evaluating the effectiveness of Ph.D. courses in basic medical sciences to create knowledge management capabilities from the graduate students’ view of Tehran University of Medical Sciences

S  Sedghi; F  Sepehr; A Golestani

doi:10.18502/jmed.v17i3.11297

S Sedghi Ph.D. Candidate, Knowledge and Information Science of Islamic Azad University of Tehran North Branch, Tehran, Iran
F Sepehr Assistant Professor, Faculty member, Knowledge and Information Science of Islamic Azad University of Tehran North Branch, Tehran, Iran
A Golestani Full Professor, Faculty member, Clinical Biochemistry, Department of Clinical Biochemistry, School of Medicine, Tehran University of Medical Science, Tehran, Iran

DOI: https://doi.org/10.18502/jmed.v17i3.11297

Keywords: Knowledge, Knowledge management, Curriculum, University of Medical Sciences

Abstract

Introduction: Knowledge management as a new subject has created a new approach to facilitating education and research in the higher education system. University graduates need to enter the world with the tools to play a role before they go to work, which is considered imperative in knowledge management. The purpose of this study was to survey the effectiveness of the PhD. curriculum to create knowledge management capabilities from the point of view of graduate students in Tehran University of Medical Sciences.

Methods: This study incorporated a descriptive cross-sectional approach. The research sample included Ph.D. graduates from various fields of basic medical sciences at Tehran University (107 participants). Data collection was via a researcher-made questionnaire constructed based on the components of Bukowitz and Williams’s model, and its validity and reliability were confirmed. The SPSS version 22 statistical software was used for data analysis.

Results: The findings of this research showed that the average score of knowledge management in courses from the graduate students’ view is higher than the theoretical average. In addition, the highest average is related to knowledge contribution (3.2), and the lowest is related to knowledge assessment (2.69).

Conclusion: The effectiveness of PhD. courses in creating knowledge management capabilities from the graduate students’ view was higher than the theoretical average. However, it did not have a favorable outcome in some components; therefore, extensive planning and attention is necessary, particularly in terms of knowledge assessment and elimination.