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Identifying the Challenges of Holding Comprehensive Exams in the Ph.D. Programs of Iranian Medical Universities: A Protocol for Qualitative Research Publisher



Ashrafirizi H1 ; Samouei R2 ; Mohammad Reza S1 ; Yamani N3
Authors
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Authors Affiliations
  1. 1. Department of Medical Library and Information Science, Health Information Technology Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
  2. 2. Social Determinants of Health Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
  3. 3. Medical Education Research Center, Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran

Source: Journal of Education and Health Promotion Published:2023


Abstract

BACKGROUND: The purpose of Ph.D. education is to train students equipped with science in a particular area and familiar with research methods and the most recent foundations of education and research to apply their knowledge, creativity, and innovation in research and scientific areas to meet the needs of the society, extending the frontiers of knowledge in their special field, and reach undetected areas in the world of science, especially health. One component of evaluating Ph.D. students in medical universities is the comprehensive exam that aims to assess Ph.D. students’ skills, knowledge, and experiences in both educational and research areas. However, the process sometimes encounters substantial administrative challenges and problems. MATERIALS AND METHODS: In this study protocol, we will interview. Ph.D. students, members of the examining committees of comprehensive exams, and educational practitioners involved in the administration of the comprehensive exam in District 7 of Iran’s medical universities (Isfahan, Kashan, Yazd, and Shaherekord)) as one of the 10 major districts of medical education in the country (Iran). RESULTS: Thus, the present study will identify the challenges of the comprehensive exam to find ways to eliminate them and offer suitable solutions to increase the effectiveness of the exam. CONCLUSION: Indeed, what is expected from this study is to help educational practitioners and policymakers in medical universities detect the strengths and weaknesses of administering the comprehensive exam and help educational practitioners and policymakers detect potential alternatives for the present comprehensive exam. © 2023 Wolters Kluwer Medknow Publications. All rights reserved.
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