Phenomenological explanation of an experiential curriculum in medical education: A feministic approach.
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 t...
| Main Authors: | , , , |
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| Format: | Journal Article |
| Published: |
Medknow Publications and Media
2012
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| Online Access: | http://hdl.handle.net/20.500.11937/66177 |
| _version_ | 1848761256870150144 |
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| author | Keshtiaray, N. Vajargah, K. Zimitat, Craig Foroughi, A. |
| author_facet | Keshtiaray, N. Vajargah, K. Zimitat, Craig Foroughi, A. |
| author_sort | Keshtiaray, N. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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'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'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'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. |
| first_indexed | 2025-11-14T10:28:47Z |
| format | Journal Article |
| id | curtin-20.500.11937-66177 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:28:47Z |
| publishDate | 2012 |
| publisher | Medknow Publications and Media |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-661772018-04-30T02:48:44Z Phenomenological explanation of an experiential curriculum in medical education: A feministic approach. Keshtiaray, N. Vajargah, K. Zimitat, Craig Foroughi, A. 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'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'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'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. 2012 Journal Article http://hdl.handle.net/20.500.11937/66177 10.4103/2277-9531.94417 Medknow Publications and Media restricted |
| spellingShingle | Keshtiaray, N. Vajargah, K. Zimitat, Craig Foroughi, A. Phenomenological explanation of an experiential curriculum in medical education: A feministic approach. |
| title | Phenomenological explanation of an experiential curriculum in medical education: A feministic approach. |
| title_full | Phenomenological explanation of an experiential curriculum in medical education: A feministic approach. |
| title_fullStr | Phenomenological explanation of an experiential curriculum in medical education: A feministic approach. |
| title_full_unstemmed | Phenomenological explanation of an experiential curriculum in medical education: A feministic approach. |
| title_short | Phenomenological explanation of an experiential curriculum in medical education: A feministic approach. |
| title_sort | phenomenological explanation of an experiential curriculum in medical education: a feministic approach. |
| url | http://hdl.handle.net/20.500.11937/66177 |