Assessing the quality (QA) of Courses and curricula is of great importance in advancing specialized skills in any field of study. Accordingly, a researcher-developed questionnaire was created based on the well-known Francis Klein model of curricula evaluation. The method is the study of the cross-sectional in 2024. The researchers reviewed the questionnaire information with stakeholders from different fields of study in Medical Sciences to evaluate its validity and reliability. To establish the face and content validity of the questionnaire, a qualitative method (expert panel) was used, incorporating the opinions of 10 experts. Quantitative methods (internal consistency and Cronbach's Alpha) were used to assess the reliability of the questionnaire, based on feedback from 30 respondents. The questionnaire consists of two parts: three demographic questions and eleven specialized questions. The demographic questions covered age, field of study, gender, and other specific questions. These questions were based on nine elements: objectives, content, time, evaluation, place, grouping, learning activities, learning strategies, and resources. All of these elements had comprehensive and appropriate questions, except for the resource component. The questionnaire utilized a Likert scale, which was assessed using both qualitative and quantitative methods to determine their validity and reliability. Subsequently, the questionnaire was approved by experts and the research team. The Cronbach Alpha coefficient for the entire questionnaire was 91%, and the intra-domain correlation coefficient was 87%, indicating the tool's suitability. The final questionnaire consisted of eleven specific questions based on nine Cline elements, aimed at ensuring the comprehensiveness of the questions asked. Various lessons and curricula will be applicable.
| Published in | Education Journal (Volume 14, Issue 3) |
| DOI | 10.11648/j.edu.20251403.18 |
| Page(s) | 154-159 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
Curricula, Quality Assessment, Courses, Health, Questionnaire Development
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APA Style
Heydarifard, Z., Jahanbin, A. (2025). Questionnaire Development Quality Assessment the Curricula and Courses in Health. Education Journal, 14(3), 154-159. https://doi.org/10.11648/j.edu.20251403.18
ACS Style
Heydarifard, Z.; Jahanbin, A. Questionnaire Development Quality Assessment the Curricula and Courses in Health. Educ. J. 2025, 14(3), 154-159. doi: 10.11648/j.edu.20251403.18
AMA Style
Heydarifard Z, Jahanbin A. Questionnaire Development Quality Assessment the Curricula and Courses in Health. Educ J. 2025;14(3):154-159. doi: 10.11648/j.edu.20251403.18
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Download@article{10.11648/j.edu.20251403.18,
author = {Zahra Heydarifard and Amir Jahanbin},
title = {Questionnaire Development Quality Assessment the Curricula and Courses in Health
},
journal = {Education Journal},
volume = {14},
number = {3},
pages = {154-159},
doi = {10.11648/j.edu.20251403.18},
url = {https://doi.org/10.11648/j.edu.20251403.18},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20251403.18},
abstract = {Assessing the quality (QA) of Courses and curricula is of great importance in advancing specialized skills in any field of study. Accordingly, a researcher-developed questionnaire was created based on the well-known Francis Klein model of curricula evaluation. The method is the study of the cross-sectional in 2024. The researchers reviewed the questionnaire information with stakeholders from different fields of study in Medical Sciences to evaluate its validity and reliability. To establish the face and content validity of the questionnaire, a qualitative method (expert panel) was used, incorporating the opinions of 10 experts. Quantitative methods (internal consistency and Cronbach's Alpha) were used to assess the reliability of the questionnaire, based on feedback from 30 respondents. The questionnaire consists of two parts: three demographic questions and eleven specialized questions. The demographic questions covered age, field of study, gender, and other specific questions. These questions were based on nine elements: objectives, content, time, evaluation, place, grouping, learning activities, learning strategies, and resources. All of these elements had comprehensive and appropriate questions, except for the resource component. The questionnaire utilized a Likert scale, which was assessed using both qualitative and quantitative methods to determine their validity and reliability. Subsequently, the questionnaire was approved by experts and the research team. The Cronbach Alpha coefficient for the entire questionnaire was 91%, and the intra-domain correlation coefficient was 87%, indicating the tool's suitability. The final questionnaire consisted of eleven specific questions based on nine Cline elements, aimed at ensuring the comprehensiveness of the questions asked. Various lessons and curricula will be applicable.},
year = {2025}
}
TY - JOUR T1 - Questionnaire Development Quality Assessment the Curricula and Courses in Health AU - Zahra Heydarifard AU - Amir Jahanbin Y1 - 2025/06/23 PY - 2025 N1 - https://doi.org/10.11648/j.edu.20251403.18 DO - 10.11648/j.edu.20251403.18 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 154 EP - 159 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20251403.18 AB - Assessing the quality (QA) of Courses and curricula is of great importance in advancing specialized skills in any field of study. Accordingly, a researcher-developed questionnaire was created based on the well-known Francis Klein model of curricula evaluation. The method is the study of the cross-sectional in 2024. The researchers reviewed the questionnaire information with stakeholders from different fields of study in Medical Sciences to evaluate its validity and reliability. To establish the face and content validity of the questionnaire, a qualitative method (expert panel) was used, incorporating the opinions of 10 experts. Quantitative methods (internal consistency and Cronbach's Alpha) were used to assess the reliability of the questionnaire, based on feedback from 30 respondents. The questionnaire consists of two parts: three demographic questions and eleven specialized questions. The demographic questions covered age, field of study, gender, and other specific questions. These questions were based on nine elements: objectives, content, time, evaluation, place, grouping, learning activities, learning strategies, and resources. All of these elements had comprehensive and appropriate questions, except for the resource component. The questionnaire utilized a Likert scale, which was assessed using both qualitative and quantitative methods to determine their validity and reliability. Subsequently, the questionnaire was approved by experts and the research team. The Cronbach Alpha coefficient for the entire questionnaire was 91%, and the intra-domain correlation coefficient was 87%, indicating the tool's suitability. The final questionnaire consisted of eleven specific questions based on nine Cline elements, aimed at ensuring the comprehensiveness of the questions asked. Various lessons and curricula will be applicable. VL - 14 IS - 3 ER -
Department of Health Services Management, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran
