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Volume 13, Issue 4 (2025)
Health Educ Health Promot 2025, 13(4): 735-741 |
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Received: 2025/11/20 | Accepted: 2025/12/25 | Published: 2025/11/19
Received: 2025/11/20 | Accepted: 2025/12/25 | Published: 2025/11/19
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Mousavi Majd A, Tahmasebi Ghorabi S, Khoshgoftar Z. A Review of Cardiovascular Curricula in Iran and Selected Developed Countries. Health Educ Health Promot 2025; 13 (4) :735-741
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URL: http://hehp.daneshafarand.org/article-4-82978-en.html
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Abstract (496 Views)
Background & Objective: Cardiology residency training is a crucial component in preventing and treating cardiovascular diseases. Given the importance of this specialty and the need to align with global advancements, understanding differences in training programs across countries is essential. This study aimed to analyze cardiology residency curricula in relation to methods and structures in Iran, the USA, the UK, and Canada.
Materials & Methods: The study utilized Beredy's model as a framework for comparative research, encompassing four stages: description, interpretation, juxtaposition, and comparison. Data were collected from reliable academic sources and educational databases for analysis.
Results: The analysis revealed significant differences in educational approaches despite the shared goal of training competent cardiologists. Iran emphasizes intensive clinical training with a shorter pathway and less focus on research, aiming to rapidly produce specialists to meet clinical demands. In contrast, the USA and Canada prioritize research and innovation alongside clinical excellence, while the UK focuses on work-life balance through longer, more structured training programs.
Conclusion: These differences reflect each country's healthcare needs, economic resources, and educational priorities. Developing harmonized international curricula could foster global collaborations and enhance the quality of cardiology education worldwide. Additionally, local healthcare demands must be considered when formulating educational policies.
Materials & Methods: The study utilized Beredy's model as a framework for comparative research, encompassing four stages: description, interpretation, juxtaposition, and comparison. Data were collected from reliable academic sources and educational databases for analysis.
Results: The analysis revealed significant differences in educational approaches despite the shared goal of training competent cardiologists. Iran emphasizes intensive clinical training with a shorter pathway and less focus on research, aiming to rapidly produce specialists to meet clinical demands. In contrast, the USA and Canada prioritize research and innovation alongside clinical excellence, while the UK focuses on work-life balance through longer, more structured training programs.
Conclusion: These differences reflect each country's healthcare needs, economic resources, and educational priorities. Developing harmonized international curricula could foster global collaborations and enhance the quality of cardiology education worldwide. Additionally, local healthcare demands must be considered when formulating educational policies.
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