Isfahan University of Medical Sciences Health Information Management 1735-7853 15 1 2018 04 21 Curriculum Revision based on the Health Sector Needs: Master of Science (MSc) Degree in Health Services Management Curriculum Revision based on the Health Sector Needs: Master of Science (MSc) Degree in Health Services Management 26 33 11618 10.22122/him.v15i1.3356 FA Hasan Abolghasem-Gorji Associate Professor, Health Services Management, Center of Excellence in Health Management and Economics, Iran University of Medical Sciences, Tehran, Iran 0000-0002-5296-259X Ali Khamseh Assistant Professor, Health Services Management, Treatment Deputy, Ministry of Health and Medical Education, Tehran, Iran 0000-0003-2659-5279 Niusha Shahidi-Sadeghi PhD Student, Health Services Management, Department of Health Services Management, School of Health Management and Information Science, Iran University of Medical Sciences, Tehran, Iran Parvin Ebrahimi Assistant Professor, Health Services Management, Department of Health Services Management, School of Health Management and Information Science, Iran University of Medical Sciences, Tehran, Iran Journal Article 2017 08 03 Introduction: Training competent and capable human resources in order to meet community needs is one of the most important challenges of higher education. This research aimed to revise the curriculum of the Master of Science (MSc) level in health services management in order to meet the needs of health sector.Methods: This study was carried out using quantitative-qualitative method. The first stage was conducted in a comparative manner, while in the second stage, structured interviews were conducted with a sample population selected through non-probability quota sampling. The data of the first and second stages were analyzed using Bereday model and content analysis, respectively, with the help of SPSS software.Results: According to comparative study, similarities and differences of 24 universities from 15 countries were extracted and compared with Iran. Then, stakeholders were identified at three organizational levels. In addition to changing the titles of some major courses, 25 specialized courses and 28 optional courses were categorized in eight priorities according to their importance and necessity. 63.2% of the stakeholders did not agree the current career opportunities; while 73.3% agreed the professionalization. Finally, very influential factor, influential factors, and factors in need of improvement were identified.Conclusion: The results of the comparative study indicate that in most cases, there are significant differences between the studied areas in Iran with world-renowned universities. Change in the specialized courses due to the adoption of similar disciplines, attention to optional courses in order to specialize and create tendencies, and apprenticeships and internships are emphasized as the opportunities to turn knowledge into skills. Separation of specialist training, and classification of education according to the occupation and educational level were among suggested methods for improvement. Introduction: Training competent and capable human resources in order to meet community needs is one of the most important challenges of higher education. This research aimed to revise the curriculum of the Master of Science (MSc) level in health services management in order to meet the needs of health sector.Methods: This study was carried out using quantitative-qualitative method. The first stage was conducted in a comparative manner, while in the second stage, structured interviews were conducted with a sample population selected through non-probability quota sampling. The data of the first and second stages were analyzed using Bereday model and content analysis, respectively, with the help of SPSS software.Results: According to comparative study, similarities and differences of 24 universities from 15 countries were extracted and compared with Iran. Then, stakeholders were identified at three organizational levels. In addition to changing the titles of some major courses, 25 specialized courses and 28 optional courses were categorized in eight priorities according to their importance and necessity. 63.2% of the stakeholders did not agree the current career opportunities; while 73.3% agreed the professionalization. Finally, very influential factor, influential factors, and factors in need of improvement were identified.Conclusion: The results of the comparative study indicate that in most cases, there are significant differences between the studied areas in Iran with world-renowned universities. Change in the specialized courses due to the adoption of similar disciplines, attention to optional courses in order to specialize and create tendencies, and apprenticeships and internships are emphasized as the opportunities to turn knowledge into skills. Separation of specialist training, and classification of education according to the occupation and educational level were among suggested methods for improvement. https://him.mui.ac.ir/article_11618_de4994a3a1ec0331d2c59d37631a4776.pdf