Design and Validation of a Multicultural Curriculum Model at Iran University of Medical Sciences

Abstract

Purpose: This study aimed to design and validate a multicultural curriculum model for Iran University of Medical Sciences by identifying its dimensions, components, and indicators and empirically evaluating its structural validity and applicability.

Methods and Materials: This applied study employed a sequential exploratory mixed-methods design with qualitative and quantitative phases. In the qualitative phase, the dimensions, components, and indicators of the multicultural curriculum were identified through document analysis and expert interviews. In the quantitative phase, 271 faculty members of Iran University of Medical Sciences were selected from a population of 922 using proportionate stratified random sampling by gender. A researcher-developed questionnaire and a model-validation checklist were used for data collection. Construct validity was assessed through first- and second-order confirmatory factor analysis, and internal consistency was evaluated using Cronbach’s alpha. One-sample t tests were used to compare the observed scores with the theoretical midpoint of 3. The final model was also evaluated by 11 curriculum and medical education experts.

Findings: One-sample t tests showed that the mean scores of all 13 multicultural curriculum components were significantly lower than the theoretical midpoint, with means ranging from 2.20 to 2.82 and negative t values ranging from −17.668 to −2.771 (p < .01). Confirmatory factor analysis showed that all factor loadings exceeded 0.30 and all associated t values were greater than 1.96 (p < .05). The model demonstrated acceptable to excellent fit indices: χ²/df = 3.21, RMSEA = 0.071, NFI = 0.97, CFI = 0.98, IFI = 0.98, GFI = 0.90, AGFI = 0.85, and SRMR = 0.045. Expert validation showed that the mean scores of all four dimensions were significantly higher than the criterion value of 3, and the overall model dimensions and components received mean scores of 4.55 and 4.52, respectively (p < .001).

Conclusion: The findings confirmed that the proposed multicultural curriculum model, comprising the four dimensions of Goals, Content, Teaching and Learning Strategies, and Evaluation, possesses satisfactory construct validity, reliability, model fit, and expert acceptance and can provide a valid framework for multicultural curriculum development in medical sciences higher education.