Journal of Community Medicine & Health Education
Open Access

Research Article

Assessment of Research Methods in Healthcare by Analytical Hierarchy Process Technique

Ajami S^1* and Ketabi S²

¹Department of Management & Health Information Technology, School of Medical Management and Information Sciences, Isfahan University of Medical Sciences, Isfahan, Iran

²Department of Management, Faculty of Administrative Sciences and Economics, University of Isfahan, Isfahan, Iran

*Corresponding Author:

Sima Ajami
Ph.D. , Professor, Department of Management & Health Information Technology
School of Medical Management and Information Sciences
Isfahan University of Medical Sciences, (P. O. Box: 81745- 346)
Isfahan, Iran
Fax: +98-31-36684799
E-mail: ajami@mng.mui.ac.ir

Received date: March 11, 2016; Accepted date: May 17, 2016; Published date: May 25, 2016

Citation: Ajami S, Ketabi S (2016) Assessment of Research Methods in Healthcare by Analytical Hierarchy Process Technique. J Community Med Health 6: 429. doi:10.4172/2161-0711.1000429

Copyright: © 2016 Ajami S, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Introduction: Advances in human health and welfare ultimately depend on research projects. Healthcare research can provide important information about disease trends and risk factors, outcomes of treatment or public health interventions, functional abilities, patterns of care, and health care costs and use. Teaching healthcare research is done to make change and meet human needs in the community. The aim of this study was to assess research methods in healthcare (content and methods of teaching) by Analytical Hierarchy Process (AHP) before and after intervention.
Methods: This research was applied and educational intervention. The study population included two group students, who taught before and after intervention (old and new methods) in "Research Seminar" syllabus at Isfahan University of Medical Sciences. The data were gathered from matrix forms, which approved the validity of by experts, through brainstorming in several sessions. Then the data were gathered in two steps that second step was after six months of intervention. The findings were based on the ranking of both content and methods of teaching (before and after intervention). Then the data were analyzed by using the software “Expert Choice” and “Analytical Hierarchy Process” technique.
Results: Findings showed both in aspect of the application for a student during school and aspects of knowledge production that the new content and new teaching method is higher than the old ones. Conclusion: Training should be changed according to community and learner needs. Living in today's conditions, community needs are constantly changing; it is recommended that universities should also regularly improve their content in training courses.

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