Fariba Fathollahi-Dehkordi - Department of Community Medicine, School of Medicine, Shahrekord University of Medical Sciences, Shahrekord, Iran
Fatame Aghaebrahimi - Department of Community Medicine, School of Medicine, Social Determinants of Health Research Center, Shahrekord University of Medical Sciences, Shahrekord, Iran
Mohammdhasan Arjmand - Clinical Research Development Unit, Montaserieh Hospital, Mashhad University of Medical Sciences, Mashhad, Iran
Elahe Tavassoli - Department of Public Health, School of Health, Shahrekord University of Medical Sciences, Shahrekord, Iran
Zahra Ayazi - Department of Medical Education, Shahrekord University of Medical Sciences, Shahrekord, Iran

Background: In  new clinical preparatory course of general medicine of Shahrekord University of Medical Sciences, topics of surgery, pediatrics, psychiatry, infectious, neurology, pharmacology, and pathology were integrated. This study was conducted to investigate the satisfaction of professors and students of new course of clinical preparations.Method: This was a cross-sectional study in ۲۰۲۱-۲۰۲۲. ۱۷۳ students and ۴۳ professors  participated. Collection tool was a questionnaire which measured the satisfaction of professors and students with new clinical preparation course. Data were analyzed with SPSS ۱۸ at  significance level of p<۰.۰۵.Results: Average score of satisfaction of professors and students with the new course was ۳۴.۹۷ ± ۲.۶۵ and ۴۲.۵۸ ± ۱۵.۲, respectively which was average. Professors and students were most satisfied with the integration of pharmacology and pathology. Students were least satisfied with the facilities of the clinical skills center and appropriateness of the amount of material with time. The grade point average of the new course of clinical preparations was significantly higher than basic sciences (P<۰.۰۰۱). But it had an inverse relationship with students' satisfaction (r=-۰.۱۶۹, P=۰.۰۲۶).Conclusion: Professors' and students' satisfaction with clinical preparation course was moderate. The highest satisfaction was regarding  integration of pathology and pharmacology. The limitation of clinical facilities and inadequacy of the materials with the time caused dissatisfaction of the students, which needs to be revised. Considering the increase in the grade point average of the clinical preparation course and the change in the way of holding exams, more studies are suggested for confirmation.

Satisfaction, Clinical Preparations Course, Grade Point Average, Integration, Curriculum