Abstract
BACKGROUND: In order to incorporate new knowledge, skills and emerging concepts from dynamic fields of public health into ongoing courses reform of curriculums sounds necessary. Accordingly, this study was performed to modify health education curriculum of public health undergraduate level. MATERIALS AND METHODS: Using Delphi technique, 18 health education lecturers from Tehran, Tabriz, Yazd, Shiraz, Gonabad, Ghazvin, Avhvaz and Kurdistan Universities Medical of Sciences based on their expertize in health education with PhD degree as scientific members, also 5 heads of departments according to working at health deputy for at least more than 5 years were asked during three rounds through panel experts to suggest and rate topics they deemed most important to graduate public health experts and curricula related to the areas of knowledge and skills in health education course. RESULTS: The experts suggested that health enhancing behaviors and reduce health risks, advocate health, behavior change theories and developing a framework are key objects in the curriculum. Much more new topical outlines were related to previous course. Skills rated as important included need assessment and health communication. The most evaluators suggested that adding a practicum unit to two theory units will be helpful. CONCLUSION: The results from our survey suggested that changes in the course definition including new course objectives, topical outlines, and required skills were deemed important by the lecturers and were appropriately integrated into the health education course curriculum. The new curriculum should be evaluated constantly to seek and provide experiences that will best prepare students to meet challenges as a health educator.