Need Assessment of the General Practitioner's Curriculum Based on Clinical Activities, Advocacy, Research, and Education (CARE) Model

Background: Social responsiveness of the curriculum is aimed at directing all medical education activities to the training of physicians able to meet the health needs of the target community. Since medical education has moved towards a community-centered and community-based approach, significant attention has been paid to the concept of social responsiveness of medical education. Therefore, the biggest challenge of the future medical faculties is their need to show more impact on health through a relationship with the community, which is the same objective of social responsiveness. The purpose of this study is to assess the educational needs of general practitioners for social responsiveness from the viewpoint of medical graduates and educational experts.  Methods: In terms of applied purpose and data gathering method, this is a descriptive study of correlation type with emphasis on structural equation model. The assessment tool was a questionnaire. The statistical population were 140 people, including all medical graduates who had at least one year of their graduation passed, as well as educational experts (educational expert of the department, vice chancellors of education of the departments, and EDC Experts) of Education Development Center of Mashhad University of Medical Sciences. The sample size was estimated as 103 people by Cochran formula.  Results: Findings showed that there is a significant relationship among all areas (clinical, educational, and research) with social responsiveness except advocacy area.  Conclusion: The results of the study indicate the importance of addressing social responsiveness in general practitioners' curriculum as a guide for implementation of the responsiveness plan.