en آموزش پزشکی Medical Education پژوهشي اصیل Orginal Research <span style="line-height:2;"><span style="font-family:Times New Roman;"><span style="font-size:16px;"><b>Abstract</b><br> <span style="unicode-bidi:embed"><b>Background & Objective:</b> Checking the quality and dynamics of higher education curricula and checking the effectiveness of courses provide valuable feedback for improving educational standards. This study aimed to design and carry out a questionnaire to investigate and compare the effectiveness of PhD. curricula in encouraging knowledge management, as perceived by graduates of medical sciences universities in Iran.</span><br> <span style="unicode-bidi:embed"><b>Materials & Methods:</b> A questionnaire based on the components of the Bukowitz and Williams knowledge management model was built, comprising 38 items. The Content Validity Index (CVI), Content Validity Ratio (CVR), and question clarity were checked. Internal consistency and reliability were confirmed using Cronbach&#39;s alpha and correlation coefficients. The finalized questionnaire was distributed to 221 PhD graduates in various fields of basic medical sciences from Tehran University of Medical Sciences (TUMS), Iran University of Medical Sciences (IUMS), and Shahid Beheshti University of Medical Sciences (SBUMS). Data were analyzed using descriptive and inferential statistics.</span><br> <span style="unicode-bidi:embed"><b>Results:</b> The questionnaire consisted of seven components, with a CVR of 0.72, CVI of 0.86, and clarity score of 0.82. The reliability of the questionnaire was strong, with a Cronbach&#39;s alpha of 0.935, and a positive, significant correlation was seen among its components (p < 0.01). The mean scores for knowledge management in PhD courses, as rated by graduates, were similar across the three universities and above average. The highest mean scores were related to the &quot;knowledge sharing&quot; component (TUMS:3.2, IUMS:3.18, and SBUMS:3.14). The lowest mean scores were seen for the &quot;learning from the knowledge process&quot; component (IUMS:2.53, and SBUMS:2.65), and the &quot;knowledge evaluation&quot; component (TUMS:2.69).</span><br> <span style="unicode-bidi:embed"><b>Conclusion:</b> The effectiveness of PhD curricula in encouraging knowledge management was rated above average by graduates of the investigated medical universities. However, the results highlight the need for greater stress on knowledge evaluation, knowledge elimination, and learning processes to improve the overall effectiveness of these programs.</span></span></span></span><br> <br> <br> <br> <br> &nbsp; questionnaire, knowledge management, curriculum, medical universities 4 17 http://edujournal.zums.ac.ir/browse.php?a_code=A-12-1840-1&slc_lang=en&sid=1 Shokouh Sedghi sedghiphd@gmail.com 5300319475328460036280 5300319475328460036280 No Responsible Expert of the Library and Learning Center, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran Fereshteh Sepehr fereshteh.sepehr@yahoo.com 5300319475328460036281 5300319475328460036281 Yes Department of Knowledge and Information Science, Islamic Azad University of Tehran North Branch, Tehran, Iran Abolfazl Golestani golsetan@tums.ac.ir 5300319475328460036282 5300319475328460036282 No Department of Clinical Biochemistry, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran