eng Oriental Scientific Publishing Company Biosciences Biotechnology Research Asia 0973-1245 2016-06-16 12 Spl.Edn.1 123 130 10.13005/bbra/1614 12655 article Shahram Yazdani 1 Maryam Akbarilakeh 2 Soleiman Ahmady 3 Syed Abbas Foroutan 4 Leila Afshar 5 Dean of School of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran. Assistant Professor of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran. Department of Medical Education, School of Medical Education. Shahid Beheshti University of Medical Sciences, Tehran, Iran. Department of Medical Education, School of Medical Education. Shahid Beheshti University of Medical Sciences, Tehran, Iran. Vice-Dean for Research School of Medical Education, Shahid Beheshti University of Medical Sciences. Concept analysis is the foundation of achieving a clear and explicit understanding of the concept of value-based curriculum and modelling. The curriculumsof the medical sciences education in Iran suffer some drawbacks. The lack of a domestic model of the curriculum based on values is one of the main issues of the curriculum. There was no common and clear definition for the concept of value-based curriculum, or occasionally the definitions were not uniform and compatible. The present study proposes a concept analysis method to reach a proper definition of the concept and its furtherdevelopment. Then, it compares different definitions of the concept of value-based curriculum, and clarifies confusing definitions. To model the value-based curriculum, we chose the concept qualitative analysis model of Hugh McKenna. Value-based curriculum is not just a tool for perception of the educational contents, but it is a movement beyond reasoning and analytical methods and contemplation that usually takes place during education. https://www.biotech-asia.org/vol12_nospl_edn1/concept-analysis-value-based-curriculum/ value based curriculum; medical education