hr. arasteh

The aim of this study was to design a comprehensive model for evaluating the performance of clinical faculty members of medical schools.

This research was used in terms of practical purpose, in terms of data, mixed and the type of study in the qualitative dimension, with an exploratory interview to identify performance evaluation indicators of faculty members. The qualitative sample consisted of 15 lecturers, members of the academic faculty, and managers of educational groups, who were selected by purposive sampling, and 250 faculty members of Tabriz University of Medical Sciences, who were selected by random sampling, in the quantitative section. The collection tool was semi-structured interviews in the qualitative part and researcher-made questionnaire in the quantitative part.

The research results identified 8 factors. The validation model has been done using structural validity and with the help of factor analysis technique. The results of factor analysis showed that in the component of professional work, 5 categories were reduced to 3 categories of conscientiousness, social ethics, and initiative, and in the component of teaching and training activities, two items with low factor loads were deleted. Other items have a factor load nearby. Friedman's tests indicated that teaching and active variables were.

This study showed that the performance evaluation of clinical academic faculty members is an effective process to identify strengths and weaknesses and is the basis for the participation of academic faculty members to improve quality in university development planning.

Relying only on traditional innovations with closed borders is not enough for educating medical sciences. Open innovation requires new management methods. The purpose of this study was to provide a model for evaluating the status of open innovation management in medical education at Guilan University of  Medical Sciences.

This mixed research was first conducted in a qualitative stage with semi-structured interviews with the managers of Guilan University of Medical Sciences by purposive sampling method until the theoretical saturation was reached. Then, by analyzing the content of the interviews, the components of open innovation management were identified and based on this, a 35-item questionnaire was designed which, after ensuring validity and reliability, was completed by 185 faculty members to determine the status of open innovation management in medical education in Guilan University of Medical Sciences. The Findings were analyzed by SPSS and one-sample t-test.

In the qualitative stage of the research, six components including knowledge management, strategic management, change management in organizational structure and culture, management of environmental factors, networking and management of intellectual property laws were organized and an open innovation management model in medical education was designed. Quantitative findings of the study showed that all components except strategic management and management of environmental factors  with the  mean and standard deviation (3.1±0.7) and (3.06± 0.9) respectively were higher than average  (3)  but the other components were below the average.

Open innovation management in medical sciences education was not in good situation in the most of identified components, which requires the serious attention of the managers of Guilan University of Medical Sciences to the management of  educational innovations based on the open model.

 Teacher recruitment and selection is of great importance. Therefore, the purpose of this study was to provide a local model for the admission of technical and vocational teachers in Iran. Considering the fact that this research seeks to design a local model for accepting technical and vocational teachers in Iran, and the results of the research can be used immediately in the target community and improve its situation, the study in terms of its goal is an applied research. The model designed in this study, supervising teacher training, meets the domestic need for policy and is in line with the theoretical and practical conditions and considerations of teacher education admission in Iran. The Ministry of Education can use this model to plan for the admission of committed teachers to have the expertise required by the vocational schools and ultimately improve the technical and skill level of the educational system.

To identify the indicators, a comparative study of leading countries was used by George Brady method (comparative study method with four stages: description, interpretation, proximity and comparative). To evaluate and compile the initial and conceptual model of the research from the community of experts and university professors in the technical and vocational field using the Delphi technique (cheap, versatile, objective, non-threatening and easy to identify and understand with great flexibility, the possibility of using broadly, no need for interviewer training, anonymity, open discussion, identification and underlying understanding of the subject, gaining consensus in opposing groups, content validity and program design with relative support of participants, lack of influence of ideas and personality, unbiased views along with honesty in expressing ideas and options) and a purposeful sampling method of 10 people in two stages. The method of data collection in the qualitative part for the Delphi method was that a semi-structured questionnaire including a survey on the dimensions and components of the proposed model with 46 items (indicators) was sent to the sample (experts and academic experts).

This research is among the qualitative studies with Delphi technique. By calculating the coefficient of agreement, the Delphi stages converged in the second stage. The result of performing the two Delphi steps was that the dimensions of the proposed pattern (initial, middle and final); components of the proposed model (physical, mental and social skills; having the required level of knowledge and expertise; passing pre-service training courses; passing internship courses; gaining points in the final exam and interview and interest, commitment and motivation in teachers); and 40 indicators were determined and specified. Six indicators were removed from the index due to overlap.

Indigenous model of admission of technical and vocational teachers was proposed in three dimensions (primary, intermediate and final admission); six axes (physical, mental and social skills; having the required level of science and knowledge; passing pre-service training courses; passing internship courses; gaining points in the final exam and interview; interest, commitment and motivation in teachers) and 40 suggestion indicators.   

Evolution and innovation packages in medical science education are the main program of medical education and it is necessary to pay attention to the provision of infrastructure of their implementation. This study was conducted to identify effective strategies for optimal implementation of evolution and innovation packages in medical education.

The method used in this research is thematic analysis. In this study, all key informed individuals involved in the implementation of evolution and innovation packages in medical education were considered as the target population and the sampling was performed using bullet technique. Data were analyzed using Maxqda 10 software. Participatory review method and review of non-participating experts were used in order to obtain validity and reliability of data.

9 main categories, namely implementation measures of evolution packages, measures at the structural level, policy measures, environmental measures, managerial measures, motivational measures, measures related to capabilities and occupation, measures in the field of culture, and measures in the area of leadership were identified according to the results of the qualitative study.

Presenting effective strategies for the optimal implementation of evolution and innovation packages in universities can have positive consequences in the improvement of the quality of medical education. The most important issues for implementation include serious attention of the authorities to the implementation of the packages, the involvement of all university staff, and the management stability in the optimal implementation of the packages.

Due to the integration of education and treatment in teaching hospitals, the quality of residents’ education has been affected by the implementation of the healthcare transformation plan system. The purpose of this study was to provide a model for improving the quality of Residents Education based on healthcare transformation plan.

This qualitative study was conducted on 24 managers, professors and assistants of Mashhad University of Medical Sciences using a grounded theory approach and Purposeful sampling was performed until theoretical saturation and confidentiality of information was achieved. Data were  collected through semi-structured interviews and open coding was done using MAXQDA10, in the next step the open source categories were identified as axial categories, and in the last stage, the relationship between the axial categories (selective coding) was determined.

Findings based on analyzing data including : ground condition (burden of treatment), causal condition (clinical education), intervening condition (supervision process) and strategies (education standardization, Qualification of education, promotion of professional ethics and preservation of human dignity and comprehensive review of pre-implementation transformation plan), and implications (reducing teacher and assistant therapeutic work, motivating residents, reducing medical error, increasing education time ,increasing supervision of occupational therapist and assistant).

Increasing the quality and quantity of education in medical universities will definitely have a positive effect on how patients are treated and on their health over time. The results showed that by creating appropriate infrastructure in educational hospitals, quality of residents' education will be improved as one of the key elements in promoting and improving educational system performance before and after implementation of health system development plan.