Responsive and Justice-Centered Education Model in Medical Sciences Education

Considering the significant role of higher education, particularly medical sciences education, in the health and development of society, the educational system should be planned in a way that maximally caters to the community's needs. The goal of this article is to present a responsive and justice-centered education model in medical sciences education. In the quantitative phase, data from 335 faculty members of Payambar-e Azam Hospital in Hormozgan were collected using stratified random sampling and a questionnaire that identified components within a Likert scale. The content validity and structural validity of the questionnaire were confirmed through confirmatory factor analysis. The Cronbach's alpha coefficient exceeded 0.70, indicating reliability. The data were analyzed using structural equation modeling with SmartPLS-3 software. Equity-centered, universality, needs assessment, content, and principled are characteristics of equity-based education. According to the T-value modeling results, the factor loads of all model variables were above 0.96 and, at a 95% confidence level, were statistically significant. The highest factor load was related to enabling and inhibitory factors, with a factor load of 0.54 and variance of 0.23. In contrast, the lowest factor load was related to the dimensions of responsiveness and equity-based education with a factor load of 0.12 and a variance of 0.02. Universality, needs assessment, and content should be considered in equity-based and principled education in the planning of educational programs at medical universities.