Fereidoon Azizi; Abbass Entezari; Nader Momtazmanesh; Masoud Pezeshkian; Narges Tabrizchi
Abstract
Background: Following the Iranian Islamic revolution in 1979, two major reforms were implemented in the nationwide health system: Establishment of the Ministry of Health and Medical Education and the development of Primary Health Care Networks. The aim of this article is to review the impact of integration ...
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Background: Following the Iranian Islamic revolution in 1979, two major reforms were implemented in the nationwide health system: Establishment of the Ministry of Health and Medical Education and the development of Primary Health Care Networks. The aim of this article is to review the impact of integration of medical education in the health system.Methods: We review here the birth and growth of the integration of the health care system and medical education, the successes, the aspirations and some of the obstacles and challenges found along this path, as well as the vision and strategies for the future. All articles on this issue published in international Journal and in Iranian medical Journals were reviewed.Results: Health care and medical education in the I.R. Iran have undergone profound reform in the last four decades after integration of the Ministry of Health and all related schools and institutions of medical education. The newly formed Ministry of Health and Medical Education is responsible for every aspect of policy making, planning, leadership, stewardship, supervision and evaluation of health services, in addition to the training and educating of human resources for health, within the “Comprehensive Health Care Delivery System” that makes up Iran’s health infrastructure. From 1979 to 2020, the number of medical, dentistry and pharmacy schools have increased from 7 to 47, 3 to 35 and 3 to 22, respectively, with a rise in student yearly admissions in all programs of medical sciences from 1387 to 48120. There were no PhD or clinical subspecialty programs in 1979, whereas in 2020, annual student admission rates for such programs were 1038 and 219, respectively; these have been accompanied by marked improvements in the quality of education, clinical care and major health indicators such as increase in life expectancy, access to PHC in rural area, access to clean water, total number of rural health houses and vaccination coverage, on the other hand decrease in maternal, neonatal and under 5years mortality rates, decline in the number of patients sent abroad for treatment and also the number of foreign general physicians practicing in Iran..As a result ofsignificant rise in research activitiesthe number of scientific medical publications have increased from less than 2000 to over 70,000 yearly and Iran has achieved rank of 16 among all countries of the world in this regard.Conclusion: Integration of medical education into the health care system has been an appropriate and economical strategy for achieving health promotion and the key point for the improvement of medical education for better social accountability in the Islamic Republic of Iran.
Mahmood-Reza Dehghani; Fereidoon Azizi; Aliakbar Haghdoost; Nouzar Nakhaee; Payam Khazaeli; Zinat Ravangard
Volume 10, Issue 4 , February 2014, , Pages 403-412
Abstract
Background & Objective: Social accountability medical education in all fields considers health problems priorities in specified countries Health provision (social accountability) encounters many challenges in its delivery due to more reasons and faculty innovations seem essential in promotion of ...
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Background & Objective: Social accountability medical education in all fields considers health problems priorities in specified countries Health provision (social accountability) encounters many challenges in its delivery due to more reasons and faculty innovations seem essential in promotion of education This study was designed in order to investigate social accountability medical education and innovations of clinical faculty members Methods: In a crosssectional and triangulation study point of view of 72 clinical faculty members in Kerman University of Medical Sciences Iran about social accountability medical education and their innovations was investigated by two separated questionnaires Results: Situation analysis of social accountability medical education in Kerman University of Medical Sciences showed that this form of education is in weaknessthreatened status The score of strengths was significantly difference among men and women and score of weakness was significantly difference among different educational groups and academic degrees (P < 005) There was no significant difference between situation analysis of social accountability medical education innovation and other demographic and educational variables Conclusion: Status of social accountability medical education (weaknessthreatened) is not appropriate in Kerman University of Medical Sciences in order to its promotion there must be an appropriate mechanism In addition potentials of faculty members must be considered about innovation for social accountability medical education