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.
Ali Akbar Haghdoost; Mozhgan Emami; Reza Dehnavieh; Nader Momtazmanesh; Farangis Shoghi Shafagh Aria; Mohammad Hossien Mehrolhassani
Volume 11, Issue 4 , February 2015, , Pages 407-419
Abstract
Background & Objective: The main objective of medical education is the training of competent and qualified personnel to maintain and improve public health In this regard education development centers (EDC) for medical sciences have been established to provide and assess the quality of education Therefore ...
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Background & Objective: The main objective of medical education is the training of competent and qualified personnel to maintain and improve public health In this regard education development centers (EDC) for medical sciences have been established to provide and assess the quality of education Therefore due to the need for these centers this study aimed to examine their challenges and provide strategies to improve their performance Methods: An applied and qualitative study was carried out in 2013 The study population was 288 members of the managers and personnel of study centers and development offices of faculties educational deputies heads of universities and faculty members Data was collected during a 2day scheduled conference in the form of 5 key lectures 3 panels and 6 Focus Group Discussions Data analysis was performed using framework analysis Results: In the correct establishment of the centers 7 key challenges and 18 subchallenges were identified Within the framework of the educational governance and leadership components such as policy making monitoring evaluation and predisposing components of implementation like structure manpower and processes were identified The relationship between policy making evaluation and subcomponents is defined by two key factors of knowledge management and communications Conclusion: EDC centers have been challenged because of moving away from the original position of knowledge management and communications in the field of governance to ensure and improve the quality of education The 3 trends of integration of education and service delivery privatization of services and lack of clarity of interactions between public and private sector have exacerbated these challenges
