Strides in Development of Medical Education

Document Type : Original Article


1 General Pharmacist, Researcher in Neuroscience Research Center, Kerman University of Medical Science, Kerman, Iran

2 Ph.D. in Parasitology, Associate Professor of Parasitology Dept., School of Medicine, Kerman University of Medical Science, Kerman, Iran

3 Practitioner & Epidemiologist, Associate Professor in Epidemiology and Biostatistics Dept. and Physiology Research Center, Kerman University of Medical Sciences, Kerman, Iran

4 B.Sc. in Health Services Management, Expert in Postgraduate Office, Kerman University of Medical Science, Kerman, Iran


  Background & Objective : In this study we aimed to evaluate the status of Worlds leading universities in PhD students education and to compare it with Iranian universities applying the approach of educational status evaluation in a research based way   Methods: Using a systematic review all documents present in the webs and related links of universities of first 10 countries in Shanghais Academic Ranking of World Universities were systematically reviewed information related to PhD education was systematically collected and analyzed   Results : Reviewing 28 leading universities revealed that the educational model in educating PhD students in 22 of them was research based and the rest are using course based model Passing taught courses as an index in course based model is considered to be among minimum course requirements in most of the universities which are using research based model In cases where passing such courses is voluntarily a consultant professor plays a significant role in guiding the students in selecting and attending theoretical courses   Conclusion : Based on the above explanation and similar to other successful countries it seems that it is time to create various models for training postgraduate students to meet industrial needs With revisions in educational curriculums purposeful attempts should be made to solve possible problems and train people who meet countrys developmental needs in regards with the twenty year prospect


  1. Mehar A. From knowledge creation to economic development: Missing links in muslim world. Journal of Management & Social Sciences 2005; 1 (1): 24-47.
  2. Naderi A. Economics of Education and its Status in Iranian Educational System. Journal of Research & Planning in Higher Education 2002; 21-22 (3-4): 173-216. [In Persian].
  3. Haghdoost AA. Qualitative Study of PhD. Student Scholarship System in Developing and Developed Countries. SDME 2005; 1 (2): 73-84. [In Persian].
  4. Haghdoost AA, Sadeghirad B, Fasihi Harandi M, Roholamini A. PhD Education Model in Medical Fields in Iran and the Application of Research Based Curriculum. Hakim Medical Journal 2009; 11 (4): 8-15. [In Persian].
  5. Malekzadeh R, Mokri A, Azarmina P. Medical science and research in Iran. Arch Iran Med 2001; 4 (1): 27-39.
  6. McKenna H. Doctoral Education: Some treasonable thoughts. Int J Nurs Stud 2005; 42(3): 245-6.
  7. Hodgett RA. To PhD or not to PhD. Proceedings of the 2004 informing Science and IT Education Joint Conference, 2004: 109-12.
  8. Mitchell T, Carroll J. Academic and research misconduct in the PhD: Issues for students and supervisors. Nurse Educ Today 2008; 28 (2):218-26.
  9. Gannon F. What is a PhD? EMBO Rep 2006; 7 (11): 1061.
  10. Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. Internet-Based Learning in the Health Professions: A Metaanalysis. JAMA 2008; 300 (10): 1181.
  11. Gorman D. Science, pseudoscience and the need for practical knowledge. Addiction 2008; 103 (10): 1752-3.
  12. Kehm BM. Doctoral education in Europe and North America: A comparative analysis. Wenner Gren-International Series 2006; 83: 67-78.
  13. European Conference on Harmonisation of PhD Programmes in Medicine and Health Sciences, April 2004, Zagreb. Available From:URL:
  14. The European higher education area, Joint Declaration of the European Ministers of Education, June 1999, Bologna. Available From: URL: