Strides in Development of Medical Education

Document Type : Original Article

Authors

1 Ph.D. in Nursing, Associate Professor, Department of Internal-Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran

2 M.Sc. in Medical Education, Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

3 Ph.D. in Endodontics, Associate Professor, Department of Endodontics, School of Dentistry, Mashhad University of Medical Sciences, Mashhad, Iran

4 M.Sc. in Nursing, Lecturer, Department of Pediatrics, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran

5 Ph.D. in Immunology, Professor, Department of Immunology, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

Abstract

Background & Objective: One of the most important factors in the evaluation of specific performance indices of each university is the professional maintenance and promotion of faculty members This will result in more desirable output results from this system The aim of this study was to explore describe and interpret faculty members experiences of the academic promotion process and its obstacles and problems Methods: A phenomenological approach was used in this research The study population consisted of 22 faculty members of Mashhad University of Medical Sciences Iran who were selected through purposeful sampling Data were collected through semistructured interviews and analyzed using the van Manen method Results: The main theme of passing the academic promotion marsh and 5 subthemes emerged from data analysis The subthemes consisted of problems related to administrative processes problems related to the performance of committees problems related to general competence problems related to the academic promotion guideline and motivational factors Conclusion: Our findings emphasize the problems and barriers of the promotion process Quality assessment homogenization of processes and the use of experts in college committees are some of the factors that affect the promotion process The findings of this study can assist policymakers and administrators of Medical Sciences Universities at different levels in decision making and finding solutions to facilitate the academic promotion process and rectify its problems and obstacles

Keywords

  1. Teymouri M, Tootoonchi M, Salehi M, Hassanzadeh A. Job Satisfaction among Faculty Members of Isfahan University of Medical Sciences. Iran J Med Educ 2007; 7(2):227-36. [In Persian]
  2. Zohal M, Yazdani S, Ghasemi Z, Homayounizand R, Mohebbifar R, Pakniat H. Assessing the effective factors of academic promotion rank of the faculty members of Qazvin Medical University from their point of view, 2011-12. J Med Educ Dev 2012; 5(2):35-41. [In Persian]
  3. Bunton SA, Corrice AM. Perceptions of the Promotion Process: An Analysis of U.S. Medical School Faculty. Association of American Medical Colleges 2011; 11(5):1-2.
  4. Mohammadi H, Mir Hossein S. A comparative study of criteria Faculty members development in higher education. J Sci Technol Policy Res 2008;3(1):90-106. [In Persian]
  5. Liu CQ, Alexander H. Promotion rates for first-time assistant and associate professors appointed from 1967 to 1997. AAMC Analysis in Brief 2010; 9(7). [Cited 2001 May 8]. Available from: www.aamc.org/download/121130/data/aibvol9_no7.pdf.
  6. Guglielmo BJ, Edwards DJ, Franks AS, Naughton CA, Schonder KS, Stamm PL, et al. A critical appraisal of and recommendations for faculty development.  Am  J  Pharm  Educ 2011;75(6):122.
  7. Todisco  A,  Souza  RF,  Gores  GJ.  Trains, tracks,  and  promotion  in  an  academic  medical center.  Gastroenterology  2011;  141(5):1545-8.
  8. Majdzadeh  R,  Nejat  Sh,  Gholami  Z,  Rashidian A.  Satisfaction  and  opinions  of  Tehran University  of  Medical  Sciences  academic members  on  its  development  programs, 2006.TUMS  J  Payavard  Salamat  2008;  2(1):617.  [In  Persian]
  9. Jalili  M,  Mirzazadeh  A,  Jaffarian  A.  The concept  of  scholarship:  educational  scholarship and  its  application  in  Iran.  Iran  J  Med  Educ 2009;  9(2):167-79.  [In  Persian]
  10. Wiese  GC,  Percuoco  RE,  Pickar  JG,  Duray SM,  Faruqui  SR,  Schmiedel  GO,  et  al. Development  of  an  evidence-based  application and  rubric  for  evaluating  applicants' qualifications  for  promotion  to  professor.  J Manipulative  Physiol  Ther.  2007;  30(7):52735.
  11. Sanfey H.  Promotion  to  professor:  a  career development  resource.  American  J  Surg  2010; 200(4):554-7.
  12. Dolani  A,  Hariri  N,  Mohammadhassanzadeh H,  Valinejadi  A.  A  Review  of  Qualitative Research  and  Current  Data  Analysis  Software. J  Health  Administration  2012;15(47):77-90. [In  Persian]
  13. Karimi  Moonaghi  H,  Derakhshan  A, Khajedalouei  M,  Dashti  Rahmat  abadi  M, Binaghi  T.  Lived  clinical  learning  experiences of  medical  students:  a  qualitative  approach]. Iran  J  Med  Educ  2012;  11(6):635-47.  [In Persian]
  14. Karimi  Moonaghi  H.  Qualitative  research parallel  to  quantitative  research.  J  Managemen Med  Info  2005;  7(18):60-8.  [In  Persian]
  15. Karimi Moonaghy  H,  Zubin  F,  Yavari  M, Noghredani  M,  Abdollahi  H.  Nurses' experience  of  dealing  with  dying  patients.  J Nurs  Midwifery  Urmia  Univ  Med  Sci  2013; 11(9):688-97.  [In  Persian]
  16. Gardner SK,  Blackstone  A.  “Putting  in  your time”:  Faculty  Experiences  in  the  Process  of Promotion  to  Professor.  Innovative  Higher Education  2013;  38(5):1-15.
  17. Kimuna  SC.  (dissertation).  In  their  own  words: Tenure  and  promotion  experiences  and perceptions  of  African  American  faculty  at  a historically  White  university.  Ann  Arbor:  Ohio University;  2005:1-182.
  18. MazloomyMahmoodabad SS,  Norouzi  S, Norouzi  A,  MirzaeiAlavijeh  M.  Educational needs  of  faculty  members  of  Shahid  Sadoughi University  of  Medical  Sciences  in  2011.  J  Med Educ  Dev  2012  7(3):79-92.  [In  Persian]
  19. Jabari F,  Rajaeipor  S,  Jafari  SE.  Survey  job motivation  of  faculty  members  of  Isfahan universities  Isfahan  universities  of  Medical Sciences  According  to  Herzberg's  theory.  J Healthcare  Info  Manage  2004;  1(1):15-20.  [In Persian]
  20. Mokhtarnia M,  Rezvanfar  A,  Pouratashi  M.  An investigation  of  the  achievement  motivation  of faculty  members  based  upon  their  job satisfaction dimensions case. Iran J Agricultural  Economics  Dev  2012;42(4):64754.  [In  Persian].
  21. Asayesh H,  Ghorbani  M,  Safari  R,  Borghaei  A, Rezapour  A,  Mansoorian  M,  et  al.  Effective factors  on  educational  and  research  activities of  the  teachers  in  Golestan  University  of Medical  Sciences.  Iran  J  Med  Educ  2011; 11(3):294-5.  [In  Persian]
  22. Gandomkar R,  Salsali  M,  Mirzazadeh  A. Factors  influencing  medical  education  in clinical  environment:  experiences  of  clinical faculty members.  Iran  J  Med  Educ 2011;11(3):279-90.  [In  Persian]
  23. Hosaini J,  Haji  F,  Niae  M,  Nouri  M,  Blordi  A, Negahban  E.  Overview  of  the  clinical  faculty evaluation  indices,  provide  an  appropriate model  for  assessing.  Proceedings  of  the  8th Conference  of  Medical  Education;  2007  Mar 6-8;  Kerman,  Kerman  University  of  Medical Science.  2007:  115.  [In  Persian]
  24. Amidi  Mazaheri  M,  Karbasi  M,  Mostafavi  F. Challenges  of  Social,  Cultural  and  Educational Activities  in  Isfahan  University  of  Medical Sciences,  Iran.  Health  Info  Manage  2012; 8(8):1172-90.  [In  Persian]
  25. Dehghani  M,  Nakhaee  N.  Faculty  evaluation by  students:  a  review  of  criticisms.  Strides  Dev Med  Educ  2013;  9(2):102-9.  [In  Persian]
  26. Ghafourian  Borujerdi  M,  Shakournia  A, Elhampour  H.  Evaluation  results  feed  back  to faculty  members  of  Ahvaz  Medical  University and  its  effect  on  improving  the  quality  of teaching.  Iran  J  Med  Educ  2003;3(2):41-6.  [In Persian]
  27. Simpson D,  Hafler  J,  Brown  D,  Wilkerson  L. Documentation  systems  for  educators  seeking academic  promotion  in  US  medical  schools. Acad  Med  2004;  79(8):783-90.