Strides in Development of Medical Education

Document Type : Original Article


1 General Physician AND MPH Student, School of Health, Qazvin University of Medical Sciences, Qazvin, Iran

2 Specialist in Infectious Diseases, Associate Professor, Department of Infectious Diseases, School of Medicine, Qazvin University of Medical Sciences, Qazvin, Iran

3 M.Sc. in Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran

4 Rheumatologist, Associate Professor, Metabolic Disease Research Center, Qazvin University of Medical Sciences, Qazvin, Iran


Background & Objective: The majority of surveys have demonstrated the inadequate success rate of continuing education programs in Iran from the viewpoint of participants However no studies have been conducted on the viewpoints of lecturers (influential individuals and beneficiaries in this issue) in this regard Thus the present study aimed to investigate the problems of continuing education programs and their solutions from the perspective of lecturers Methods: This qualitative study was conducted in 2015 on 15 university faculty members who had previous experience of lecturing continuing education programs The participants were selected using purposive sampling (n = 15) Data were gathered through focus group discussion All discussions were recorded on audiotapes transcribed and then analyzed through inductive content analysis Results: Data analysis led to the extraction of 3 main themes (problems) 12 categories 42 subcategories and 68 suggested solutions The main themes included the reduction of incentive to participate in programs (4 categories) low effectiveness of implemented programs (5 categories) and the ineffective evaluation of programs (3 categories) Conclusion: The main motivation for general practitioners to participate in these programs must be the correction of professional practice It seems that intervention in the implementation and assessment fields are more likely than participants motivation Providing teaching methods workshops for faculty members improving awareness of the goals and timetable of workshops holding workshops rather than lectures evaluating performance instead of satisfaction and providing feedback on the assessment results are effective factors in the efficiency of programs


  1. Luchtefeld M. Continuing medical education. The ASCRS textbook of colon and rectal surgery. New York: Springer; 2011: 901-5.
  2. Marinopoulos SS, Dorman T, Ratanawongsa N, Wilson LM, Ashar BH, Magaziner JL, et al. Effectiveness of continuing medical education. Evid Rep Technol Assess (Full Rep). 2007;149:1-69.
  3. The law continuing education of medical community. [cited 2017 Mar 6]. Available from: [In Persian]
  4. Obeidi N, Motamed N, Najafizadeh S. Assessment of Continuous Education Procedure for Laboratory Staff in Bushehr University of Medical Sciences. Res Med Educ. 2010;2(2):18-23. [In Persian]
  5. Mohammad Hosseini S, Karimi Z, Moemeni E, Abassi A, Sadat S. Perspective of nurses working in medical-training hospitals in Kohkiloyeh and Boyer-Ahmad province towards continuing education. J Hormozgan Univ Med Sci. 2012;16(1):73-80. [In Persian]
  6. Pashandi S, Khoshab H, Rafiei H, Abbaszadeh A, Borhani F. Facilitating and inhibiting factors in health care personnel participation in in-service education programs. J Nurs Educ. 2015;3(4):37-47. [In Persian]
  7.  Mahmoudi MT, Taghipour H. Effectiveness of retraining courses for physicians in the participant's point of view in these courses in Chaharmahal and Bakhtiari provic IR Iran, 2011. J Shahrekord Univ Med Sci. 2012;14(4):79-87. [In Persian]
  8. Bahador H, Pazooki A, Kabir A. Effectiveness of continuing medical education considering participant's idea in Iran University. J Pak Med Assoc. 2010;60(6):435-9.
  9. Vahidshahi K, Mahmudi M, Abbaskhanian A, Shahbaznejhad L, Rnjbar M, Emadi A. Efficacy of continuing medical education on knowledge of general practitioners. Koomesh. 2008;9(4):255-62. [In Persian]
  10. Ebadi A, Vanaki Z, Nahrir B, Hekmatpou D. Pathology of continuing educational programs in Iran Medical Society. Strides Dev Med Educ. 2008;4(2):140-5. [In Persian]
  11. Tongco MDC. Purposive sampling as a tool for informant selection. Ethnobotany Research & Applications. 2007;5:147-58.
  12. Elo S, Kyngäs H. The qualitative content analysis process. J Adv Nurs. 2008;62(1): 107-15.
  13. Phillips J, Simmonds L. Using fishbone analysis to investigate problems. Nurs Times. 2013;109(15):18-20.
  14. Vahidshahi K, Mahmoudi M, Shahbaznezhad L, Ghafari Saravi V. The viewpoints of general physicians toward continuing medical education programs' implementation status and the participants' motivation. Iran J Med Educ. 2007;7(1):161-7. [In Persian]
  15. Moradi A ZZ, Hiri M, Arazi S, Borji A. Evaluation of a continuing education program in view of participants held in Zahedan University of Medical Sciences. Proceedings of the first international conference on the set and change management reforms in medical education; 2002 Sep 6-10; Tehran, Iran. 2002: 82. [In Persian]
  16. Baniadam A SSR, Emrani M, Rahimi B, editor Assessment of motivational factors of participate in continuing education training programs in Urumia university of medical sciences. Proceedings of the first international conference on  the  set  and  change  management reforms  in  medical  education;  2002  Sep  6-10; Tehran,  Iran.  [In  Persian]
  17. Mersel A.  Continuing  education:  obligation  or duty?  The  European  dilemma.  Int  Dent  J. 2007;57(2):109-12.
  18. Kousha  A,  Khoshnevis  P,  Sadeghzadeh  M, Kazemi  N,  Nourian  A,  Mousavinasab  N. General  physicians'  viewpoints  on  continuing education  programs  in  Zanjan  province.  Iran  J Med  Educ.  2011;11(2):165-6.  [In  Persian]
  19. Sanaiey  NZ.  The  Comparative  Study  of  the Effectiveness  of  Using  E-Learning,  Blended Learning  and  Presence  Learning  in  Continuous Medical  Education.  World  J  Med  Sci. 2014;10(4):488-93.
  20. Hosseini SJ  AA.  A  review  of  medical education  in  developing  countries.  Tehran Univ  Med  J  (Special  Issue  Fourth  National Conference  on  Medical  Education).  2000; 58:3.  [In  Persian]
  21. Naghavi  M,  Jamshidi  H.  Utilization  of  health services  in  Iran  2002.  Tehran:  Ministry  of Health  and  Medical  Education;  2005.  [In Persian]
  22. Ministry of  Health.  Administrative  guide direction  of  family  physician.  Ministry  of Health: Iran,  Tehran.  2005.
  23. Chen  AH,  Kushel  MB,  Grumbach  K,  Yee  HF. A  safety-net  system  gains  efficiencies  through ‘eReferrals’ to specialists. (Millwood).  2010;29(5):969-71. Health  Aff
  24. Canada Tcofpo.  The  role  of  family  doctors  in public  health  and  emergency  preparedness (Discussion  Paper):  The  college  of  family physician  of  Canada;  2005  [cited  2017  Mar  3]. Available from: role_fam_doc_dec05.pdf.
  25. Janati  A,  Maleki  MR,  Gholizadeh  M,  Narimani M,  Vakili  S.  Assessing  the  strengths  & weaknesses  of  family  physician  program.  J Knowledge  &  Health.  2010;4(4):  38-43.   [In  Persian]
  26. Mehraram  M,  Bahadorani  M,  Baghersad  Z. Evaluation  of  knowledge,  attitude,  ability  and preparedness  for  E-learning  among  continuing medical  education  learners.  Iran  J  Med  Educ. 2015;15:631-9.  [In  Persian]
  27. Tian  J.  (dissertation).  Instrument  Development for  Continuing  Medical  Education  Evaluation.   Maryland:  University  of  Maryland,  College Park;  2007.