Strides in Development of Medical Education

Document Type : Original Article


1 MSc of Medical Education, Education Development Center, Kerman University of Medical Sciences, Kerman, Iran

2 Instructor, General Practitioner, Medical Education Department, Education Development Center, Kerman University of Medical Sciences, Kerman, Iran

3 Associate Professor, Medical Education Department, Isfahan University of Medical Sciences, Isfahan, Iran

4 Associate Professor, Medical Education Department, Education Development Center, Medical Education Leadership and Management Research Center, Kerman University of Medical Sciences, Kerman, Iran


Background: Accreditation is one of the most important ways of guaranteeing the quality of medical education.
Objectives: T he aim of this study was to determine medical university deputies’ and managers’ perspectives on the outcomes of institutional accreditation in Iran.
Methods: T his was a descriptive-analytical cross-sectional study conducted as a census to assess the views of the deputies and managers of 65 medical universities in Iran on the outcomes of institutional accreditation. T he research tool was a questionnaire consisting of items about institutional accreditation standards in various fields, which was provided to deputies and managers via email or in person. After data collection, data analysis was performed using SPSS software version 22.
Results: T he results showed that from the perspectives of medical university deputies and managers, the outcomes of institutional accreditation were satisfactory in the dimensions of mission, management and goals, resources and facilities, faculty members, and student and cultural activities. Also, the outcomes were reported relatively satisfactory in research and staff training dimensions. T he dimensions of staff training and resources and facilities had the lowest (60.34 ±17.22), and highest (73.83 ±15.12) mean scores, respectively.
Conclusion: Deputies and managers believed that institutional accreditation had satisfactory impacts on some areas according to the available resources and facilities. Since these areas have a close relationship, the desirability of each area also boosts other dimensions, which ultimately upgrades university credit and qualification.


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