Developing a holistic accreditation system for medical universities of the Islamic Republic of Iran

This report describes the steps in the development of an accreditation system for medical universities in the Islamic Republic of Iran. The national accreditation project, supported by the government, was performed from 2001 to 2005. The project was carried out in 3 main phases, each phase including a number of tasks. After a review of the international literature on accreditation and through national consensus, a set of national institutional accreditation standards was developed, including 95 standards and 504 indicators in 10 areas. By complying with accepted national standards, Iranian medical universities will play an important role in promoting health system performance

[Internal efficiency evaluation indicators in universities of medical sciences]

Internal efficiency indicators will be able to present the quality of higher education, quantitati-vely through assessing the interaction between inputs, processes, and outputs. This could be used as a compiled, scientific, and institutionalized evaluation system in universities. This study was carried out to compile internal efficiency indicators in Medical Sciences Universities. In a descriptive study, at first all performance indicators were collected and categorized through literAutre review. Then, a checklist including 8 areas and 152 indicators was developed based on instruct-tional design studies and using theoretical definition model and focus group discussion. The checklist was delivered to 50 educational experts in Isfahan University of Medical Sciences who were selected purpose-fully. Data was analyzed by SPSS software using frequency distribution tables. In experts' viewpoints, all 152 indicators in 8 compiled areas had four essential criteria of an indicator including possibility of planning, evaluation, measurement, and quality promotion, and were assessed as desirable. They were identified appropriate for the evaluation of internal efficiency in universi-ties of medical sciences. In accordance with the country's political, social, and cultural situations, internal efficiency evaluation indicators, introduced in this study, could be used as a tool for comparing present and optimal situation in universities. More over, they can be used for the evaluation and accreditation of medical universities and help the managers to promote educational quality

Use of combined oral contraceptives: retrospective study in Isfahan, Islamic Republic of Iran

We carried out a retrospective cross-sectional study on 500 women in Isfahan who started taking combined oral contraceptives [COCs] during the period 21 March 1995-20 March 1997. The cumulative continuation rate fell from 77% to 12% over 60 months. The most common reason for discontinuation was side-effects. There was a significant correlation between side-effects and cumulative COC continuation rate [P < 0.05]. The lowest rate was seen in women reporting nausea or vomiting. Women who are interested in COCs should receive extensive counselling about the possible side-effects and should be helped to find a method of birth control suited to their temperament and physiology

course evaluation tool based on SPICES model, and its application to evaluation of medical pharmacology course

The SPICES model has been proposed to be used both as a framework for quality improvement in medical education and as a guide for evaluation of curricula. The six strategies of SPICES are representatives of innovative approaches to medical education, and each one has been considered as a continuum. The present study models a theory-based questionnaire, based on SPICES, to be used as a course evaluation tool, through developing a conceptual model for each continuum of the six. At the first step, operational definition and questionnaire development was performed as an extensive literature review and consensus building in a focus groups of experts. The content and face validity of questionnaire was confirmed. In the second phase-as a pilot -, the questionnaire was used for evaluation of Medical Pharmacology course at Isfahan University of Medical Sciences. The results showed that Medical Pharmacology course located in the traditional end of SPICES continua according to the most aspects of the course. The pilot study showed that the questionnaire scale should he changed. Also it may be more feasible and valid if an item bank is prepared based on the proposed matrix and appropriate items are selected according to the general situation of the curriculum

How does teaching clinical skills influence instructors' professional behaviour?

Purpose: "Introduction to Clinical Medicine" in Isfahan University of Medical Sciences and Health Services is an initiative in which general practitioners work as instructors and have the opportunity to experience teaching in addition to clinical practice. Since teaching, affects both teacher and students, this study aims to assess the influence of teaching clinical skills on the instructors' psychological, social and professional behavior

Methods: this was performed as a qualitative study. The research population consisted of instructors of "Introduction to Clinical Medicine" who were all general practitioners and acted as facilitator in small groups working on physical examination and case discussion. The data collecting tool was a semi-structured interview which was recorded on the tape. Then, the interviews were transcribed and confirmed by interviewees at the end. 10 instructors were interviewed. The data were analysed according to Colaizzi model

Results: after coding the data to 38 main subjects, they were classified into three main categories including professional, psychological and social effects. The influence of teaching on professional performance included performing a thorough and correct physical examination, taking a detailed and correct history, increasing decision making ability and increasing professional knowledge. Some of the psychological effects were increasing self-confidence, job satisfaction and morale. The social effects of teaching were increasing social contacts, having a relationship with an academic environment and having a respectful job

Conclusion: considering the positive effects of teaching on instructors, teaching clinical skills by general practitioners can increase general practitioners knowledge and clinical skills and improve their morale. It is recommended to train general practitioners both for teaching skills and clinical skills and consider this, as an opportunity for physicians' continuing education

Teaching methods used by general practitioners' continuing education programs in Isfahan University of Medical Sciences

Considering the fundamental role of teaching methods in promoting the quality of education, the emphasis on the necessity of a revise in teaching methods used by continuing education programs, and insufficient observantional studies about teaching process, this research was designed to study the teaching methods of continuing medical education [CME] programs in Isfahan University of Medical Sciences based on establishment, continuing, effectiveness, and concluding the communication. This study was performed as field research. The data gathering method was observation. The vali- dity and reliability of the observation form was confirmed by content validity and test/re-test. The researcher observed 89 CME programs including seminars, conferences, congresses and composed programs. The data was analyzed by SPSS software. Frequency distribution of all factors was calculated. The results concerning the teaching factors revealed that, in establishment of communication more than half of the teaching methods and in continuing the communication more than two third were weak and very weak. Forty percent of teachings in continuing the communication and more than 50% in concluding the communication were good and very good. Also, in most cases, "lecture" was used as the main teaching method in CME programs, but in some programs, question/answer, case presentation and demonstration methods of teaching were also used. The teaching methods of CME programs need a serious revise. In order to improve the quality of continuing education, it is recommended to train faculty members regarding the process of education, teaching, adult learning theory and new models of teaching