Making sense of grounded theory approach: implications for medial education research

This article first gives a definition of grounded theory and its development and use in medicine and medical education. The fundamental differences of grounded theory with quantitative methods are discussed along a full discussion of the steps required to use a grounded theory approach. At the end the questions in the area of medical education which can best addressed with this approach are provided

Assessment of medical education quality in Tehran University of medical sciences and health services

Teaching assessment is a process of collecting and analyzing data in order to make a judgment on merits and limitations of a teaching program. Thus, assessment would be an important and practical instrument to improve teaching quality. The main objective of the research is quality improvement of medical education, and specific objectives are set as study of output factors of the educational system, management of educational planning, trainees [students, stagers, interns and residents], faculty members, educational facilities and equipment, educational environments and graduates' satisfaction. This study was designed as a cross sectional and an analytical descriptive survey. Research and development method as well as survey research have been used in this study. Of all graduated general practitioners, 82% were male and 18% were female. The course average score was between 15 and 16 for 48.1% of the subject graduates. Of graduated GPs, 38.1% consider the basic sciences courses as the strength points in their studies, and 60.8% consider internship course as a weak period in their education. Of all graduated GPs, 81% were satisfied with their education in the School of Medicine