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The status of faculty development programmes in Iran after the medical education reform: a systematic and comprehensive approach

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Abstract:

Modern universities achieve institutional goals when faculty members are able to fulfil diverse roles. Faculty development must therefore employ pedagogical principles while guided by institutional needs. Systematic evaluation of such programmes has not been done in developing countries. This paper examines faculty development in Iran, where medical universities have a reformed structure that combines educational and extensive health care responsibilities. Managerial and pedagogical aspects of faculty development were evaluated to help administrators understand and meet faculty and programme requirements. This work identifies strategies to improve productivity through faculty development. [image omitted] Les universites modernes atteignent leurs objectifs institutionnels quand leurs enseignants sont en mesure de remplir diverses fonctions. Le developpement pedagogique doit reposer sur des principes pedagogiques tout en etant guide par les besoins institutionnels. Une evaluation systematique de tels programmes n'a pas ete effectuee dans les pays en developpement. Cet article examine le developpement pedagogique en Iran, ou les universites medicales beneficient maintenant d'une structure reformee qui combine des responsabilites educationnelles et des responsabilites etendues en soins de sante. Les aspects manageriaux et pedagogiques du developpement pedagogique ont ete evalues dans le but d'aider les administrateurs a comprendre les besoins des enseignants et des programmes. Ces travaux permettent d'identifier des strategies pour ameliorer la productivite par l'entremise du developpement pedagogique.

Keywords: academic development; comprehensive approach; faculty development; reform

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/13601440902969959

Affiliations: 1: Center for Medical Education, Department of Learning, Informatics, Management, and Ethics, Karolinska Institutet, Stockholm, Sweden,National Public Health Management Center, Tabriz Medical University, Iran 2: Medical Education Research Center, Isfahan University of Medical Sciences, Iran 3: Center for Medical Education, Department of Learning, Informatics, Management, and Ethics, Karolinska Institutet, Stockholm, Sweden,Department of Public Health, University of Helsinki, Finland 4: Vanderbilt University School of Medicine, Nashville, Tennessee, USA 5: Center for Medical Education, Department of Learning, Informatics, Management, and Ethics, Karolinska Institutet, Stockholm, Sweden

Publication date: June 1, 2009

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