Faculty retention in regional medical schools in Iran: a qualitative content analysis

BACKGROUND AND PURPOSE

Recruitment and retention of competent faculty members are important in maintaining and improving the quality of education and research performance of universities. The aim of the present study was to find out the faculty members' views, experiences, and attitudes to identify the reasons for faculty attrition and retention in regional medical schools in Iran.

METHODS

In this qualitative study, we used a content analysis method. The participants included 12 faculty members who had been transferred to type I universities, four faculty members who had applied for transfer, four with more than 10 years of experience and working in the type 3 universities with no intention to be transferred. Data were collected using semi-structured interviews, which were conducted either face-to-face or via phone calls. The interview was developed for this study (Supplementary file). To measure the trustworthiness of the data, we evaluated four components of credibility, transferability, dependability, and conformability, as proposed by Lincoln and Guba.

RESULTS

The findings were classified into three categories and 14 subcategories. The first category was "retention facilitators" including four subcategories of facilitated communication, proximity to major universities, gaining experience, and support by authorities. The second category was "retention threats" including six subcategories of social infrastructure, individual dimension, occupation dimension, economic dimension, sense of respect, and executive management. The third category was "retention strategies" which included four subcategories of recruitment and promotion processes, inter-university collaboration with type I universities, facilitation of the scientific growth, and fulfilment of the safety needs.

CONCLUSION

Several factors play a role in the faculty members' retention in regional medical schools in Iran. Authorities can create a more positive environment by devising a suitable reward system, supporting academic activities, and increasing the level of faculty autonomy practically to develop a sense of belonging among them and reduce the intention to be transferred among their human resources.

The challenge of planning learning opportunities for clinical medicine: a triangulation study in Iran

BACKGROUND

An essential characteristics of clinical education is the need to learn a large number of practical and communication skills along with theoretical knowledge. It is challenging to design learning opportunities (LOs) for clinical setting. We aimed to determine optimal learning opportunities from the viewpoint of Medical curriculum planners, to determine the gap between the current condition and the optimal condition in medical schools, and to present feasible tactic for clinical learning opportunities.

METHODS

This study comprised of three sub-studies and was conducted using triangulation. The first sub-study was performed using the Modified Delphi method with a view to identifying optimal learning opportunities. Data was collected by online focus group discussion and a questionnaire. The second sub-study was conducted with the aim of comparing the current condition and the optimal condition. Data was collected from nine medical schools across Iran using a checklist, available documents, observation, and interview. The third sub-study was conducted using an expert panel comprising of seven curriculum planners of the M.D.

PROGRAM

The goal of this phase was to provide feasible tactic to improve clinical education in medical schools.

RESULTS

In the first sub-study, the participants determined all items, including student-centered learning, non-threatening learning environment, and record and management system of clinical learning opportunities as implementable learning opportunities with over 70% consensus. However, in the second sub-study, student-centered teaching methods were practiced in 33% of medical schools and the non-threatening learning environment in 67% of the schools, while the record and management system of learning opportunities was not launched in any of the schools. From the viewpoint of the expert panel members, learning opportunities adapted to clinical contents, specification of content-based learning opportunities, and continuous supervision on learners to achieve the expected learning outcomes were among clinical learning opportunities with over 70% consensus.

CONCLUSIONS

Student-centered clinical learning practices, together with virtual learning methods, can lead to clinical enhancement. Opportunities such as interactive and participatory practices should gain further consideration. Also assigning responsibility to learners and monitoring them are strategies for enhancement.

Who are the right teachers for medical clinical students? Investigating stakeholders' opinions using modified Delphi approach

PURPOSE

The purpose of this study was to realize that learning in a clinical setting, the interactions of the students with teachers, learning materials, and learning environments are essential. In clinical education, different groups may play the role of the teacher for medical students. This study was designed to determine the optimal characteristics for medical clinical teachers, their selection criteria, and their responsibilities.

METHODS

The modified Delphi technique was used in this study. Participants comprised vice-chancellors of education, deans of medical schools, and deputies of education in medical schools across Iran. This study was conducted in three rounds. In the first round, the participants were selected using purposive sampling, and the data were collected through focus group discussions and analyzed through content analysis. The data collection tool in the second and third rounds involved a questionnaire derived from the first round, and the consensus criterion to accept or reject the questionnaire items was frequency distribution.

RESULTS

The final number of statements in the first round was 157. The second-round questionnaire was designed in the four sections of teaching team, selection criteria, task description of the teaching team (including faculties, specialist staffs, residents, general practitioners, and health and treatment staff), and incentives separately for the specialist staff, residents, general practitioners, and health and treatment staff. The third-round questionnaire included feedback and items that were not agreed upon in the second round.

CONCLUSION

The results of this study indicated the necessity of forming a teaching team, paying attention to the selection criteria, and planning requirements for assigning responsibilities to the teaching team in accordance with the objectives, programs, and requirements of medical schools, along with using strategies to attract participation and create motivation in the teaching team.

Optimal clinical setting, tutors, and learning opportunities in medical education: A content analysis

INTRODUCTION

As an integral and the most important part of medical education, clinical education provides the opportunity to prepare medical students as professionals. This study explores the standpoints of informants concerning the optimal conditions for clinical education and its components, including learning opportunities, clinical settings, and clinical tutors, with the aim to improve clinical teaching and standards.

METHODS

The study design is built on qualitative content analysis with the directed approach. The participants were selected using purposive sampling with maximum variation, and the data were collected through online focus group discussion (FGD) and semi-structured individual interviews conducted either face-to-face or on the telephone.

RESULTS

Twenty vice-chancelleries of education and medical education planners from across the country participated in this study. Concepts resulted in four main categories: educational settings, tutors, creating learning opportunities, and learning situations. The concepts were sorted into 15 subcategories, also 21 subclass 1 and 14 subclass 2. The most extensive subcategories comprised variety of educational settings, teaching team conditions, and learning strategies.

CONCLUSION

Optimal conditions for clinical education are associated with the use of educational settings close to the real workplace of general practitioners such as general inpatient settings, outpatient settings, and emergency department. Moreover, optimal conditions require the provision of learning opportunities by organized team of tutors and team member empowerment along with policy-making and planning on the national scale by the Ministry of Health in consideration of local conditions.