Volume 33, Issue 220 (5-2023)
J Mazandaran Univ Med Sci 2023, 33(220): 173-186 |
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Hoseynizadeh dogolsar F, Zeinabadi H, Nave ebrahim A, Abbasian H, Firuozi H. Designing and Validating an Ideal Model for Social Responsiveness in General Medical Education according to Experts. J Mazandaran Univ Med Sci 2023; 33 (220) :173-186
URL: http://jmums.mazums.ac.ir/article-1-19072-en.html
URL: http://jmums.mazums.ac.ir/article-1-19072-en.html
Fatemeh Hoseynizadeh dogolsar 
, Hassanreza Zeinabadi , Abdolrahim Nave ebrahim , Hossein Abbasian , Hossein Firuozi
, Hassanreza Zeinabadi , Abdolrahim Nave ebrahim , Hossein Abbasian , Hossein Firuozi
Abstract: (845 Views)
Background and purpose: Responsive medical education considers the priority of society's health issues in all its operational areas, and its goal is to train doctors who want and can serve their society. Based on this, the aim of this research was to design and validate an ideal model for social responsiveness in general medical education.
Materials and methods: In this study, grounded theory as a qualitative approach was used. The participants included 21 key informants of medical education (managers, supervisors, doctors of academic staff, and educational-therapeutic centers leadership) in Mazandaran province who were selected by snowball purposive sampling. Data were collected using semi-structured interviews. Data analysis was done at three stages of open, axial, and selective coding, and based on that, the qualitative research model was designed. Also, acceptability index was used for accreditation.
Results: The research showed 104 concepts shaped by 29 main categories which define a paradigmatic model of social accountability in general medical education at six inclusive layers (causal conditions, contextual conditions, intervening conditions, central phenomenon, strategies, and consequences) to be deep and rich.
Conclusion: The present study, by applying grounded theory, proposes a holistic-systematic perspective and model on social accountability in education that can be used by the Ministry of Health, Treatment and Medical Education and policy makers and planners.
Materials and methods: In this study, grounded theory as a qualitative approach was used. The participants included 21 key informants of medical education (managers, supervisors, doctors of academic staff, and educational-therapeutic centers leadership) in Mazandaran province who were selected by snowball purposive sampling. Data were collected using semi-structured interviews. Data analysis was done at three stages of open, axial, and selective coding, and based on that, the qualitative research model was designed. Also, acceptability index was used for accreditation.
Results: The research showed 104 concepts shaped by 29 main categories which define a paradigmatic model of social accountability in general medical education at six inclusive layers (causal conditions, contextual conditions, intervening conditions, central phenomenon, strategies, and consequences) to be deep and rich.
Conclusion: The present study, by applying grounded theory, proposes a holistic-systematic perspective and model on social accountability in education that can be used by the Ministry of Health, Treatment and Medical Education and policy makers and planners.
Type of Study: Research(Original) |
Subject:
medical education
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