Challenges and Proposed Strategies for Enhancing the Comprehensive Program of Justice, Excellence, and Productivity in Medical Education: A case Study of Arak University of Medical Sciences

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Rajabi M.; soltani raheleh

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Journal Paper

Paper Information

Journal: Journal of Medical Education and Development Year:2025 | Volume:20 | Issue:2 Page(s): 1239-1252

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Title

Challenges and Proposed Strategies for Enhancing the Comprehensive Program of Justice, Excellence, and Productivity in Medical Education: A case Study of Arak University of Medical Sciences

Author(s)

Rajabi M. | soltani raheleh | Issue Writer Certificate

Keywords

reform

innovation

education

medical education

university of medical sciences

Abstract

Introduction: The Comprehensive Program of justice, excellence, and productivity in medical education, as the most recent reform initiative in Iran’s higher health education system, is currently being implemented in Iranian medical sciences universities. Identifying the challenges and strategies for improving this program is essential for its successful implementation. This study aimed to explore the challenges and strategies for enhancing this program at Arak university of medical sciences. Method: This qualitative study was conducted in 2024 with the participation of 17 individuals, including administrators, experts, and members of the working groups of the comprehensive plan for justice, excellence, and productivity in medical education at Arak university of medical sciences. Participants were selected purposefully using criterion-based sampling for interviews. The collected data were analyzed using content analysis. Results: Content analysis of the interviews revealed two main themes, seven sub-themes, and 20 categories. The challenges and effective measures for program implementation were the main themes. The challenges of program implementation included three categories: structural, executive, and program-related issues. To enhance this program, intra-organizational interactions, managerial support, informing, and motivational initiatives were identified as effective strategies. Conclusion: The optimal implementation of transformation and innovation programs in medical education at medical sciences universities requires attention to their strengths and weaknesses across different universities. Managers and decision-makers at Arak university of medical sciences, other medical sciences universities, and the Ministry of Health and medical education can utilize the findings of this study for future planning of medical education transformation and innovation programs. Keywords: reform, innovation, education, medical education, university of medical sciences Introduction: The Comprehensive Program of justice, excellence, and productivity in medical education, as the most recent reform initiative in Iran’s higher health education system, is currently being implemented in Iranian medical sciences universities. Identifying the challenges and strategies for improving this program is essential for its successful implementation. This study aimed to explore the challenges and strategies for enhancing this program at Arak university of medical sciences. Method: This qualitative study was conducted in 2024 with the participation of 17 individuals, including administrators, experts, and members of the working groups of the comprehensive plan for justice, excellence, and productivity in medical education at Arak university of medical sciences. Participants were selected purposefully using criterion-based sampling for interviews. The collected data were analyzed using content analysis. Results: Content analysis of the interviews revealed two main themes, seven sub-themes, and 20 categories. The challenges and effective measures for program implementation were the main themes. The challenges of program implementation included three categories: structural, executive, and program-related issues. To enhance this program, intra-organizational interactions, managerial support, informing, and motivational initiatives were identified as effective strategies. Conclusion: The optimal implementation of transformation and innovation programs in medical education at medical sciences universities requires attention to their strengths and weaknesses across different universities. Managers and decision-makers at Arak university of medical sciences, other medical sciences universities, and the Ministry of Health and medical education can utilize the findings of this study for future planning of medical education transformation and innovation programs.

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