In 2001, following the development of International Standards in basic medical education, WFME appointed an international Task Force for development of International Guidelines for Postgraduate Specialist Training. Reports of this Task Force were published in September 2001. These Guidelines has been structured in 9 areas and 37 sub-areas. The areas of these guidelines are mission & outcomes, training process, assessment of trainees, trainees, staffing, training setting and educational resources, evaluation of training programme, governance and administration, and quality review and continuous improvement In each area, there are one or more sub-areas in which the quality postgraduate training is defined in two level of basic and quality improvement standards.Comparison of Graduate Medical Education system in Iran regarding related Rules and Bylaws specially Policies & Procedures and educational standards of new evaluation and accreditation of GME with WFME International Guidelines: Quality improvement in Postgraduate Medical Education can highlight the strengths and weaknesses of this system. In this article, first we describe each standard of WFME Guidelines, and then compare our system with it. The results of this comparison reveal that our GME system has appropriate to full compliance with 34 0f 37 basic standards of WFME for Postgraduate Specialist Training.

Background & Purpose: Promotion of Postgraduate Medical Education (PGME) is constantly one of the main concerns’ for medical education policy makers because of the key role of residents and graduated specialists/subspecialists in health care system. This study aimed to determine challenges, and potential solutions for promoting the PGME in Iran by exploring the expert’s implicit knowledge.Methods: in this applied qualitative research, Using purposive sampling, seven experts and key decision makers in Iran’s medical education system, selected, and invited to participate in panel of experts’ session. A panel was conducted in May 2015 for 120 minutes and the data analyzed by thematic framework approach.RESULTS: Challenges and associated solutions for promoting the PGME in Iran were identified in 10 main themes, 34 subthemes for challenges and 43 subthemes for proposed solutions. These themes were framed in three main tasks of stewardship in medical education system.10 main themes for key challenges and solutions; included goal and mission, systematic management, curriculum, residents, faculty members, resources and infrastructures, Program evaluation , developing new programs, and Presence in the International Arena , and intersectional cooperation .The main themes and subthemes were categorized within the framework of educational macro policy making, intra educational system governance, and intersectional leadership.Conclusion: This study, proposed some applied solutions to promote postgraduate medical education of the highest quality in response to community and health system demands.Revising the specialty/ subspecialty curriculum, reform in national system of resident’s admission, reform in resident’s evaluation system program accreditation, decentralization in educational development, admitting international residents, presence in international arena, and constant interaction with clinical research sectors are priority areas and potential solutions should be considered by medical education planners and decision makers.