QAHE Insights

In a landmark move to revolutionize the quality of healthcare education in Iran, researchers from the Isfahan University of Medical Sciences have spearheaded the development of a comprehensive accreditation framework for health professional programs. This pivotal study, published in the prestigious Journal of Education and Health Promotion, addresses the long-standing need for a uniform, transparent, and scientific accreditation system in the country.

 

 

The research team, comprising Fariba Jokar, Nikoo Yamani, Maryam Avizhgan, and Tahere Changiz, embarked on a multi-phase project to design and evaluate an accreditation model tailored to Iran’s unique educational landscape. “Higher education plays a crucial role in the development of countries, and the healthcare sector is rapidly evolving, necessitating higher-level training for health professionals,” explained Dr. Nikoo Yamani, the lead researcher on the project.

 

 

The researchers adopted a systematic, step-by-step approach, beginning with an extensive literature review to understand accreditation practices and frameworks implemented globally. They then examined the existing structures and processes within Iran’s Ministry of Health and Medical Education, while also conducting in-depth interviews with experts to uncover the challenges and theoretical foundations of accreditation in the country.

 

 

“Our analysis revealed that Iran lacked a cohesive and standardized accreditation system, unlike many other nations,” said Fariba Jokar. “This prompted us to develop a framework that addresses the specific needs and constraints of the Iranian healthcare education system.”

 

 

The proposed accreditation framework encompasses several crucial elements, including:

 

1. Accreditation executive structure: Establishing a clear governance and administrative system to oversee the accreditation process.
2. Accreditation implementation guides: Detailed guidelines to ensure a consistent and efficient accreditation procedure.
3. Standard writing guidelines: Establishing a uniform set of standards for healthcare education programs to meet.
4. Program accreditation process guide: Comprehensive steps for self-study, peer review, site visits, and final accreditation decisions.
5. Accreditation ethical guidelines: Ensuring the integrity and transparency of the accreditation system.

 

The framework was then subjected to a rigorous evaluation process, involving an expert committee and representatives from the educational secretariats of the Ministry of Health and Medical Education. After incorporating their feedback, the final version of the accreditation framework and policy was established.

 

“This study is a groundbreaking milestone towards ensuring the quality of healthcare education in Iran,” said Maryam Avizhgan. “The results can directly assist the educational secretariats of the Ministry in operationalizing their accreditation processes and structures, ultimately benefiting both students and the broader healthcare system.”

 

 

The researchers emphasize that the development of this accreditation framework is not just a technical exercise but a necessary step to align healthcare education with the evolving needs of the country’s health system. “By establishing a standardized, transparent, and evidence-based accreditation system, we can empower healthcare professionals to provide better care and improve the overall well-being of the Iranian population,” concluded Tahere Changiz.

 

 

This pioneering work sets the stage for a new era of quality assurance in Iran’s healthcare education, paving the way for a more robust and responsive system that can effectively meet the demands of the 21st century. The research team’s dedication to enhancing the quality of healthcare education serves as a shining example for other nations seeking to transform their own educational landscapes.

 

 

References:

 

1. Jokar, F., Yamani, N., Avizhgan, M., & Changiz, T. (2023). Developing a generic model of program accreditation in Iran. Journal of Education and Health Promotion, 12, 337.
2. Arabi, A., Rafiei, S., Ajami, S., Mostafaie, D., & Hooshmand, E. (2018). Developing a framework for healthcare services accreditation in Iran. International Journal of Health Care Quality Assurance, 31(2), 164-174.
3. Salmi, J. (2015). The challenge of establishing world-class universities. World Bank Publications.
4. Accreditation Council for Pharmacy Education. (2015). Accreditation standards and key elements for the professional program in pharmacy leading to the doctor of pharmacy degree. Chicago, IL: Accreditation Council for Pharmacy Education.
5. Billing, D. (2004). International comparisons and trends in external quality assurance of higher education: Commonality or diversity?. Higher Education, 47(1), 113-137.