Context: In order to fulfill its tasks and goals, higher education systems need qualified and competent faculty members. The need for faculty development programs is currently obvious. Objectives: The present study aimed to determine the components of faculty development at universities of medical sciences in Iran and across the world, in which, the concepts and dimensions of development, the evolution process and the programs for faculty development of universities of medical sciences were investigated up until now, in Iran and other countries. Data Sources: To obtain the required resources, data were collected through a systematic search in Google Scholar, Medline, Web of Sciences, AIR, ERIC and Springer, ProQuest, and Elsevier databases and from published articles in the Iranian journals available at the SID and IranDoc databases. The articles were selected in accordance with the inclusion criterion of addressing the components of faculty development from different perspectives. Finally, 40 articles carried out in Iran and some other countries and published between 1966 and 2017 were found. Results: In this study, four dimensions of individual, professional, educational, and organizational development were identified. However, most studies were concerned with educational development and most of the given theories were about training faculty members via scientific workshops and seminars. Furthermore, evaluations were often conducted in the same vein, and in most studies, an organizational perspective was adopted and the focus was on organizational goals. Conclusions: Considering that the requirements and conditions of faculty members vary across different universities, disciplines and conditions, the development programs should be designed to target specific subgroups and cover a wide range of skills, not just education.

Background: Higher education institutions and medical universities always need developed faculties to reach their objectives, thus they need plans for empowering the professors. Hence, it is necessary for them to seek and apply the views of the experts on development. Objectives: The present qualitative study aimed to analyze development of faculty members of universities of medical sciences in Iran based on different views of experts. Methods: Some experts in the field of medical educational development were selected using purposive and snowball sampling methods until reaching the theoretical saturation, and underwent semi-structured interviews. The interviews were recorded and transcribed verbatim, and analyzed through qualitative content analysis. Results: The analysis of transcripts yielded 321 initial codes that were classified and summarized according to conceptual similarities and differences. Subthemes of research, educational, leadership and management, specialty, ethical and individual dimensions were observed for the faculty development of medical sciences universities. Conclusions: According to the results of the study, managers and officials are recommended to adopt a comprehensive look at the faculty development plans and consider all its aspects.