Evaluation of the Reform Program at the Basic Medical Sciences Level from Professors and Medical Students’ viewpoints in Hamadan University of Medical Sciences

Evaluation Strategies of Iran’s Medical Education Policies

“…The strategies obtained from the qualitative research were provided to the respondents through a questionnaire, and the results of the first and second-order confirmatory factor analysis are as follows: Nine strategies and 61 items were used in the research factor analysis to examine the strategies related to the evaluation of medical education policies. Strategies for simultaneous attention to institutional and non-institutional agenda were examined with questions (1-6); Prioritizing social interests were examined with questions (7-10); Economic strategies were examined with questions (11)(12)(13)(14)(15)(16); Updating resources and information were examined with questions (17)(18)(19)(20)(21); Precise definition and design of policies were examined with questions (22)(23)(24)(25)(26)(27)(28); Executive strategies were examined with questions (29-37); Systematic policy was examined with questions (38-44); Monitoring and evaluation strategies were examined with questions (45-52); Policy research was examined with questions (53-61). The criterion for validating factors and items related to each factor in the confirmatory factor analysis is that the amount of factor load is above 0.3.…”

“…The expansion of medical universities, the introduction of educational programs leading to certification, and the maximization of educational capacity have all contributed to this achievement. 19 Evidence shows that there are concerns about learning in medical education today, 20 which needs further investigation for its evaluation. Medical education has not been fundamentally revised in the last 30 years, and administrative reports or news interviews of some university presidents in recent years have emphasized the need to improve policymaking processes and adopt clear policies in this regard.…”