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首页> 外文期刊>Research and Development in Medical Education >Designing a non-clinical model of professionalism in education for faculty members of a medical sciences university in Iran: A grounded theory study
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Designing a non-clinical model of professionalism in education for faculty members of a medical sciences university in Iran: A grounded theory study

机译：为伊朗医科大学的教师设计非临床专业教育模式：一项扎根的理论研究

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Background: Today, professionalism is considered a competitive advantage and its observance at a university is the guarantee of the teaching -learning process in education. The purpose of this study was to design an educational model of professionalism for faculty members at the Tabriz University of Medical Sciences. Methods: This grounded theory study was conducted using a qualitative approach in 2018. The participants of this study were 16 faculty members of the Tabriz University of Medical Sciences. Sampling was purposeful and continued until data saturation. Data was collected by semistructured interviews. Two methods of reviewing participants and reviewing non-participant experts were used in the data validation. Interview data were analyzed by Strauss and Corbin method. Results: The central core theme of the present study is that ethics in non-clinical education can be categorized in four components: personal characteristics, social interactions, teaching skills, and professional characteristics. Based on casual, contextual and interaction conditions, some strategies were developed and the final model is based on this information. Conclusion: Considering the positive implications of professionalism, increasing productivity in the university, the educational system dynamism, promoting professionalism and developing strategic plans, authorities must focus more on academic and social infrastructure to achieve educational quality and social trust.
机译：背景：如今，专业精神已被认为是一种竞争优势，在大学中的遵守是职业教育教学过程的保证。这项研究的目的是为大不里士医学大学的教师设计一种专业化的教育模型。方法：本基础理论研究于2018年使用定性方法进行。该研究的参与者为大不里士医学大学的16名教职员工。采样是有目的的，并且一直持续到数据饱和为止。数据是通过半结构化访谈收集的。在数据验证中，使用了两种方法来审查参与者和审查非参与者专家。访谈数据采用Strauss和Corbin方法进行分析。结果：本研究的中心核心主题是非临床教育中的伦理可分为四个部分：个人特征，社交互动，教学技能和职业特征。基于偶然，上下文和交互条件，开发了一些策略，最终模型基于此信息。结论：考虑到专业化的积极影响，提高大学的生产率，教育系统的活力，促进专业化和制定战略计划，当局必须更多地关注学术和社会基础设施，以实现教育质量和社会信任。

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