Author/Authors :
Nasiripour Amir Ashkan نويسنده Associate Professor, Department of Information Technology Management , Maleki Mohammadreza نويسنده Department of Health Service Management, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran , Kashkalani Tahereh نويسنده Department of Health Services Administration, Science and
Research Branch , Islamic Azad University, Tehran,
Iran , Tabibi Seyed Jamaladin نويسنده Department of Health Services Administration, Science and
Research Branch , Islamic Azad University, Tehran,
Iran
Abstract :
Background No specific model has been developed so far to
determine the number of clinical faculty members required for medical
schools as the most important and most costly workforce. Objectives
Since any action in this regard needs to understand the current status,
this study aimed to identify the factors and variables involved in
staffing of medical schools in Iran. Methods This was an analytical
descriptive study conducted with qualitative approach in early 2016.
Participants included 15 educational deputies of Medical Sciences
Universities in Iran who were selected through purposeful intensity
sampling. Data were collected using in-depth interviews and analyzed
using inductive qualitative content analysis via seven-stage framework
analysis. Results Five categories of factors were identified to affect
the number of clinical faculties in Medical Sciences Universities of
Iran, namely “faculties’ functions and range of work”, “characteristics
of faculty members”, “features of the faculties’ service delivery
location”, “department/major properties”, and “dominating objectives and
policies”. Conclusions A variety of subjective and inaccurate factors
are considered for estimating the required number of clinical faculties
in Iran among which only a few are the same as criteria for other
faculties. The prerequisites that organize the factors and components in
the form of a system are: clearly determining the responsibility of
clinical education space and then, defining relatively identical
financial incentives for various functions of faculty members.
