LinkedIn

 آمار

تعداد نشریات20
تعداد شماره‌ها1,230
تعداد مقالات11,205
تعداد مشاهده مقاله78,023,609
تعداد دریافت فایل اصل مقاله103,588,276
MEHNI, SAREH, DEHNAVIEH TIJANG, REZA, KESHAVARZI, MOHAMMAD, FAGHIHI, SEYED ALIAKBAR, ZARE, SOOLMAZ. (1404). Analyzing the Trends and Drivers Influencing Future Leadership in Medical Education in Iran. سامانه مدیریت نشریات علمی, 13(2), 134-148. doi: 10.30476/jamp.2025.103897.2029
SAREH MEHNI; REZA DEHNAVIEH TIJANG; MOHAMMAD HASAN KESHAVARZI; SEYED ALIAKBAR FAGHIHI; SOOLMAZ ZARE. "Analyzing the Trends and Drivers Influencing Future Leadership in Medical Education in Iran". سامانه مدیریت نشریات علمی, 13, 2, 1404, 134-148. doi: 10.30476/jamp.2025.103897.2029
MEHNI, SAREH, DEHNAVIEH TIJANG, REZA, KESHAVARZI, MOHAMMAD, FAGHIHI, SEYED ALIAKBAR, ZARE, SOOLMAZ. (1404). 'Analyzing the Trends and Drivers Influencing Future Leadership in Medical Education in Iran', سامانه مدیریت نشریات علمی, 13(2), pp. 134-148. doi: 10.30476/jamp.2025.103897.2029
MEHNI, SAREH, DEHNAVIEH TIJANG, REZA, KESHAVARZI, MOHAMMAD, FAGHIHI, SEYED ALIAKBAR, ZARE, SOOLMAZ. Analyzing the Trends and Drivers Influencing Future Leadership in Medical Education in Iran. سامانه مدیریت نشریات علمی, 1404; 13(2): 134-148. doi: 10.30476/jamp.2025.103897.2029

Analyzing the Trends and Drivers Influencing Future Leadership in Medical Education in Iran

Journal of Advances in Medical Education & Professionalism
دوره 13، شماره 2، تیر 2025، صفحه 134-148    اصل مقاله (3.12 M)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30476/jamp.2025.103897.2029
نویسندگان
SAREH MEHNI1؛ REZA DEHNAVIEH TIJANG2؛ MOHAMMAD HASAN KESHAVARZI* 1؛ SEYED ALIAKBAR FAGHIHI* 3؛ SOOLMAZ ZARE1
1Clinical Education Research Center, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
2Health Services Management Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
3Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
چکیده
Introduction: A key challenge for policymakers in medical education lies in grasping the future landscape of leadership. Without insights into emerging trends, they may face unforeseen issues, leading to expensive and inefficient decision-making. This study aimed at analyzing the trends and drivers influencing future leadership in medical education in Iran.
Methods: In this research, we employed a descriptiveexploratory approach This study consists of systematic reviews and interviews that have been analyzed using Structural Equation Modeling with the help of MicMac software (version 6.1.2, 2003/2004: 3IE/EPITA, France). We conducted a systematic review according to PRISMA. A literature search was performed using databases including Medline, Web of Science, ProQuest Dissertation & Theses, Scopus Embase, and Persian studies from SID, and Magiran. The inclusion criteria for the study were the articles which needed to contain one or more listed keywords, were published in a scientific journal, were written in English or Persian, were published between 2004 and 2024, had the full text available, and focused on educational leadership in medical schools. Additionally, interviews were conducted with 14 Iranian experts to pinpoint influential components. To be included, experts possessed relevant education in medical education, health policy, or higher education management; occupied an executive or managerial position in higher health education or health policy; had more than 15 years of work experience, and were willing to participate in the study. Afterward, the codes were presented in a focus group discussion of experts to define how extracted drivers would affect leadership in medical education in Iran.
Results: We identified 6081 articles in the initial literature search; 17 met inclusion criteria for final review. The study identified 37 drivers in medical education management and leadership. These
drivers were categorized into four types: effective drivers (3), impressionable drivers (3), autonomous drivers (16), and bimodal drivers (15). Among these, the components of meritocracy
in selecting managers and international relations within the education sector had the most significant impact.
Conclusion: By understanding and planning around these influential and susceptible components, managers, and policymakers can gain foresight. This foresight can enhance the effectiveness of current decisions and activities, enabling a more desirable future. This can be achieved by systematically improving decision-making processes, revising procedures, and developing appropriate strategies in medical education leadership.

تازه های تحقیق

SAREH MEHNI (Google Scholar)

MOHAMMAD HASAN KESHAVARZI (Google Scholar)

SEYED ALIAKBAR FAGHIHI (Google Scholar)

کلیدواژه‌ها
Trend؛ Leadership؛ Medical education
سایر فایل های مرتبط با مقاله
مراجع
  1. Moscardini AO, Strachan R, Vlasova T. The role of universities in modern society. Studies in Higher Education. 2022;47(4):812-30.
  2. Duerrenberger N, Warning S. Corruption and education in developing countries: The role of public vs. private funding of higher education. International Journal of Educational Development. 2018;62:217-25.
  3. Vincent-Lancrin S. Building future scenarios for universities and higher education: an international approach. Policy Futures in Education. 2004;2(2):245.
  4. Munck R, McConnell G. University strategic planning and the foresight/futures approach. Planning for Higher education. 2009;38:31-40.
  5. Khoadyar E, Mazari E, Khabazeh K, Maleki M. Explanation Role of Employeesʼshuman Capital of higher Education Centersontheir Tendency Toorganizational innovation (Case: University of Birjand). Journal of New Approaches in Educational Administration. 2015;6(21):63-84.
  6. De Wit H, Hunter F, Howard L, Egron-Polak E. Internationalisation of higher education. Brussels: European Parliament. 2015;10:444393.
  7. Tingvoll WA, Sæterstrand T, McClusky LM. The challenges of primary health care nurse leaders in the wake of New Health Care Reform in Norway. BMC nursing. 2016;15:1-8.
  8. Arroliga AC, Huber C, Myers JD, Dieckert JP, Wesson D. Leadership in health care for the 21st century: challenges and opportunities. The American Journal of Medicine. 2014;127(3):246-9.
  9. Martin GP, Learmonth M. A critical account of the rise and spread of ‘leadership’: the case of UK healthcare. Social science & medicine. 2012;74(3):281-8.
  10. Gigliotti RA. An exploratory study of academic leadership education within the Association of American Universities. Journal of Applied Research in Higher Education. 2017;9(2):196-210.
  11. Buja LM. Medical education today: all that glitters is not gold. BMC Med Educ. 2019;19(1):110.
  12. Buja LM. Medical education today: all that glitters is not gold. BMC medical education. 2019;19:1-11.
  13. Malhotra N, Priyadarshini P, Malhotra J, Bora NM, Bora R, Malhotra K, et al. Future challenges in medical education in the Indian Subcontinent. Donald School Journal of Ultrasound in Obstetrics and Gynecology. 2013;7:332-7.
  14. Hassanpor F, Taheri F, Fallah V. Identifying Effective Components on Futures Studies of Medical Sciences Education Based on Competitive Dynamics Approach. Iranian Journal of Medical Education. 2021;21:376-86.
  15. Laurent K, Friedman K, Krantzberg G, Scavia D, Creed I. Scenario analysis: An integrative and effective method for bridging disciplines and achieving a thriving Great Lakes-St. Lawrence River basin. Journal of Great Lakes Research. 2015;41:12-9.
  16. Sharif Shaykh Al-Islami SJ, Nazarizadeh F, Gaeini A. Analysis of trends and drivers affecting future social networks. New Media Studies. 2021;7(27):359-99.
  17. Abdoli S, Bagheri M, Moosavi Pour S. The Effect of Training Based on Pebble in the Pond Instructional Design Model on Learning and Retention of Students. Research in Curriculum Planning. 2019;16(62):162-72.
  18. Sharif Shaykh al-Islami SJ, Nazari Zadeh F, Gaeini A. Analysis of trends and drivers affecting future social networks. New Media Studies. 2021;7(27):359-99.
  19. Balali M. Identifying key factors affecting future of IRIB organization a cross-impact analysis method. Communication Research. 2012;19(71):9-37.
  20. Grant MJ, Booth A. A typology of reviews: an analysis of 14 review types and associated methodologies. Health information & libraries journal. 2009;26(2):91-108.
  21. Stoll CR, Izadi S, Fowler S, Green P, Suls J, Colditz GA. The value of a second reviewer for study selection in systematic reviews. Research synthesis methods. 2019;10(4):539-45.
  22. Sandhu D. Healthcare educational leadership in the twenty-first century. Med Teach. 2019;41(6):614-8.
  23. McKimm J, Ramani S, Forrest K, Bishop J, Findyartini A, Mills C, et al. Adaptive leadership during challenging times: Effective strategies for health professions educators: AMEE Guide No. 148. Med Teach. 2023;45(2):128-38.
  24. Islam NM, Laughter L, Sadid‐Zadeh R, Smith C, Dolan TA, Crain G, et al. Adopting artificial intelligence in dental education: a model for academic leadership and innovation. Journal of dental education. 2022;86(11):1545-51.
  25. Avoka CK, Nabila MS, Addy A, Okoh A. Leadership in health and medical education: lessons from a symposium on health sector development in Ghana. Ghana Medical Journal. 2023;57(1):75-8.
  26. Gurr D. Educational leadership and the pandemic. Academia Letters. 2020;29(1):1-5.
  27. Bikmoradi A, Brommels M, Shoghli A, Khorasani‐Zavareh D, Masiello L. Identifying challenges for academic leadership in medical universities in Iran. Med Educ. 2010;44(5):459-67.
  28. Risberg G, Johansson EE, Hamberg K. ‘Important… but of low status’: male education leaders’ views on gender in medicine. Med Educ. 2011;45(6):613-24.
  29. Bavan B, Chavez J, Saravanabavanandhan B, Li J, MacLaughlan David S. Leadership aspirations among residents in obstetrics and gynecology in the United States: a cross-sectional analysis. BMC Medical Education. 2019;19(1):1-7.
  30. Townsend G, Thomas R, Skinner V, Bissell V, Cohen L, Cowpe J, et al. Leadership, governance and management in dental education–new societal challenges. European Journal of Dental Education. 2008;12(1):131-48.
  31. Jagsi R, Spector ND. Leading by design: lessons for the future from 25 years of the Executive Leadership in Academic Medicine (ELAM) program for women. Acad Med. 2020;95(10):1479-82.
  32. Bikmoradi A, Brommels M, Shoghli A, Sohrabi Z, Masiello L. Requirements for effective academic leadership in Iran: a nominal group technique exercise. BMC Medical Education. 2008;8(1):1-7.
  33. Gorsky D, MacLeod A. Shifting norms and expectations for medical school leaders: a textual analysis of career advertisements 2000–2004 cf. 2010–2014. Journal of Higher Education Policy and Management. 2016;38(1):5-18.
  34. Sundberg K. Educational leadership in health professions education. Sweden: Karolinska Institutet; 2019.
  35. Servey JT, McFate T, Reamy BV. Academic medicine in the military health system: problems and solutions for academic leadership development. London: Oxford University Press; 2018. pp. 7-10.
  36. Alwazzan L, Al-Angari SS. Women’s leadership in academic medicine: a systematic review of extent, condition and interventions. BMJ open. 2020;10(1):e032232-9.
  37. McKimm J. FDTL4 Leadership Development Programme: Developing Tomorrow's Leaders in Health and Social Care Education: Case Studies in Leadership in Medical Education. UK: Higher Education Academy; 2004.
  38. McKimm J, Swanwick T. Leadership development for clinicians: what are we trying to achieve? The clinical teacher. 2011;8(3):181-5.
  39. Arcade J, Godet M, Meunier F, Roubelat F. Structural analysis with the MICMAC method & Actor's strategy with MACTOR method. American Council for the United Nations University: Futures Research Methodology, The Millennium Project; 2010.
  40. Balarezo J, Nielsen BB. Scenario planning as organizational intervention: an integrative framework and future research directions. Review of International Business and Strategy. 2017;27(1):2-52.
  41. Godet M. Creating futures: Scenario Planning as a Strategic Management Tool. London: Economica Publishers; 2006.
  42. Fang D, Kesten K. Retirements and succession of nursing faculty in 2016–2025. Nursing Outlook. 2017;65(5):633-42.
  43. Brown L, George B, Mehaffey-Kultgen C. The development of a competency model and its implementation in a power utility cooperative: an action research study. Industrial and Commercial Training. 2018;50(3):123-35.
  44. Rahmani MHS, Bagheri M. Explaining the competency model of managers based on entrepreneurial behavior and organizational trust of managers. Journal of Educational Leadership and Administration of Islamic Azad University, Garmsar Branch. 2019;13(2):111-28.
  45. Mohan R. Using competency models for performance management. International Monthly Refereed Journal of Research in Management & Technology. 2013;2(1):91-9.
  46. Ganji M, Dalvi MR, Shirvani A. Management competencies: A model for introducing the competence of senior managers of medical sciences universities. Journal of Multidisciplinary Care. 2022;11(3):144.
  47. Ho HF, Lin MH, Yang CC. Goals, Strategies, and Achievements in the Internationalization of Higher Education in Japan and Taiwan. International Education Studies. 2015;8(3):55-65.
  48. Knight J. International education hubs: Student, talent, knowledge-innovation models. India: Springer Science & Business Media; 2013.
  49. Hamidifar F, Yusoff K, Ebrahimi M. Leadership and management in the internationalization of higher education. Quarterly Journal of Research and Planning in Higher Education. 2023;23(1):49-71.
  50. de Wit H. Internationalization in higher education: A critical review. SFU Educational Review.
2019;12(3):917.

  1. Tight M. Internationalisation of higher education beyond the West: challenges and opportunities–the research evidence. Educational Research and Evaluation. 2022;27(3-4):239-59.
آمار
تعداد مشاهده مقاله: 1,708
تعداد دریافت فایل اصل مقاله: 377


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب