Analysis of Second-Generation Institutional Accreditation Standards for Medical Sciences Universities from the Experts' Perspective: A Qualitative Study

• Published in: Taṣvīr-i salāmat Vol. 15; no. 3; pp. 328 - 340
• Main Authors: Kamali Kordabad, Hosneae, Daneshvar Heris, Zarrin, Maleki Avarsian, Sadegh, Khodayari Zarnaq, Rahim
• Format: Journal Article
• Language: English; Persian
• Published: Tabriz University of Medical Sciences 28.08.2024
• Subjects: educational accreditation; educational evaluation; educational institutions; standardization
• ISSN: 2008-9058; 2423-6640
• DOI: 10.34172/doh.2024.25

Background. Universities have established a system of periodic evaluation and accreditation in order to manage the quality of education, enhance their physical resources and educational equipment, and improve their human resources. This study aimed to conduct an analysis of second-generation institutional accreditation standards for medical sciences universities from the experts' perspective. Methods. The present research was a qualitative study with an inductive approach conducted at Tabriz University of Medical Sciences between the years 2019- 2022. The sampling method was purposeful, and data were collected through semi-structured interviews with 34 managers, officials of development offices, and experts involved in the accreditation programs of educational institutions. As for study validation, the four criteria of Guba and Lincoln (i.e., credibility, dependability, confirmability, and transferability) were used. As for data analysis, MAXQDA 20, a software program designed for computer-assisted qualitative and mixed-methods data analysis, was used. The interview texts were analyzed using the content analysis method. Results. The results of the content analysis identified 204 initial codes, 9 subcategories, and 2 main categories (the strengths and weaknesses of the content). The subcategories of strengths included standardization, improvement of educational processes, development of assessment areas, restructuring of educational structure, benchmarking global experiences, and transparency in criteria. The subcategories of weaknesses included structural weaknesses, lack of validity, and ambiguity in criteria. Conclusion. The process of analyzing the content of accreditation standards for educational institutions periodically and obtaining regular feedback will lead to the enhancement of the standards and the realization of activities, ultimately resulting in the improvement of educational quality and the dynamism of the community.