. Niusha Shahidi Sadeghi; . Mohammadreza Maleki; . Hassan Abolghasem Gorji; . Soudabeh Vatankhah; . Bahram Mohaghegh
Volume 12, Issue 1 , January 2022, , Pages 1-17
Abstract
BACKGROUND: In terms of missions, hospitals are divided into teaching and nonteaching. In addition,differences in health‑care systems in countries will lead to differences in hospitals’ ...
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BACKGROUND: In terms of missions, hospitals are divided into teaching and nonteaching. In addition,differences in health‑care systems in countries will lead to differences in hospitals’ operation. Iran, asa specific health‑care system, is different from other countries. Hence, the present study investigateddifferences between teaching and nonteaching hospitals and their differences in Iran and the world.MATERIALS AND METHODS: A concurrent mixed‑methods study was conducted in two stages.The first stage was a narrative review of studies (2000–2020). Using narrative inquiry and reflectiveanalysis, the content was analyzed and the categories were extracted. The second stage was aqualitative study conducted using semi‑structured interviews with forty Iranian hospital managers andpolicymakers through a purposive sampling in 2020. Content analysis was made using deductiveapproach, and MAXQDA 12 was used for data analysis.RESULTS: According to the first stage, categories were extracted as follows: service quality, typeof cases, patient satisfaction, efficiency, performance indicators, patient safety, personnel, use ofdrugs, access to services, technologies, justice in the type of services received, using guidelines,processes, and number of services. In the second stage, 8 main categories, 17 categories, and 45subcategories were extracted. The extracted main categories were as follows: mission and target,management and behavioral organizations, supply chain and chain of results, human resources,costs and budget, policy demands, clients’ satisfaction and patients’ right, and integration of medicaleducation.CONCLUSION: Unlike other countries, in Iran, the combination of missions and the completedependence of teaching hospitals on the government has caused differences. Reducing the treatmentmission of teaching hospitals; differences in the budget and development of its indicators; lower tariffsfor teaching hospitals; developing a cost–income management model and supply chain; preventinguncertainty other than medical students except medicine; considering the clients’ right to choosehospital; and organizing research missions in hospitals were the solutions for decrease differences.
