Journal of Education and Health Promotion

Abstract Educational policymaking is a kind of public policy that is done in order to achieve the goals of the
educational system in fields areas such as education and students’ health. The purpose of this study
was to determine the components of educational policymaking model in education. The method of
the present study is systematic review. This is done using the SPIDER framework. The statistical
population of the study included all related Persian and English articles published in the years
2010–2021 consisting of 98 articles that are indexed in ScienceDirect, Sage, Springer, Wiley, Eric,
and PMC English language databases and SID, Irandoc, and Magiran Persian language databases.
The research sample included 52 articles selected in the article screening stage. The number of
Persian language references was 12 and English language references was 40. Sterberg thematic
analysis was used for coding the selected texts of articles. Results of coding the selected texts of
the articles showed that the components of the educational policymaking model are included in 11
themes: quiddity of policy and public policy, educational policy’s necessity, quiddity of educational
policy, process of educational policy, consequences, factors, obstacles, stakeholders, evaluation
criteria, and change in educational policies. Paying attention to all the dimensions and factors
interacting in educational policy can lead to better education and improve the quality of education in
all dimensions, especially in the field of health education.

Abstract Despite the importance and position of evidence‑based policymaking in the proper management of
the health system, studies show that the lack or improper and untimely use of evidence are still one
of the main challenges of health systems. Knowledge translation as a solution to this challenge is a
process that includes a period of time that starts of decision to choose the research topic and continue
to publish of research results, in which the interaction of the researchers and stakeholders is the key
factor and the main axis of the process. Since the recognition and promotion of knowledge translation
processes resulting from research in health system policy‑making will lead to the improvement of the
health system, this review protocol was designed to identify factors affecting knowledge translation
implementation, including barriers and facilitators of this process. Identifying these factors can be
used as a guide for health system decision‑makers and research managers in planning to select
appropriate policies for deployment of the knowledge translation process to increase the use of
research results in the health system.

Abstract BACKGROUND: In 1985, the Iranian parliament approved the integration of Medical Education and
Health Services and the establishment of the Ministry of Health and Medical Education, which has
since been the policymaker of Health Higher Education in Iran. The policies are not based on a codified
framework and many were abolished at some point. Some critical issues are not addressed and some
activities overlap. The purpose of the present study was to identify the content themes of core policies
in the Iranian Health Higher Education system and provide a detailed policy orientation taxonomy.
MATERIALS AND METHODS: This qualitative study was conducted in 2019 using the thematic
content analysis of documents relevant to Higher Education and Health Higher Education, including
upstream documents, and documents and enactments of the Deputy Minister of Education and its
policy centers.
RESULTS: From 586 policy documents, six main themes or six core policy orientations in the
Health Higher Education System were identified, including Development of Medical Education
System Policies; Ensuring the Alignment of Operations with Policies; Policies Related to Medical
Education Development; Value‑orientation; Networking and Development of Medical Education
System Interactions; and the Development of Research, Management, and Translation of Medical
Education knowledge.
CONCLUSION: Developing a taxonomy of Health Higher Education policy orientations helps
policymakers identify the neglected and overstressed areas. It can provide education policymakers
with categorized and comprehensive information to quickly access accurate information, make
informed decisions, avoid mistakes, and increase productivity.

Abstract There is a lack of conceptual clarity about the role of delivering private hospital services
(DPHS) accompanied by major gaps in evidence. The purpose of this systematic scoping
review was to identify and map the available evidence regarding the developing countries
to scrutinize the participation of DPHS exclusively in the universal health coverage (UHC)
through providing graphical/tabular classifications of the bibliometric information, sources
of the records, frequent location, contribution of the private hospital services in the health
system, and roles of DPHS in UHC. This study was performed following the published
methodological guidance of the Joanna Briggs Institute for the conduct of scoping review,
applying some major databases and search engines. In addition, a narrative-thematic
synthesis integrated with the systematic analysis using the policy framework of the World
Health Organization was employed. The 28 included records in English which met the
inclusion criteria were found between 2014 and January 2020. The chronological trend of
records was progressive until 2019. India was the most frequent location (12%). China and
Sri Lanka on the one end of the spectrum and Somalia along with South Korea from the
other end were, respectively, the least and the most contributed countries in terms of DPHS.
Overall, 90% of the roles were concerned with UHC goals. Although evidence has revealed
inconsistency in the identified roles, a continuous chain of positive or negative effects in the
UHC objectives and goals was observed. Some knowledge gaps about the roles, causes of
the increasing and decreasing DPHS contribution, and its behaviors around the privatization
types and circumstances of the delivery were recommended as prioritized research agendas
for evidence-based policymaking in future.

Abstract BACKGROUND: Capacity constraints on implementation research among policymakers and
researchers are a major challenge to the evidence to policy link. This study was designed to bring
together senior policymakers and researchers in Nigeria to consider issues around research‑to‑policy
interface and enhance their capacity on implementation research.
METHODS: The design was a cross‑sectional study. A 3‑day joint implementation research workshop
was held for policymakers and researchers using World Health Organization/TDR Implementation
Research Toolkit. Assessment of participants’ capacity for evidence‑informed policymaking and
knowledge on implementation research was done using a 5‑point Likert scale questionnaire.
A postworkshop key informant interview was also conducted.
RESULTS: A total of 20 researchers and 15 policymakers participated in the study. The
interaction/partnership between policymakers and researchers was generally rare in terms of
priority‑setting process, involvement as coinvestigators, and executing strategies to support
policymakers’ use of research findings. The mean ratings (MNRs) recorded mostly ranged
from 1.80 to 1.89 on the 5‑point scale. Researchers were rarely involved in the generation of
policy‑relevant research that satisfies policymakers’ needs with MNR very low at 1.74. The
MNRs for capacity to acquire, assess, and adapt research were generally considerably higher
among researchers (3.16–3.82) than policymakers (2.27–3.20). There was a general consensus
that the training tremendously improved participants’ understanding and use of implementation
research.
CONCLUSION: Policymakers and researchers are increasingly recognizing their need to work with
each other in the interest of the health systems. There is a need to create more capacity enhancement
platforms that will facilitate the interface between them.