Document Type : Original Article
Authors
Abstract
BACKGROUND: In the recent years, the accreditation of educational institutions and hospitals has
attracted a lot of attention in different countries to ensure the quality of medical education. In this
regard, examining the experiences of different countries will help to improve the world and local
standards. This study was an attempt to explore the lived experiences of senior managers about
the educational accreditation challenges and appropriate strategies to overcome these challenges.
MATERIALS AND METHODS: The authors used a phenomenological approach to explore the lived
experiences of the senior managers about educational accreditation of teaching hospitals affiliated
to Iran University of Medical Sciences. Semi‑structured interviews were conducted to reach data
saturation. For this purpose, three semi‑structured face‑to‑face interviews and six electronic interviews
were conducted. Data were analyzed using the Colaizzi method.
RESULTS: Data analysis showed that the most important challenges of educational accreditation
of teaching hospitals were related to standards and criteria, executive policies of accreditation, and
educational, attitudinal, and financial infrastructures. The strategies expressed by the participants
were categorized into four themes including reviewing and revising standards and criteria, planning
for education, providing human and financial resources, and modifying the executive structure of
accreditation.
CONCLUSIONS: In order to improve the quality of educational accreditation programs, it is necessary
to identify and find a solution for the existing challenges by experiential support of the senior
managers of teaching hospitals and the other stakeholders (e.g., faculty members and students).
It also provides an opportunity for educational policy‑makers to improve the hospital’s educational
accreditation program.
Keywords
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