Document Type : Original Article

Authors

Department of Forecasting and Theory Building, The Iranian Academy of Medical Sciences, Tehran, Iran

Abstract

CONTEXT: Universities of medical sciences are responsible for educating and training human
resources (HRs) that provide services to all members of the community. Clinical educators play a
significant role in the promotion of health and education in medical sciences universities.
AIMS: The aim of this study was to prioritize and develop a model to illustrate the relationship between
faculty recruitment challenges in medical sciences universities.
SETTINGS AND DESIGN: Interpretive structural modeling (ISM) is a system design method initially
introduced by Warfield (1974). This method helps create order in the complex interconnections
between components of a system by interpreting the opinions of a group of experts. It both determines
the priority of elements influencing one another and uncovers the association between the elements
of a multipart set in a hierarchical structure.
SUBJECTS AND METHODS: In this method, the identified challenges were built into a paired
comparison questionnaire to be completed by policymakers and experts. By the same token, the
obtained results were analyzed with the ISM technique.
STATISTICAL ANALYSIS: The four steps include identified variables related to the issue, structural
self‑interaction matrix, initial reachability matrix, and final reachability matrix was used for analysis.
According to these steps, the ISM model was portrayed.
RESULTS: The ISM model was developed in ten levels that divided into three parts including key
challenges, strategic challenges, and dependent challenges.
CONCLUSION: Health promotion and quality of education in medical sciences universities is
dependent on quality of faculty recruitment system. According to the results, it is imperative that HR
managers and policymakers improve existing rules and develop policies to solve the challenges in
this area.

Keywords

  1. Ardalan A, Firooz Jahantigh F. Strategic Human Resource
    Planning in Hospitals medical University Tehran. In: Strategic
    Human Resource Planning in Hospitals Medical University
    Tehran. Tehran: Tehran medical University; 2017.
    2. Yarmohamadian MH, Bahrami S, Karimian J. A review of four
    performance management models in the healthcare system.
    Manag Process Dev 2006;19:19‑26.
    3. Mehrolhassani MH, Emami M, Haghdoost AA, Dehnavieh R,
    Amanpour S, Sabbah F, Bazrafshan M. Performance assessment
    of medical universities using balanced scorecard and analytical
    hierarchy process; 2013. Iran J Epidemiol 2017;12:55‑64.
    4. Vali L, Shokoohi M, Beigzadeh A. Characteristics of a capable
    university teacher the viewpoints of faculty members of health
    services management department in Iranian medical universities.
    Iran J Med Educ 1393;14:90‑100.
    5. Ahmadian M. Howness of teacher’s interaction in the clinical
    educational environments from the viewpoints of the medical
    students. Med ETHICS J 2015;8:11‑39.
    6. Gandomkar RS. Factors influencing medical education in clinical
    environment: Experiences of clinical faculty members. Iran J Med
    Educ 2001;11:279‑90.
    7. Karimi Moonaghi H, Zhianifard A, Jafarzadeh H, Behnam H,
    Tvakol Afshari J. Survey obstacles and problems promotion
    process: Untold of faculty members. J Med Edu Dev 2015;18:73‑86.
    8. JayantA, AzharM, SinghP. Interpretive structural modeling (ISM)
    approach: A state of the art literature review. Int J Res Mech Eng
    Technol 2014;5:15‑21.
    9. Mirghafoori SH, SHabani A, Kh M, Mansouri S, Abadi M.
    Identification and ranking of effective factors on improving the
    quality of educational services using the fuzzy vikror fusion
    and interpretive structural modeling approach. Train Eval
    2017;34:13‑33.
  2. 10. Dehaghi H, Mahfoozpour S, Modiri M, Alipour F. An interpretive
    structural model of the quality services to cataract patients. Bina
    J Ophthalmol 2018;23(2):108‑9.
    11. Karimi Shirazi H, Modiri M, Pourhabibi Z, Rafiei Gilevaee A.
    Improving the quality of clinical dental services using
    the importance‑performance analysis (IPA) approach and
    interpretive‑structural modeling (ISM). J Dentomaxillofacial
    Radiology, Pathology and Surgery 2017;6:1:14‑26.
    12. Talib F, Rahman Z. An interpretive structural modelling for
    sustainable healthcare quality dimensions in hospital services.
    Int J Qual Res Serv 2015;2:28.
    13. Shahabadkar P, Awt_Tag. Deployment of Interpretive Structural
    Modelling Methodology in Supply Chain Management – An
    overview. Int J Industiral Eng Prod Res 2012;23:195‑205.
    14. Jayant A, Azhar M. Analysis of the barriers for implementing
    green supply chain management (GSCM) practices on organic
    irrigation: An interpretive structural modelling (ISM) approach.
    Int J Mech Eng Technol 2017;8:1446‑56.
    15. Kumar S, Kant R. Supplier Selection Process Enablers: An
    Interpretive Structural Modeling Approach. International J Mech
    Ind Eng 2013;3:2231‑6477.
    16. Attri R, Dev N, Sharma V. Interpretive structural modelling (ISM)
    approach: An overview. Res J Manag Sci 2013;23:1171.
    17. JamiPour M, Sherkat M, Yazdani HR. Developing the change
    management model in outsourcing of IT services: Using
    interpretive‑structural modeling (ISM). J Inf Technol Manag.
    2017;9:405‑24.
    18. Singhal D, Tripathy S, Jena SK, Nayak KK, Dash A.
    Interpretive structural modelling (ISM) of obstacles hindering
    the remanufacturing practices in India. Procedia Manuf
    2018;20:452‑7.
    19. Mansooryar S, Shojaei MR, Sadeh E. Evaluating the internal
    relations between medical tourism enablers using interpretive
    structural modeling (ISM). J Tour Dev 2018;6:18‑38.
    20. Awana DS, Mathur S. Interpretive Structural Modeling of
    Implementation Enablers for Just in Time in Icpi. Int J lean Think
    2014;5:1‑16.
    21. Mosadegh H, Zinabadi H, Behrangi, mohammadreza Abdellahi B.
    Review of Academic Acquisition Activities among Governmental
    Universities of the Ministry of Science, * Research and Technology,
    State Universities of the World and the former educational system
    of Qom. Manag inThe Islam Univ; 2016. p. 3‑20.
    22. Laitinen HA. The Employment Situation. Vol 44.; 1972.
    doi:10.1002/9781118532461.ch3.
    23. Haines VY, Doray‑P DD, Martin V. Good, bad, and not so sad
    part‑time employment. J Vocat Behav 2018;104:128‑40.
    24. Safi MH, Falahi Khoshknab M, Russell MR. Job Satisfaction
    among Faculty Members of University of Social Welfare and
    Rehabilitation Sciences. Iran J Med Educ 2011;10:323‑32.
    25. Salmanzadeh H, Maleki M. A study of IUMS clinical faculties’
    opinions on their motivation for working in university, 2001. Q J
    Heal Manag 2002;5:21‑30.
    26. Malik N. A study on motivational factors of the faculty members
    at university of Baluchistan. Serbian J Manag 2010;5:143‑9.
    27. Tenzer L. Faculty Motivations and Incentives for Teaching
    eCourses at a For‑Profit Online Applied Arts College. Online
    Submiss; 2012.
    28. Rostami V. Legal Review of Service Entry and Employment in
    the Law on the Administration of Civil Services (Chapters 6 and
    7). Crit Study Hum Sci Texts Programs 2011;2:17‑48.
    29. Mohammadi N, Beigi NR, Khani MM, Tabriz AA. Presenting a
    desirable pattern for selecting the Faculty Members in Iranian
    universities. J Product Manag 2017;37:157‑180.
    30. Posthuma RA, Levashina J, Lievens F, Schollaert E, Tsai W,
    Wagstaff M, et al. Comparing employment interviews in Latin
    America with other countries. J Bus Res 2014;67:943‑51.