Designing a professional development model for clinical faculty members with a scientific authority approach at Mashhad University of Medical Sciences

Document Type : Research Paper

Authors

1 PhD student, Department of Educational Sciences, Mashhad Branch, Islamic Azad University, Mashhad, Iran.

2 Associate Professor, Department of Educational Sciences, Mashhad Branch, Islamic Azad University, Mashhad, Iran.

3 Nursing and Midwifery Care Research Center, and Medical Sciences Education Research Center, Mashhad University of Medical Sciences, Mashhad, Iran

10.22038/mjms.2026.92521.5171

Abstract

Background and Objective: The evolution of medical education in the last decade requires a review of the approaches to the professional development of clinical faculty members, because playing an effective role in education, research, and clinical services is not achieved only by improving sufficient professional skills, but also requires the formation of "scientific identity and authority" as the foundation of academic quality and innovation. Therefore, this study was conducted with the aim of designing a comprehensive model for the professional development of clinical faculty members with an approach to scientific authority at Mashhad University of Medical Sciences.
Methodology: The research method is qualitative and the research strategy is content analysis. The sampling method is purposive. The participants included 9 medical science managers who have at least 10 years of managerial experience. 3 university professors whose academic orientation is educational management with the rank of assistant professor or higher and teaching experience of 10 years or more. To validate the data in this study, the coefficient of agreement between two coders or the kappa coefficient was used and the number was 0.794. The research tool was an interview.
Results: The research findings include six categories: educational, research, clinical, organizational, ethical and social professional development, and there are 16 components.
Conclusion: The designed model provides an integrated and indigenous framework for the professional development of clinical faculty members; a model that goes beyond the level of individual performance and leads to strengthening the university's scientific authority in the national and international arena.

Keywords

References

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Medical Journal of Mashhad university of Medical Sciences
Volume 68, Issue 6
January and February 2026
Pages 1780-1800

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