The Components of the Development of Faculty Members at Universities of Medical Sciences in Iran and the World: A Systematic Review

• Main Authors: Shafigheh Mohammaditabar, Abbas Abbaspour, Ali Khorsandi Taskoh
• Format: Article
• Language: English
• Published: Kermanshah University of Medical Sciences 2018-12-01
• Series: Educational Research in Medical Sciences
• Online Access: http://dx.doi.org/10.5812/erms.81735

Context In order to fulfill its tasks and goals, higher education systems need qualified and competent faculty members. The need for faculty development programs is currently obvious. Objectives The present study aimed to determine the components of faculty development at universities of medical sciences in Iran and across the world, in which, the concepts and dimensions of development, the evolution process and the programs for faculty development of universities of medical sciences were investigated up until now, in Iran and other countries. Data Sources To obtain the required resources, data were collected through a systematic search in Google Scholar, Medline, Web of Sciences, AIR, ERIC and Springer, ProQuest, and Elsevier databases and from published articles in the Iranian journals available at the SID and IranDoc databases. The articles were selected in accordance with the inclusion criterion of addressing the components of faculty development from different perspectives. Finally, 40 articles carried out in Iran and some other countries and published between 1966 and 2017 were found. Results In this study, four dimensions of individual, professional, educational, and organizational development were identified. However, most studies were concerned with educational development and most of the given theories were about training faculty members via scientific workshops and seminars. Furthermore, evaluations were often conducted in the same vein, and in most studies, an organizational perspective was adopted and the focus was on organizational goals. Conclusions Considering that the requirements and conditions of faculty members vary across different universities, disciplines and conditions, the development programs should be designed to target specific subgroups and cover a wide range of skills, not just education.