MAHSA SHAKOUR*, NIKOO YAMANI**, ALIREZA YOUSEFI***
PhD Candidate, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran -
**Associate Professor, Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran -
***Professor, Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
Objectives: The goal of the current study was to gather the opinions of medical education experts in order to determine the necessary preparations for implementation of a successful faculty development program for teaching and learning medical professionalism to do professional.
Design: The study was triangulated and it was done in two phases. The first phase was qualitative. Data gathering was done by semi structured interview. Interviews were transcript and analyzed by classic content analysis. And then in second phase by focus group of six experts, experts changed and added some themes. At the end, the themes were confirmed by Delphi.
Participants and setting: Participants were 23 experts in medical education from high ranked medical universities in Iran.
Main results: After analyzing the content of the interviews, confirming and editing themes in focus group and Delphi, we had two main themes and 18 subthemes. Main themes were 1) Organization preparations included four sub-themes of professional behavior requirements, needs assessment, initial evaluation and removing the barriers; 2) Preparing the audience with three sub-themes of motivating the faculty members, creating understanding regarding professionalism and engaging the faculty members in development program.
Conclusions: Before starting the faculty development programs for medical professionalism, we should notice many organizational and personal items. These items are important to lead a successful program.
staff development, medical education, professionalism, organization, medical teacher, qualitative research