Volume 16, Issue 1 (Spring 2021)
jmed 2021, 16(1): 20-35 |
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seddighi M, charabin M, Magool A, Zendedel A. Prioritization of Dimensions and Components of Professional Development of Medical Education Managers in Third Generation Universities Based on the Analytic Hierarchy Process Model. jmed 2021; 16 (1) :20-35
URL: http://jmed.ssu.ac.ir/article-1-1201-en.html
URL: http://jmed.ssu.ac.ir/article-1-1201-en.html
Neyhabur Branch, Islamic Azad University, Neyshabur, Iran , Moslemch2015@gmail.com
Abstract: (1144 Views)
Abstract
Introduction: The present study was conducted using the Analytic Hierarchy Process (AHP) model to prioritize the dimensions and components of professional development of medical education managers in third-generation universities.
Methods: This study was conducted in terms of practical purpose, quantitative data type in 2020-2021.Participants in the study were 12 directors of medical education of medical universities (experts in the field of medical education) who were selected purposefully and as a complementary method of snowball. AHP hierarchical analysis method was used to prioritize the components. The data collection tool is Hierarchical Analysis Questionnaire (AHP) whose validity and reliability are determined based on the incompatibility rate. Expert Choice 11 software was used to analyze the data.
Result: Based on the findings, the dimensions and components of professional development of medical education managers in order of priority in six dimensions, including leadership skills development (0.238), management skills development (0.203), individual skills development (0.174), development Basic skills (0.165), research skills development (0.112) and educational skills development (0.108) were classified.
Conclusion: Given that the first priority in the professional development model of medical education managers in the third generation university is the development of leadership skills, special attention is paid to it in the strategic planning of professional development of third generation universities.
Introduction: The present study was conducted using the Analytic Hierarchy Process (AHP) model to prioritize the dimensions and components of professional development of medical education managers in third-generation universities.
Methods: This study was conducted in terms of practical purpose, quantitative data type in 2020-2021.Participants in the study were 12 directors of medical education of medical universities (experts in the field of medical education) who were selected purposefully and as a complementary method of snowball. AHP hierarchical analysis method was used to prioritize the components. The data collection tool is Hierarchical Analysis Questionnaire (AHP) whose validity and reliability are determined based on the incompatibility rate. Expert Choice 11 software was used to analyze the data.
Result: Based on the findings, the dimensions and components of professional development of medical education managers in order of priority in six dimensions, including leadership skills development (0.238), management skills development (0.203), individual skills development (0.174), development Basic skills (0.165), research skills development (0.112) and educational skills development (0.108) were classified.
Conclusion: Given that the first priority in the professional development model of medical education managers in the third generation university is the development of leadership skills, special attention is paid to it in the strategic planning of professional development of third generation universities.
Keywords: AHP Hierarchical Analysis, Professional Development Medical, Education Managers, Third Generation University.
Type of Study: Research |
Subject:
Medical Education
Received: 2021/04/26 | Accepted: 2021/06/7 | Published: 2021/06/13
Received: 2021/04/26 | Accepted: 2021/06/7 | Published: 2021/06/13
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