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The Position of Interdisciplinary Studies in Medical Sciences and Health System in Iran; Where Are We and Where Will We Go? A Policy Brief

Authors:

Abstract

The universal nature of science and increasing complexity of technological issues and developments in different sciences led to the growth of interdisciplinary cooperation. Some health issues such as addiction, population aging, emerging and re-emerging diseases, and environmental pollution are beyond the scope and capacity of a single-discipline expertise and require constructive dialogue and cooperation between different specialized fields. Currently in Iran, the development of interdisciplinary cooperation is not of much interest at medical sciences universities. The present policy brief aimed at addressing this issue by reviewing the upstream documents proposed by the Parliament Education/Research Commission, the development roadmap in the 9th and 10th governments, and interviewing elites in interdisciplinary fields.
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The Position of Interdisciplinary Studies in Medical Sciences
and Health System in Iran; Where Are We and
Where Will We Go? A Policy Brief
Maryam Khazaee-Pool1,2,
Maryam Zarghani3
1 Associate Professor, Department of Health Education and Promotion, Health Sciences Research Center, Mazandaran University of
Medical Sciences, Sari, Iran
2 Faculty of Health, Mazandaran University of Medical Sciences, Sari, Iran
3 PhD Student in Medical Library and Information Sciences, School of Health Management and Medical Information Sciences, Iran
University of Medical Sciences, Tehran, Iran
(Received February 12, 2023 ; Accepted March 14, 2023)
Abstract
The universal nature of science and increasing complexity of technological issues and developments
in different sciences led to the growth of interdisciplinary cooperation. Some health issues such as
addiction, population aging, emerging and re-emerging diseases, and environmental pollution are beyond
the scope and capacity of a single-discipline expertise and require constructive dialogue and cooperation
between different specialized fields. Currently in Iran, the development of interdisciplinary cooperation is
not of much interest at medical sciences universities. The present policy brief aimed at addressing this
issue by reviewing the upstream documents proposed by the Parliament Education/Research Commission,
the development roadmap in the 9th and 10th governments, and interviewing elites in interdisciplinary
fields.
Keywords: interdisciplinary studies, medical sciences, health system, policy brief
J Mazandaran Univ Med Sci 2023; 33 (211): 179-187 (Persian).
Corresponding Author: Maryam Khazaee-Pool - Faculty of Health, Mazandaran University of Medical Sciences, Sari, Iran.
(E-mail: khazaie_m@yahoo.com)
[ Downloaded from jmums.mazums.ac.ir on 2023-06-06 ]
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ovidSpringer
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





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




















 












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... Above evidences show that currently in Iran, the development of interdisciplinary cooperation is not of much interest at medical sciences universities [16] and implementation of IE, especially changing of cultural and attitude toward it is a great challenge [17]. Therefore, to highlight the importance of IE and to provide field-based evidences for policymakers and strategists of medical education in Iran, this study aimed to demonstrate some interdisciplinary items which medicine graduates and pre-graduates think that they need to be educated about them and a gap toward them is existed in medical curriculum. ...
... Our findings are broadly congruent with existing literature, although some points of divergence are noteworthy. For example, our results align with other studies in advocating for interprofessional learning activities as a means of curriculum integration [4,16,17]. A study defined that the core competencies for interprofessional education can be summarized into five themes including: roles and responsibilities, ethical practice, conflict resolution, communication and collaboration and teamwork [4]. ...
Article
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Introduction This study aimed to detect interdisciplinary subjects for integration into the medical education program of Iran. Methods A qualitative-quantitative method was used. Firstly, interdisciplinary subjects demanded by medical graduates and senior medical students were defined by qualitative study. In the second stage, questionnaire was developed which based on the findings of qualitative stage, experts’ opinion and reviewing of the national general guide of professional ethics for medical practitioners. Questionnaire consisted of demographic, occupational and thirteen interdisciplinary items. These items consisted of social determinants of health, social and economic consequences of disease, social prescribing, physicians’ social responsibility, role of gender, racial, ethnic, social and economic issues in approach to patients, role of logic and mathematics in clinical decision-making, philosophy of medicine, maintaining work-life balance, self-anger management, national laws of medicine, religious law in medical practice, health system structure, and teamwork principles. Level and importance of knowledge and self-assessed educational needs were asked about each item. In the third stage, a national online survey was conducted. SPSS 25 was used for statistics. Results By content analysis of data in qualitative stage, 36 sub-themes and 7 themes were extracted. In the quantitative part, 3580 subjects from 41 medical universities across Iran participated in this study. 2896 (80.9%) were medical graduates and 684 (19.1%) were senior medical students. Overall, knowledge about interdisciplinary items was low to intermediate, while high to very high knowledge ranged from maximally 38.7% about socioeconomic consequences of disease to minimally 17.2% about social prescribing. Participants gave the most importance to the having knowledge about self-anger management (88.3%), maintaining work-life balance (87.2%) and social determinants of health (85.8%), respectively. However, national laws of medicine (77.6%), maintaining work-life balance (75.4%) and self-anger management (74%) were the first top three educational demands by participants. Conclusion This study revealed a low to moderate level of knowledge about interdisciplinary topics among both graduated medical physicians and senior medical students. These groups showed a strong demand and tendency to know and to be educated about these topics. These findings underscore the urgency for educational reforms to meet the interdisciplinary needs of medical professionals in Iran.
... Generally, health care professions including physicians, nurses, paramedics, and others, despite the importance of teamwork, operate as separate units. The members of each are rarely trained together because they come from different disciplines with different educational programs, and they are generally less able to work as a team [1]. This is because of poor understanding of other professions. ...
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Background: Undoubtedly, economic and social value added depends on the functions of universities. Moving toward third-generation universities (3rd GU) is an inevitable process. These universities need different functions than traditional ones; therefore, identifying and determining their functions is essential. The purpose of this study is to collect, match and explore the functions of universities in the transition to 3rd GU and ultimately offer a functional model of the 3rd GU for the use of professors, academics and policymakers in order to evaluate and promote universities. Methods: A critical review method was adapted. Literature was included based on their relevant empirical data to research objectives and referral rates, and texts with more conceptual richness entered the study without time limitations. Results: A total of 20 texts were included in the final analysis. While presenting the basic model, extracts the overarching concepts associated with the success of 3rd GU. These key concepts include the 7 core functions of innovative and entrepreneurial activities, supportive activities (financial and non-financial), entrepreneurial education ( curriculum and academic workforce empowerment), creation and provide applied knowledge, boundary-spanning function or communications and interactions with other elements of the national innovation system (state and industry), develop innovative and entrepreneurial culture and institutional governance and leadership in the direction of economic growth and development. Conclusion: Using new functions at universities would be a move toward 3rd GU, economic growth and development in the country. So, these functions are a practically useful guide to policymakers to estimate the rate of success in each university and deliver the necessary suggestions to provide the mechanisms for the establishment of a successful university.
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Full-text available
Introduction Given the social, economic, environmental and internal developments of universities, the necessity for medical universities to move to being third-generation universities has been demonstrated. These universities, along with the requirements of entrepreneurship and commercialization of research, are in need of structural requirements. This study was conducted with the aim to identify and introduce the structural requirements of medical sciences universities in Iran in the transition to the third-generation universities. Materials and Methods This study was a qualitative approach using a conventional content analysis method. The contributors comprised 16 faculty members working in medical universities in Iran who were purposefully recruited and interviewed face to face in semi-structured interviews between October 2018 and March 2019. Results Two wide classifications containing macro-structural requirements (institutional requirements) and micro-structural requirements (organizational requirements) were developed. Institutional requirements included four subcategories including redefining the university as a holding of knowledge business units, redefining academic units as a strategic business unit (SBU) which refer to the mission of the universities and eliminate bureaucracy, independence, and ‘Competition in recruitment and contracts’ which refer to the administrative requirements of the universities. The organizational requirements included units and offices, centers, and parks that are grouped because of similarities in internal processes. Conclusion Medical universities need structural requirements to move to third-generation universities and improve infrastructure. These requirements, which develop in a spiral over time, must be appropriate and tailored to the capacity of each university.
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Full-text available
Medical education has undergone vast reform following the Islamic Revolution in the last three decades, with remarkable qualitative and quantitative progress having been achieved following the establishment of the Ministry of Health and Medi- cal Education in 1985. There have been rises in the number of medical, dentistry and pharmacy schools from 7 to 36, 3 to 15 and 3 to 11, respectively, and in the numbers of student admissions in all programmes of medical sciences from 3630 to 6177 and teaching staff from 1573 to 13108, in the decades mentioned. The numbers of students in clinical subspecialty and PhD degrees have increased from zero to 268 and 350, respectively. The quality of medical education has improved with increasing field and ambulatory care training, with more emphasis on teaching preventive medicine and a significant rise in the research activities. In conclusion, Islamic Republic of Iran has been successful in upgrading medical education and re- search by the unification of health services and medical education into one ministry.
Article
Studies on University-Industry Collaboration (UIC) have mainly focused on processes at the individual and institutional levels. The result has been a proliferation of literature on aspects of UIC implementation processes often accounting for contextual differences. A survey of previous systematic reviews showed a gap in integration of knowledge on UIC implementation processes from a holistic and economic context perspective. This systematic review of the literature seeks to cover that gap by integrating the literature on UIC implementation processes from developed and developing countries contexts. In total 68 publications were reviewed and the data extracted were qualitatively analyzed using a grounded theory approach. Three major themes are distinguished: channels of interaction, UIC mechanisms, and barriers to UIC. The channels of interaction were often presented in categories. The most comprehensive were found to be bi-directional, traditional, commercial and service channels. It was found that commercial channels are ranked by both industry and academia as the least important and the least preferred by collaboration actors. The review discerned three major forms of UIC implementation processes: (1) educational collaboration, (2) academic entrepreneurship and (3) research related collaboration. Mechanisms of implementing these three forms of interaction vary, but continuous interactions are frequently proposed as the best method of knowledge transfer, contrasting with the traditional linear view of UIC processes. Regarding barriers to collaboration, five categories of barriers (misalignment barriers; motivation related barriers; capability related barriers; governance-related barriers and contextual barriers) are identified. The review indicated also that there is still a research coverage gap in developing countries compared to developed countries, and that the educational collaboration form is somehow neglected. It is therefore recommended to use an action research approach to advance research in developing countries and to provide extra attention to educational collaboration mechanisms since this form is among the preferred means of UIC.
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‘Gendered Innovations’ is defined as the process that integrates sex and gender analysis into all phases of basic and applied research to assure excellence and quality in outcomes. Gendered Innovations enhance excellence in science, medicine, and engineering both in terms of knowledge and personnel; they lead to gender-responsible science and technology, and seek to enhance the lives of women and men globally. This paper presents three approaches to gender equality taken by policy makers, institutional administrators, and scientists and engineers over the past three decades. These approaches include: 1) fixing the numbers of women in science, medicine, and engineering; 2) fixing research institutions by removing barriers and transforming structures; 3) fixing knowledge by incorporating gender analysis into basic and applied research. This paper treats each of these approaches but focuses on the third approach — ‘Gendered Innovations’ — by presenting concrete examples of how gender analysis has enhanced scientific knowledge and technology design. Realizing the full potential of gendered innovations in the next decade will require deep interdisciplinary collaborations between gender experts, natural scientists, and engineers. Realizing the full potential of gendered innovations will also require international coordination, as recommended in the 2010 European Commission genSET Consensus Report and the 2011 United Nations resolutions on Gender, Science and Technology.
The Interdisciplinary Research Team not the Interdisciplinarist
  • S Shanker
  • S P Wasti
  • J Ireland
  • P R Regmi
  • P P Simkhada
  • E Van Teijlingen
Shanker S, Wasti SP, Ireland J, Regmi PR, Simkhada PP, van Teijlingen E. The Interdisciplinary Research Team not the Interdisciplinarist. Europasian J Med Sci 2021; 3(2): 1-5.
Medical humanities; Study on the Challenges of Interdisciplinary Training in Medical Sciences in Iran
  • Kalateh Sadati
  • Bagheri Lankarani
Kalateh Sadati, A, Bagheri Lankarani K. Medical humanities; Study on the Challenges of Interdisciplinary Training in Medical Sciences in Iran. Hakim Health Sys Res 2019; 22(4): 298-307 (Persian).
Identification and structural analysis of mutual influence of drivers of change in the field of education
  • Z Rahsepar
  • K Salehi
  • M Ezzati
  • M Zolfaghari
Rahsepar Z, Salehi K, Ezzati M, Zolfaghari M. Identification and structural analysis of mutual influence of drivers of change in the field of education. Educational Innovation 2019; 70(18): 101-126 (Persian).