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Identifying and Analyzing Key Factors in Responsive Clinical Training Management in Iran: A Synthesis Approach
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Parvaneh Naftchi Ardebili *    , Fereshte Kordestani , Abbas khorshidi , Aziz Kamran |
| Islamic Azad University,Tehran, Iran |
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Abstract: (15 Views) |
Background & objectives: Responsive Clinical Training, as an innovative approach to education, plays an important role in the health system. This study aimed to identify and analyze the key factors affecting the management of responsive clinical education in Iran through a synthesis approach.
Methods: This research was applied in nature and utilized a synthesis research method. The statistical population included all studies conducted between 2011 and 2015. A total of 52 studies in the field were evaluated, from which 23 articles were purposefully selected. Through content analysis and systematic synthesis of the literature, we identified and analyzed 39 codes and 6 key categories. The validity of these findings was confirmed using Cohen's Kappa test.
Results: A comprehensive review of the research findings indicates that several factors influence the management of responsive clinical education in medical sciences. These include: educational factors and curriculum planning, assessment and evaluation, the use of educational technologies, management and leadership in medical education, learning environments, and educational aids.
Conclusion: The findings suggest that responsive clinical education is not only an educational necessity but also a strategic investment for the future of the health system. The successful implementation of this model requires national commitment, targeted investment, and the involvement of all stakeholders. By adopting these strategies, we can expect to cultivate a new generation of health professionals who have up-to-date knowledge, well-developed practical skills, and a strong sense of professional commitment.
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| Keywords: Educational Management, Clinical Education, Accountability |
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Full-Text [PDF 1938 kb]
(10 Downloads)
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Type of Study: Research |
Subject:
General
Received: 2025/10/4 | Accepted: 2025/09/1 | Published: 2025/09/1
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