Modern medicine has faced medical community with a wide range of ethical issues that clinicians haven’t faced with it. Deep and thorough understanding of these issues has stimulated attention of physicians and thinkers of different fields specially ethics scholars to medical ethics as a new approach in comprehensive health system. With regard to this role and importance, review and evaluation of educational programs of medical ethics is inevitable. So in this research, it has attempted to study quality and place of elements and component of Ph.D medical ethic curriculum from point of professors and students. This research is descriptive and survey research and its purpose is evaluating internal quality of educational programs of Ph.D medical ethics from point of professors and students according to the ten elements of Acer. In this regard the questions were raised for achieving to research goals:1- How much the degree of acceptance of educational programs of Ph.D medical ethics in Iranian university of medical sciences, with respect to ten elements of Acer? 2-What is difference between professors’ and students’ opinions about internal quality of educational programs of Ph.D medical ethics in Iranian university of medical sciences? 3- How is the internal quality of educational programs of Ph.D medical ethics courses in Iranian university of medical sciences? So in order to responding to research questions, we tried to collect the information in field research and we used questionnaire. Our statistical populations involved 45 Ph.D medical ethics students and 25 professors and academic members that taught this course in Tehran, Shahid Beheshti and Shiraz University of medical sciences. It was used Morgan table for selecting statistical model and statistical methods such as descriptive statistic: frequency table describes the percentage, column chart and inferential statistics: one sample T-test and Friedman test. Also it was used SPSS software for these testes. The results showed that the internal quality of educational programs of Ph.D medical ethics is inappropriate and there is significant difference between logical elements, contents, learning activities and teaching methods so that professors have more appropriate opinions than students about logic and teaching method but student’s ideas are better about content and learning activities. The courses of medical ethics was good so that medical Fegh had better quality and it was in the first priority but ethics in managing health system had worth quality and it was in the last priority. It reminded the importance and necessity of changes and reforms in medical ethics curriculum.

Evaluating the educational programs from the viewpoints of graduates may identify the weaknesses of such programs and provide the opportunity for their improvement. This study was performed to determine the appropriateness of educational programs for professional needs from the viewpoints of graduates of Khorramabad School of Nursing and Midwifery. This descriptive cross-sectional study was performed in the years 2006-2007 on 407 nursing and midwifery graduates who had graduated during 1999-2005. A questionnaire containing items about demographic data, appropriateness of educational programs objectives for professional needs, and factors influencing the quality of educational programs was sent to participants by mail and completed by them. The data was analyzed by SPSS software using descriptive statistics and Chi-square. Most of the nursing (72.9%) and midwifery (72.4%) graduates evaluated their competencies in taking care of patients as high. They also evaluated the training courses more effective on professional efficacy compared to practical and theoretical courses. From the graduate's points of view, the acquired skills during their academic years fulfilled their professional needs moderately, and lacking the essential skills made the nurses more strained than the midwives (37.1% and 22.4%, respectively). Factors affecting the quality of educational programs were reported by the graduates to be qualified faculty members and instructors, facilities for clinical education, educational environment, used teaching methods, educational facilities of the school, and the availability of scientific resources. professional needs of nursing and midwifery graduates are not fully covered by educational programs. It seems necessary to change the educational programs and provide required means and facilities in order to achieve the professional objectives and train skilled and productive human resources.

Quality assurance as a comprehensive term encompasses all policies, processes and actionsmaintaining and developing higher education quality. Quality assurance emphasizes on external goals of evaluation, one of which is to assure learners, public and government that each unit, department, program or institution manages its quality. thus quality assurance focuses on accountability.This article first describes importance of external evaluation and necessity to conduct it, then considering the fact that two educational programs leading to bachelor degrees of nursing and obstetrics, which their internal evaluation have already completed, are volunteers to go under external evaluation. Explains steps of external evaluation and focuses on the external aspect of evaluation to assure quality of educational programs following internal evaluation.

The present research had done with the purpose of quality assessment of University of Qom Payam-e Noor's educational programs based on the NADE-TDEC pattern. This research's is a descriptive research and its approach is practical. Among all of the students (14232 students), 375 students were selected as a sample, with using a Quota sampling method. The data collection instrument was a researcher-made questionnaire and obtained data was analyzed by SPSS software with using descriptive and inferential statistics indicators. The assessment results showed; the quality of educational programs in a component for designing and course materials (3.14), Items relating to education (3.61), executive affairs (3.28) were more than average extent and in the components of new educational technologies had been used (2.49) is less than the average extent and didnt observed significant differences among comments of respondents in viewpoint of gender and academic background in the level of p <0.05. In regards to the situation of NADE-TDEC pattern’s components it is necessary for the University of Qom Payam-e Noor to take action to improve the quality of new educational technologies.

The purpose of this study was to investigate the predictive factors of returning to illiteracy in education graduates of literacy course. The population of the study included all illiteracy graduates in the country. Using multi-level cluster sampling, 486 participants were chosen and studied. The instruments of the study included self- researcher's scale of educational achievement, special self- researcher's questionnaire of novice literates, Herman's Achievement Motivation Scale Questionnaire (HAMQ), and Rosenberg self-confidence scale. To analyze the data, regression analysis was used. The results indicated that variables of family agreement with literacy, educational program's quality, the presence of educated individuals in the family, family's monthly income and achievement motivation negatively; and number of children, women's responsibility of housekeeping and fertility positively predicted the main factors of returning to illiteracy in education graduates of literacy course and its equivalent (R-squared adjusted=. /267, pp. /001, F=15/567). The results of the study indicated that Social – economic and cultural factors have the most important role in the rate of novice literate's return to illiteracy and factors related to the quality of educational programs and motivation have been subsequent predictors of return to illiteracy.

This paper aims to analyze the policies and mechanisms of the Technical and Vocational University as well as to analyze the quality of educational programs, to identify the challenges ahead and to suggest strategies for quality improvement and the university's educational and research performance. As a multi-qualitative research, the study was based on document analysis and phenomenology. Participants included 12 academic executives and relevant employers in technical fields who were purposefully selected and interviewed. Qualitative content analysis method with emphasis on the main components was also used to analyze the findings. The findings showed that although the university in its policies and mechanisms works in line with the traditions of entrepreneurial universities, but in practice suffers from a set of contextual, environmental, structural and content challenges, that failing to address them not only overshadows the effectiveness and efficiency of the university, but also runs counter to its existential philosophy and strategic vision.

This study was carried out in East Azerbaijan province in Iran to survey the employment situation of the work-based and vocational education graduates and to explore the probable factors affecting their employment. Data were collected using a questionnaire administered to a stratified random sample of 633 individuals (386 from vocational and 247 from work-based courses).Findings showed that only 17.4 percent of vocational education graduates and 15 percent of work-based graduates were employed in positions related to their fields. The proportion of employment varied in different regions of the province. The maximum percentages of field-related employment belonged to the graduates of the central region. Finally, it was concluded that problems of employment were partially related to the limitations of labor market and also to the quality of educational program. It was suggested to integrate the employability skills with the career and technical programs.

Accreditation assesses performance, or capacity to perform, against predetermined standards. It typically combines external quality assurance, through a process of peers review, with elements of self-regulation through internal and selfdirected assessment. This study is an attempt to identify the quality of pediatrics residency educational programs regarding predetermined standards. This descriptive-analytical evaluation study of applied type was conducted during 2010 and 2011 in the pediatrics department of Shiraz Medical School, Iran. The assessment process occurred in several phases; at first an assessment model for a residency educational development and a series of educational criteria and indices were created based on WFME Standards. Multiple methods including a self-assessment questionnaire and several checklists were used to collect data, whereas systematic site visit, peer review and document reviewing were conducted with survey team. Due to limitation of the statistical society, all faculty members (n=34) and residents (n=41) of the pediatric department were asked to complete the survey. At last, descriptive and deductive statistics data analysis was performed using SPSS version 14. According to the records available in assessing program quality, it seems that the input criteria were desirable for the program based on the residents’ viewpoints (86.6%).There were proper physical facilities for them to meet the residency program goals. The study indicated that the learning environment needed to be revised for the educational needs (Likert scale: 2.96±1.05). The peer evaluation team demonstrated achievement of mission fulfillment in the context of the objectives and indicators by meeting the desired themes. In spite of some weaknesses in the process criteria, the criteria for output indicators were good according to the report (more than desired level of 75-80%). Accreditation is an important step towards strengthening the quality of educational programs. According to this study the current status of the pediatrics department of Shiraz University of Medical Sciences was desirable leading to a satisfactory level in general. However, additional educational development will be needed in order to achieve a widespread change and improvement.

we considered the quality improvement of university as an institue that train، transfer and approve the espisialized manpower. Internal evaluation planning was done in order to appropirate objects، opreational policies. This study was aimed to assess the internal evaluation specialized educational groups in Qazvin university of medical sciences. We desiged a check list with 44 questions to determine quality internal evaluation، and used descriptive-cross sectional study for data collection and analysis. We distributed these among the faculty members، finally we analyzed the date that gathered from 20 faculty members. 70% of participants had appropirate knowledge and attitude، 65% of them anounced to appropirate lead the plan، 45% of them approved condition of education، 75% of them anonnced unappropirate for having educational expert in groups. more than 60% of them anounced that the compartment of the faculty members، students، employees، team manager)were unsuitable، In this field less than 40% of them attended، comply in educational objects، more than 55% of them anounced satisfactory in determine of evaluation fields and acceptable status of the fields. More than 70% of them anounced unsuitable community with educational development. 75% of them anounced unsatisfactory for communicating with graduats. According to findings of this research، General difficulities were performing internal evaluation consisist of: 1) There were not sufficient participation of stakeholders such as determining and rivising objectives and idexeses of evaluation areas. 2) There was not education expert in groups. 3) There was not suitable communication within groups، EDC and them with their graduates. Therefore، we can solve the problems and perform this study in other educational groups that have residency programs for improving the quality of educational programs.

Considering the importance of educational processes in our universities, evaluation of academic members in order to improve their teaching quality is highly necessary. In Education Development Center of Ahvaz University of Medical Sciences, evaluation of academic members by students is performed annually through questionnaires and the results are reflected to the teachers. To determine the opinions of teachers about the effective factors on variations of their evaluation score during the academic year of 2003-2004 in comparison to the previous year. In this descriptive study a researcher-made questionnaire was prepared and distributed among 130 non- clinical academic members of whom 72% filled and returned the questionnaires. Data were analyzed by computing frequency, percentage and Chi-square test. About half of the teachers (52.3%) gained a higher evaluation score in comparison to the previous year and they believed that the most important factors causing this increase have been respectively more proficiency in educational program content (46%), considering students’ program level (26%), knowing the results of previous evaluation (23%), participating in medical education workshops (75%), improvement of educational facilities (71%) and alteration in social behavior (68%). Among all teachers, 37.4% gained a lower score comparing to the previous year and according to them frequent holidays during the academic semester (49%), type of course and its nature (37%) and students dishonesty in evaluating teachers (34%) had been the most important factors affecting decrease in their evaluation score, while inappropriate class time (91%) had not been effective in this regard. In order to improve the quality of educational programs, considering academic members’ suggestions and trying to resolve educational problems are highly recommended.