Journal of Research in Educational Systems

Abstract Objective: The aim of this study was to design an integrated model of the conditions, processes, and outcomes of educational quality in universities of medical sciences.
Method: This applied, descriptive, and qualitative study was conducted using the grounded theory approach based on the Strauss and Corbin (1990) model. Data were collected through semi-structured interviews with 21 experts. Purposeful sampling was employed and continued until theoretical saturation was achieved. Data analysis was carried out in three stages: open, axial, and selective coding. To ensure the trustworthiness of the findings, credibility, transferability, confirmability, and dependability criteria were applied. The reliability of the coding process was confirmed using Cohen’s kappa coefficient (0.808).
Results: The findings indicated that educational quality is a multidimensional, dynamic, and systemic phenomenon shaped through continuous interaction among conditions, strategies, and outcomes. In total, 90 initial concepts were extracted and organized into 30 major categories and 10 core categories, including curriculum quality, comprehensive educational services, faculty competencies, educational evaluation, clinical learning, educational governance, digital education, internal evaluation, educational ethics and justice, and educational data intelligence. These categories were integrated into a comprehensive model entitled the “Integrated Educational Quality System,” encompassing five main dimensions: causal conditions, contextual conditions, intervening conditions, interactive strategies, and consequences.
Conclusions: Achieving educational quality in universities of medical sciences requires adopting an integrated and systematic approach that simultaneously addresses structural, managerial, procedural, value-based, and outcome-oriented dimensions. The proposed model provides a context-based and evidence-informed framework for policymaking, performance improvement, enhancement of clinical learning, and strengthening social accountability.

Abstract Objective: This study aimed to design and validate a model of an ethical university in Iranian medical universities.
Method: The research was applied and mixed-method. In the qualitative phase, data were collected using the grounded theory approach (Strauss & Corbin, 1990) through semi-structured interviews with 26 experts in professional ethics, educational management, and higher education. Data were analyzed through open, axial, and selective coding. The qualitative sample included managers and administrators from medical universities in Zanjan, Qazvin, Qom, Saveh, Arak, and Alborz, faculty members, Ministry of Health experts, and specialists in ethics and medical education. In the quantitative phase, a 30-item researcher-made questionnaire based on qualitative findings was developed and distributed among 384 managers, deputies, experts, faculty members, and researchers. Data were analyzed using SPSS, AMOS, and Smart PLS.
Results: Second-order confirmatory factor analysis indicated satisfactory model fit: χ²/df = 2.081, RMSEA = 0.040, CFI = 0.948, GFI = 0.962, and TLI = 0.956. Key factors influencing the model included policies and structures, ethical education and research, ethical leadership, ethical artificial intelligence, ethical culture and behavior of actors, supervision, social responsibility, and ethical development. Thirty core indicators were identified, including a code of ethics, ethics committees, training courses, responsible research workshops, and ethical guidance for managers.
Conclusion: An ethical university is a multidimensional and dynamic phenomenon that integrates policymaking, culture, education, and ethical technology. It can serve as a framework for enhancing organizational health and professional ethics in medical higher education in Iran.