Journal of Research in Educational Systems
Scientific Journal

An Integrated Model of Conditions, Processes, and Outcomes of Educational Quality: A Study of Universities of Medical Sciences

Document Type : Original Article

Authors

Atefeh Heidari 1
Nagi Kamali 2
Mohammad Mojtabazadeh 3

1 PhD Student in Educational Management, Department of Educational Sciences, Zanjan Branch, Islamic Azad University, Zanjan, Iran.

2 Associate Professor, Department of Educational Sciences, Zanjan Branch, Islamic Azad University, Zanjan, Iran

3 Assistant Professor, Department of Educational Administration, Farhangian University Tehran, Iran

https://doi.org/10.22034/jiera.2026.577700.3471
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.

Keywords

Educational Quality
Grounded Theory Method
Medical University
Model
Subjects
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Journal of Research in Educational Systems
Volume 20, Issue 72
March 2026
Pages 63-78

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