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Background & Objective: A move from medical education based on personal beliefs towards Best Evidence Medical Education seems to be essential. The purpose of this study was to determine the perspective and experiences of medical students and teachers on the role of faculty members in evidence-based education. Materials and Methods: This qualitative study was conducted through content analysis method in Tabriz University of Medical Sciences in 2012. Five students and 13 faculty members were selected by purposive sampling and their experiences and viewpoints were surveyed until achieving data saturation. Data was collected through semi-structured interviews. Qualitative content analysis was used to analyze data. Results: Four main themes were identified: research in education, interpersonal relationships, mastery in teaching, and role models for students. Each theme includes several subthemes. Conclusion: Based on the experiences of participants, in evidence-based education, several roles could be conceded for members of faculty but the research in education influences other roles of faculty members. Improving research in education can facilitate evidence-based education in Medicine.

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Background & Objective: Social accountability is an important and essential notion in medical training. Despite significant similarities, various countries have aimed to define proper competencies in medical education according to their own healthcare provision system and society needs. This study aimed to explore the required clinical competencies for training general practitioners to acquire social accountability.
Materials and Methods: This study was conducted in Tabriz University of Medical Sciences, Tabriz, Iran in 2017 using qualitative content analysis. In total, 14 professors and five general practitioners were selected via purposive sampling, using their experiences and views until reaching information saturation stage. Data were collected and analyzed using a semi-structured interview and conventional content analysis, respectively.
Results: In this research, six primary categories of “ability to provide clinical services based on a holistic approach”, “cooperation with healthcare team members to promote health and prevention”, “role playing in the healthcare system”, “communication skills”, “professional commitment and ethics”, and “decision making in extreme conditions”, In total, 15 subcategories were obtained.
Conclusion: According to the results of this study, medical schools must train graduates who can be active in promotion of society health and committed to professional behaviors and ethics, effective communication, teamwork, performing primary care, improving health and preventing diseases in the whole society, which can result in the development of social accountability in medical training.

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Background & Objective: Medical graduates must acquire the necessary competencies to address the needs of the community during their studies. This requires the evaluation, modification, and quality improvement of the curriculum. The present study aimed to develop a valid and reliable instrument for the evaluation of the curriculum of clinical medicine in terms of social accountability.
Materials and Methods: This combined study was conducted in three stages at Tabriz University of Medical Sciences, Iran in 2015. In the first stage, qualitative content analysis and features of the curriculum of clinical medicine were determined based on the social accountability approach. In the second stage, the dimensions and items of the instrument were codified using the results of the qualitative stage of the study and by reviewing credible manuscripts relevant to the research subject. In the third stage, the face validity, content validity, and reliability of the instrument were assessed.
Results: In the first stage of the study, features of the curriculum of clinical medicine were determined based on social accountability. In the second stage, the initial instrument was developed with 4 dimensions and 55 items. In the third stage, the instrument was validated with 40 items. The effects score of the items was <1.5, and the CVR and CVI of each item were <0.59 and <0.79, respectively. In addition, the reliability of the instrument was confirmed at the Cronbach’s alpha of 0.97.
Conclusion: The evaluation instrument was developed with 4 dimensions and 40 items, which had good content validity, face validity, and reliability. Therefore, the instrument could be used for the evaluation of the curriculum of clinical medicine in terms of social accountability.