Ms Shahla Moradi, Dr Manjih Zakaryaei, Dr Mohammad Masoud Vakili,
Volume 15, Issue 46 (9-2022)
Abstract
Background & Objective: Interpersonal communication has been constantly been taken into consideration in recent years and has been considered an important requirement for successful job performance in organizations. This study aimed to explain the experiences and views of managers and staff of Zanjan University of Medical Sciences, Zanjan, Iran, on interpersonal communication skills.
Materials & Methods: The present qualitative study was conducted with a conventional content analysis approach. The participants (n=10) were selected from the educational managers and staff of Zanjan University of Medical Sciences using the purposive sampling method and taking into account the maximum diversity in demographic characteristics, such as age, gender, education level, and job position. Data were collected using semi-structured interviews until reaching saturation and analyzed simultaneously. Qualitative data analysis was performed manually.
Results: Based on the participants' experiences, 160 initial codes were extracted, which were eventually classified into two main categories, including facilitators and inhibitors, of which only the facilitators were examined in this study. The main category of facilitators was summarized in 19 subcategories and 6 categories, including the facilitator's personal and professional characteristics, quality of work life, organizational structures, organizational civic behaviors, communication skills and channels, and attention to ethical and ideological principles.
Conclusion: The results of the study showed that from the point of view of managers and employees of medical education, paying attention to the facilitators of interpersonal communication was one of the most important factors in interpersonal communication, and addressing them would strengthen effective interpersonal communication, lead to better interactions between employees, increase satisfaction, and improve the quality of work.
Dr Kimia Eliasi, Rasoul Davoodi, Dr Manjiehe Zakaryaei,
Volume 18, Issue 1 (4-2025)
Abstract
Background & Objective: Ethics in academia is key to creating a quality assurance system in higher education. It reflects progress in society. In simpler terms, building an ethics-focused university requires a clear approach to ethics. This study aims to present a model for an ethics-oriented university within medical schools.
Materials & Methods: This study used a grounded theory design and the data theory approach from Strauss and Corbin (1997). It involved 26 professors and experts from medical schools and universities in the 6th macro-region. Semi-structured interviews were conducted to gather data until theoretical saturation was reached. The analysis was done using open, axial, and selective coding methods.
Results: The ethics-oriented university model in medical schools was structured with 168 primary codes, 34 subcategories, and six main categories. The findings identified causal conditions such as social and cultural roles, healthy competition, ethical standardization, and value-driven transformation; contextual conditions including fundamental values, ethical environment, culture, and vision; and intervening conditions like trust, spirituality, responsibility, commitment, leadership, and ethical intelligence. The main categories encompass education, research, knowledge, interaction, training, and ethical awareness. Strategies involved institutionalizing ethics, development of professional ethics, ethical planning, developing ethical charters, focusing on ethical community, ethical role modeling, development of ethical capacities, and ensuring ethical sustainability. The outcomes highlighted organizational health, moral growth in society, environmental ethics, individual and organizational development, and social capital.
Conclusion: Based on the factors identified in the ethics-oriented university model, recommendations were made for its development and implementation.