---

Background and Objective: Quality of education is the main characteristic of higher education and its improvement depends on the mechanisms of evaluation. Evaluation is also a systematic process for collection, analysis and interpretation of information to study achievement of educational goals. Regarding the necessity of improvement of educational quality especially in medical sciences, the authorities of medical college of shahed university felt obliged to use accreditation model for evaluation and improvement of educational quality in Medical Faculty shahed university. Materials and Methods: Method of this study is applied and descriptive which aims at studying ten factors including mission and goals, management and organizational structure, academic staff, students, education process and learning, courses, educational programs, graduates, premises and facilities of education, research and treatment (laboratory and diagnosis), investigation and non-academic staff, and management. Statistical data were collected from the chairman, deputies, heads of departments, academic staff, students, graduates and employees. To collect the data, we used seven questionnaires whose reliability and validity were considered and confirmed. To judge acceptability of any of the evaluated parameters we used five point Likert scale. Results: of ten factors, one was acceptable, seven relatively acceptable and two were unacceptable. Conclusion: If implemented the results of this study may improve educational quality of medical faculties.

---

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.
 

---

Background & Objective: Quality of the provided educational services to medical students is one of the main concerns of the authorities of the medical education system. Currently, there are theoretical and methodological ambiguities regarding the definition, conceptualization, and determining the factors involved in the concept of the teacher identity in physicians. Most of these challenges are due to the lack of proper, time-consuming measurement tools. Developing valid and reliable measurement tools is an important step toward effective medical education. The present study aimed to develop and validate the teacher identity for medical faculty members scale (short version).
Materials and Methods: This descriptive, correlational study was conducted on 156 professors of medical universities, who were selected via multistage cluster sampling. Heuristic, validation, and confirmatory analyses were performed using the method of partial least squares, including the evaluation of measurement models (Cronbach’s alpha, factor loading coefficients, composite reliability, convergent and divergent validity), fitness of the structural model (significance of path coefficients, coefficients of determination, model prediction, goodness of fit index).
Results: The final tool had 20 items in four dimensions of educational domain, teaching and learning, perceptions toward medical education, and professional development. The results of heuristic and confirmatory analyses indicated the appropriateness and acceptability of the underlying structure of the indices and factors.
Conclusion: According to the results, the teacher identity for medical faculty members scale (short version) has proper construct validity and reliability to be used for the assessment and identification of the strengths and weaknesses of teacher identity in physicians and develop medical education. 

---