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Background and objective: One of the major elements of any educational system is the student. Student satisfaction at educational services is important to increase motivation and improve education quality. The present study was conducted in order to measure students’ satisfaction of computer site performance with regard to hardware and software provision. Material and methods: This descriptive cross-sectional study was done using a questionnaire to collect data. Statistical population included the students studying in 2010 (n=127). The questionnaire had three sections including site physical condition, hardware, and software, and site personnel behavior. Data was analyzed by SPSS and descriptive statistics. Results: The findings clearly showed that the students showed relative satisfaction for applied software set-up, antivirus up date and appropriate software in the site with 65.3, 63.9, and 59.8 percent cumulative agreement (strongly agree and agree) respectively. But most of the students were not agreed to quantity of computers (72.5 percent). However, in the case of computer up date and processing, satisfaction rate was approximately average. Conclusion: With regard to the results of this research, satisfaction of students of computer site is moderate. Therefore, it is necessary to take measures to change the present conditions by policy makers.

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Background: Evaluation is a systematic process of gathering, analysing and interpretation of data for assessment and judgement.This study was aimed to evaluate the efficacy of a workshop regarding exam development on quality of final written exams. Methods: In this semi-experimental study, written final exams of all theoretical courses# 2 were gathered before and after presenting a workshop and a booklet regarding “Standard rules of questions”. Taxonomy, content relevance, and content coverage of exams were analyzed by three lecturers of course# 2 of each department. Other indices such as difficulty and differential coefficients, value of distracter and borderline choices, error coefficient, and considering structural rules were calculated by means of Millman’s checklist, and standard formulae. Independent Samples t. Test, Mann-Whitney U Test, and ANOVA were used to analyze the data. Findings: Before intervention, content relevance and difficulty coefficient were in acceptable levels. Proportion of multiple choice questions, content relevance, and differential coefficient increased after intervention, whereas consideration of structural rules, difficulty coefficient, amount of distracters needing revision, error coefficient, amount of questions needing revision, and coverage relevance decreased. Generally, the intervention just decreased the error coefficient practically. Conclusion: A short- term course on standard rules of question development does not affect quality of exam questions considerably, and continuous education is mandatory in this regard.

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Background and Objective: Advanced educational systems in modern countries continuously revise their scientific objectives and activities to develop the students’ competency which in turn leads to provision of a more accurate and ideal care for patients in the real world environment. The aim of this study was to determine the neonatal subspecialty students’ perceptual experience of developmental care in their educational course.

Materials and Methods: This qualitative study was carried out on 10 neonatal subspecialty students at Medical Universities of Tehran. The data was gathered through semi-structured interviews. After obtaining written consents, the interviews were recorded and transcribed. Data was analyzed through an inductive approach of content analysis. The strategies for results validation included continuous observations at the field site, and supervision and review of the analysis procedures by a research team.

Results: The main themes were found as sufficiently qualified to admit the course, structural and functional constraints of education, challenges to curriculum, lack of structure and procedure of developmental care in health systems.

Conclusion: It is suggested to revise the educational programs in the field of neonatology and perinatal conditions and provide appropriate educational programs to help graduates in getting ready for their new roles in developmental care.

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Background and Objective: Given the importance and status of faculty members in universities, the advancement of the duties and missions of the higher education system and rapid development of the technologies and challenges faced by educational institutions require proper measures for the continuous development and overall improvement of these systems, especially the improvement of the capacities, scientific capabilities, and professional skills of faculty members through knowledge management. The present study aimed to assess the role of the elements of knowledge management in the improvement of the faculty members in distance education universities by designing an appropriate model.
Materials and Methods: This applied, qualitative research was conducted on the faculty members of distance education research universities in Iran, including 5,101 faculty members. The participants were selected via stratified random sampling (n=357) and based on Morgan's table. Data were collected using a questionnaire. The validity of the research instrument was confirmed by experts, and its reliability was confirmed using the Cronbach's alpha, which was estimated at 0.89 for knowledge management and 0.91 for knowledge development items. Data analysis was performed in SPSS using the Kolmogorov-Smirnov test for data normalization. In addition, the path and fitting of the model were examined using structural equations in AMOS software.
Results: In this research, knowledge management indicators (creation, sharing, storage, and application of knowledge) affected all the improvement indicators (individual, professional, and organizational), so that the overall effect of knowledge management on improvement was estimated at 69.3 in the model fitting index table.
Conclusion: According to the results, knowledge management is a conscious strategy for creating, sharing, storing, and applying knowledge, thereby enhancing the performance of the faculty members in distance education universities and enabling them to become an efficient element of change in universities.
 

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Objectives: Scientific authority which means others’ continuous referral to an individual or organization and being recognized as a theory-maker, leads to develop a society socially, economically and scientifically. The goal of this study was to explain the role of scientific authority in the development process of the country based on the conducted studies.
Method: This study was conducted in the first half of 1396 using the Cochran systematic review protocol and then updated in 1399. Key words including scientific authority, country development, scientific trying and scientific power were searched in GOOGLE SCHOLAR and Iranian databases such as SID and IRANDOC. In addition, manual research was done. After reviewing the title or abstract of the articles, 343 articles entered the preliminary list, of which 45 qualified articles were required to enter the final evaluation.
Results: The most important extracted concepts related to scientific authority included scientific dynamics, civilization, and localization of science, self-belief culture development, systematic reinforcement of interdisciplinary sciences, wealth-making and competition for development.
Conclusion: Scientific authority has an effective role in promoting the country's competitiveness compared to the countries of Iran's 1404 vision document. Therefore, in order to achieve scientific development and authority, it is necessary to conduct strategic planning of scientific research in the country with the aim of identifying capacities and directing research to achieve the goals of the 1404 vision document.

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Background & Objective: Faculties attend medical education workshops to gain knowledge and skills. A need was felt to assess the sustainability and type of motivation status of the participants and whether they brought about a change in their workplace over a period of 6 months after the training.
Materials & Methods: A longitudinal prospective, analytic, questionnaire based follow up study was conducted in 60 faculty volunteers who attended a revised basic course workshop on medical education technology. The motivation status was recorded post workshop baseline (0 months), at 2 and 6 months after the workshop. They were also asked to report any innovations initiated in their workplace.
Results: The motivation parameters of External regulation increased from Mean (SD) of 1.89(1.14) to 2.84(1.59), p=0.001 and 3.07(1.55), p<0.001 at 2 months and 6 months. Amotivation increased from 2.37(1.43) to 3.15(1.47), p=0.012 and 3.10(1.53), p=0.020 at 2 and 6 months respectively. Work self-determination index (WSDI) decreased from baseline to 6 months from 17.69(7.65) to 14.02(8.51), p=0.046. Work non self-determined motivation (W-NSDM) increased from baseline, 2.86(1.09), to 3.56(1.24) p=0.004 at 2 months and 3.63(1.19), p=0.001 after 6 months. There was significant correlation between innovation scores and Intrinsic Motivation, Integrated Regulation, Identified Regulation, Work Self-Determination Index and Work Self-Determined Motivation at 2 and 6 months and Introjected Regulation at 2 months.
Conclusion: The faculty’s change in motivation status suggests that it was related to goals, targets and awards. Perceived changes related to teaching and assessment methods in workplace was also reported.

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Background & Objective: Today, the development of human resources is the most important part of the strategic planning of organizations. In addition, human resource empowerment is a key factor for the success of corporations. In this regard, good governance has been introduced as the solution for the development problem. The present study aimed to design and validate a human resource development model based on good governance in universities of medical sciences affiliated with the ministry of health.
Materials & Methods: The present mixed study included two qualitative and quantitative stages. The qualitative stage was carried out through conventional content analysis and by assessing relevant texts and conducting semi-structured in-depth interviews with 12 experts in the field of human resources at the ministry of health and the universities of medical sciences. Following designing the human resource development model, its validity and goodness of fit were assessed in the quantitative stage by filling a questionnaire by 162 experts of the field using confirmatory factor analysis and the SWARA technique.
Results: In this study, the human resource development model based on good governance included 10 factors of responsiveness, transparency, capacity building, attitude and identification, coordination, consequentialism, the effectiveness of roles and responsibilities, sociocultural development, individual development, and educational development, which were classified into six categories of causal conditions, axial phenomenon, underlying factors, confounding factors, strategies, and outcomes. The relationship between the mentioned factors was presented in the model. Furthermore, the prioritization of main criteria revealed the higher significance of attitude and identification, coordination, sociocultural development and educational development, respectively, compared to other criteria.
Conclusion: According to the results of the study, responsiveness, transparency, attitude and identification, coordination, consequentialism, and effectiveness of roles and responsibilities on the path of human resource development based on good governance led to sociocultural, individual and educational development. 

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Background & Objective: Faculty members are the main stakeholders of the higher education system and play a pivotal role in the performance of universities. Therefore, identifying the entrepreneurial competencies of faculty members could enhance the quality of universities. The present study aimed to propose an entrepreneurial competency development model for faculty members.
Materials & Methods: This was an applied study in terms of objective and an integrated study (qualitative-quantitative) in terms of implementation. The sample population of the qualitative section included 25 university elites, entrepreneurs, professors, and the faculty members of the development and entrepreneurship sectors in the quantitative section. In total, 1,500 participants were selected from universities across Iran. Morgan’s table was used to estimate the sample size at 306. In the quantitative section, data were collected using a researcher-made questionnaire, which was developed based on the findings of the qualitative section. The validity of the quantitative section was evaluated and confirmed by face and content validity, and reliability was confirmed using Cronbach’s alpha coefficient. Data analysis was performed in SPSS and PLS by open, axial, and selective coding and structural equation modeling.
Results: According to the qualitative findings, the influential factors in the development of entrepreneurial competencies of faculty members included five main categories (entrepreneurial competencies, skills, personal competencies, entrepreneurial facilitators, and intervening factors) and 85 sub-categories. Correspondingly, the entrepreneurial competency model of faculty members was developed, and the results of the quantitative section indicated the good fit of the model.
Conclusion: Entrepreneurial competency of faculty members is a multidimensional and complex framework, affected by several factors such as personal characteristics, skills, cultural background, and organizational structure.

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Background & Objective: Professional Identity (PI) is essential in medical education to prepare students for interprofessional collaboration. The study analyses medical students' professional identity and the internal factors that influence it.
Material & Methods: This cross-sectional study was conducted from January to March 2023. Total sampling was conducted on fourth-year academic level and second-year professional level students. Questionnaires were distributed via Google Form and only completed questionnaires were analyzed. Professional identity was measured using Tagawa's Development Scale.
Results: The study was conducted at Hasanuddin University's Faculty of Medicine in Makassar, Indonesia. The total number of respondents was 492, consisting of 203 undergraduate and 288 second-year clerkship students. Students in both education levels showed positive results in self-control, awareness as a doctor, and reflection on the role of a doctor. However, social responsibility and self-external and self-internal internalization indicated lower scores. Age showed varying results for self-control, self-awareness as a doctor, and reflection on the role of a doctor. Living independently demonstrated differences only in the ability to self-externalize and self-internalize. The school of origin did not indicate significant differences for all development scale factors. At the same time, parent occupation exhibited distinct effects on self-control, awareness as a doctor, reflection on the role of a doctor, and social responsibility. Motivation showed differences only in the factor of self-control.
Conclusion: Regarding self-control, self-awareness, and self-reflection, medical students' professional identities are better developed at the professional than academic levels. Integrity, internalization of external and internal influences, and social responsibility components are still low and do not vary. Age, parents' educational backgrounds, and reasons for enrolling in medical school influence professional identity formation.

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It is vital to set up centers meant to guide and enhance initiatives meant to raise the caliber of instruction in medical institutions. Important institutions in improving educational quality are Medical Education Development Centers (EDCs), which can cooperate successfully with Education Development Offices (EDOs) to help colleges and teaching hospitals in achieving their educational goals [1].
It is quite important and difficult to build or activate EDOs inside the organizational structure. Justification sessions should thus be conducted with the authorities of the EDOs, educational deputies, and faculty/deans to help this. These seminars are meant to familiarize them with the duties, mission, procedures, and communication networks required for successful interventions in colleges and teaching hospitals. This strategy will open the path for the creation of committees concentrated on EDO operations including curriculum development, evaluation, faculty development, and educational scholarships committees. These committees can help EDOs to fulfill their main responsibility of raising the quality of education and learning [2].
Furthermore improving the performance of EDOs is providing faculty members working with EDOs operational plans customized to the particular circumstances of every college and teaching hospital consulting and guiding from the EDC [3].
Improving the knowledge and abilities of faculty members working in EDOs within medical education will considerably affect the essential organizational adjustments aimed at enhancing educational quality.  Their engagement in faculty development programs will result in beneficial modifications in their knowledge and attitudes regarding educational principles and techniques [4].
Supervising and evaluating the performance of EDOs encourages the growth and development of both individuals and organizations.  To achieve this, comprehensive educational evaluation methodologies should be applied to all program components.  Thus, it is advised that the performance evaluation of EDOs comprise adequate quantitative and qualitative methodologies, complemented by feedback based on the evaluation results and monitoring of the modifications performed [5].
In conclusion, the formation and effective operation of EDOs within medical colleges are crucial for boosting educational quality.  By increasing collaboration between EDCs and EDOs, we may establish a solid framework that supports curriculum planning, faculty development, and the continual evaluation of educational practices.  A comprehensive review of EDO performance, including both quantitative and qualitative methodologies, will give useful insights and support continued enhancements.  By prioritizing these activities, medical universities can make major progress toward their instructional goals, eventually benefiting students and the larger healthcare community.  We hope this perspective stimulates additional conversation and action targeted at boosting educational development in medical institutions.