Identification of Effective Factors Influencing Professional Ethics among Staff Experts in the Medical Vice-Chancellor’s Office of Iran University of Medical Services

Background: The desire for the survival of the generation, although it is a non-physical need, cannot be achieved without physical health. With the reduction of the country's population growth to less than one percent, the concern about the future of the country's population has become more serious. This study was conducted with the aim of investigating the challenges in the field of infertility treatment in centers affiliated to Iran University of Medical Sciences and Health Services. Methods: The current research was conducted with a qualitative, practical and semi-structured survey method to identify the challenges of infertility treatment in Iran University of Medical Sciences and Health Services. The statistical population includes all experts and practitioners in the field of infertility treatment of Iran University of Medical Sciences and Health Services, and information was collected by targeted sampling until data saturation. Interviews have been conducted with 20 experts in the field of infertility treatment at the University of Iran. After formal and content validity by experts, coding of information was done according to Strauss' opinion and the results were presented. Results: 4 general categories including political, social and Economic and financial situation ,structural and internal organizational status (bureaucratic, administrative, and Regulatory measures), participation (bureaucratic procedure, Effective interaction between government departments, Adoption of strategy, operational plan according to functionality and facilities (Deficiency of facilities, drugs and equipment) were identified as infertility treatment challenges in Medical Sciences and Health Services. Conclusion: For the development of infertility treatment at the level of Medical Sciences and Health Services, It is necessary to evaluate the effective factors and the barriers ahead, using the experiences and information received, to find appropriate solutions to solve the problems and facilitate the provision of specialized infertility treatment.

Background: This study was conducted with the aim of investigating the challenges of health tourism development in affiliated centers of Iran University of Medical Sciences (IUMS).
 Methods: This was a qualitative, descriptive, and applied study. The statistical population included all the stakeholders of health tourism at IUMS. The information was obtained through purposeful sampling until data saturation was reached. 20 experts in health tourism at the IUMS were interviewed. Experts confirmed the validity of form and content and coding was done (1), and the final result was presented.
 Results: 4 general categories were identified as the challenges of health tourism development in IUMS. They included political, social and economic conditions (communication at the global level and economic development), structural and internal organizational conditions (bureaucratic and administrative, supervisory and communication processes), participation (bureaucratic processes, effective communication between government departments and drafting of strategies and operational plans), and promotion (developing a strategic and coherent plan in the development of marketing and services at the global level and advertising).
 Conclusion: While identifying the driving factors and obstacles, It is necessary to develop medical tourism, pay attention to the political, social and economic, structural and intra-organizational conditions, attract participation and improve the existing situation and design services, which are among the challenges of medical tourism development at the Iran University of Medical Sciences.

Introduction. Paying attention to the improvement of teachers’ professional ethics is of special importance in educational organizations, especially secondary schools. Accordingly, the present study seeks to investigate the role of organizational culture in the emergence of teachers’ professional ethics. Materials and Methods. This research is descriptive-correlational in terms of data collection method. The statistical population of the study includes all teachers in Khosf, 180 people, of which according to Cochran’s formula, 123 people were selected as sample members by simple random sampling. Respondents included a majority of female. Denison’s Organizational Culture Questionnaire and Cadozier Professional Ethics Questionnaire were used to collect data. The validity of the questionnaires was confirmed using content validity and their reliability was obtained by Cronbachʼs alpha of 0.97 and 0.94, respectively. Data analysis was performed in SmartPLS 3 software environment using structural equation modeling method. Results. The results of testing the main hypothesis of the research showed that organizational culture plays a role in the development of teachers “professional ethics and about 94% of changes in teachers” professional ethics in schools are explained by organizational culture. Also, the results of testing the sub-hypotheses of the research based on examining the role of each component of organizational culture in the emergence of teachers’ professional ethics showed that each of the components of work engagement, integration, adaptation and mission explain the changes in the professional ethics of teachers in schools, among which, the mission component has the most and compatibility has the least impact. Discussion and Conclusion. The conclusions contribute to the development of the concept of organizational culture, provided that organizational culture and its components play a critical role in the development of teachers’ professional ethics. Accordingly, it can be concluded that a good organizational culture in schools can strengthen the professional ethics of teachers and create a good environment for the emergence of professional ethics among them.

Background & Aims The nurse’s ability to make an effective clinical decision affects the quality of care and differentiates professional nurses from non-professional ones. Many individual and organizational factors affect clinical decision-making of nurses. This study aims to examine the relationship between participation in clinical decision-making and organizational culture of nurses in intensive care units (ICUs) of selected hospitals in Tehran, Iran Materials & Methods This is a descriptive-correlational study. Participants were 317 nurses working in the ICUs of hospitals affiliated to Iran University of Medical Sciences, who were selected with proportional stratified sampling and sequential sampling methods. The data collection tools were the clinical decision-making questionnaire of Kyalo (2008) and the organizational culture assessment instrument of Cameron and Quinn (1990). The obtained data was analyzed in SPSS statistical software, version16. Descriptive indices (Mean±SD, frequency, percentage) were used to describe the data, and Pearson’s correlation test, independent t-test, and chi-square test were used to examine the relationships between the study variables. Results Among nurses, 88.5% were female, 86.5% had a bachelor’s level, and 39.6% were working in the ICU general. Their mean age was 34.65 years, and their mean nursing experience and the work experience in the ICU was 10.38 and 7.25 years, respectively. The mean score of clinical decision-making was 70.16±11.65, which was higher than the cutoff point (>54), indicating that the participation of nurses in clinical decision-making was high. The dominant organizational culture in the current situation was the market culture. In the preferred situation, the organizational dominant culture was the clan culture. Organizational culture in the current situation had no significant relationship with clinical decision-making (P=0.13), but this relationship was significant in the preferred situation (P=0.014). Clinical decision-making in nurses with clan culture was significantly higher than in those with market culture (P=0.013). Conclusion The current organizational culture in the selected hospitals is different from their preferred organizational culture. Despite the significance of relationship between ICU nurses’ participation in clinical decision-making and organizational culture in the preferred situation, the relationship is weak. More studies are needed with a larger sample size. Considering that the clan culture is the preferred culture, planning is needed to establish the clan culture in the hospitals to increase the participation of ICU nurses in clinical decision-making.

Introduction: Today, use of knowledge management components can be changed by altering the nurses' organizational culture. The purpose of this study was to investigate the relationship of knowledge management with organizational culture of nurses working in teaching hospitals of Iran University of Medical Sciences. Methods: This descriptive correlational study was conducted over all nurses working in teaching hospitals affiliated to Iran University of Medical Sciences in 2016. The population size was estimated as 85. The data collection tools included two questionnaires. Organizational culture questionnaire of Quinn model and knowledge management questionnaire of Lawson model. Data analysis was performed using SPSS version 16. Results: The analysis showed that the components of knowledge management was associated with all aspects of organizational culture. The correlation between knowledge management and organizational culture was 0.4-0.7. the significant level was set at p≤ 0.005. Conclusion: The nurses' knowledge management was significantly correlated with organizational culture and all its components. By programming in dimensions of organizational culture, nurses' interactions within the organization can be improved so that knowledge management can be institutionalized as a superior advantage in the educational centers.

The hidden curriculum refers to student experiences that occur outside the formal structure of the curriculum, and especially the messages provided by the education system concerning values, perspectives, behaviors, and attitudes which has a strong influence on students' professional development. This study aimed at explaining the lived experiences of undergraduate medical students about the “hidden curriculum.” This was a qualitative phenomenological study. Participants were medical students of Iran University of Medical Sciences and they were chosen by purposive sampling method based on the inclusion criteria. Semi-structured interviews with open-ended questions were conducted with 10 students until data saturation, and 7-step Colaizzi's method was utilized for the purposes of analyzing the study findings. In the process of analyzing data from medical students' lived experiences about hidden curriculum, the following three themes were extracted: 1. Conflict in value beliefs (sub-themes: not giving priority to students education, applicability to the clinical practice of basic sciences, attitude towards discipline, professional ethics, justice in evaluation”) 2. Modeling teacher’s communication skills patterns (sub-themes: “teacher-patient relationship,” “teacher -student relationship and professor-colleagues relationship) 3. Effective teaching (sub-themes: “clinical teaching” and “theoretical teaching”). Based on the results of the study, the hidden curriculum has both positive and negative impacts on various aspects of learning, especially the attitudinal domain. Consequently, paying specific attention to hidden curriculums is an absolute need. © 2019 Tehran University of Medical Sciences. All rights reserved. Acta Med Iran 2019;57(5):308-315.

Professional ethics, as a critical aspect of medical ethics, holds significant importance in healthcare professions that directly involve human lives. Accordingly, this study aimed to compare adherence to professional ethics principles among operating room (OR) students and staff in selected teaching hospitals affiliated with Iran University of Medical Sciences during 2021–2022. This cross-sectional descriptive study included 200 OR staff from six hospitals (selected via stratified quota sampling) and 60 OR students (recruited via convenience sampling). Data were collected using a demographic questionnaire and Kadushin’s Professional Ethics Questionnaire (2002) and analyzed in SPSS-24 using descriptive statistics (median and interquartile range) and inferential tests (Chi-square and Mann-Whitney U tests). Results indicated strong professional ethics in 98.4% of students and 75% of staff. Students scored significantly higher in loyalty and accountability (median score, P < 0.0001), while staff outperformed in honesty (median score, P = 0.003). No significant differences were observed in other dimensions. Overall, both groups demonstrated favorable professional ethics. These findings can guide educational interventions and developmental programs to further enhance professional ethics in these populations

BACKGROUND:Universities are changing from government organizations into third generation. The aims of this study were to identify the dimensions and components of a third-generation university and assessment of the status quo of Iran University of Medical Sciences.MATERIALS AND METHODS:This study was mixed method. In the qualitative phase, participants consisted of experts of academic management and scholars in third-generation universities. The dimensions and components of a third-generation university were identified by content analysis. A questionnaire was prepared according to dimensions and components with Cronbach's alpha of 0.86. In the quantitative phase, participants consisted of managers and experts of Iran University of Medical Sciences; they completed the questionnaire to assess the status quo of Iran University. Data analysis was performed by Colaizzi's and SPSS software.RESULTS:Third generation of universities of medical sciences has 2 dimensions and 17 components. Software dimension consists of course content, attitude, vision and mission of the university, organizational culture, instructors, students, employees, academic management and leadership, international approach, and social accountability components. Hardware dimension consists of organizational structure, academic infrastructures, knowledge commercialization, and communication with the government, education system, university environment, and university independence components. Status in Iran University of Medical Sciences in hardware dimension was 2.53, and in software dimension, it was 2.96.CONCLUSION:Universities are required to respond to the changes in community. Therefore, universities need to change their structures, goals, approaches, perspectives, and intra-organizational and extra-organizational communications to be able to move toward a university which is entrepreneur, skill teaching, wealth generating.

Ethical climate of the operating room from the perspective of the surgical team and its relationship with organizational culture and organizational commitment

Performance Auditor is a public accountant who carries out objective audit assignments on the financial statements of a company or other organization with the aim of determining whether the financial statements are presented fairly in accordance with generally accepted accounting principles. It can be concluded that Auditor Performance is a result of work completed by an auditor in carrying out the tasks assigned to him based on the influence of professionalism, organizational commitment, independence, competence and professional ethics. The purpose of this research is to determine the effect of professionalism, organizational commitment, independence, competence, and professional ethics on the performance of auditors in the Bali Province Public Accounting Firm. The population and sample in this study are 50 auditors at the Public Accounting Firm in Bali. The technique of determining the sample using purposive sampling method. While the analysis technique used is multiple linear regression analysis. The results of the study show that the variables of professionalism, independence and professional ethics have a positive effect on auditor performance. Meanwhile, organizational commitment and competency variables have no effect on auditor performance.

IntroductionInternational accreditation of universities is a comprehensive evaluation process conducted by reputable external bodies to ensure adherence to quality and effectiveness standards in higher education institutions. This study aimed to identify the challenges and strategic solutions related to the international accreditation of Iranian universities of medical sciences (IUMS).MethodsThis qualitative study was conducted in 2023 across IUMS. Data were collected through purposive semistructured interviews with 36 individuals, including administrators, faculty members, and experts from various university departments under the supervision of the Ministry of Health and Medical Education (MOHME). The interviews continued until data saturation was achieved. The data were analyzed using the conventional content analysis approach proposed by Graneheim and Lundman.ResultsA total of 52 challenges were identified, the most critical of which were cultural barriers, weak implementation processes, and inappropriate organizational structures. In parallel, 57 solutions were classified into seven categories, including training and education, infrastructure development, communication enhancement, policymaking and planning, self-assessment, improvement of standards and indicators, and process optimization.ConclusionsThis study identified major barriers to international accreditation in IUMS and proposed practical solutions. Progress requires joint action: universities should strengthen training, infrastructure, documentation, and internal quality assurance, while accrediting bodies and national authorities must provide supportive regulations, adequate resources, and context-sensitive standards aligned with global frameworks. Coordinated efforts at both levels are essential for enhancing accreditation readiness, improving quality, and increasing global competitiveness.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12909-025-08031-8.

Investigating the most Important Advantages, Disadvantages and Obstacles of Public-Private Sector Partnership in Providing Primary Health Care Services from the Viewpoint of Health Managers

Background and Aim: Given the changing needs of organizations and society, productivity and competition require attention to professional ethics, teamwork and accountability. The purpose of this study was to determine the impact of professional ethics on organizational accountability with mediating role of teamwork. Materials and Methods: In this descriptive-correlational study, the study population was the staff of Ardabil University of Medical Sciences in 2018 According to Cochran formula, 170 people were selected using simple random sampling. Qasemzadeh's Professional ethics (2014), Linchoni's Teamwork (2000) and Bovens's (2005) Public accountability questionnaires were used for data collection. Data were analyzed using SPSS24 and Amos22 statistical softwares. Findings: Professional ethics had a direct and significant effect on teamwork (0.62) and staff accountability (0.58). The direct effect of teamwork on staff accountability was significant (0.43). Also, mediathing role of teamwork in the impact of professional ethics on accountability (0.26) was confirmed. Among the components of professional ethics, empathy (0.95) had the highest and respect for others (0.43) had the lowest factor load. Among the components of teamwork, commitment (0.85) had the highest and the constructive approach (0.49) had the lowest factor load. Among the dimensions of accountability, the dimension of professional accountability (0.90) had the highest and the dimension of legal accountability (0.57) had the lowest factor load. Conclusion: According to the findings, staff training for professional ethics and teamwork skills can provide the ground for unity and teamwork that results in increased organizational accountability. Please cite this article as: Moeinikia M, Kazemi S, Omidvar A, Divband A. The Impact of Professional Ethics on Organizational Accountability with Mediating Role of Teamwork. Bioethics Journal 2019; 9(31): 35-45.

Background Clinical education constitutes the foundation and essence of medical education. This study analyzed the present condition of clinical instruction in the hospitals of Iran University of Medical Sciences. Methods This study was a cross-sectional descriptive analysis conducted in two phases at two teaching hospitals of Iran University of Medical Sciences in 2023. A situational analysis was performed in various clinical education environments, utilizing the standards from the viewpoints of medical students (interns) and clinical faculty members using questionnaires. The data were analyzed utilizing SPSS 19 software. Results The Content Validity Index (CVI), Content Validity Ratio (CVR), and CVR index for the questionnaire entitled "Situation Analysis of Clinical Education from the Students' Perspective" were 4.88, 0.96, and 0.90, respectively. The second questionnaire, titled "Situation Analysis of Clinical Education from the Teachers' Perspective," yielded scores of 4.78, 0.92, and 0.91 out of 97 students and 46 clinical professors. Both groups indicated greater adherence to standards in the morning report, with compliance rates of 77.28% for students and 71.37% for professors, in contrast to other domains. However, in the clinical skills center, compliance was reported to be lower, with 43.5% for students and 44.71% for professors. Furthermore, students exhibited minimal adherence to journal club standards, with a mere 35% of them meeting the requisites. Conclusion The findings indicated a deficiency in the implementation of standards within the clinical skills center, along with an absence of practical assessment methodologies across various domains of clinical education. As the clinical skills unit prepares students for clinical practice, it is imperative that health policymakers prioritize the unit and enhance pedagogical approaches in the skills workshops. The allocation of sufficient resources and the incorporation of evidence-based evaluation tools are crucial, particularly concerning modifications in the student evaluation process within clinical domains.

BackgroundMedical ethics is a vital quality for the doctors which has been seriously taken into consideration in recent years. Identifying the factors affecting medical ethics may help to develop more effective ways to promote this quality in medical education. This study was aimed to explain the challenges of hidden curriculum in learning the professional ethics among Iranian medical students.Materials and MethodsThis qualitative study was performed on 15 medical interns of Kermanshah University of Medical Sciences in 2019 using grounded theory (GT). Sampling was started by purposive sampling and continued through theoretical sampling until complete data saturation. Data collection and analysis were done simultaneously. Data were interpreted by the constant comparative method according to Strauss and Corbin’s approach.ResultsThe results showed that the challenges of hidden curriculum for learning the professional ethics by medical students included a number of key concepts. Analyzing these concepts and taking into account the commonalities, we obtained six subthemes using a reduction inductive method, the main theme of which was “the challenge of hidden curriculum in learning the professional medical ethics”. The subthemes included “decreased interest in medicine”, “false beliefs”, “curriculum weakness”, “materialism and economic problems”, “avoidance of responsibility”, and “underlying problems of the medical profession”.ConclusionThe findings indicated six challenges in the hidden curriculum for learning the professional medical ethics. These challenges can be considered a threat or an obstacle to achieving the goals of professional ethics. Therefore, curriculum planners, education policymakers, and teachers should plan and implement the professional ethics curriculum based on these factors.