Educational Quality of Services in Medical Universities of Islamic Republic of Iran: A Systematic Review and Meta-Analysis

AUTHORS

Soheil Arekhi 1 , Arash Akhavan Rezayat 2 , Majid Khadem-Rezaiyan 3 , 4 , * , Masoud Youssef 5 , 6

1 Medical Student, Student Research Committee, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

2 Student Research Committee, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

3 Assistant Professor of Community Medicine, Educational Development Center, Mashhad University of Medical Sciences, Mashhad, Iran

4 Clinical Research Development Unit, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

5 Assistant Professor, Department of Microbiology and Virology, School of Medicine, Mashhad University of Medical Science, Mashhad, Iran

6 Antimicrobial Resistance Research Center, Bu-Ali Research Institute, Mashhad University of Medical Science, Mashhad, Iran

How to Cite: Arekhi S, Rezayat A A, Khadem-Rezaiyan M, Youssef M. Educational Quality of Services in Medical Universities of Islamic Republic of Iran: A Systematic Review and Meta-Analysis, J Med Edu. 2019 ; 18(2):e105673. doi: 10.22037/jme.v18i2.25116.

ARTICLE INFORMATION

Journal of Medical Education: 18 (2); e105673
Published Online: October 20, 2019
Article Type: Review Article
Received: April 15, 2019
Accepted: July 24, 2019
Crossmark
Crossmark
CHECKING
READ FULL TEXT

Abstract

Background: The comparison between customers’ expectations and real provided services is defined as the quality of service. In medical education system, the negative quality gap can threaten the lives as graduates are probably not capable of managing the health condition of their patients. The aim of this study was to demonstrate a whole picture for educational quality of services in medical universities of the Islamic Republic of Iran.Methods: Persian databases (SID, Elmnet, Magiran, and IranMedex) and English electronic databases including Scopus and PubMed were searched (from 2005 to 2017). Our main search terms include medical university, SERVQUAL, and quality of education. The methodological quality was assessed by a modified Newcastle–Ottawa Scale (NOS). Information was gathered for the following terms: author, publication year, keywords, and main conclusion. The main outcome measurement was the measured gap for tangibles, reliability, assurance, responsiveness, and empathy dimensions along with the total educational services quality gap. Pooled difference in means (95 CI%) were evaluated. All analyzes were performed using comprehensive meta-analysis software.Result: For this study, 143 cross-sectional studies were found for review. Based on the random effect models, total weighted mean difference (WMD) was -1.23 (95 CI%: -1.35 to -1.11), WMD of assurance was -1.24 (95 CI%: -1.41 to -1.08), WMD of reliability was -1.04 (95 CI%: -1.28 to -0.80), WMD of responsiveness was -1.38 (95 CI%: -1.52 to -1.24), WMD of tangible was -1.25 (95 CI%: -1.41 to -1.10), and WMD of empathy dimension was -1.18 (95 CI%: -1.34 to -1.03). Stratified analysis revealed that if universities types and quality of studies decreases, all dimensions of the quality gap would be deteriorated.Conclusion: Negative gap was reported for all faculties/universities. Students are the main customers of universities; hence items that are requested by students should be offered.  Determining where gaps lie in different dimensions can guide the allocation of financial resources in education systems, in addition to improving decision-making and strategic planning.

Fulltext

The body of the article can be found in the PDF file.

References

  • 1.

    References are available in the PDF file

  • © 2019, Journal of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
    COMMENTS

    LEAVE A COMMENT HERE: