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Introduction: Higher education plays an important role in the development of countries in social, economic, cultural, and scientific aspects. Also, the field of healthcare is changing rapidly, and to provide better care, health professional students need to be trained at a higher level. This situation has placed demands on academic and clinical settings responsible for training professional health students. The main objectives of this research project can be defined as 1 -to investigate important issues of accreditation and assessment process of health professional education worldwide and 2-to design and develop a uniform, transparent, and scientific accreditation framework for health professional programs in Iran., Methods and Material: The research methodology for the design of a generic accreditation framework in health professional education is outlined by the following step-by-step (1 to 7) procedure according to the developmental research methodology and three phases considering analysis, development, and evaluation., Results: The findings of the analysis phase showed that there is no specific structure and process for accreditation in Iran compared to other countries. The three most common actions of the accreditation include the following: 1. self- assessment, 2. peer-review and site visits, and 3. evaluation and reports. A review of the relevant literature and websites indicate that various assessment frameworks have been developed regionally, as well as internationally, to accredit professional health programs. However, most of these frames seem to be non-uniform, too complex, and non-transparent. In addition to these results, three themes were extracted from the interview analysis, "accreditation barrier," "theoretical foundation of accreditation," and "specific structure and process of accreditation" which indicates the need for education at various levels of educational managers and faculty members. Therefore, these issues were taken into consideration in the design of the accreditation framework of health professional educational programs. After two stages of evaluation from the point of view of specialists and experts of the educational secretariats of the Ministry of Health and Medical Education, the final version of the program's accreditation framework and policy will be finalized., Conclusion: In Iran, despite the challenges and valuable activities in different educational secretariats, there was no coherent process that can be considered accreditation. In this study, self-study evaluation guide, external evaluation, standard development, and ethical guide for the programs accreditation were developed. The results of this study can help the educational secretariats of the Health and Medical Education Ministry that is based on the documents developed and operationalize their accreditation process and structure., Competing Interests: There are no conflicts of interest., (Copyright: © 2023 Journal of Education and Health Promotion.)

Background: Planning, organizing, and coordinating are inevitable in pursuing the faculty and university's goals, which cannot be achieved without having desirable goals, prioritization, and AP (action plan). This study designed, implemented, and evaluated APM (Action plan management) to increase the quality of educational, research, and management programs., Materials and Methods: A developmental study was conducted at Isfahan Medical School in 2019. The participants were selected by census sampling, and the target population comprised all deputies (8 ones) and departments (33 ones). This study was carried out in seven steps with a combined method of reviewing literature, document analysis, focus group, and questionnaire. The steps were forming the APM committee, regulating a planned process, designing and issuing the faculty's general policies, using expertise and getting feedback, monitoring the program, final reporting, and the poll., Results: The response rate of the departments was 90.2%; the highest and lowest comprehensiveness scores of AP were 100% and 38%, and the highest and lowest performance monitoring scores were 100% and 25%. The mean and standard deviation of comprehensiveness and monitoring were 76 ± 0.1% and 69 ± 0.4%, 82 ± 0.1% and 73 ± 0.1%, and 72 ± 0.2% and 63 ± 0.4% in the basic science departments, clinical departments, and deputies, respectively. The highest agreement (4.8 ± 0.4) was related to the items "AP is as one of the important functions of management, looking to the future" and "AP is effective in the development of any organization.", Conclusion: Regulating a designed process with a clear guideline, developing 24 general policies for the faculty, forming a committee to monitor the AP, and evaluating and giving feedback to the units were the most important results of this study. Also, the selected departments were introduced, and the progress report was presented to the faculty councils. Further studies were proposed to develop long-term plans, and information management was suggested to measure the progress of different units over time according to the defined goals., Competing Interests: There are no conflicts of interest., (Copyright: © 2023 Journal of Education and Health Promotion.)

Introduction: The study aimed to design, implement, and evaluate the process of advisor and teaching assistant (TA) to increase the quality of cascade training in principal educational groups, presenting the obstacles and problems of this educational intervention and introducing them to educational planners., Methodology: This applied developmental research was conducted in Isfahan University of Medical Sciences in 2017-2018 in principal educational groups (internal medicine, surgery, pediatrics, gynecology, and cardiology). For this purpose, a working party called TAs was composed of managers, faculty members, and active and interested assistants, including 24 people. The action plan, bylaws, job description, and logbooks were completed by the method of the focus group. Getting the report, monitoring the activity, exchanging the ideas, and drawing up the various plans were continuously done through bi-monthly in-person meetings, and the virtual group was organized for monitoring, starting a training logbook, and doing semi-organized interviews to evaluate., Results: In a total of 1131 h, various educational activities were conducted such as cooperating with the advisor, teaching some part of a class, holding a workshop, contributing to question design, preparing the educational resources, and organizing an educational round., Conclusion: Improving the knowledge, attitude, and practice of assistants in cascade training, regulating their activities, learning the teaching skills, and exercising them with the teacher were some of the most significant opportunities of this study., Competing Interests: There are no conflicts of interest., (Copyright: © 2021 Journal of Education and Health Promotion.)