Identification of Key Components of Educational Quality and Learning at Mazandaran University of Medical Sciences
Keywords:
Educational Quality, Learning, Medical Education, Grounded Theory, Higher Education, Mazandaran University of Medical SciencesAbstract
The aim of this study was to identify the key dimensions and components of educational quality and learning at Mazandaran University of Medical Sciences. This study was conducted using a qualitative approach based on systematic grounded theory. The research population consisted of academic and managerial experts from Mazandaran University of Medical Sciences, selected through purposive sampling based on theoretical saturation. Data were collected through semi-structured interviews and analyzed concurrently using MAXQDA 2020 software. The analysis process involved open, axial, and selective coding, leading to the extraction of concepts, categories, and their interrelationships. The results revealed that educational quality and learning are influenced by six main dimensions, including instructor competence and skills, curriculum design and structure, learning methods and student activities, feedback and learning monitoring, assessment and educational justice, and interaction and learning environment. Among these, the instructor’s role emerged as the central factor in guiding the learning process, while the interaction among dimensions was identified as essential for achieving educational quality. The findings highlight the multidimensional nature of educational quality and the necessity of adopting an integrated approach to improve educational processes, emphasizing the simultaneous enhancement of instructor competencies, curriculum design, active learning strategies, and interactive learning environments to improve learning quality in medical universities.
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