Volume 16, Issue 1 (8-2026)
Clin Exc 2026, 16(1): 38-48 |
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Shirazi M, Nave Ibrahim A R, Mohebzadegan Y, Sadeghi Jafari J. Designing a Mentoring Support Model to Improve Career Development of Faculty Members at Shahid Beheshti University of Medical Sciences. Clin Exc 2026; 16 (1) :38-48
URL: http://ce.mazums.ac.ir/article-1-955-en.html
URL: http://ce.mazums.ac.ir/article-1-955-en.html
Department of Educational Administration, Faculty of Education and Psychology, Kharazmi University, Tehran, Iran
Abstract: (28 Views)
Background and Objective: Systematic mentoring, through the establishment of a structured framework and purposeful, guided support, creates a dynamic environment for enhancing the skills and professional competencies of academic staff, leading to sustainable and continuous improvement in the quality of university education and research. Accordingly, the present study aimed to develop a systematic mentoring model for the professional development of faculty members at Shahid Beheshti University of Medical Sciences.
Methods: This applied and mixed-methods research employed a grounded theory approach for the qualitative phase and a descriptive-survey design for the quantitative phase. The qualitative population comprised 25 individuals, including professors, experts, and university executives, selected through purposive sampling, while the quantitative sample comprised 1530 faculty members, from whom 307 participants were selected via stratified random sampling based on Cochran's formula. Data collection involved semi-structured interviews for the qualitative component and researcher-made questionnaires on systematic mentoring (75 items) and professional development (30 items) for the quantitative component. The validity and reliability of the instruments were confirmed through various methods, and data analyses were conducted using SPSS, LISREL, and MAXQDA software[a1.1]. Qualitative data were analyzed using theoretical coding, and quantitative data were examined via confirmatory factor analysis, Friedman test, and structural equation modeling.
Results: The results identified six dimensions of the systematic mentoring model: process structuring, quality of implementation, program structure, success/failure factors, reciprocal relationships, and effective implementation requirements. Among these, "reciprocal relationships and responsibilities" had the highest mean score, whereas "effective implementation requirements" had the lowest. Moreover, the model demonstrated a significant positive impact on professional development and exhibited good fit indices.
Conclusion: By proposing a six‑dimensional model of systematic mentoring and confirming its positive and significant effect on the professional development of faculty members, the present study provides a practical, context‑specific framework for Shahid Beheshti University of Medical Sciences. Emphasizing reciprocal relationships, process structure, continuous feedback, and alignment with organizational characteristics, the proposed model creates a dynamic foundation for the sustainable enhancement of teaching and research quality. Through the documentation of experiences and long‑term evaluation, it transforms the university into a learning‑oriented and development‑driven institution.
Methods: This applied and mixed-methods research employed a grounded theory approach for the qualitative phase and a descriptive-survey design for the quantitative phase. The qualitative population comprised 25 individuals, including professors, experts, and university executives, selected through purposive sampling, while the quantitative sample comprised 1530 faculty members, from whom 307 participants were selected via stratified random sampling based on Cochran's formula. Data collection involved semi-structured interviews for the qualitative component and researcher-made questionnaires on systematic mentoring (75 items) and professional development (30 items) for the quantitative component. The validity and reliability of the instruments were confirmed through various methods, and data analyses were conducted using SPSS, LISREL, and MAXQDA software[a1.1]. Qualitative data were analyzed using theoretical coding, and quantitative data were examined via confirmatory factor analysis, Friedman test, and structural equation modeling.
Results: The results identified six dimensions of the systematic mentoring model: process structuring, quality of implementation, program structure, success/failure factors, reciprocal relationships, and effective implementation requirements. Among these, "reciprocal relationships and responsibilities" had the highest mean score, whereas "effective implementation requirements" had the lowest. Moreover, the model demonstrated a significant positive impact on professional development and exhibited good fit indices.
Conclusion: By proposing a six‑dimensional model of systematic mentoring and confirming its positive and significant effect on the professional development of faculty members, the present study provides a practical, context‑specific framework for Shahid Beheshti University of Medical Sciences. Emphasizing reciprocal relationships, process structure, continuous feedback, and alignment with organizational characteristics, the proposed model creates a dynamic foundation for the sustainable enhancement of teaching and research quality. Through the documentation of experiences and long‑term evaluation, it transforms the university into a learning‑oriented and development‑driven institution.
Keywords: Faculty member, Mentoring, Professional development, Systematic mentoring, University of Medical Sciences.
Type of Study: case report |
Subject:
مديريت خدمات بهداشتي و درماني
Received: 2025/11/24 | Accepted: 2026/05/31 | Published: 2026/05/31
Received: 2025/11/24 | Accepted: 2026/05/31 | Published: 2026/05/31
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