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Context: In order to fulfill its tasks and goals, higher education systems need qualified and competent faculty members. The need for faculty development programs is currently obvious. Objectives: The present study aimed to determine the components of faculty development at universities of medical sciences in Iran and across the world, in which, the concepts and dimensions of development, the evolution process and the programs for faculty development of universities of medical sciences were investigated up until now, in Iran and other countries. Data Sources: To obtain the required resources, data were collected through a systematic search in Google Scholar, Medline, Web of Sciences, AIR, ERIC and Springer, ProQuest, and Elsevier databases and from published articles in the Iranian journals available at the SID and IranDoc databases. The articles were selected in accordance with the inclusion criterion of addressing the components of faculty development from different perspectives. Finally, 40 articles carried out in Iran and some other countries and published between 1966 and 2017 were found. Results: In this study, four dimensions of individual, professional, educational, and organizational development were identified. However, most studies were concerned with educational development and most of the given theories were about training faculty members via scientific workshops and seminars. Furthermore, evaluations were often conducted in the same vein, and in most studies, an organizational perspective was adopted and the focus was on organizational goals. Conclusions: Considering that the requirements and conditions of faculty members vary across different universities, disciplines and conditions, the development programs should be designed to target specific subgroups and cover a wide range of skills, not just education.

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Yusuf et al. (1999) and Albrecht (2003) organizational intelligence model were used to examine the relationship between two construct. Data were analyzed using SPSS, and AMOS. Results of structural equation modeling showed a significant and positive relationship between organizational agility and organizational intelligence in the Tehran University of Medical Sciences.

Organizations can be regarded as one of the main social foundations in the present age and management can be one of the most important factors of life, growth, and flourishing of the organizations. The issue of training of leaders has complicated and mixed dimensions and identity, therefore there is not a deep understanding of the concept among most of the administrators and also in the research -scientific centers level. This paper aims to offer a model of the structural equations of the consisting variables of the core concept (leadership thinking, communication, and meritocracy). In this research, the analytical -descriptive method was used to offer the model of structural equations for the parameters of leadership thinking, communication, and meritocracy in the training of the organizational leaders of Oil Company. The statistical population includes top, middle and first line managers of Oil Company and the questionnaires were prepared randomly by sampling and according to the Morgan table for 384 subjects. Quantitative analyze of data were performed by SPSS software version 19, and the structural equations were analyzed by the 8/7 LISREL software. Finally, the effect of each of the variables of leadership thinking, communication, and meritocracy on the main variable of core concept was determined by the offered structural model. The model reliability was confirmed by the goodness of fit indices.

Background and Objectives: Competency-based medical education focuses on empowering the medical students with capabilities required to act effectively in their field work, in accordance with the needs and demands of the service sector. The remarkable rise in the interconnection between medicine and religious issues in recent years has intensified the need to addressing religious competencies in medical education. However, there is little evidence of such a tendency in the Iranian medical universities. We investigated the barriers and challenges faced by medical education system for the development of religious competencies.Methods: This qualitative study was carried out by conventional content analysis method. The participants were 18 faculty members and instructors from 7 Iranian medical universities, selected through purposeful sampling. The experts' opinions were obtained through deep semi-structured interviews and analyzed by MaxQDA (version 10). Results:The results revealed the challenges of developing religious competencies in five main categories including conceptual challenges (lack of clarified concept of religious competencies, and the predominance of secular approach), motivational challenges (lack of intrinsic/ extrinsic motivation), methodological challenges (lack of appropriate teaching/ learning methodology and inadequacy of assessment mechanisms), institutional challenges (the absence of supportive and facilitating organizational culture, lack of necessary infrastructures, discordant content and resources, and improper policies), and finally contextual challenges (sociocultural conflicts and macro social structures). Conclusion:Religious competencies development in Iranian medical education is in need of close attention to multiple factors affecting it, some of which are outlined in this article. It seems that a multifaceted look is needed for a comprehensive plan in this regard.