Revision of task description of educational development centers and educational development offices: Toward performance improvement

Abstract

BACKGROUND: In recent years, educational development centers (EDCs) have evolved among universities from a marginal to a strategic aspect. The present study aimed to achieve an applicable task description at two levels of basic and quality improvement for EDCs and educational development offices (EDOs). MATERIALS AND METHODS: This research used the triangulation method. Initially, the current condition of EDCs across the country was evaluated with an electronic questionnaire in 2019. In the second phase, the modified Delphi method was used in two rounds with purposive sampling and a researcher-made questionnaire. The research participants were from all of the country. In the RAND technique, an electronic questionnaire was sent to 14 experts in medical education. After the analysis, the results were discussed, and the questions were answered again. We determined frequency and used content analysis. RESULTS: The task descriptions containing basic and quality improvement have been developed in three main sections: Organizational communication of EDCs and EDOs for policymaking; organizational structures, organizational charts, and the budget of EDCs and EDOs; and developmental roles of EDCs and EDOs (curriculum policies, curriculum development, blended learning, community-oriented), faculty development, evaluation (student assessment, faculty evaluation, program evaluation, accreditation), research (educational research, educational scholarship, innovative educational designs, events), and students (student committee, talented students). CONCLUSION: The task description guidelines have been prepared with 68 articles in basic and quality improvement and three main sections, including organizational communication of the EDCs and EDOs, organizational structures, the budget of the EDCs and EDOs, and their development roles.