Development Strategies in Medical Education

Objective: This study evaluated the responsiveness of diabetes clinics and educational–treatment centers in Tehran under Iran’s responsive medical education framework. Responsiveness emphasizes enhancing healthcare quality aligned with societal needs. With type 2 diabetes prevalence rising and academic centers pivotal in service delivery, patient-perceived responsiveness is vital for quality improvement and socially accountable education. Methods: A descriptive cross-sectional study targeted type 2 diabetes patients at clinics affiliated with Tehran Universities of Medical Sciences. Sample size was 330, calculated via standard formula. Data were collected through telephone interviews using a validated 28-item questionnaire assessing eight responsiveness dimensions on a five-point Likert scale (Cronbach’s alpha = 0.95). SPSS version 16 facilitated descriptive statistics, one-sample t-tests, ANOVA, and Pearson correlation analyses. Results: Overall responsiveness scored 3.01±0.45. Dignity (3.91±0.53), prompt attention (3.04±0.48), and environmental quality (3.58±0.51) exceeded the hypothetical mean. Autonomy and choice (2.71±0.39), clarity of communication (2.68±0.66), and social support (2.93±0.55) fell below. Significant differences emerged by gender (higher in men), marital status (higher in singles), and education level; no associations with diabetes duration or insurance status (P>0.05). Conclusion: Tehran’s educational–therapeutic clinics perform well in select non-medical responsiveness dimensions, but physician-centered models limit patient participation and psychosocial support. Gender-sensitive approaches, resident training in shared decision-making, and virtual support groups could enhance adherence and reduce diabetes-related economic burden.

Keywords: Health system responsiveness, type 2 diabetes, responsive medical education

     

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