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Dear Editor, With regard to the incredible growth of science and technology in all areas, especially in medical sciences and health, medical sciences faculty members and policy makers need to keep their information and knowledge up to date. So setting the standards for education and research of faculty members is of particular importance in the world.1 Modern societies owe their position, more than anything else, to the development, deepening and growth of research. The field of medical sciences is not an exception.2 Despite the importance of this issue, given that one of the main goals of the medical sciences field is training human resources needed for community health, research activities and education are also important at the university level.2 However, educational services are on the decline at universities, and it seems educational activities are regarded as less important for a number of faculty members.3 Alizadeh noted that there were no standards for education in research or service provisions for faculty. Faculty members rarely have information and awareness on educational methods, and teaching and education were not considered distinguished activities but routine tasks of faculty members.3 The Carnegie Science Foundation in both 1969 and 1989 showed that scientific publications is the main criterion for promotion of faculty members and the importance of publication for promotion rose rapidly in those 20 years. Ron Richards clarified this problem by suggesting the two options for the faculty members to choose: “Service to Students” and “Promotion,” and added: “A teacher who teaches well is not necessarily someone who has good research.”4 In 1990, Boyer, of the Carnegie Foundation, published the book Scholarship Reconsidered. In it, he reviewed the definition of scholarship, which until then was limited to research activities and publications in prestigious journals. He defined scholarship in four areas: scholarship of discovery, that is, the production of new knowledge, the same as research; scholarship of integration, that is, showing the relationship between the produced knowledge with other attitudes; scholarship of application, or using the produced knowledge to solve problems; and scholarship of dissemination, sharing new knowledge and scholarship of engagement along with actual applications in society to solve problems.3 Following this, the authorities changed their attitude toward Teacher’s Day by considering importance of education at universities of medical sciences and provided appropriate conditions for holding Teachers’ Day starting several years ago. They have tried to implement and value indicators related to scholarship to enhance the educational position at the University of Medical Sciences. One of the achievements of this approach is the Shahid Motahhari Educational Festival,5 sponsored by the National Secretariat and held every year to celebrate and honor faculty members of medical education and to identify desirable local and national educational projects and innovation, and to introduce new projects to enhance medical education. Additionally, the Shahid

research and development in medical education

The Participation of Faculty Members in Designing and Implementing Educational Projects at Tabriz University of Medical Sciences Compared to type 1 Universities in Iran