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Barriers to Professional Development among Clinical Faculty Members: A Qualitative Study

Document Type : Original Article

Authors

Clinical Education Research Center, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran

10.30476/jamp.2026.110674.2372

Abstract

Introduction: Faculty and professional development are intrinsically linked to organizational effectiveness and academic excellence. Understanding barriers to faculty development can help improve the institution. This study aimed to investigate some factors affecting the professional development of faculty members in the Faculty of Medicine, Shiraz University of Medical Sciences.
Methods: In this study, the qualitative content analysis method was used. 17 faculty members were recruited through purposive sampling and participated in semi-structured, in-depth interviews. Data collection continued until saturation was reached. The interviews were first recorded on tape, transcribed word for word, and later analyzed by applying Graneheim and Lundman’s content analysis.
Results: Data analysis resulted in two major categories: organizational and cultural barriers. The organizational barriers consisted of lower salaries, a high workload, a non-supportive organizational system, lack of support for going abroad, inadequate incentives, inadequate access to resources, suppression of motivation, rigid promotion regulations, and poor infrastructure. Professional jealousy, preference for routine work, individual activities, and commercialization of medicine were the cultural barriers.
Conclusion: By recognizing the challenges that faculty members are facing in achieving success or development within the educational system, barriers can be overcome. Improving faculty development means the faculty is improved and contributes to student, organisation, and society development.

Highlights

ALI ASGHAR HAYAT

MOHAMMAD HASAN KESHAVARZI

Keywords

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Journal of Advances in Medical Education & Professionalism
Volume 14, Issue 4
October 2026
Pages 392-493
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