1. Mahdi R.[Skill training position in the third generation universities]. Journal of Skill Training 2016; 4 (14):103-117.[Persian]
2. Hakak M, Hozni S, Shahsiyah N.[Third Generation University is an indispensable necessity for health education]. Journal of Medical Education and Development 2018; 13 (2): 161- 63. [Persian]
3. Enayati T, AliPour A.[Research Commercialization of Fourth Generation Universities]. Quarterly]. Journal of Interdisciplinary Studies, Strategic Knowledge 2017; 7 (26): 76- 53. [Persian]
4. Goudarzvand Chegini M.[The fourth generation university labor; and action approach (case studies: Cambridge, Stanford, and Harvard universities]. Iranian Journal of Engineering Education 2018; 20 (78): 1- 16. [Persian]
5. WHO. Global strategic directions for strengthening nursing and midwifery 2016- 2020; FNOPI 2016.
6. shakeri M.[Designing an effective accountability model in public universities of Tehran (mixed approach)] [Dissertation]. Tehran: Allameh Tabataba'i University; 2016. [Persian]
7. Nursing and Midwifery Board of Ireland. Considerations in determining scope: responsibility, accountability & autonomy. [Cited 2022 Jul 10]. Available from. https://www.nmbi.ie/Standards-Guidance/Scope-of-Practice/Considerations-in-Determining-Scope/Responsibility,-Accountability-Autonomy
8. International Confederation of Midwives. Philosophy and model of midwifery care. Strengthening Midwifery Globally 2014;1(1):1-3.
9. International Confederation of Midwives. International Definition of the Midwife. Strengthening Midwifery Globally; 2011.
10. Delrouz K. [Designing and Validating Instructional Design Model of addiction prevention in the students of first period of secondary school][Dissertation]. Tehran: Allameh Tabataba'i University; 2016. [Persian]
11. Fardanesh H. [Educational design: basics, approaches and applications]. Tehran: Samt; 2015. [Persian]
12. Vereijken M, Kruidering -Hall M, de Jong P, De Beaufort A, Dekker F. Scientific education early in the curriculum using a constructivist approach on learning. Perspectives on medical education 2013; 2 (4): 209- 15. [DOI:10.1007/s40037-013-0072-1
13. Nalliah S, Idris N. Applying the learning theories to medical education: A commentary. educational psychology 2014; 8 (1): 50- 7. [DOI:10.56026/imu.8.1.50
14. Abedini Baltork M, Nasr Esfahani A, Nili M. [Medical faculty of professional competence based on constructivism views. Strides in Development of Medical Education]. 2014; 11 (1): 125- 8. [Persian]
15. Dent J, Harden RM, Hunt D. A practical guide for medical teachers.5th ed. Elsevier health sciences; 2017.
16. Creswell JW, Creswell JD. Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications; 2018.
17. Dehghan nayeri N. [Principles of qualitative research, methods and procedures of grounded theory]. Tehran: Andisehrafee; 2013. [Persian]
18. Kiamanesh A, Danayetoos M. [Research design: Qualitative, quantitative, and mixed methods approaches]. 3rd ed. Tehran: Allameh Tabataba'i University publication; 2009. [Persian]
19. Taleb M. [Practical methods of social studies]. 2nd ed. Tehran: Tehran university publication; 2012. [Persian]
20. Ort JA. Accountability Among Baccalaureate Nursing Students: Definitions, Perceptions, and Engagement Practices of Accountability [Dissertation]. Albani & Troy: The Sage Colleges; 2017.
21. Wood Jr J, Winston BE. Toward a new understanding of leader accountability: Defining a critical construct. Journal of Leadership & Organizational Studies 2005; 11 (3): 84- 94. [DOI:10.1177/107179190501100307
22. Kahn P, O'Rourke K. Understanding enquiry- based learning. Handbook of enquiry & problem based learning; 2005
23. Shahinmehr B, Hassani M. [Modeling the relationship between professional ethics and social responsibility with organizational accountability]. Journal of Ethics in Science and Technology. 2015; 10 (1): 1- 11. [Persian]
24. Thompson F. The ethical nature of the mother midwife relationship: a feminist perspective] [Dissertation]. Toowoomba: University of Southern Queensland; 2001.
25. Sharifi M, Mirshahjafari A.[A review of the moral education curriculum in several countries of the world and Iran]. Moral knowledge 2016; 7 (19): 31- 15.[ Persian]
26. Sridevi S, Babu AG. Building professionalism and professional identity through work- integrated learning. International journal of basic and applied research 2019; 9(6).
27. Larijani B, Motevaseli E. [New methods of medical ethics education]. Iranian Journal of Diabetes and Metabolism 2005; 4: 39- 46. [Persian]
28. Yosefi MR, Ghanbari MR, Mohagheghi MA, Emami Razavi SH. [The Possibility of Including Medical Ethics Courses in the Clinical Training of Medicine Students: Academic Members Viewpoints]. Strides in Development of Medical Education 2012; 9 (1): 1- 10. [Persian]
29. Rahimi H, Shekari A, Ghoraba M. [The pathology of ethical education (research case: University of Kashan) ]. Akhlagh Religious Extension Quarterly 2014; 10 (37): 178- 207. [Persian]
30. Pawlina W, Lachman N. Basic sciences and curriculum outcomes. A Practical Guide for Medical Teachers E- Book. 2017.
31. Cooke M, Irby DM, O'Brien BC. Educating physicians: a call for reform of medical school and residency: John Wiley & Sons; 2010.
32. Keshavarz Z. [Conflicts experienced in clinical education of midwifery students]. Revival of Clinical Midwifery Education; 2015. [Persian]
33. Parsons M, Griffiths R. The effect of professional socialisation on midwives' practice. Women and Birth 2007; 20 (1): 31- 4. [DOI:10.1016/j.wombi.2006.09.003
34. Jefford E, Jomeen J. Midwifery abdication: a finding from an interpretive study. International Journal of Childbirth 2015; 5 (3): 116- 25. [DOI:10.1891/2156-5222.214.171.124
35. Couper I, Worley P. Learning in the community . Any screen Any time Anywhere; 2017.
36. Mafuta EM, Dieleman MA, Essink L, Khomba PN, Zioko FM, Mambu TN, et al. Participatory approach to design social accountability interventions to improve maternal health services: a case study from the Democratic Republic of the Congo. Global health research and policy 2017; 2: 4. [DOI:10.1186/s41256-017-0024-0
37. Lodenstein E, Dieleman M, Gerretsen B, Broerse JE. Health provider responsiveness to social accountability initiatives in low- and middle- income countries: a realist review. Health Policy and Planning 2017; 32 (1): 125- 40. [DOI:10.1093/heapol/czw089
38. Armstrong S, Rispel LC. Social accountability and nursing education in South Africa. Global health action 2015; 8 (1): 27879. [DOI:10.3402/gha.v8.27879
39. Boelen C, Heck JE. Defining and measuring the social accountability of medical schools. World Health Organization; 1995.
40. Yamani N, Fakhari M. [Social accountability of medical education curriculum: Barriers and implications]. Iranian Journal of Medical Education 2014; 13 (12): 1082- 98. [Persian] [DOI:10.4103/2277-9531.127572
41. Zareee Zavaraki E. [Designing and Validating the Blended Learning Model with Emphasis on Digital Technologies for Students with Special Educational Needs]. Psychology of Exceptional Individuals 2019; 9 (34): 51- 78. [Persian]