title: How Iranian Medical Trainees Approach their Responsibilities in Clinical Settings; A Grounded Theory Research.
abstract: BACKGROUND
  It seems we are now experiencing "responsibility problems" among medical trainees (MTs) and some of those recently graduated from medical schools in Iran. Training responsible professionals have always been one of the main concerns of medical educators. Nevertheless, there is a dearth of research in the literature on "responsibility" especially from the medical education point of view. Therefore, the present study was carried out with the aim of presenting a theoretical based framework for understanding how MTs approach their responsibilities in educational settings.
  
  
  METHODS
  This qualitative study was conducted at Shiraz University of Medical Sciences (SUMS) using the grounded theory methodology. 15 MTs and 10 clinical experts and professional nurses were purposefully chosen as participants. Data was analyzed using the methodology suggested by Corbin and Strauss, 1998.
  
  
  RESULTS
  "Try to find acceptance toward expectations", "try to be committed to meet the expectations" and "try to cope with unacceptable expectations" were three main categories extracted based on the research data. Abstractly, the main objective for using these processes was "to preserve the integrity of student identity" which was the core category of this research too. Moreover, it was also found that practically, "responsibility" is considerably influenced by lots of positive and negative contextual and intervening conditions.
  
  
  CONCLUSIONS
  "Acceptance" was the most decisive variable highly effective in MTs' responsibility. Therefore, investigating the "process of acceptance" regarding the involved contextual and intervening conditions might help medical educators correctly identify and effectively control negative factors and reinforce the constructive ones that affect the concept of responsibility in MTs.
authors.affiliation: Department of Medical Ethics and Philosophy of Health, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran.
authors.forename: Omid
authors.initials: O
authors.lastname: Asemani
authors.affiliation: Department of Sociology, Shiraz University, Shiraz, Iran.
authors.forename: Mohammad Taghi
authors.initials: MT
authors.lastname: Iman
authors.affiliation: Department of Nursing, College of Nursing & Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
authors.forename: Marzieh
authors.initials: M
authors.lastname: Moattari
authors.affiliation: Department of Educational Psychology, College of Education and Psychology, Shiraz University, Shiraz, Iran.
authors.forename: Mohammad
authors.initials: M
authors.lastname: Khayyer
authors.affiliation: Department of Psychiatric Nursing, Community Based Psychiatric Care Research Center, College of Nursing & Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
authors.forename: Farkhondeh
authors.initials: F
authors.lastname: Sharif
authors.affiliation: Department of Medical Ethics and Philosophy of Health, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran.
authors.forename: Seyed Ziaaddin
authors.initials: SZ
authors.lastname: Tabei
keywords: Iran; Medical students; Qualitative research; Responsibility