Tabriz University of Medical Sciences Depiction of Health 2008-9058 17 3 2026 09 30 A Merit-Based Model for the Selection and Appointment of Educational Department Heads, Faculty Deans, and Division Chiefs in Iranian Universities of Medical Sciences: Requirements, Challenges, and Policy Options 275 292 10.34172/doh.2026.22 EN Masoumeh Jorjani https://orcid.org/0000-0003-4790-4747 Leila Doshmangir https://orcid.org/0000-0001-5197-8437 Alireza Khoshdel https://orcid.org/0000-0001-6939-9273 Neda Kabiri https://orcid.org/0000-0001-7224-9583 Abbas Haghparast https://orcid.org/0000-0003-1084-180X Saeed Semnanian https://orcid.org/0000-0002-8987-3291 Roya Jalili https://orcid.org/0000-0003-2169-8172 Bahram AmirShakeri https://orcid.org/0000-0001-6127-8135 Jamil Sadeghifar https://orcid.org/0000-0002-9422-7403 Mohammad Mahboubi https://orcid.org/0000-0001-9422-0714 Ramin Rezapour https://orcid.org/0000-0002-9610-3359 Mohammad Hossein Somi https://orcid.org/0000-0002-6611-9958 Saeid Aslanabadi https://orcid.org/0009-0006-1921-916X Aliakbar Haghdoost https://orcid.org/0000-0003-4628-4849 Journal Article 10.34172/doh.2026.22 2025 11 12 2026 09 14 Background. The higher education system of medical sciences in Iran requires competent and qualified educational leaders to enhance the quality of education, research, and social accountability. However, the process of selecting heads of educational departments and deans often lacks transparent, competitive, and competency-based mechanisms. This study aimed to identify the key competencies of educational leaders and to design context-specific, policy options for their selection in Iranian universities of medical sciences. Methods. This qualitative study was conducted in four phases using a mixed-methods design. In the first phase, a scoping review was performed to identify the competencies of educational leaders in national and international literature. In the second phase, qualitative data were collected through semi-structured interviews and focus group discussions with medical education experts and analyzed accordingly. In the third phase, the identified competencies were prioritized and weighted using the Delphi technique. In the fourth phase, findings from the previous phases were integrated, and policy options were developed based on the identified competency domains. Results. The competencies of educational leaders were categorized into four main domains: human resource management and development; organizational behavior and professional culture development; change management and educational innovation; and performance monitoring and evaluation. In the Delphi phase, these competencies were prioritized based on scientific, managerial, and professional ethics criteria. Emphasis was placed on selecting leaders through the participation of department members and requiring completion of relevant training programs. For each competency domain, a set of policy interventions was subsequently developed, including the establishment of a competency-based selection system, succession planning programs, continuous leadership development, and the implementation of data-driven performance evaluation systems. These interventions can be implemented as an integrated, phased policy package. Conclusion. Establishing a merit-based model for selecting educational leaders in Iranian universities of medical sciences is a strategic necessity. Designing and implementing a competency-based selection system as a priority action can facilitate the execution of complementary interventions and ultimately enhance transparency, accountability, and the quality of education within the national health system. Research Insights · Effective leadership of medical sciences universities is essential for improving educational, research, and organizational performance. It requires competencies beyond academic and scientific qualifications, including managerial, interpersonal, leadership, professional, and academic competencies. · Although existing evidence highlights the importance of these competencies, evidence on context-specific competencies and transparent, systematic criteria for selecting educational leaders in medical universities, particularly in Iran, remains limited. How these competencies can be translated into clear selection criteria remains insufficiently understood. · This study provides context-specific, evidence-informed, and merit-based policy options for selecting educational leaders in Iranian universities of medical sciences. The options organize the required competencies into a structured framework that can be applied to the selection process. · The proposed policy options can support Iranian universities of medical sciences in developing clearer and more systematic criteria for selecting educational leaders and in strengthening competency-based decision-making in educational leadership appointments.