Journal of Medical Ethics and History of Medicine 
 

 

 
 

 

 

 

Observance of ethical codes in selecting supervisor by postgraduate  

students 

 
Zahra Bayrami

1
, Mohammad Abdollahi

2* 

 

 

1.Ethics Committee Secretary, Pharmaceutical Sciences Research Center, Tehran University of Medical Sciences, Tehran, Iran. 
2.Faculty of Pharmacy, Ethics Committee Manager, Pharmaceutical Science Research Center, Tehran University of Medical Sciences, 

Tehran, Iran. 

 
 

*Corresponding author: 

Mohammad Abdollahi 

Address: Pharmaceutical Research Center, Tehran University of Medical Sciences, Tehran, Iran. 

Postal Box: 1417614411 

E-mail: Mohammad@tums.ac.ir 

 
Received: 10 Jan 2011 

Accepted: 07 Feb 2011 
Published: 14 Feb 2011 
J Med Ethics Hist Med. 2011; 4:1. 

 

© 2011 Zahra Bayrami and Mohammad Abdollahi; licensee Tehran Univ. Med. Sci. 
 

 

Abstract 
 

 

 

Keywords: Ethics, Thesis, Supervisor, Doctorate students, Research. 

 

Introduction 
 

Science, teaching, and learning in Iranian cul- 

ture have always been a prominent interestand 

under consideration of religious leaders, scholars 

and scientists who have provided the rules and 

instructions about teaching, learning and related 

ethical aspects in their writings and books. Among 

them, Abu al-Nasr al-Farabi (827 CE) in the books 

"Tahssil Al-Saada" and "Ara' ahl al-Madina al- 

Fadila", mentions the purpose of education as 

improving  human intellectual  and  moral virtues, 

and making her/him to be effective in prosperity of 

the society. 

Avicenna (980 CE), who is one of the famous 

medical scientists of Iran and the world and the 

books attributed to him is more than one hundred 

(1, 2), has discussed in 16 books that practice and 

teaching medical sciences is under direct influence 

of ethics (2). 

Nasir al-Din al-Tusi (1201 CE) in "Akhlaq e 

Nasri"   has   provided   opinions   regarding   the 

Nowadays, with development of medical sciences, several ethical challenges have raised 

which make research more complicated. Observance of student’s right in selecting 

interested research topic and the supervisor, in addition to its positive effect on the 

research process, will cause satisfaction and quality promotion in the educational system. 

To observe that issue, during a confidential survey of a number of postgraduate students 

in 2009, students were asked to confidentially describe any displeasure they might get 

during their study and research. The most important items included: imposing thesis by a 

supervisor without informing the student, compulsory assignment of students to  a specific 

supervisor, little time allocated for students by the supervising team who may be selected 

without students interests, prolongation of the research time, and non- cooperation in 

publishing the results. 

Establishment of a proper way to transfer student’s displeasure or criticism to supervisors 

and establishing a continuous program for informing research teams including supervisors 

and students about ethical codes can positively affect the issue. 

http://en.wikipedia.org/wiki/Avicenna


J Med Ethics Hist Med 2011, 4:1 Zahra Bayrami and Mohammad Abdollahi 

Page 2 of 4 
(page number not for citation purposes) 

 

 

 

 

education, and in another book called "Adab al- 

Mote'allemin" which has been attributed to him, 

studied the issue of education in details. This is the 

first independent book of an Islamic scholar that 

exclusively  discussed  the  subject  of  science  in 

terms of characteristics of supervisors and students. 

Also Shahid E Saani (1505 CE) in his famous book 

called "Monia Al-Morid fi Adab Al-Mofid va Al-

Mostafid",  introduced  the  characteristics  and 

duties of the teacher and the learner comprehen- 

sively. This book is the most complete and detailed 

book of a  great Shiite  scholar  in the  subject of 

education. He has divided duties of the supervisor 

and student into three parts, including the relation- 

ship  between  supervisors  and  students,  special 

duties of supervisors, and special duties of students. 

Today,  some  translations  and  rewritings  of  this 

book  is  available  in  Persian  (3,  4),  and  such 

resources can be used to explain the positions and 

rights   of   supervisors   and   students,   providing 

detailed instructions and rules that are compatible 

with  current  teaching  space  in  universities  and 

training centers, and even to resolve deficiencies. 

In the past, it was common that seminary stu- 

dents were used to select a teacher by themselves, 

and after a long duration of internal and external 

searching for this purpose, they had to follow his 

preferences and guidance directly as a mentor. In 

the history of culture, art and literature of Islam 

and Iran, carefulness in selecting the supervisor and 

then following his instructions and tips, along with 

politeness and humility for the grand position of 

the teacher, was guaranteeing the student luck to 

gain science and literature. 

So, since many of the student researches are 

performed as the thesis under supervision of 

supervisors, obviously creating a proper and 

continuous relationship between supervisor and 

student is necessary for achieving many higher 

goals of  research activities during the period of 

study. The relationship between supervisor and 

student is not only a simple consultation and pre- 

determined duty, but it is a voluntary, consistent, 

widespread, dynamic, interactive and truly support- 

ing process between an experienced person with 

beginner and the final purpose is scientific, 

professional and personality development of the 

student. 

Nowadays, with  development of medical 

sciences, the related researches have become more 

complex in its various fields. Therefore, considera- 

tion of medical and research ethics and clear 

legislation in different cases, not only help re- 

searchers, but also can identify their options and 

responsibilities as well as other team members, 

patients and subjects. 

Since students, who are doing research and 

thesis under supervision of an academic member 

are main participants in many studies, obviously, 

their interests to research and the topic of the thesis 

has a direct influence on the speed and quality of 

research and moreover, has a great effect on 

student academic life. This issue is seen in the life 

of outstanding scientists and professors. Therefore 

observance of students rights in selecting research 

topic and the supervisor, in addition to its influence 

on the research process will cause satisfaction and 

quality promotion of education in the teaching 

system. Teacher with all his/her energy and ideas, 

make a relationship with student, and thus student 

will receive  necessary guidance, support,  and 

encouragement for advancement. 

Therefore, in this study we aimed at exploring 

any closed complaint or displeasure among 

students in the matter of selecting research thesis 

and supervisor in a confidential manner and 

presenting some strategies for improving the 

situation. 

 

Methods 
 

To realize the problems just in a very confi- 

dential manner, a total of 30 postgraduate students 

in 2009 in the field of Pharmacy or Medicine at the 

campus of Tehran University of Medical Sciences 

(TUMS), were asked to give their problems or 

complaints relevant to the issue of thesis and 

mainly the supervisor orally. Duplicated or similar 

comments were classified as a single and general 

subject. The participants were guaranteed not to be 

disclosed for their names or specific issues. The 

points raised by students were examined by authors 

and solutions to these criticisms were proposed. 

 

Results 

 

General issues that were stated by students 

were as follows: 

1- A person was imposed on the supervisors or 
advisors team that has not been selected by the 

student. 

2- A person has been added to supervisors or 
advisors team that did not have effective role in the 

implementation of thesis. 

3- The topic and main idea of the supervisor and 
student was transferred to another person because 

of various excuses. 

4- The number of supervisors and advisors was 
six while each student only needed one or maxi- 

mum two and the rest had no role. 

5- Some students complained of disrespecting to 
them by some department members or even 

advisors. 

6- There were conflicts between department 
members that resulted in harms for students 

7- The students were afraid to complain. 
8- Some faculty members did not permit the 

student to get access to some laboratory instru- 

ments. 



J Med Ethics Hist Med 2011, 4:1 Zahra Bayrami and Mohammad Abdollahi 

Page 3 of 4 
(page number not for citation purposes) 

 

 

 

 

9- Some faculty members did not devote enough 
time to answer questions of students and solve their 

problems. 

10- Despite of the existence of research funding, 
student had to pay for speeding up the process of 

the thesis. 

11- The student was not listed as the first author 
despite his/her main action. 

The above items raised by students were ex- 

amined by authors and solutions to these criticisms 

were proposed as follows: 

1- Informing faculty members of students’ com- 
ments and criticisms that were never stated directly 

by students. 

2- Establishing a continuous program to streng- 
then knowledge and ethical attitude of faculty 

members (human willingness to learn and improve 

until end of life). 

3- Providing hints for those who do not consider 
ethical codes in their relationships with students 

and are known as immoral. 

4- Notifying ethical codes to both teachers and 
students. 

5- Full respecting to students and well behaving 
with them. 

6- Having good morals and professional ethics. 
7- Having knowledge about ethics and behavior 

of youth and  considering the level of  scientific, 

welfare, and culture of students. 

8- Being flexible to criticisms and revising bad 
behaviors. 

9- Being positive, motivate students and not 
frustrate them 

10- Continuously and confidentially reviewing 
teacher’s functions with observance of all ethical 

codes and maintaining their honor and dignity. 

11- No discriminating among students and no 
wasting their useful time 

12- Using the most updated methods, tools and 
psychological principles in teaching. 

13- Observance of principles, standards, work 
rules and disciplines. 

 

Discussion 

 

Although these issues often are  considered 

and respected by faculty members, but considering 

the possible issues that cited by the students is 

effective in promoting current status. Of course, 

students also have some vices that are complained 

by teachers and needs attention but they were 

beyond the subject of this paper. 

Every teacher and faculty member is a men- 

tor, and thus it is necessary for them to promote 

altruism and discussions in addition to scientific 

knowledge. In other words, supervisors should be 

powerful innovators in the direction of their 

scientific activities. Most successful people believe 

that  their  successes  owe  to  their  teachers  and 

supervisors, and conversely. Impressibility of the 

students clearly shows the importance of the role of 

the supervisors in reforming the society. Thus, 

fundamental transforms in any society depend on 

transformation of its educational system. Mean- 

while, teachers and supervisors are the main axis of 

development and evolution as constructors of 

scientific thoughts, the propagators of social values 

and deliverer of these values to the students, 

because the human resources is the first principle in 

training. Even some considered teachers as 

educators of human and society, comparing their 

functions to prophets. 

In research ethics some items including ob- 

servance of patients’ rights, data fabrication, data 

falsification, the other types of plagiarism, and 

authors rights are considered essential. So far, 

students rights in taking and passing the thesis has 

not been seriously considered and it seems neces- 

sary for university professors and mentors to 

respect students rights in the process of getting up 

to defend the thesis which has not been observed 

in the regulations yet. 

In a planned structure, supervisor and student 

can establish a strong link, so this relationship 

would be useful for each of them. In forming this 

relationship, supervisor is considered as the main 

mentor and has four roles. First, the teacher as a 

supervisor may offer help, shows the way and 

provides appropriate feedback. Second, the teacher 

as a facilitator gives the student the opportunity to 

gain new experiences and skills and learns using 

them. Third, the teacher as a counselor helps 

students to define their goals and achieve them. 

And fourth, the teacher as an interface creates 

effective networks among colleagues, profession- 

als, students, teachers and other deals. In such 

circumstances, the student can achieve his/her 

goals in the future. The goal of this relationship is 

that student reaches a level of autonomy to be able 

to perform his activities without help of the 

supervisor, and the most powerful connections are 

formed when placed under protection by both sides 

in relation with an appropriate environment, and 

they receive benefit and appropriate feedback from 

this relationship. 

 

Conclusion 

 

Observance the students’ rights in taking and 

passing the thesis as an ethical issue should  be 

taken into account to prevent any undisclosed 

displeasure among students. It is essential to note 

that expressing the criticisms is only a start point 

for discussing and realizing the problem, not for 

approving the problem. Authors of this paper 

believe that the majority of the academic communi- 

ty adhere to the professional ethics, but observance 

of ethical codes in this area would  increase 

efficiency of Universities. 



J Med Ethics Hist Med 2011, 4:1 Zahra Bayrami and Mohammad Abdollahi 

Page 4 of 4 
(page number not for citation purposes) 

 

 

 

 

Acknowledgment 
This article was presented as an invited lec- 

ture  at  the  first  Annual  Iranian  Medical  Ethics 

 

 

Congress in October 2010 hold in Tehran Universi- 

ty of Medical Sciences. 

 

 

 

 

References 

 

1. Larijani B, Zahedi F, Malek-Afzali H. Medical ethics in the Islamic Republic of Iran. East Mediterr Health J 

2005; 11(5- 6): 1061-72. 

2. Tschudin V. Ethics in Nursing: The Caring Relationship. London: Elsevier; 2003. 

3. Hodjati SMB. Teaching and Learning Practices in Islam. Tehran:  Daftar-e Nashr-e Farhang-e Eslami; 2007. [in 

Persian] 

4. Shariatmadari HR. Regulations to Be a Scientist. Qum:  Dar Al-Islam; 2010. [in Persian]