Objective(s): Accreditation, as the most well-known quality assessment model, creates an effective basis for measuring the level of attention of education centers to complying with the necessary standards. The aim of this study is to compare the educational accreditation results of hospitals and the perceived quality of education of general medicine students.
Methods: A cross-sectional descriptive study was conducted on clinical course medical students of Isfahan University of Medical Sciences in 1402. Sampling was done by proportional method according to the number and equal proportion of 9 teaching hospitals that have been subject to educational accreditation. The data was collected in two stages: the first stage was a two-part researcher-made questionnaire. In the first part, the demographic data and in the second part, the evaluation of the perceived quality of education including 32 items with a 5-point Likert scale based on educational accreditation standards was considered. The second stage of secondary data was based on the report of the results of the last educational accreditation of hospitals. The data was analyzed in SPSS version 19 software using descriptive statistics and analytical tests.
Results: 350 students with an average age of 24.7 ± 1.6 participated in this study, 49.1% were girls and 50.9% were boys. The overall perceived average among  students was 66.6±19.5, which had no significant difference with the students' educational level, gender, participation in the evaluation interview, different clinical departments, and previous attendance at that hospital (P-0.05). In addition, the average perceived educational quality in all subjects and among all students was equal to 16.7±1.1. The comparison of the averages between the centers (p = 0.00) and different hospitals were significantly different. Also, the average perceived quality of the students was significantly lower than the hospital's accreditation score (p = 0.00).
Conclusion: In general, the findings highlight the importance of considering learners' perceptions along with official accreditation results when evaluating the quality of education in hospitals. This comprehensive perspective can help hospitals continuously improve their educational programs and ensure a positive learning experience. In addition, this study suggests that hospitals should pay more attention to the axis of learners, especially comfort facilities, because compared to other axes, it had a lower score.