Objectives: The health system reform process is highly political and controversial, and in most cases, it fails to realize its intended goals. This study was conducted to synthesize factors underlying the failure of health system reforms. Methods: In this systematic review and meta-synthesis, we searched 9 international and regional databases to identify qualitative and mixed-methods studies published up to December 2019. Using thematic synthesis, we analyzed the data. We utilized the Standards for Reporting Qualitative Research checklist for quality assessment. Results: After application of the inclusion and exclusion criteria, 40 of 1837 articles were included in the content analysis. The identified factors were organized into 7 main themes and 32 sub-themes. The main themes included: (1) reforms initiators’ attitudes and knowledge; (2) weakness of political support; (3) lack of interest group support; (4) insufficient comprehensiveness of the reform; (5) problems related to the implementation of the reform; (6) harmful consequences of reform implementation; and (7) the political, economic, cultural, and social conditions of the society in which the reform takes place. Conclusions Health system reform is a deep and extensive process, and shortcomings and weaknesses in each step have overcome health reform attempts in many countries. Awareness of these failure factors and appropriate responses to these issues can help policymakers properly plan and implement future reform programs and achieve the ultimate goals of reform: to improve the quantity and quality of health services and the health of society.

MONITORING, VIDEO AND AUDIO RECORDING CLASSROOMS BY CCTV CAMERAS: IRANIAN EFL STUDENTS’ PERCEPTIONS Abstract Nowadays our way of working and studying are becoming more and more cyber. So, we can’t turn a blind to the fact that technology is already affecting our educational system. Abundant gadgets and equipment are being applied to schools, universities, and institutes for many specific reasons. One of which is installing cameras in classrooms. In Iran, some of the English language teaching institutes have installed cameras in their classrooms to monitor (and evaluate) teachers’ and students’ actions and performances. Some issues such as: whether both teachers and students are informed about the presence of cameras, the purposes behind installing cameras in classes, recording and monitoring classroom activities, and other aspects of equipping a classroom with cameras are not known clearly. The present study aimed to explore the perceptions and feedbacks of Iranian EFL students on video-recording and monitoring English language classrooms via CCTV cameras. In this study an attempt was made to find more about EFL students’ beliefs and feedbacks on monitoring, video and audio recording classrooms by CCTV cameras in language institutes in Iran. The researcher himself designed a questionnaire having four different sections to gather students’ feedbacks. The student participants (N=57) were supposed to answer the questionnaire via online google forms. The findings of the study revealed that students believed and claimed that there exist differences between camera-equipped classrooms and those that are not camera-equipped. ASEAN Journal of Psychiatry, Vol. 24 S(Advancements in psychology and mental health), July-August 2023; 1-5.