Policy Brief
Adel Soltanizadeh; Maryam Okhovati; Sara Shafian
Abstract
This study, conducted in 2022, aimed to explore the reasons behind and the willingness to migrate among physicians, as perceived by specialized residents within the medical communities of Kerman, Tehran, Shahid Beheshti, and Iran University of Medical Sciences. Notably, around 80% of clinical residents ...
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This study, conducted in 2022, aimed to explore the reasons behind and the willingness to migrate among physicians, as perceived by specialized residents within the medical communities of Kerman, Tehran, Shahid Beheshti, and Iran University of Medical Sciences. Notably, around 80% of clinical residents indicated that, with their current insights, they would opt for migration over pursuing a residency in their future careers. To mitigate physician migration, significant measures can be undertaken to enhance the conditions of specialized residency programs and to implement strategies that focus on retaining human resources, such as expanding educational and job opportunities.
Policy Brief
Parisa Sharif Zadeh; Azam Rastergari; Maryam Hosseinnejad; Sara Shafian
Abstract
Countries around the world are increasingly recognizing the critical role of universities in fostering national development and advancing knowledge and technology. As a result, development policies are inherently connected to universities, research institutes, and industrial centers. This research explores ...
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Countries around the world are increasingly recognizing the critical role of universities in fostering national development and advancing knowledge and technology. As a result, development policies are inherently connected to universities, research institutes, and industrial centers. This research explores the factors influencing currently enrolled students’ choices of universities in the eighth macro region, employing a sequential exploratory method that integrates both qualitative and quantitative approaches.
Policy Brief
Mohammad Hasan Keshavarzi; Elham Niromand; Mohammad Rasool Khazaei; Ghobad Ramezani
Abstract
Public health is one of the most valuable assets of any country, and the level of development of societies largely is contingent upon the quality and equity of their healthcare systems. This policy brief analyzes recent trends in medical education in Iran, examines the current physician-to-population ...
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Public health is one of the most valuable assets of any country, and the level of development of societies largely is contingent upon the quality and equity of their healthcare systems. This policy brief analyzes recent trends in medical education in Iran, examines the current physician-to-population ratio in a regional context, and highlights structural challenges in physician distribution as well as referral systems. Official reports from the Ministry of Health and the Iranian Medical Council demonstrate that while Iran’s physician-to-population ratio (1.7–1.9 per 1,000) remains below the WHO recommended level (2–3 per 1,000), the main issue lies in unequal geographic distribution, lack of incentives for medical specialization, and insufficient educational infrastructure. According to evidence, merely elevating the number of medical graduates, without addressing structural and economic factors, may fail to improve health outcomes. It could even contribute to unintended consequences such as physician unemployment and increased migration of skilled professionals. Thus, effective policy-making in this domain requires a clear understanding of verified data sources, robust distribution policies, as well as realistic strategies to align medical workforce expansion with national healthcare needs and development plans.
Viewpoint
Saurabh R Shrivastava
Abstract
Background: The jigsaw method is a teaching-learning approach to promote collaborative learning among medical students. In this method, students are encouraged to take responsibility for their education and contribute to the group's collective knowledge.Objectives: The objectives of the article are to ...
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Background: The jigsaw method is a teaching-learning approach to promote collaborative learning among medical students. In this method, students are encouraged to take responsibility for their education and contribute to the group's collective knowledge.Objectives: The objectives of the article are to propose a step-wise plan for the implementation of the jigsaw method in medical education, identify challenges that could hinder successful implementation, and propose targeted solutions to overcome the difficulties identified.Methods: This viewpoint was developed by searching published literature on the implementation of jigsaw methods in medical education. In addition, best practices and solutions were recommended to overcome the identified challenges.Results: In addition to problem-solving and critical thinking skills, this method also helps in improving communication skills, teamwork, and leadership skills. The jigsaw method has been linked with a wide range of benefits for medical students, especially with regard to improving their comprehension, problem-solving abilities, and critical thinking. The success of the jigsaw method in the attainment of educational outcomes depends on identifying the potential challenges and measures employed to overcome them. All these identified challenges can be handled by training teachers to conduct such sessions, informing students well in advance, and promoting better group dynamics.Conclusion: The Jigsaw method has been linked with a wide range of benefits for medical students. However, to optimise the benefits for medical students, there is an indispensable need to invest in training teachers and improving group dynamics.
Original Article
Suraparaju Sivachandra Raju; Sayeli Vinay Kumar; Peripydi Madhav
Abstract
Background: The competency-based medical education (CBME) curriculum of India insists on a greater number of active learning sessions to teach integrated competencies. Self-directed learning (SDL) is a commonly used active learning session for a large number of students, whereas team-based learning (TBL) ...
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Background: The competency-based medical education (CBME) curriculum of India insists on a greater number of active learning sessions to teach integrated competencies. Self-directed learning (SDL) is a commonly used active learning session for a large number of students, whereas team-based learning (TBL) is a relatively untested approach in Indian medical schools.Objectives: The aim of this study was to evaluate the effectiveness and utility of TBL sessions in teaching integrated pharmacology competencies within the CBME curriculum, and to assess student reactions and satisfaction with TBL.Methods: We conducted a randomized crossover study among 87 second-year MBBS students at AIMSR, Chittoor, India, to assess the utility and effectiveness of TBL and SDL in teaching integrated pharmacology competencies. Pre- and post-test scores were compared using paired and unpaired t-tests, and student satisfaction with TBL was evaluated using a 5-point Likert scale via a digital questionnaire.Results: The post-test performance of the TBL group was significantly higher than both its pre-test performance (P = 0.0001) and the post-test performance of the SDL group (P = 0.004). In contrast, there was no significant difference between pre- and post-test scores in the SDL group. Furthermore, student reactions and satisfaction with TBL were strongly positive.Conclusion: Our findings indicate that TBL sessions are more effective than SDL sessions as active learning strategies, and that TBL can be successfully implemented in Indian medical colleges to teach integrated pharmacology topics within the CBME curriculum.
Review
Hosnieh Raoufian; Zohrehsadat Mirmoghtadaie; Ehsan Toofaninejad
Abstract
Background: Medical education, due to its increasing complexity, requires innovative and effective approaches, with artificial intelligence (AI) emerging as a leading tool. AI facilitates the personalisation of learning by adapting educational processes to individual student needs.Objectives: This ...
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Background: Medical education, due to its increasing complexity, requires innovative and effective approaches, with artificial intelligence (AI) emerging as a leading tool. AI facilitates the personalisation of learning by adapting educational processes to individual student needs.Objectives: This study aims to systematically examine the role of artificial intelligence in personalising medical education by identifying its main applications, pedagogical benefits, and implementation challenges, and by proposing evidence-based recommendations for optimising AI-driven instructional strategies.Methods: A systematic review was conducted by searching five major databases PubMed, Scopus, IEEE, Web of Science, and Google Scholar up to March 2025. Relevant keywords included “artificial intelligence,” “personalized learning,” “adaptive learning,” “machine learning,” “deep learning,” “natural language processing,” and “medical education.” In total, 70 articles were initially identified, and after screening and applying inclusion and exclusion criteria, 32 studies focusing on the application of artificial intelligence in medical education were selected for analysis.Results: Findings indicated that AI enhances learning quality through personalized feedback, adaptive learning pathways, and interactive educational simulations. AI can also assess students' strengths and weaknesses, recommend appropriate educational resources, and promote self-directed learning. However, challenges such as implementation costs, data security concerns, and user resistance to adopting new technologies were identified as major barriers.Conclusion: AI holds significant potential for enhancing the quality of medical education and personalizing the learning experience. To fully harness this technology, it is crucial to address existing challenges and develop human-AI hybrid models. Future research should focus on improving technical infrastructure and increasing user acceptance.
Original Article
Mohamad Javad Bay; Narges Mirzaei Ilali; Siavash Moradi; Atefeh Zabihi Zazoly; Seyedeh Samaneh Borhani; Mehrnoush Sohrab
Abstract
Background: Today, innovative and active teaching methods such as Team-Based Learning (TBL) have attracted the interest of a large number of accrediting bodies, educators, and administrators. In this regard, exploring students' experiences and opinions to identify the benefits and challenges of these ...
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Background: Today, innovative and active teaching methods such as Team-Based Learning (TBL) have attracted the interest of a large number of accrediting bodies, educators, and administrators. In this regard, exploring students' experiences and opinions to identify the benefits and challenges of these methods will help in the better and more effective use of these methods.Objectives: Considering the above, this study attempted to explore the lived experiences of general medicine students regarding the implementation of TBL in the medical semiology course.Methods: This study employed a qualitative approach and a descriptive phenomenological study to achieve its objectives. Data were collected through semi-structured interviews, with data saturation achieved after 10 interviews. The data were analyzed using the Colaizzi method.Results: Data analysis revealed 187 initial codes, 33 subcategories, and 11 categories. The categories included: developing soft skills in students; continuity of learning; peer learning; the teacher as a learning facilitator; preparing for future teamwork; learning through formative assessment and feedback; attending active and dynamic of students in class; deep and sustainable learning; creating a favorable learning atmosphere in the classroom; challenges and limitations of implementing TBL; solutions for enhancing the quality of TBL. The findings indicated that the three categories — “preparation for future teamwork”, “creating a favorable learning atmosphere in the classroom”, and “developing soft skills in students” — had the highest frequency and codes.Conclusion: The findings of this study demonstrated that the benefits and achievements of TBL outweigh its challenges and limitations. Nevertheless, it is essential to ensure its proper and planned implementation with adequate supervision. In addition, preparing and empowering instructors is crucial to ensure the success of this method and other interactive approaches.
Brief report
Razieh Farrahi; Reza Abbasi; Ehsan Nabovati; Malihe Raam; Nahid Mehrabi
Abstract
Background: The use of technology-based learning methods, such as computer simulation-based learning, is increasing in medical education. Applying these methods can empower and improve the practical skills and readiness of this group of students.Objectives: This study aimed to determine the effect of ...
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Background: The use of technology-based learning methods, such as computer simulation-based learning, is increasing in medical education. Applying these methods can empower and improve the practical skills and readiness of this group of students.Objectives: This study aimed to determine the effect of training based on a hospital information system (HIS) simulator on the informatics skills of operating room students.Methods: This semi-experimental before-and-after study was conducted in the first semester of 2022 on 3rd-semester undergraduate operating room students at Ferdows University of Medical Sciences. The educational content in this study was the simulated operating room module in the HIS simulation training system. Students were tested before and after the intervention. Data were analyzed using SPSS 26 and the Wilcoxon test to compare students’ scores before and after the intervention.Results: A total of 12 students participated in this study, with 8 (67%) being female. Before starting the training with the educational simulator, the mean test score was 20.25±4.86 (out of 28). The mean score after the intervention was 24.67±3.45. Data analysis revealed a significant difference in mean test scores before and after the intervention (P = 0.028). Additionally, there was no significant relationship between gender, age, and student GPA and the pre- and post-test mean scores (P > 0.05).Conclusion: The results of this study showed the effectiveness of simulation-based training in improving the informatics skills of operating room students. It is suggested that the application of this teaching method be investigated in other skill areas of medical students as well.
Brief report
Masoumeh Jorjani; Matin Baghani
Abstract
Education plays a crucial role in sustainable development and is a significant investment in building a skilled workforce that fosters enduring societal growth. In medical sciences, horizontal education is a novel and effective method to continuously improve the knowledge and skills of healthcare professionals. ...
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Education plays a crucial role in sustainable development and is a significant investment in building a skilled workforce that fosters enduring societal growth. In medical sciences, horizontal education is a novel and effective method to continuously improve the knowledge and skills of healthcare professionals. Recent advancements in technology and the significant influence of artificial intelligence are driving the need for updated skills in healthcare. Short-term, need-based courses in horizontal education allow healthcare professionals to refresh their specialized skills quickly, without the obligation of lengthy academic programs. This approach is aligned with national health policies and the country’s seventh development plan. It holds the promise of enhancing both public and specialized healthcare services, empower graduates from medical and allied health disciplines, reduce skill gaps, and modernize the nation’s health system. This concise report offers a practical framework for implementing horizontal education in Iran's health and medical education sectors. It underscores the significance of establishing clear policy guidelines, developing robust infrastructure, and creating comprehensive quality assurance mechanisms to ameliorate health outcomes and elevate Iran’s standing in the global health arena.
Original Article
Asghar Soltani; Ghasem Askarizadeh; Hamideh Zarepour
Abstract
Background: In recent years, increasing attention has been drawn to the role of the hidden curriculum in medical education, particularly regarding its influence on the professional development and identity formation of medical students. As an informal and often implicit component of medical training, ...
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Background: In recent years, increasing attention has been drawn to the role of the hidden curriculum in medical education, particularly regarding its influence on the professional development and identity formation of medical students. As an informal and often implicit component of medical training, the hidden curriculum plays a critical role in shaping students' values, behaviors, and perceptions, ultimately influencing their approach to patient care and professional conduct.Objectives: Against this backdrop, the primary objective of this study was to investigate the factor structure of the Hidden Curriculum Questionnaire within medical universities.Methods: The statistical population consisted of 5,086 students at Kerman University of Medical Sciences. A sample of 360 students was selected from this population using proportional stratified sampling to participate in the study by completing the questionnaire. The research instrument, a 33-item questionnaire developed by Rauf et al., was specifically designed to evaluate the hidden curriculum in medical institutions. To investigate the factor structure of the questionnaire, both first-order and second-order confirmatory factor analyses.Results: The results revealed that three factors—communication and reform, student-centeredness and empowerment, and accountability and Inclusiveness—significantly elucidate the structure of the hidden curriculum from the perspective of medical students. Following the removal of five items, the revised questionnaire is deemed an effective instrument for assessing the hidden curriculum in Iranian medical universities. Furthermore, the factors of communication and reform, along with student-centeredness and empowerment, emerged as the most influential components in evaluating the hidden curriculum.Conclusion: The findings of this study underscore the role of the hidden curriculum in shaping the educational experiences and professional development of medical students. The refined 28-item questionnaire, validated through rigorous confirmatory factor analysis, proves to be a reliable and effective tool for assessing the hidden curriculum in Iranian medical universities.
Review
Zeinab Pouralijan-Amiri; Samaneh Jafari-Roshan; Atefeh Mouridpour; Maryam Ghaemi-Amiri
Abstract
Background: Improving medical education involves various aspects, one of which is increasing student empowerment. The purpose of organizing scientific Olympiads is to prepare medical students to solve problems in a competitive environment.
Objectives: Therefore, this study examines the role of scientific ...
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Background: Improving medical education involves various aspects, one of which is increasing student empowerment. The purpose of organizing scientific Olympiads is to prepare medical students to solve problems in a competitive environment.
Objectives: Therefore, this study examines the role of scientific Olympiads in improving medical education.
Methods: In this review, relevant articles were identified through an internet search of international databases, including PubMed, Scopus, and Web of Science, as well as Persian databases such as SID and Magiran. The search employed a combination of keywords such as 'Medical education,' 'Scientific Olympiad,' 'Medical students,' etc. A total of 47 studies were obtained. After excluding 38 studies that did not meet the inclusion criteria, the remaining 9 studies were reviewed.
Results: After reviewing the articles, the views of students and faculty were assessed. Overall, the views were categorized into two parts: positive and negative. Some of the positive views included improving problem-solving skills, reasoning, and creativity, developing relationships between universities and students, and creating a healthy academic competition environment. Negative views included uninterested students, memorizing some questions, and a disproportionate volume of resources concerning study opportunities, among others.
Conclusion: The results showed that holding scientific Olympiads for medical students in the country can improve medical education. The overall performance of scientific Olympiads was satisfactory from the perspective of students and faculty. On the other hand, paying attention to weaknesses and attempting to eliminate them may be a suitable approach to achieving the goals of medical education.
Original Article
Payam Khazaeli; Maryam Okhovati; Sara Shafian
Abstract
Background: To attain and consolidate scientific supremacy, academic communities must actively foster cultural transformation and build scientific capacity within society through fundamental change. This study aims to develop a roadmap for Iran's scientific supremacy across all branches of pharmaceutical ...
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Background: To attain and consolidate scientific supremacy, academic communities must actively foster cultural transformation and build scientific capacity within society through fundamental change. This study aims to develop a roadmap for Iran's scientific supremacy across all branches of pharmaceutical sciences. This roadmap will be a practical step toward Iran attaining global leadership in pharmaceutical knowledge and provide a model for similar roadmaps in other medical science disciplines.
Objectives: This study aims to develop a roadmap for scientific supremacy in Iranian pharmaceutical sciences by assessing current scientific momentum, evaluating researchers' academic standing, and identifying discipline-specific indicators through expert consultation.
Methods: This study employed a multi-phase, descriptive design conducted sequentially between January and December 2024. All pharmaceutical science groups active in Iranian medical universities were included (13 Disciplines). Phase One: Calculating Scientific Capability and Competitive Advantage of Pharmaceutical Sciences Groups. Phase Two: Determining Academic Reputation and Excellence of Pharmaceutical Sciences Groups and Phase Three: Identifying Discipline-Specific Indicators for Achieving Scientific Supremacy in Pharmaceutical Sciences.
Results: The findings of this study categorized Iran's pharmaceutical science groups into three categories, including flagship (Pharmacology, Pharmaceutics, Medicinal Chemistry, Medicinal Toxicology, Pharmacognosy, Pharmaceutical Biotechnology), pioneer (Pharmaceutical Nanotechnology, Traditional Pharmacy, Clinical Pharmacy, Drug Control), and emerging (Biopharmaceuticals, Nuclear Pharmacy, Drug Economics and Management) groups. A tiered roadmap was developed, directing flagship groups toward networking and internationalization, while leading and emerging groups must first achieve foundational goals in quality improvement and capacity building, respectively. In addition, before reaching the areas mentioned above, necessary measures must be taken for the pioneer groups to achieve the goals of quality improvement, capacity building, culture building, and stewardship. Ultimately, the emerging group must take steps toward focused planning, ensuring alignment, and developing before reaching the status of flagship and pioneer groups.
Conclusion: This study provides a strategic, evidence-based model for systematically advancing Iran's pharmaceutical sciences globally, which can be adapted for other scientific disciplines. It is recommended that the general principles of the strategic plan for scientific authority for each pharmaceutical science group be formulated and communicated through legal channels to pave the way for implementation and achieving scientific authority gradually.
Original Article
Zahra Amouzeshi; Hamidreza Khosravizadeh Tabasi; Mohaddeseh Hosseinzadeh
Abstract
Background: Strengthening patient education skills in students will improve the quality of future nursing care. With the advancement of technology, the tendency to use blended methods such as flipped classrooms has increased. This study was conducted to determine the effect of flipped classrooms on the ...
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Background: Strengthening patient education skills in students will improve the quality of future nursing care. With the advancement of technology, the tendency to use blended methods such as flipped classrooms has increased. This study was conducted to determine the effect of flipped classrooms on the patient education knowledge and skills of nursing students.
Objectives: This study aimed to investigate the effect of flipped classrooms on the patient education knowledge and skills of nursing students.
Methods: The present study employed a quasi-experimental design with a control group and a posttest-only format, conducted in 2024 at Birjand University of Medical Sciences. The study population consisted of 52 nursing students selected using a census method. The intervention group was trained using the flipped classroom method. While in the control group, the routine method was used. After the intervention, the patient education skills of both groups were assessed while interacting with a standard patient, utilizing an observation checklist. Data were analyzed in SPSS 16 software using Mann-Whitney, Chi-square, and two-way analysis of variance (p < 0.05).
Results: The mean score of student patient education skill (based on 20) was 15.1 ± 1.71 in the control group and 16.6 ± 1.97 in the intervention group. Results showed a statistically significant difference in the mean scores of patient education skill between the two groups (p=0.009).
Conclusion: It seems that the use of the flipped classroom approach can lead to the improvement of patient education skills of undergraduate nursing students. Therefore, it is recommended to prioritize the use of this approach in the practical unit of the training process for students.
Original Article
Mostafa Salari-Javazm; Yasaman Herandi; Hossein Bouzarjomehri
Abstract
Background: Selecting a residency specialty is a critical decision for physicians, and it is essential to understand whether and how personality types influence this choice. The purpose of this study was to assess the relationship between medical students' personality types and their tendency towards ...
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Background: Selecting a residency specialty is a critical decision for physicians, and it is essential to understand whether and how personality types influence this choice. The purpose of this study was to assess the relationship between medical students' personality types and their tendency towards specialties through the standard Myers-Briggs Type Indicator (MBTI).
Objectives: This study investigates the relationship between medical students’ personality types and their specialty preferences, highlighting how self-awareness and personality–career alignment can enhance decision-making and future professional success.
Methods: This cross-sectional study was undertaken in 2018 at Shahid Sadoughi University of Medical Sciences, involving all medical students in the internship phase. Data were collected via a self-administered MBTI-based questionnaire and further analyzed using SPSS software version 21.
Results: Among 185 participants (53% female, 47% male), 48.1% were extroverted and 51.9% introverted, with ISTJ being the most common type (20%). Preference of specialties based on personal interest included general surgery, cardiology, and internal medicine, while job conditions favored radiology, dermatology, and ophthalmology. Specialty preferences varied significantly by gender (p=0.001), as well as by personality type when career factors were considered (p=0.001). In contrast, when choices were solely based on personal interest, preferences remained significantly associated with gender (p=0.001) but not with personality type (p=0.698), with no differences found between scholarship and self-funded students.
Conclusion: The findings indicate that personality type heavily influences specialty choice. Personal interests lead students towards certain specialties, while job conditions such as work-life balance affect other preferences.
Original Article
Shahnaz Khademizadeh; Zeinab Jozi; Hajar Beigi
Abstract
Background: The emergence of large language models has led to significant progress in various fields. In recent years, researchers have had a special focus on its applications in medical education.
Objectives: This study explores the social and intellectual framework of research on large language models ...
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Background: The emergence of large language models has led to significant progress in various fields. In recent years, researchers have had a special focus on its applications in medical education.
Objectives: This study explores the social and intellectual framework of research on large language models as a growing technology in medical education across the Web of Science database.
Methods: The present study is a quantitative study performed using scientometric techniques. The statistical population consisted of texts containing 643 documents from the year of this study. Following the Prisma guidelines, studies were screened based on their titles, abstracts, and keywords, leading to the selection of 233 documents for the research population. No restrictions (such as year, time, country) were applied to the search. Data analysis was undertaken using VOSviewer software.
Results: The study found that the United States was the most active country, generating 90 papers and receiving 537 citations. Author Lee, Hyunsoo, received 163 citations, with JMIR Medical Education being among the most frequent authors and journals with 30 papers and 352 citations. The keywords “artificial intelligence” with 144 repetitions, “ChatGPT” with 131 repetitions, “medical education” with 97 repetitions, and “large language models” with 89 repetitions make them highly frequent words. Four clusters were formed from the keywords obtained in the study”.
Conclusion: The research in large language models and medical education is growing rapidly, with organizations revealing a strong interest in international cooperation. This field has great potential for development. Nevertheless, countries with more publications have not necessarily received more citations.
Letter to editor
Siavash Moradi
Letter to editor
Najmeh Soltaninejad
Brief report
Ali Rastegarpour
Abstract
Background: First names have been studied as an indicator of an individual’s background, and have been shown to have associations with socioeconomic status and discriminatory practices. There are many studies in the literature that demonstrate discrimination against traditionally black names and ...
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Background: First names have been studied as an indicator of an individual’s background, and have been shown to have associations with socioeconomic status and discriminatory practices. There are many studies in the literature that demonstrate discrimination against traditionally black names and studies have shown some names can be predictive of socioeconomic status independent of race.
Objectives: To determine the prevalence of non-common names among Matched applicants of different specialties.
Methods: In this observational study 2024 United States Residency Match lists (from 18 institutions from 14 different states) were obtained through convenience sampling, and a total of 2378 Matched applicants were identified. Match participant names were compared with the 200 most common names (according to the Social Security website) of three consecutive decades from the 1980s through the 2000s to cover the expected birth years of the applicants in the 2024 residency Match cycle, and designated as common or non-common. The frequency of non-common names was reported by specialty.
Results: Of the 2378 Matched applicants, 1023 (43.0%) of which had non-common names. Non-common names were significantly over-represented in internal medicine (47.8% non-common, p=0.023), general surgery (51.8% non-common, p=0.032), and dermatology (56.5% non-common, p=0.062). They were significantly under-represented in pediatrics (35.9% non-common, p=0.041) and orthopedic surgery (34.1% non-common, p=0.079).
Conclusion: This study establishes a novel, easily replicable metric that may serve as a baseline for tracking diversity trends across medical specialties over time.
Review
July Ivone; Julia Windi Gunadi; Bryan Ricardo Handoko; Ardo Sanjaya
Abstract
Background: Learning physiology is a crucial aspect of medical education, focusing on the study of normal human body functions as the fundamental knowledge required for every physician. However, studying physiology poses significant challenges, including the need for active learning, loss of motivation, ...
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Background: Learning physiology is a crucial aspect of medical education, focusing on the study of normal human body functions as the fundamental knowledge required for every physician. However, studying physiology poses significant challenges, including the need for active learning, loss of motivation, and lack of student engagement.
Objectives: This study explores the impact of flipped classrooms, gamification, and visualization teaching methods on student engagement in physiology education.
Methods: This review integrates insights from studies published between 2020 and 2024, highlights the complementary strengths of these methods, and offers a roadmap for educators to create dynamic and engaging learning environments tailored to modern medical education.
Results: Nine published articles were included to provide an understanding of modern methods and their impact. The flipped classroom approach is a strategy to encourage active learning, but it can also increase students’ workload. Incorporating game elements into the learning process can create a more enjoyable environment and enhance students’ motivation to learn. Physiology is a complex subject with abstract concepts; therefore, visualization methods can simplify these concepts and ultimately support students’ learning processes.
Conclusion: No single superior teaching or learning method is available. Educators and students must adapt their approaches to suit the specific needs of the classes and individuals.
Original Article
Areerat Siripongpan; Karunpong Phattaramarut
Abstract
Background: Medical professionalism is crucial in the practice of medicine. Managing medical professionalism presents challenges to ensure that medical students develop a comprehensive sense of professionalism.
Objectives: This research aimed to compare pretest and posttest scores of medical professionalism ...
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Background: Medical professionalism is crucial in the practice of medicine. Managing medical professionalism presents challenges to ensure that medical students develop a comprehensive sense of professionalism.
Objectives: This research aimed to compare pretest and posttest scores of medical professionalism among students who were randomly assigned to one of three instructional approaches—lecture-based learning, reflection-based learning, and active learning—and to evaluate the relative effectiveness of these methods in promoting professionalism.
Methods: The study was conducted among 36 fourth-year medical students enrolled in a psychiatry course during the 2023 academic year. Three teaching modalities were implemented: (1) lecture-based learning, (2) reflection-based learning using the film Patch Adams, and (3) active learning integrating reflection, role modeling, and case-based scenarios. Medical professionalism was assessed using the Medical Professionalism Scale (MPS), which evaluates six dimensions: altruism, accountability, excellence, duty, honor and integrity, and respect for others.
Results: No statistically significant pretest–posttest differences were found in the Lecture-based and Reflection-based learning groups. In contrast, the active learning approach produced significant posttest improvements in four key dimensions—Altruism, Accountability, Duty, and Respect for Others (p < 0.05)—with medium-to-large effect sizes. These gains were independent of students’ baseline professionalism, indicating that active learning facilitated professional development regardless of initial competency levels.
Conclusion: An integrated active learning model combining reflection, role modeling, and scenario-based discussion effectively enhances professionalism in psychiatry education. It should be selectively applied to courses emphasizing ethics, empathy, and patient-centered care, with continuous evaluation to sustain professional identity.
Original Article
Khaironnesa Ramazanzade; Nahid Azdaki
Abstract
Background: Understanding factors that shape physicians’ motivation to teach is essential for optimizing educational outcomes in medical education.Objectives: This research aimed to synthesize qualitative evidence to uncover how individual, interpersonal, cultural, and structural elements influence ...
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Background: Understanding factors that shape physicians’ motivation to teach is essential for optimizing educational outcomes in medical education.Objectives: This research aimed to synthesize qualitative evidence to uncover how individual, interpersonal, cultural, and structural elements influence teaching engagement among physicians.Methods: A qualitative evidence synthesis of 26 peer-reviewed articles was performed using a three-phase thematic synthesis approach (data extraction and coding, thematic grouping, and abstraction). Studies were identified via a systematic search of PubMed, Scopus, Web of Science, SID, Magiran, and Google Scholar for publications in English or Persian from 2000 onwards. Articles focusing on clinical physicians’ teaching motivation and available in full text were included, whereas non-research formats and studies on other professionals were excluded. Methodological quality was ascertained using the CASP checklist to ensure rigor and transparency.Results: The synthesis yielded five interrelated themes: i) personal characteristics, ii) student-related factors, iii) cultural and social values, iv) organizational and managerial influences, and v) educational structural conditions. Among these, personal characteristics including intrinsic motivation, pedagogical commitment, and altruistic values emerged as the most prominent drivers of teaching motivation. Further, students’ performance and feedback, societal appreciation for educators, as well as institutional leadership and reward systems were identified as reinforcing elements.Conclusion: Physicians’ motivation to teach is a dynamic construct influenced by a complex interplay of personal, cultural, and institutional factors. Establishing academic environments that foster growth, recognize contributions, and implement supportive policies is critical for sustaining teaching motivation. These insights can inform targeted interventions and policy reforms aimed at strengthening the educational mission of medical institutions.
Original Article
Thirumurugan Ettiyappan; Kalpana Devi Venkatesan; Shainfathima Aslam Khan; Kishore Kumar Vinayagar; Gomathi Gopi; Mageshwari Purushothaman; Sonia Irungbam; Pennarasi Shivani Kodishwaran
Abstract
Background: In the contemporary landscape of technology, the integration of gamification in education has gained significant traction. Past research has indicated that gamified learning fosters motivation and engagement among 21st-century students in academic pursuits. Although well-documented in general ...
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Background: In the contemporary landscape of technology, the integration of gamification in education has gained significant traction. Past research has indicated that gamified learning fosters motivation and engagement among 21st-century students in academic pursuits. Although well-documented in general education, there remains a dearth of empirical studies evaluating the efficacy of gamified learning in medicine. This discrepancy is apparent in the disparate guidance about incorporating gamification in medical education.
Objectives: This research aimed to assess the effectiveness of game-based ECG learning (G-ECG) in undergraduate medical students.
Methods: The current study utilized a quasi-experimental design involving the recruitment of 120 second-year medical students during the 2023-2024 academic year at the Faculty of Allied Health Sciences (AHS) within a Private Medical College and Hospital in Chennai, Tamil Nadu. The G-ECG group engaged in educational activities utilizing the Six-Second ECG (SS-ECG) web-based game offered by SKILLSTAT. The G-ECG group used a one-hour gamified application to attain proficiency in identifying 27 ECG rhythms. Conversely, the Conventional (C-ECG) group participated in a one-hour training session led by certified ECG professionals to develop competency in recognizing 27 ECG rhythms. The performance of both groups was evaluated through an online assessment, and statistical analysis was utilized to compare scores and response times for each question. The data were analyzed using the Chi-square and independent t-test within the SPSS software environment.
Results: In a study of 120 second-year students, 34.1% were male, and 65.8% were female. The mean age was 19.23 ± 0.50 years for the conventional learning group and 19.15 ± 0.60 years for the game-based learning group, with no significant differences in demographics (P>0.05). Both groups had 60 participants each. The participants utilized the game-based ECG learning method and achieved a knowledge attainment level of 61.7%, with a p-value of <0.001. In contrast, those involved in the conventional ECG learning method attained only 33.3%.
Conclusion: The study found that game-based ECG learning proves more effective than conventional methods in improving diagnostic accuracy. However, when it comes to enhancing interpretation skills, gamified learning proves equally effective as conventional ECG learning.
Review
Zohreh Sohrabi; Shoaleh Bigdeli; Sohrab Nosrati
Abstract
Background: Conflict is prevalent in surgical clinical environments due to hierarchical cultures, communication challenges, and professional differences. Such conflicts adversely affect healthcare professionals, team performance, and patient safety. Despite their importance, conflict management competencies ...
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Background: Conflict is prevalent in surgical clinical environments due to hierarchical cultures, communication challenges, and professional differences. Such conflicts adversely affect healthcare professionals, team performance, and patient safety. Despite their importance, conflict management competencies are often overlooked in surgical residency training.Objectives: This review aims to identify the essential competencies in conflict management required of surgical residents.Methods: A scoping review was conducted following Arksey and O’Malley’s five-stage framework. Comprehensive literature searches were performed across multiple national and international databases from January 2011 to March 20, 2024. Data extraction adhered to PRISMA-ScR guidelines, and inductive content analysis was used to synthesize findings.Results: Of 9,252 retrieved articles, 35 met the inclusion criteria. Three main categories emerged: (1) Educational Approaches, including experiential learning methods such as simulations and role-playing; (2) Conflict Management Competencies, emphasizing critical skills such as emotional regulation, negotiation, communication, empathy, role clarity, and collaborative problem-solving; and (3) Contextual Factors influencing conflicts, including hierarchical structures, cultural diversity, and institutional dynamics.Conclusion: Conflict in clinical settings is a multifaceted issue influenced by individual skills, pedagogical methods, and systemic factors. Effective conflict management requires integrated educational programs, combined with organizational culture reforms that promote transparent communication and equitable power dynamics. Embedding conflict management training within competency-based medical education frameworks is essential to prepare surgical residents better and improve patient care outcomes.
Original Article
Ayat Gamal-AbdelNaser; Esraa A Zahran; Haneen Osama; Mohamed Reda Abd Elmaksoud; Mohamed Nader; Tarek Abd ElAziz
Abstract
Background: Special care dentistry constitutes a vital subject of undergraduate dental education. Providing proper dental care for vulnerable patient groups requires graduates who possess a firm grasp of and training in this discipline. However, the perceived dullness of the subject poses a significant ...
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Background: Special care dentistry constitutes a vital subject of undergraduate dental education. Providing proper dental care for vulnerable patient groups requires graduates who possess a firm grasp of and training in this discipline. However, the perceived dullness of the subject poses a significant barrier to effective student engagement and learning.
Objectives: This study aimed to explore the effect of incorporating comedy movie clips and memes into the lectures on students' learning experience and their long-term retention of the subject.
Methods: As an exploratory study, over three years, selected multimedia elements were integrated into Special Care Dentistry lectures at Ahram Canadian University in Egypt. All students enrolled in the course during this period (n = 700) were invited to participate in an online survey about their evaluation of the teaching method and their retention of the material. Responses were collected electronically and analyzed statistically.
Results: The vast majority of participants (over 97%) found the teaching method appropriate, and none rated it as not valuable at all. More than 99% of participants reported that the videos enhanced their understanding, and nearly all participants, except one, indicated that the multimedia made the lectures more enjoyable. Moreover, 66.7% reported recalling the multimedia and its linked scientific content years after passing the course.
Conclusion: Incorporating comedy-based multimedia in lectures proved to be both appropriate and effective in enhancing students' learning experience by introducing elements of fun. It also helped students retain the information.
Original Article
Bryan Cardona; Daniela Botero-González
Abstract
Background: Histology plays a crucial role in shaping future physicians by providing a microscopic perspective on the human body. Despite its significance, both students and educators often perceive histology as a challenging and abstract subject. Limited research exists on students' perspectives regarding ...
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Background: Histology plays a crucial role in shaping future physicians by providing a microscopic perspective on the human body. Despite its significance, both students and educators often perceive histology as a challenging and abstract subject. Limited research exists on students' perspectives regarding the difficulties encountered in this area of health science undergraduate programs.Objectives: Characterize students' perspectives and experiences when learning basic histology as part of the medical program at the Universidad Tecnológica de Pereira, Colombia.Methods: Ninety-five undergraduate medical students participated in a survey to gather their viewpoints on the basic histology curriculum. The responses address key issues from the student perspective, such as specific difficulties in their learning, identification of the most challenging theoretical and practical topics, struggles in image identification, and suggestions for course improvement.Results: Hematopoiesis was identified as the most challenging topic in the curriculum (32.5%). Difficulties in image identification were expressed, citing similarities in histological tissues (25.6%), the aged and damaged condition of microscope slides (21.5%), and confusion in tissue orientation and sectioning (13.9%). Recommendations to improve the course included replacement of laboratory materials/instruments (14.9%), incorporation of prior anatomy knowledge (13.5%), increased hours with student monitors (13%), and integration of more dynamic activities (12.1%).Conclusion: This study provides valuable insights into students' opinions and needs regarding basic histology, prompting a critical evaluation of the curriculum and teaching methodologies. Understanding these perspectives is essential for refining histology education, fostering a more effective, engaging learning environment for future healthcare professionals.
Original Article
Negin Amini; Samireh Ghafouri; Zahra Rahimi; Maryam Moradi; Reza Fatehifar
Abstract
Background: Circadian rhythms determine individual chronotypes as morning, evening, or intermediate. Evidence shows evening types are more susceptible to sleep disorders and higher levels of anxiety. Sleep quality and test anxiety are issues associated exams’ failure.
Objectives: The study aimed ...
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Background: Circadian rhythms determine individual chronotypes as morning, evening, or intermediate. Evidence shows evening types are more susceptible to sleep disorders and higher levels of anxiety. Sleep quality and test anxiety are issues associated exams’ failure.
Objectives: The study aimed to investigate the impact of chronotypes on sleep quality and test anxiety, taking into account the established relationship between general and test anxiety.
Methods: The study included medical students at Ahvaz Jundishapur University of Medical Sciences, who were assessed using demographic information and questionnaires to evaluate test anxiety, morningness-eveningness patterns, and sleep quality. The questionnaires were translated into Persian, and their validity and reliability were previously verified. Significance level was P < 0.05.
Results: The results revealed 23 morning-type, 126 intermediate, and 74 evening-type participants. Regarding sleep quality, 197 participants reported poor sleep, while 26 reported good sleep. The mean test anxiety was 44.13 ± 10.67. Male students exhibited significantly higher test anxiety compared to female students (P =0.041). Test anxiety varied significantly across the chronotype groups (P =0.009). A significant inverse correlation was observed between sleep quality and test anxiety (r =-0.342, p<0.05). This relationship may differ by chronotype, indicating the need to consider individual characteristics in sleep interventions.
Conclusion: Our findings indicated that morning types had higher levels of test anxiety, likely due to incongruence with afternoon exam schedules. Tailoring examination schedules and class timings to accommodate diverse chronotypes highlights the importance of evening courses and adjustments to enhance well-being and academic performance, despite logistical challenges persisting.
Original Article
Freshteh Choobsaz; Mitra Zolfaghari; Somaieh Borjalilu
Abstract
Background: With the rapid growth of e-learning technology, it has become one of the most common educational approaches in educational institutions.Objectives: This study was conducted with the aim of psychometrically evaluating the Online Student Engagement Scale (OSE) in Persian to assess the level ...
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Background: With the rapid growth of e-learning technology, it has become one of the most common educational approaches in educational institutions.Objectives: This study was conducted with the aim of psychometrically evaluating the Online Student Engagement Scale (OSE) in Persian to assess the level of engagement in online courses.Methods: In this descriptive-cross-sectional study, 125 online students completed the Persian version of the OSE. The construct validity of the OSE was examined using exploratory factor analysis (EFA) and Pearson correlations. Cronbach’s alpha was calculated to determine internal consistency. Confirmatory factor analysis (CFA) was performed using Smart PLS 3 software to analyze the confirmatory factor structure of the instrument. The Larcker-Fornell criterion was used to check divergent validity.Results: Four factors of learning engagement (social, behavioral, cognitive, and affective) were identified using factor analysis. The reliability was confirmed with a Cronbach's alpha score of 0.923. The factor structure was supported by fit indices (Χ²/df = 2316.824, p < .0001, SRMR = 0.166, dULS = 29.682, RMS Theta = 0.231). The construct validity and reliability of the tool were confirmed with composite construct validity values above 0.7.Conclusion: The Persian version of the OSE appears to be a reliable and potentially valid instrument for use in Iranian online students. It may be favorable for evaluating e-learning engagement.
Brief report
Somayeh Ebrahimi; Mahmood Reza Dehghani; Amin Beigzadeh
Abstract
Background: Clinical education represents the cornerstone of midwifery training. Professional competency acquisition underpins effective practice, with adequate learning opportunities fundamental to the clinical education process.
Objectives: This study aimed to examine the effectiveness of clinical ...
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Background: Clinical education represents the cornerstone of midwifery training. Professional competency acquisition underpins effective practice, with adequate learning opportunities fundamental to the clinical education process.
Objectives: This study aimed to examine the effectiveness of clinical education using a three-phase clinical education model among midwifery students.
Methods: This quasi-experimental study employed a pre-test-post-test design with a control group, comprising 26 students and 3 clinical instructors selected through census sampling. The study was conducted in the labor ward of Ali ibn Abi Talib Hospital (Zahedan University) from September to December 2023. Students were randomly assigned into two groups (n=13 each). The control group received traditional education, while the intervention group followed a three-phase clinical education model. Training effectiveness was evaluated using pre/post-intervention questionnaires. Data were analyzed using paired t-tests for within-group comparisons and independent t-tests for between-group analyses. Open-ended responses underwent summative content analysis.
Results: The intervention group showed a significant improvement in perception scores from 50.30±8.58 at pre-test to 64.40±9.06 at post-test (P<0.001), whereas the control group showed no significant change (P=0.900). Between-group comparisons confirmed a significant post-test difference, and the mean score change was significantly greater in the intervention group (14.07±11.78 vs. −0.33±10.04, P=0.001). Qualitative findings identified three subcategories of advantages and three subcategories of disadvantages regarding the educational method.
Conclusion: The new educational method improved learning, structure, and clinical competency acquisition among midwifery students, directly impacting patient care delivery.
Review
Gholamreza Hassanzadeh; Abolfazl Bagherifard; Bahram Einolahi; Ali Arab Kheradmand; Seyed Yasin Yazdi-Amirkhiz
Abstract
Background: Socioeconomic factors pose serious obstacles against equity and inclusivity in medical education, affecting admissions, retention, and the future composition and diversity of the workforce in delivering health services.
Objectives: Through the use of a narrative review, we aim to illustrate ...
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Background: Socioeconomic factors pose serious obstacles against equity and inclusivity in medical education, affecting admissions, retention, and the future composition and diversity of the workforce in delivering health services.
Objectives: Through the use of a narrative review, we aim to illustrate the impact of socioeconomic status on medical education and to outline strategies to alleviate these inequities to promote a more equitable and socially accountable medical workforce.
Methods: International databases (PubMed, Scopus, Web of Science) and regional databases (SID, Magiran) were searched for literature published between the years 2000-2024 for this narrative review. The keywords used were "medical education," "socioeconomic factors," "admissions," and "equity." After application of the exclusion/inclusion criteria and screening against them, 31 studies were included for synthesis.
Results: The findings reveal that admission processes tend to disfavor students from less privileged backgrounds since they usually present very high structural barriers for disadvantaged students. Even after being admitted, they still continue traversing a very difficult academic mile that is exacerbated by financial pressures and experiences of psycho-social alienation. While remedial measures such as scholarships, quotas, and holistic admissions are promising, their effectiveness is hampered by structural inequities, little specific intervention, and inadequate sustained monitoring. Thus, it may call for a paradigm shift into a systemic perspective to have educational objectives accommodated in the overall broader vision set for the health system.
Conclusion: This analysis and proposed work may also be relevant and important for the realization of improved access, better quality in health care, and ultimately health equity.
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