Volume 20, Issue 4 (Winter 2026)
jmed 2026, 20(4): 1426-1428 |
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Narefi Z, Mirzaei M, Kalantar S M, Dehghan H R, Agha Bagheri M. Reflection-based Methodology: Longitudinal Theme in Undergraduate Medical Education. jmed 2026; 20 (4) :1426-1428
URL: http://jmed.ssu.ac.ir/article-1-1618-en.html
URL: http://jmed.ssu.ac.ir/article-1-1618-en.html
Medical Education Department, School of Medicine, Shahid Sadoughi University of Medical Sciences of Yazd , Yazd, Iran
Abstract: (21 Views)
The hegemony of Positivism as a rudimentary paradigm in Iran Education System has led the triangle of Teaching-Learning-Assessment to suffer from the predictability; however, in Postpositivism paradigms like Constructivism, personalized learning is paramount of importance focusing on different learning styles and multiple intelligences. Longitudinal theme regarding ZPD and On-the-Spot Scaffolding intertwining Adab-e Pezeshki (core competencies) as a core credit, Artificial Intelligence as an elective one, and Persian Literature as a general one can pave the ground of Personalized Curriculum of Medicine students and in this regard, the Professional Identity Formation can be nurtured during seven years. The phases of designing, implementing, and evaluating are explained and the documents are available in the Medicine School home page.
Type of Study: letter to editor |
Subject:
Medical Education
Received: 2026/02/14 | Accepted: 2026/02/20 | Published: 2026/04/4
Received: 2026/02/14 | Accepted: 2026/02/20 | Published: 2026/04/4
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