Volume 21, Issue 1 (Spring 2026)
jmed 2026, 21(1): 1514-1528 |
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Barati H, Fattahi E, Moradi E. Academic Satisfaction of Medical Students in Iran: A Narrative Review. jmed 2026; 21 (1) :1514-1528
URL: http://jmed.ssu.ac.ir/article-1-1621-en.html
URL: http://jmed.ssu.ac.ir/article-1-1621-en.html
Guilan University of medical sciences , Esmaeil.fattahi1@gmail.com
Abstract: (42 Views)
Abstract
Introduction: Academic satisfaction is one of the key concepts in higher education. This narrative review was conducted to examine and analyze articles published in Iran from 2016 to 2026 regarding the level of academic satisfaction, its determinants, and educational implications.
Method: This study was a narrative review in which relevant studies published between 2016 and 2026 were searched non-systematically in relevant databases. The inclusion criteria were studies that reported academic satisfaction among Iranian medical students. The exclusion criteria included studies with irrelevant topics and studies lacking quantitative or qualitative data on satisfaction. The extracted data included study design, sample size, instruments used, key findings, and study setting.
Results: From a total of 329 studies, 10 studies were ultimately selected, covering various medical schools across Iran. The level of academic satisfaction ranged from moderate to relatively high. The quality of the educational environment, teaching methods, and teacher–student interaction were the strongest predictors of satisfaction. Contextual factors, including year of study and academic performance, also influenced satisfaction. Online learning was associated with moderate satisfaction due to limited interaction and infrastructural challenges.
Conclusion: Improving academic satisfaction requires multifaceted interventions, including improving clinical learning environments, empowering faculty members, expanding interactive online education, and providing psychological support and academic counseling. Standardized measurement tools and longitudinal studies are recommended to better understand the determinants of satisfaction and to inform educational policies and practices in Iranian medical schools.
Introduction: Academic satisfaction is one of the key concepts in higher education. This narrative review was conducted to examine and analyze articles published in Iran from 2016 to 2026 regarding the level of academic satisfaction, its determinants, and educational implications.
Method: This study was a narrative review in which relevant studies published between 2016 and 2026 were searched non-systematically in relevant databases. The inclusion criteria were studies that reported academic satisfaction among Iranian medical students. The exclusion criteria included studies with irrelevant topics and studies lacking quantitative or qualitative data on satisfaction. The extracted data included study design, sample size, instruments used, key findings, and study setting.
Results: From a total of 329 studies, 10 studies were ultimately selected, covering various medical schools across Iran. The level of academic satisfaction ranged from moderate to relatively high. The quality of the educational environment, teaching methods, and teacher–student interaction were the strongest predictors of satisfaction. Contextual factors, including year of study and academic performance, also influenced satisfaction. Online learning was associated with moderate satisfaction due to limited interaction and infrastructural challenges.
Conclusion: Improving academic satisfaction requires multifaceted interventions, including improving clinical learning environments, empowering faculty members, expanding interactive online education, and providing psychological support and academic counseling. Standardized measurement tools and longitudinal studies are recommended to better understand the determinants of satisfaction and to inform educational policies and practices in Iranian medical schools.
Type of Study: Review |
Subject:
Medical Education
Received: 2026/05/1 | Accepted: 2026/06/10 | Published: 2026/06/16
Received: 2026/05/1 | Accepted: 2026/06/10 | Published: 2026/06/16
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