@article{ author = {Mirzaei, Masoud and Emadi, Ali}, title = {Editorial Board}, abstract ={}, Keywords = {}, volume = {20}, Number = {1}, pages = {1067-1062}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, url = {http://jmed.ssu.ac.ir/article-1-1570-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1570-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Tabatabaei, Seyed Hossein and NakhayiNejad, Saeede and Keshmiri, Fatemeh}, title = {Development of “Systemic Connections Between Oral Diseases and General Health” Course in the Curriculum of General Medical Practice Education: An Assessment of a Necessity Study}, abstract ={Introduction: Considering the impact of oral health on general body health, this study aimed to determine the necessity of designing an educational program titled "Oral Health and its Relationship with General Health" from the perspective of faculty members and educational experts in medical and dental faculties. Methods: In this descriptive-cross-sectional study, the target population of 378 individuals, including 278 medical faculty members, 69 dental faculty members, and 31 educational experts from the university's educational deputy, medical faculty, and dental faculty, completed a researcher-made, validated, and reliable questionnaire. Data analysis was performed using SPSS 22 statistical software and statistical tests such as t-test, ANOVA, and Pearson correlation coefficient. Results: The response rate was 66.6%, and 252 questionnaires were completed. 129 participants (51.2%) were male, and 123 (48.8%) were female. 87.7% of participants agreed on the necessity of developing and adding the discussed topic to the medical curriculum. 33.7% of participants agreed with providing education during the internship period, 47.2% with a duration of 4 weeks, 81% with the course being taught by oral and maxillofacial disease specialists, and 50.6% with this education being provided in the dental school's clinical departments. Conclusion: From the perspective of most participants, developing the mentioned course in the general medical education curriculum is essential. Therefore, it is suggested that the course be considered by relevant planners when revising medical internship educational programs.    }, Keywords = {Needs Assessment, Oral Health, Public Health, Curriculum, Education}, volume = {20}, Number = {1}, pages = {1081-1068}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i1.18983}, url = {http://jmed.ssu.ac.ir/article-1-1548-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1548-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {AmirkalaliSijavandi, Faezeh Sadat and SanjarMussavi, Nasser and HabibiDoroh, Mohamad and Farajpour, Arezou}, title = {Medical Students\' Perceptions of the Professional Atmosphere in Clinical Education Environments Using the UMKC-SOM Professional Atmosphere Questionnaire}, abstract ={Introduction: The educational environment is a crucial factor in professionalism development, and regular evaluation with appropriate strategies is necessary to maintain and foster professionalism. This study was designed and implemented with the aim of investigating medical students' perceptions of the professional environment in clinical education environments. Method: In this cross-sectional study conducted in 2023 (1402 SH), medical students in their internship and internship stages completed the UMKC-SOM Professional Environment Questionnaire using a census method. The Persian version of the questionnaire was completed by the students in electronic and paper form after its validity and reliability were confirmed. Results: In the present study, 295 clinical medical students were examined. The mean overall score of students' perception of the professional environment was 107.75 ± 0.138. There was no significant difference between the mean overall score of medical students' perception of the professional environment by gender (P < 0.05). There is a significant difference between the overall average score of medical students' perception of the professional environment by educational level (P < 0.001). Conclusion: In general, the average score of students' perception of the professional environment is acceptable and higher than the average, but the average score of medical intern students is lower than the average score of medical externs, given the experience, greater presence, and greater interaction of interns with the clinical environment, which seems to be important for medical education program administrators.  }, Keywords = {Social Perception, Medical student, Professionalism, UMKC-SOM questionnaire}, volume = {20}, Number = {1}, pages = {1091-1082}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i1.18984 }, url = {http://jmed.ssu.ac.ir/article-1-1557-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1557-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Ferdosian, Farzad and Keshmiri, Fatemeh and Nafei, Zahra and Akbarian, Elahe}, title = {Workplace-Based Assessment of Clinical Competencies in Pediatric Residents}, abstract ={Abstract Introduction: Assessing clinical competencies through workplace-based evaluations is essential for accurately measuring residents’ performance and enhancing their learning. This study aimed to evaluate pediatric residents’ clinical competencies using a competency-based framework incorporating the Mini-Clinical Evaluation Exercise (Mini-CEX) and a 360-degree evaluation. Methods: This descriptive-analytical study was conducted at Shahid Sadoughi University of Medical Sciences, Yazd, involving 18 pediatric residents at Shahid Sadoughi Hospital. The Mini-CEX assessed seven domains: history-taking, physical examination, professional commitment, clinical judgment, communication skills, organization, and overall patient care. Each resident underwent at least three Mini-CEX assessments over nine months, with individual feedback sessions averaging 10 minutes. The 360-degree evaluation measured patient trust, professionalism, verbal communication, teamwork, and accountability. All scores were normalized to a 100-point scale and analyzed using descriptive statistics, t-tests, Pearson correlation, and repeated-measures ANOVA via SPSS version 16, with statistical significance set at p < 0.05. Results: The 360-degree evaluation indicated an upper-intermediate level of performance (mean ± SD: 73.93 ± 14.61). Significant correlations were observed between faculty ratings, self-assessments, and patient feedback, as well as between patient and peer evaluations (p = 0.005). Mini-CEX scores improved over the residency period, with second-year residents outperforming third-year residents, while first-year residents had the lowest scores. Conclusion: These findings highlight the value of diverse workplace-based assessments in delineating clinical competency and identifying areas requiring targeted improvement. Such assessments support formative evaluations, fostering continuous clinical performance enhancement.  }, Keywords = {Competency-based evaluation, direct observation assessment, 360-degree}, volume = {20}, Number = {1}, pages = {1104-1092}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i1.18985}, url = {http://jmed.ssu.ac.ir/article-1-1551-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1551-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Rezaei, Fatemeh and Sedaghat, Ali and Mazidimoradi, Afroz and Khezri, Rozhan and Shahabinia, Zahra and Salehiniya, Hami}, title = {Studying the Status of Academic Self-efficacy and its Relationship with Research Self-efficacy in Students of Jahrom University of Medical Sciences, 2024}, abstract ={Introduction: Given the unclear relationship between academic and research self-efficacy and, the present study investigated the association of academic self-efficacy and research self-efficacy in students of Jahrom University of Medical Sciences in 2024. Method: This descriptive-analytic cross-sectional  study included  384 students. The Owen & Froman Research Self-Efficacy Questionnaire and the Phillips & Russell Student Academic Self-Efficacy Questionnaire were used to collect data. Data analysis was performed Independent Sample T-tests, analysis of variance, and Pearson correlation coefficient at a significance level of <0.05. Results: In this study, the mean age of students was 22.62±2.4 years. Most of the students were female (57.3%), single (90.9%), from the medical school (49.7%), and non-local (77.9%). Based on the results, the academic self-efficacy score was high in 15.6% of the students, moderate in 80.2%, and low in 4.2%. In terms of research self-efficacy, only 26% had high self-efficacy, 46.1% had moderate self-efficacy, and 27.9% had low self-efficacy. No significant association was observed between academic self-efficacy and demographic variables. The research self-efficacy score was significantly lower at the medical school (P = 0.004). A weak inverse linear correlation was observed between research self-efficacy score with academic self-efficacy (r = -0.338, P < 0.0001) and academic semester (r = -0.107, P = 0.03). Conclusion: Few students reported high academic and research self-efficacy. Thus, implementing short-term practical workshops, curriculum revision, and incentive systems is recommended to enhance students' academic and research self-efficacy.   }, Keywords = {academic self-efficacy, research self-efficacy, students, Medical Sciences}, volume = {20}, Number = {1}, pages = {1117-1105}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i1.18986}, url = {http://jmed.ssu.ac.ir/article-1-1550-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1550-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Beigzadeh, Amin and Heydari, Sar}, title = {Explaining the Dimensions of Effective Clinical Evaluation in Medical Education: Medical Students\' Perspectives}, abstract ={Introduction: Clinical evaluation is an essential part of medical students' education and can have a great impact on the learning process and development of their clinical skills. This study examined medical students' perspectives on clinical evaluation. Method: This qualitative study used thematic analysis method and the six-step framework developed by Brown and Clark to analyze data to examine the perspectives of 31 medical students in their clinical internship and clinical training levels from Yazd and Kerman Universities of Medical Sciences in the academic year 1403-1404. Participants expressed their views on clinical evaluations through semi-structured interviews. The accuracy and validity of the data were ensured through the criteria of Goba and Lincoln. Results: The results of the content analysis showed that participants raised two main themes and five sub-themes regarding clinical evaluation. The main themes included evaluation goals (Pedagogical orientation, feedback-based improvement cycle and perceived competence) and the evaluation process (learning-evaluation paradigm fit and educational justice). Conclusion: The findings of this study indicate that medical students consider clinical assessment to be effective when it has three key characteristics: first, it acts as a tool to guide the learning process, second, it provides constructive and timely feedback, and third, it is implemented with educational equity. From the participants’ perspective, when assessments are appropriate to learning objectives and conducted fairly, they not only improve the quality of education, but also increase students’ self-confidence and motivation. These results emphasize the need to review clinical assessment practices by considering these key components.  }, Keywords = {Medical students, Clinical assessment, Medical education, Qualitative research}, volume = {20}, Number = {1}, pages = {1134-1118}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i1.18987}, url = {http://jmed.ssu.ac.ir/article-1-1545-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1545-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Zamani, Najme and Yazdaninejad, Hami}, title = {Stealthy Assessment in Game-Based Learning: A Narrative Review Study}, abstract ={Introduction: Game-based learning (GBL) has great potential as an engaging learning method in medical education. Stealthy assessment, seamlessly integrated into the game, can provide valuable information about learners’ performance without causing the anxiety caused by traditional tests. The aim of this study is to determine the applications, benefits, and challenges of Stealthy assessment in GBL in medical education. Methods: The presented  narrative review was conducted by systematically searching PubMed, Scopus, Web of Science, ERIC, MagIran, IranDoc, and SID databases between 2010 and 2025. The keywords used in the search included “Stealthy assessment", "education", "formative assessment," and "game-based learning". Screening, data extraction, and content analysis were performed independently by two researchers based on the inclusion criteria. Results: Ultimately, 25 studies were reviewed. Findings indicate that Stealthy assessment can provide personalized feedback, assessment of non-cognitive skills, increase in motivation, and valid data exhibition in game-based learning. Findings also indicate that Stealthy assessment faces challenges in the areas of accurate assessment design, data validity and reliability, ethical considerations, and cost and time. Conclusion: Stealthy assessment in GBL environments can evolve the way we assess and learn, providing new opportunities for personalized feedback, measuring complex skills, and promoting self-regulation. But its practical success requires careful validation, consideration of ethical dimensions, and the development of longitudinal and comparative studies.  }, Keywords = {stealthy assessment, game-based learning, education, formative assessment}, volume = {20}, Number = {1}, pages = {1145-1135}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i1.18988}, url = {http://jmed.ssu.ac.ir/article-1-1559-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1559-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {RezaeiGazki, Parvin and NooriHekmat, Somayeh and Salajegheh, Mahl}, title = {Effectiveness Evaluation of "Refining Instruction and Support for Staff in Medical Education" Program on Improving the Knowledge Perspectives of Medical Education Development Office Experts}, abstract ={Introduction: The importance of human resources in medical universities has received special attention. Given the vital role of education development office experts in improving the education in medical universities, this study aimed to evaluate the effectiveness of the training program "Refining Instruction and Support for staff in Medical Education" on improving the knowledge and perspectives of medical education development office experts. Method: A quasi-experimental study was designed to implement and evaluate a medium-term program which was developed based on literature review, study of upstream documents, and needs assessment through focus groups with medical education experts. The program consisted of eight training workshops. Which was conducted as a census on 16 experts from the development offices of Kerman University of Medical Sciences. Effectiveness was evaluated through pre-test and post-test. Results: A significant increase in the knowledge of the participants was observed, so that the average scores increased from 2.05 ± 1.87 to 3.75 ± 1.51, with the greatest change observed in the area of ​​guiding gifted students. Also, in this study, the experts' perspective score increased from 73.11 ± 12.83 to 76.83 ± 7.88, indicating a positive change in their perspective towards their role in improving education. Conclusion: These findings emphasize the necessity of specialized training for experts from education development offices and indicate that such programs can strengthen the culture of continuous learning and professional development.  }, Keywords = {Medical education, continuing education, organizational learning, professional development, Educational Development Office (EDO)}, volume = {20}, Number = {1}, pages = {1155-1146}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i1.18989}, url = {http://jmed.ssu.ac.ir/article-1-1564-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1564-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Amini, Saee}, title = {Integrating Medical Education into the National Health Service Delivery System: Achievements and Challenges}, abstract ={}, Keywords = {Integration, Medical Education, Health Service}, volume = {20}, Number = {1}, pages = {1158-1156}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i1.18990}, url = {http://jmed.ssu.ac.ir/article-1-1547-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1547-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {abdollahi, rez}, title = {Team Objective Structured Clinical Examination (TOSCE): a key for developing teamwork skills in nursing students}, abstract ={}, Keywords = {Team Objective Structured Clinical Examination (TOSCE), teamwork, nursing student}, volume = {20}, Number = {1}, pages = {1160-1159}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i1.18992}, url = {http://jmed.ssu.ac.ir/article-1-1543-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1543-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Mahdavifard, Hami}, title = {From the Static Web to the Metaverse: Evolution in Medical Education}, abstract ={}, Keywords = {medical education - technology - static web - metaverse}, volume = {20}, Number = {1}, pages = {1163-1161}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i1.18993}, url = {http://jmed.ssu.ac.ir/article-1-1539-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1539-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {alavi, zohreh sadat and heydari, sar}, title = {Developing Professional Competencies in Medicine: Application of the Triple Jump Model in Problem-Based Learning in Medical Education}, abstract ={This study explores developments in medical education with a focus on Problem-Based Learning (PBL) and the Triple Jump Model. PBL emerged as an innovative paradigm at McMaster University, replacing traditional teaching methods by promoting active, student-centered learning. The Triple Jump Model, integrating components of self-directed learning, problem-solving, and structured feedback, provides a framework for comprehensive assessment of professional competencies. Research indicates that combining these two approaches can significantly enhance medical students' cognitive and professional skills. Findings demonstrate the efficacy of this integrated model in facilitating the transfer of theoretical knowledge to clinical practice."  }, Keywords = {Problem-Based Learning, Triple Jump Model, medical education}, volume = {20}, Number = {1}, pages = {1166-1164}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i1.18994}, url = {http://jmed.ssu.ac.ir/article-1-1562-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1562-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Mirzaei, Masou}, title = {Editorial}, abstract ={}, Keywords = {}, volume = {20}, Number = {2}, pages = {0-0}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, url = {http://jmed.ssu.ac.ir/article-1-1616-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1616-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Mirzaei, Masoud and Nouri, Mil}, title = {Editorial}, abstract ={Editorial}, Keywords = {}, volume = {20}, Number = {2}, pages = {1173-1167}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, url = {http://jmed.ssu.ac.ir/article-1-1592-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1592-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Bagheriamiri, Zahra and jouybari, Leila and Mancheri, Hamideh and Mahmoodi-Shan, Gholamrez}, title = {Review of Successful Educational Programs in the Doctor of Nursing Practice (DNP) in Mental Health}, abstract ={Introduction: The Doctor of Nursing Practice (DNP) is an effective strategy for preparing nurses for the advanced level of nursing practice. The United States, as a pioneer in implementing this program, plays an effective role in developing it in other countries. This study was conducted with the aim of introducing successful educational programs in the DNP in psychiatric–mental health nursing. Method: This descriptive-comparative study was conducted in 2025 using Beredy's four-stage model. A search was performed on the websites of reputable and pioneering universities offering this program, including Johns Hopkins University, Rush University, University of Washington, and University of San Francisco in the USA. Then, the components and important indicators of the curricula were analyzed based on the stages of description, interpretation, proximity, and comparison. Results: The curricula of these four schools emphasize fundamental values such as respect, honesty, responsibility, and excellence. These programs, with a focus on evidence-based practice, train nurses who have the ability to diagnose and manage acute and chronic mental disorders and provide effective care and educational services to patients, families, and communities within specialized interdisciplinary teams. Conclusion: The DNP program in these four schools is implemented with the aim of training specialized nurses to provide psychiatric nursing care to patients and their families. Given the growth of the nursing profession and its specialization, utilizing the educational experiences of these schools can serve as a model for implementing this program in Iran and other countries.  }, Keywords = {Clinical Nursing PhD, Curriculum, Mental Disorders, Psychiatric Nursing}, volume = {20}, Number = {2}, pages = {1174-1189}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i2.19723 }, url = {http://jmed.ssu.ac.ir/article-1-1576-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1576-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Salarian, Samane and Mosavi, Seyed mohammad-mahdi and Owlia, Fatemeh}, title = {Compliance of Pediatric Dental Treatments of Yazd Dental Students with the Educational Curriculum}, abstract ={Introduction: The educational process becomes effective when the intended objectives are achieved during or after the training, and the final results are obtained. Evaluating a program's quality and determining its success and effectiveness requires assessment. This study examined the alignment of pediatric dental treatments performed by students at the Yazd Faculty of Dentistry with the requirements outlined in the dental curriculum from 2022–2024. Method: After preparing a researcher-made checklist based on the required items of the dental curriculum and collecting educational logbooks for practical Pediatric Dentistry courses 1, 2, and 3, the treatments performed by students in the pediatric department , which were recorded by a trained final-year student under the supervision of a pediatric dentistry specialist, were examined and compared with the educational curriculum approved by the Ministry of Health and Medical Education, and the achievement of educational objectives was determined. Results: Among the 1,173 treatments performed by 149 students across the three pediatric units, 364 treatments (31%) aligned with the educational curriculum. The level of alignment showed a significant difference based on the type of admission quota, the type of pediatric unit, and the type of treatment performed (p<0.05). However, no significant relationship was found between gender and the level of alignment (P-value = 0.617). Conclusion: The overall alignment of treatments indicated that a substantial portion of the performed treatments did not comply with the educational curriculum requirements. This study revealed significant gaps between clinical performance and the educational curriculum objectives in the pediatric departments of Yazd Dental School.  }, Keywords = {Curriculum evaluation, Dental education, Evaluation, Logbook, Pediatric}, volume = {20}, Number = {2}, pages = {1190-1201}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i2.19724}, url = {http://jmed.ssu.ac.ir/article-1-1554-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1554-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Heydari, Sara and DehghaniAshkezari, Amir and Bakhshi, Fatemeh}, title = {A Step-by-Step Design of a Nursing Educational Escape Room: An Innovative Experience in Team-Based Cardiopulmonary Resuscitation Training Process}, abstract ={Introduction: Mastering team-based skills in cardiopulmonary resuscitation (CPR) is a critical requirement for nursing students. Traditional teaching methods often fail to promote active participation, hands-on learning, and team cohesion. This study presents a novel experience in the structured design and pilot implementation of an educational escape room to improve CPR team management skills. Method: This study was conducted based on the four-phase Gordillo model, including design, development, implementation, and evaluation. In the design phase, learning objectives were identified through expert interviews. In the development phase, puzzles were created with the participation of a focus group, based on Bloom's taxonomy and the basic life support algorithm. In the implementation phase, the game was piloted with sixth-semester students. In the evaluation phase, participants' satisfaction and feedback were collected and analyzed. Results: In this study, team resuscitation learning objectives were formulated in three domains: cognitive, psychomotor, and affective, and the escape room puzzles were designed accordingly.  A linear structure, a hospital crisis theme, and the use of scored clues were key features. The pilot test showed that the game was feasible, motivating, and effective in enhancing cooperation and the practical understanding of concepts. Conclusion: The step-by-step design of an educational escape room focused on team-based CPR management demonstrated that this approach can provide a simulated, interactive, and goal-oriented environment to enhance rapid decision-making, effective communication, and role-playing within a team. Documenting this experience provides a practical basis for developing game-based learning in nursing education and interprofessional teams.  }, Keywords = {Educational escape room, nursing education, team-based learning, cardiopulmonary resuscitation, game-based learning}, volume = {20}, Number = {2}, pages = {1202-1217}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i2.19725 }, url = {http://jmed.ssu.ac.ir/article-1-1558-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1558-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Hasanvand, Shirin and Gudarzi, Elham and Hasanvand, Ami}, title = {Investigating the Effect of Educational Animation on Learning Motivation and Academic Engagement of Medical Students in the Pharmacology Course at Lorestan University of Medical Sciences}, abstract ={Introduction: With advances in educational sciences, the use of modern approaches such as blended learning and multimedia tools has gained increasing importance. Video animations, by simplifying complex concepts and enhancing interaction, play a significant role in promoting learners’ motivation and engagement. The present study aimed to investigate the effect of animation on learning motivation and academic engagement among medical students in the pharmacology course. Method: This quasi-experimental study was conducted on 93 medical students at Lorestan University of Medical Sciences. Teaching was delivered in two ways: the control group received traditional lectures, while the intervention group was taught through a blended method combining lectures with animations. Data were collected using standardized questionnaires on learning motivation and academic engagement. In addition, semi-structured interviews were conducted with 10 students from the intervention group. Data analysis was performed using Stata software with appropriate statistical tests, including analysis of covariance and paired t-tests. Results: The findings revealed that the mean score of learning motivation was significantly higher in the intervention group compared to the control group (112.10 vs. 91.25). Similarly, academic engagement showed a remarkable increase in the intervention group (79.67 vs. 54.31; p<0.001). Further analysis indicated that animation improved various aspects, including attention, self-efficacy, satisfaction, and overall academic engagement. Conclusion: The use of animation as an effective multimedia tool in pharmacology education can enhance medical students’ learning motivation and academic engagement. These findings support the application of innovative technologies to improve the quality of medical education.  }, Keywords = {Animation, Learning, Academic Engagement, Motivation, Medical Students, Medical Education, Pharmacology}, volume = {20}, Number = {2}, pages = {1218-1238}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i2.19726 }, url = {http://jmed.ssu.ac.ir/article-1-1565-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1565-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Rajabi, Mohanna and soltani, raheleh}, title = {Challenges and Proposed Strategies for Enhancing the Comprehensive Program of Justice, Excellence, and Productivity in Medical Education: A case Study of Arak University of Medical Sciences}, abstract ={Introduction: The Comprehensive Program of justice, excellence, and productivity in Medical Education, as the most recent reform initiative in Iran’s higher health education system, is currently being implemented in Iranian medical sciences universities. Identifying the challenges and strategies for improving this program is essential for its successful implementation. This study aimed to explore the challenges and strategies for enhancing this program at Arak University of Medical sciences. Method: This qualitative study was conducted in 2024 with the participation of 17 individuals, including administrators, experts, and members of the working groups of the comprehensive plan for justice, excellence, and productivity in medical education at Arak University of Medical Sciences. Participants were selected purposefully using criterion-based sampling for interviews. The collected data were analyzed using content analysis. Results: Content analysis of the interviews revealed two main themes, seven sub-themes, and 20 categories. The challenges and effective measures for program implementation were the main themes. The challenges of program implementation included three categories: structural, executive, and program-related issues. To enhance this program, intra-organizational interactions, managerial support, informing, and motivational initiatives were identified as effective strategies. Conclusion: The optimal implementation of transformation and innovation programs in medical education at medical sciences universities requires attention to their strengths and weaknesses across different universities. Managers and decision-makers at Arak University of Medical Sciences, other medical sciences universities, and the Ministry of Health and Medical Education can utilize the findings of this study for future planning of medical education transformation and innovation programs. Keywords: reform, innovation, education, medical education, university of medical sciences  Introduction: The Comprehensive Program of justice, excellence, and productivity in Medical Education, as the most recent reform initiative in Iran’s higher health education system, is currently being implemented in Iranian medical sciences universities. Identifying the challenges and strategies for improving this program is essential for its successful implementation. This study aimed to explore the challenges and strategies for enhancing this program at Arak University of Medical sciences. Method: This qualitative study was conducted in 2024 with the participation of 17 individuals, including administrators, experts, and members of the working groups of the comprehensive plan for justice, excellence, and productivity in medical education at Arak University of Medical Sciences. Participants were selected purposefully using criterion-based sampling for interviews. The collected data were analyzed using content analysis. Results: Content analysis of the interviews revealed two main themes, seven sub-themes, and 20 categories. The challenges and effective measures for program implementation were the main themes. The challenges of program implementation included three categories: structural, executive, and program-related issues. To enhance this program, intra-organizational interactions, managerial support, informing, and motivational initiatives were identified as effective strategies. Conclusion: The optimal implementation of transformation and innovation programs in medical education at medical sciences universities requires attention to their strengths and weaknesses across different universities. Managers and decision-makers at Arak University of Medical Sciences, other medical sciences universities, and the Ministry of Health and Medical Education can utilize the findings of this study for future planning of medical education transformation and innovation programs.  }, Keywords = {reform, innovation, education, medical education, university of medical sciences}, volume = {20}, Number = {2}, pages = {1239-1252}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i2.19727}, url = {http://jmed.ssu.ac.ir/article-1-1567-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1567-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Kordnejad, Maedeh and Zamani, Najme and Tousi, Mohammad and Yazdaninejad, Hami}, title = {Investigating the Effect of the Quality of the Mentoring Program for Senior Students on the Anxiety Level of Anesthesia Students in the Clinical Education Environment}, abstract ={Introduction: The clinical education process, especially in sensitive fields like anesthesia has specific complexities. Studies show that traditional clinical education methods face numerous challenges, including instructor time constraints and high student anxiety. Mentoring programs have emerged as an effective strategy to enhance education quality and reduce student stress. In this regard, mentoring programs have been introduced as an effective strategy to improve education quality and reduce student anxiety. This study aimed to investigate the relationship between the quality of mentoring provided by graduate students and anxiety levels of undergraduate anesthesia students in clinical education environment. Method: This cross sectional study was conducted in 2022 on 52 undergraduate anesthesia students in the fourth- and sixth-semesters. A structured peer mentoring program with eight trained mentors was implemented over six weeks. Mentor–mentee characteristics and interactions were recorded and evaluated. Data were collected using demographic, mentoring quality, and Spielberger Anxiety questionnaires, and analyzed with SPSS version 24. Results: The findings indicated that the components of support (p=0.246), counseling (p=0.990), and respect (p=0.318) had the greatest significant impact on reducing student anxiety. Conversely, challenging behaviors by some mentors were associated with increased anxiety (p=0.614). The mean anxiety score was higher in female students (50.1±2.13) and in semester 4 (49±13) compared to other groups. Conclusion: The results indicate a positive effect of the mentoring program by graduate students on reducing anxiety among undergraduate anesthesia students. It seems that expanding this program to other educational centers could be effective in improving the quality of clinical education.  }, Keywords = {Mentoring, Anxiety, Anesthesia, Clinical Education}, volume = {20}, Number = {2}, pages = {1253-1262}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i2.19728}, url = {http://jmed.ssu.ac.ir/article-1-1560-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1560-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Mahdavifard, Hami}, title = {Artificial Intelligence and Objective Structured Clinical Examinations: Using ChatGPT to Clinical Skills Assessment}, abstract ={It is an Objective Structured Clinical Examinations for assessing standardized and specific skills that is used worldwide and for all medical specialties by medical schools to help improve the clinical competence and skills of medical students and residents.}, Keywords = {Medical Education, Objective Structured Clinical Examinations, Artificial Intelligence, ChatGPT}, volume = {20}, Number = {2}, pages = {1263-1265}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i2.19729}, url = {http://jmed.ssu.ac.ir/article-1-1556-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1556-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Gharibi, Vahi}, title = {Challenges and Opportunities of Interprofessional Education in Occupational Health and Safety Engineering: Global Experiences and Localization Strategies for Iran}, abstract ={This letter to the editor underscores the critical role of Interprofessional Education (IPE) in enhancing collaborative practice within Occupational Health and Safety (OHS) and HSE fields. Drawing on global evidence, IPE fosters mutual respect, clarifies professional roles (e.g., industrial hygienists, occupational nurses, safety engineers), and improves problem-solving capabilities in complex workplace settings . Successful models from Canada and Europe integrate joint curricula using simulations and problem-based learning, which strengthen soft skills like conflict resolution and teamwork . However, implementing IPE in Iran faces significant barriers, including: Siloed academic structures and rigid curricula, Insufficient technological infrastructure for collaborative learning, Cultural resistance among faculty accustomed to traditional methods, and Scarcity of localized educational resources. To address these challenges, localization strategies emphasize: Curriculum reform to embed interdisciplinary projects, Faculty training in IPE methodologies, Investment in digital platforms (e.g., Virtual IPE/VIPE) , University-industry partnerships for practical training, and Culturally adapted content reflecting Iran’s socio-professional context . Quantitative evidence on IPE’s impact remains limited, but qualitative data indicate improved student confidence and team efficacy . For Iran, aligning these strategies with policy reforms and infrastructure development is vital to harness IPE’s potential in training a versatile OHS workforce.  }, Keywords = {Interdisciplinary education, occupational health and safety engineering, curriculum localization}, volume = {20}, Number = {2}, pages = {1266-1267}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i2.19730 }, url = {http://jmed.ssu.ac.ir/article-1-1566-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1566-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {}, title = {Editorial}, abstract ={}, Keywords = {}, volume = {20}, Number = {3}, pages = {1268-1268}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, url = {http://jmed.ssu.ac.ir/article-1-1610-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1610-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Hamidian, Mohsen and Mazidimoradi, Afrooz and Jor, Anis and Salehiniya, Hamid and Saravani, Soleiman and Gazmeh, Hananeh and Shahabinia, Zahr}, title = {Investigating the Academic Adjustment Status and Related Factors in Students of Zabol University of Medical Sciences}, abstract ={Introduction: Academic adjustment is a crucial component of student success in the university environment. Identifying the precise factors influencing this adjustment can aid targeted planning in the field of educational psychology. Therefore, this study aimed to evaluate the level of academic adjustment and its related factors among medical sciences students in Zabol, Iran. Method: This descriptive-analytical cross-sectional study was conducted on 220 students. Academic adjustment was measured using the Student Academic Adjustment Questionnaire developed by Farahbakhsh and colleagues. Data analysis was performed with using Independent T-test, analysis of variance, and Pearson’s correlation coefficient at a significance level of less than 0.05. Results: In this study, 57.9% of the participants were female, 90.6% were single, 68.3% resided in student dormitories, 60.9% were enrolled in the Faculty of Nursing, 35.6% were in semesters 7 and 8, and 69.3% were undergraduate students. The mean academic adjustment score was 72.86 ± 11.83, which was significantly higher in males compared to females (P = 0.012). There were no significant differences in academic adjustment scores based on marital status, place of residence, semester, faculty, educational level, or age (P > 0.05). Conclusion: Academic adjustment among these students was at a relatively favorable level, with gender being a significant influencing factor. It appears that focusing educational and counseling programs on enhancing psychological skills and individual adaptability of students can be effective in improving academic adjustment.  }, Keywords = {Academic Adjustment, Students, Medical Sciences}, volume = {20}, Number = {3}, pages = {1269-1279}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i3.20637 }, url = {http://jmed.ssu.ac.ir/article-1-1569-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1569-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Sadeghi, Fatemeh and Meraji, Marziyhe and Fazaeli, Somayeh and Kimiafar, Khalil}, title = {Evaluating the Factors Affecting the Success of E-learning from the Perspective of Students of Mashhad University of Medical Sciences}, abstract ={Introduction: With the rapid advancement of science and technology, educational delivery methods havetransformed, and e-learning has expanded. Success in implementing this type of education requires proper planning, design, evaluation, and implementation of online learning environments. Therefore, the present study was conducted to assess the success of e-learning from the perspective of students at Mashhad University of Medical Sciences. Method: This cross-sectional study was conducted in 2023 at Mashhad University of Medical Sciences. Data were collected using a questionnaire assessing the factors affecting the success of e-learning, including 35 items across six domains: student, instructor, educational content, required facilities, management, and rules and regulations. The questionnaire was administered both electronically and in person. Data analysis was performed using SPSS version 20, with linear regression and Bonferroni post-hoc tests. Results: A total of 210 students participated in the study. According to the students, the best performance was related to the student factor, while the instructor factor required the most improvement. The overall score for the status of factors affecting e-learning at the university was 62.4%, indicating a moderately high level of e-learning at the university. Conclusion: Identifying the factors affecting the success of e-learning systems can improve the quality of education. Supporting faculty participation in training programs and developing their e-learning skills can enhance their motivation and effectiveness, thereby strengthening their role in the educational process.  }, Keywords = {E-learning, university, students, evaluation}, volume = {20}, Number = {3}, pages = {1280-1295}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i3.20638 }, url = {http://jmed.ssu.ac.ir/article-1-1594-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1594-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Nahardani, Seyedeh Zahra and SoltaniArabshahi, Kamran and zhianifard, akram and rahimian, ne}, title = {A Framework for Virtual Clinical Education Transformation: A Platform for Resilience in Educational Systems}, abstract ={Introduction: E-learning has emerged as a transformative paradigm in medical education, emphasizing educational equity, the elimination of geographical barriers, and lifelong learning. It has become a central focus of higher education policy. The integration of modern educational technologies into clinical education has revealed significant challenges in clinical curriculum design and highlighted the need for faculty members equipped with digital competencies. This study aimed to develop a framework for the transformation of virtual clinical education to enhance the resilience of health education systems. Method: This qualitative study employed a phenomenological approach. In the first phase, the experiences of 26 clinical faculty members with virtual teaching experience from Tehran medical schools were collected through semi-structured interviews and analyzed using the Colaizzi method. In the second phase, a preliminary framework was developed based on the data. In the third phase, the framework was validated and finalized by a panel of 15 expert specialists. Results: Data analysis yielded 842 initial codes, which were clustered into 21 subcategories. These subcategories were then grouped into nine main categories, leading to the emergence of four overarching themes: “Effective Opportunities in E-learning,” “The Complementary Role of E-learning,” “Neglect of the Cultural and Social Dimensions of the Curriculum,” and “Shortcomings of E-learning.” From these results, the Virtual Clinical Education Transformation Framework was developed through an expert panel process. Conclusion: In summary, for the effective utilization of e-learning in medical sciences, it is essential to design curricula using a human-centered and context-based approach. This should both address the cultural and educational needs of learners and reduce existing shortcomings by fostering dynamic interaction and implementing comprehensive support systems.  }, Keywords = {Virtual Clinical Education, Educational Transformation, Educational System Resilience}, volume = {20}, Number = {3}, pages = {1296-1310}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i3.20639 }, url = {http://jmed.ssu.ac.ir/article-1-1586-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1586-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Mirhossieni, Hamid and Mokhtarezadeh, Mohammad Moein and zamani, najme and Yazdaninejad, Hami}, title = {From Reward to Memory Consolidation: A Systematic Review of Dopaminergic Mechanisms in Educational Gamification}, abstract ={Introduction: Gamification has emerged as a novel strategy to enhance motivation and effectiveness in medical education. However, the neuroscientific underpinnings that explain its efficacy remain largely unexplored. This Systematic review aims to elucidate the dopaminergic mechanisms involved in gamified learning and their link to memory consolidation. Method: For this narrative review, databases including PubMed, Scopus, Web of Science, SID, Irandoc, and Magiran were searched for articles published between 2010 and 2025. Keywords such as "dopamine," "gamification," "memory consolidation," and "Reward Prediction Error" were used. Selected articles underwent screening and were then qualitatively synthesized and analyzed. Results: Findings indicate that the dopaminergic Reward Prediction Error signal drives learning. Dopamine release in response to unexpected rewards enhances memory consolidation by activating the hippocampal-ventral tegmental area (VTA) loop. Gamification elements leverage the brain’s reward system to reinforce learning behavior by engineering these positive RPE signals. Conclusion: It is concluded that gamification is not merely a tool for increasing engagement but rather a cognitive intervention that directly affects learning and memory by utilizing neural reward mechanisms. Medical education designers should move beyond superficial approaches and focus on neuroscientific principles—particularly the creation of uncertainty and surprise in reward delivery—to optimize learning processes.  }, Keywords = {Gamification, Dopamine, Memory Consolidation, Reward Prediction Error, Medical Education.}, volume = {20}, Number = {3}, pages = {1311-1323}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i3.20640}, url = {http://jmed.ssu.ac.ir/article-1-1602-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1602-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Heydari, Sara and Alavi, Zohreh sadat}, title = {Intelligent Adaptive Learning: An AI-Powered Revolution in Medical Education}, abstract ={Medical education in the era of information explosion and rapid technological developments is facing unprecedented challenges. On the one hand, the ever-increasing volume of medical knowledge and on the other hand, the need to train specialized personnel with high cognitive and practical skills has forced educational systems to reconsider traditional methods.}, Keywords = {Intelligent Adaptive Learning, AI, Medical Education}, volume = {20}, Number = {3}, pages = {1324-1327}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i3.20641}, url = {http://jmed.ssu.ac.ir/article-1-1574-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1574-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Keshavarz, Elahe}, title = {A Reflection on the Necessity of Integrating the Cognitive and Affective Dimensions of Learning in Basic Science Education}, abstract ={Carefully designed instructional strategies can reconstruct learners' incorrect cognitive models during the learning process. This reconstruction involves identifying and correcting misconceptions that may prevent accurate understanding of new concepts. Reconstructing the cognitive model, which entails conceptual change, encourages learners to adjust new mental models and create more scientific and accurate understanding and cognition.}, Keywords = {Cognitive, Basic medical science, Affection, Learning}, volume = {20}, Number = {3}, pages = {1328-1330}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i3.20642 }, url = {http://jmed.ssu.ac.ir/article-1-1600-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1600-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Shojaeifar, Fahimeh}, title = {Improving clinical competence of nursing students in intensive care unit internships with: Mini-CEX: A three-year experience report}, abstract ={In recent years, there has been increased attention to performance-based assessment methods in nursing education, particularly tools that enhance learning in the real-world context of care by providing immediate feedback. The intensive care unit is an ideal environment for the use of direct observation tools due to the complexity of the conditions and the need for rapid decision-making. One effective tool in this area is the Brief Clinical Assessment Exercise; a short-term, formative tool that assesses students' performance in a real clinical setting with feedback, and studies have shown it to be effective in improving clinical skills, self-confidence, and professional thinking.}, Keywords = {Clinical competence, intensive care unit, nursing students, Mini Clinical Evaluation Exercise}, volume = {20}, Number = {3}, pages = {1331-1333}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i3.20643 }, url = {http://jmed.ssu.ac.ir/article-1-1604-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1604-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2025} } @article{ author = {Mirzaei, Masou}, title = {Editorial}, abstract ={}, Keywords = {}, volume = {20}, Number = {4}, pages = {1334-1334}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, url = {http://jmed.ssu.ac.ir/article-1-1617-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1617-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2026} } @article{ author = {saadat, maryam and Pirayeh, Nahid and Monjezi, Saeideh and Hessam, MASUMEH and Mofateh, Razeieh and Khajehali, Nasrin and Orakifar, Neda and Molhemi, Farshad and Behdarvandan, Amin and Nassaj, Gholamhossei}, title = {Design and Evaluation of an Electronic Portfolio for Master of Physiotherapy Students: A Mixed-Methods Study}, abstract ={Introduction: Given the limitations of traditional assessment methods and the need to foster critical thinking and problem-solving skills, this study aimed to design and evaluate an electronic portfolio for master of physiotherapy students and to examine its impact on their satisfaction and experiences Method: In this quasi-experimental study, an electronic portfolio was designed encompassing four competency areas: educational, research, clinical skills, and professional ethics. A total of 20 first-year students enrolled at Ahvaz Jundishapur University of Medical Sciences were purposefully selected over two consecutive years and completed the portfolio for three semesters. Satisfaction was measured using a researcher-made questionnaire, and semi-structured interviews conducted on 10 participants Results: Students’ satisfaction with the implementation of the electronic portfolio was high (33.74 out of 40). The highest satisfaction score related to establishing an effective link between theory and clinical practice, whereas the lowest related to receiving feedback from instructors and software facilities. Qualitative analysis of the interviews yielded three main themes namely: "transformation in learning", "integration of theory and practice", and "executive challenges". Conclusion: The electronic portfolio is a valuable tool for competency-based assessment in postgraduate education. By facilitating active learning, providing continuous feedback, and linking theoretical knowledge with practical experience, it can be effectively utilized for MSc physiotherapy students. Therefore, it is recommended that this system be integrated into the curriculum as a replacement for traditional methods to pave the way for active, student-centered learning. However, the sustainable effectiveness of this method relies on changing attitudes toward assessment and providing supportive infrastructure.  }, Keywords = {Educational evaluation, Electronic Portfolio, Physiotherapy, satisfaction}, volume = {20}, Number = {4}, pages = {1335-1347}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i4.21726}, url = {http://jmed.ssu.ac.ir/article-1-1608-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1608-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2026} } @article{ author = {GhaedRahmati, Shakiba and ZabihiZazoly, Atefe and HeidariGorji, Ali Morad and Darabinia, Morteza and Zhianifard, Akram}, title = {The Relationship Between the Level of Reflective Thinking and Empathy with Patients Among Medical Students at Mazandaran University of Medical Sciences}, abstract ={Introduction: Reflective thinking and empathy are basic concepts in medical education. Reflection includes a set of mental and attitudinal activities to gain new insight and understanding. Empathy is also an attempt to understand the thoughts and feelings of others. Therefore, this study aimed to investigate the relationship between the level of reflective thinking and empathy with patients among medical students at Mazandaran University of Medical Sciences. Method: This cross-sectional (descriptive-analytical) study was conducted during the 2022-2023 academic year among stajers and interns of Mazandaran University of Medical Sciences. Data were collected using the standardized Cambridge Reflective Thinking Questionnaire and the Jefferson Scale of Empathy (Physician version) and were analyzed using Pearson's correlation and the Mann–Whitney test. Results: A total of 350 questionnaires were completed by 180 stajers and 170 interns. Data analysis revealed no statistically significant difference in reflective thinking scores between interns and externs (P= 0.99). Comparison of empathy scores by educational level showed a statistically significant difference between interns and externs, with externs having significantly higher empathy scores than interns (P< 0.03). The results indicated a significant positive correlation between empathy with patients and reflective thinking among the medical students (r= 0.121, P= 0.02). Conclusion: According to the current study, there is a significant correlation between the level of empathy and reflective thinking capacity in medical students. Consequently, planning for educational opportunities to enhance reflective thinking skills from the basic sciences level onward can contribute to promoting students' empathy with patients.  }, Keywords = {Reflective Thinking, Empathy, Medical, Student}, volume = {20}, Number = {4}, pages = {1348-1359}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i4.21727}, url = {http://jmed.ssu.ac.ir/article-1-1601-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1601-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2026} } @article{ author = {malmir, maryam and Yahosseini, Amir Reza and Akbari, Ali}, title = {Challenges of Applying Critical Thinking in Clinical Decision-Making of Emergency Department Nurses: A Narrative Review Study}, abstract ={Introduction: Critical thinking is a core competency in nursing that enables accurate assessment and evidence-based decision-making for the best patient care. Conversely, failure to understand the challenges of developing this skill directly negatively impacts safe professional practice and the quality of patient outcomes. This study aimed to identify the challenges of applying critical thinking in clinical decision-making among emergency department nurses. Method: The present study is a non-systematic narrative review. A search was conducted in quantitative and qualitative sources published until December 17, 2025 in Persian and English languages, without time limits. The evaluation of studies was done by the researchers' judgment based on relevance, quality, and suitability to the research objective. The international databases including Google Scholar, Web of Science, Scopus and PubMed were searched with the keywords; Challenge, Critical Thinking, Clinical Decision Making, and Emergency Department, as well as other databases including Magiran, Ovid and SID with the corresponding Persian keywords. Results: The results showed seven main challenges including; "various ethical challenges", "lack of time", "beginner nurses", "deficits in emotional self-awareness", "traditional educational strategy", "first line of confronting the epidemic", "lack of structural and human resources". Conclusion: Addressing the challenges facing emergency nurses including ethical issues, time constraints, and resource constraints, is essential to improving the quality of provided care. Focusing on addressing these key factors is the main path to improve performance of this group.  }, Keywords = {Challenge, critical thinking, clinical decision making, emergency department}, volume = {20}, Number = {4}, pages = {1360-1369}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i4.21728}, url = {http://jmed.ssu.ac.ir/article-1-1609-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1609-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2026} } @article{ author = {Azizi, Shilan and Yousefi, Hadi and AsadiNoghabi, Fariba and Ebadinejad, Zahra and Boushehri, Elham and Zarei, Aref}, title = {Effectiveness of Portfolio on the Clinical Learning of Nursing Students in Pediatric Wards}, abstract ={Introduction: Effective education requires appropriate feedback and innovative teaching methods. The portfolio approach facilitates self-directed learning by enhancing knowledge and skills. In pediatric nursing clinical education, this method promotes creative thinking, problem-solving, and increases student motivation and engagement. This study aimed to effectiveness of portfolio on the learning of pediatric nursing internships. Method: This study was conducted in three phases (design, implementation, and evaluation) among eighth-semester nursing students at Hormozgan University of Medical Science during two consecutive semesters (2024-2025). The intervention group received portfolio-based education, while the control group received conventional instruction. The intervention was implemented over a three-week training period and focused on the objectives of the course. A portfolio framework was designed based on the nursing curriculum and a needs assessment. Subsequently, students documented their learning evidence and received feedback. The evaluation was performed using the Kirkpatrick model (satisfaction assess questionnaire and portfolio to measure learning). Data were analyzed using SPSS.26. Results: The portfolio group achieved significantly higher scores in specific and general skills, as well as satisfaction, compared to the Control group (p<0.05). The percentage of students achieving an "excellent" rating in specific skills (75% vs. 2.3%) and full satisfaction (75% vs. 6.5%) was significantly higher in the portfolio group (p=0.001). In the portfolio group, learning and satisfaction were significantly higher (p< 0.001, p< 0.05). Conclusion: Portfolio-based education in pediatric nursing internships significantly enhanced student satisfaction and learning outcomes. By providing continuous feedback and fostering self-directed learning, this method improved motivation and clinical skills. Expansion of portfolio in nursing internship programs and conducting training workshops for better implementation are recommended.  }, Keywords = {Education, Learning, Nurse, Portfolio, Students}, volume = {20}, Number = {4}, pages = {1370-1383}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i4.21729}, url = {http://jmed.ssu.ac.ir/article-1-1597-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1597-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2026} } @article{ author = {BagheriSheykhangafshe, Farzin and SavabiNiri, Vahid and Azizrousta, Saba and Bourbour, Zeynab and Farahani, Hojjatollah}, title = {The Effectiveness of Compassion-Focused Therapy in Social Media Disorders, Depression, and Imposter Syndrome in Medical Students with Academic Burnout}, abstract ={Introduction: Academic burnout, as one of the major challenges in educational systems, has numerous negative effects on students’ mental health and academic performance. The present study aimed to investigate the effectiveness of compassion-focused therapy on problematic social media use, depression, and impostor syndrome among students experiencing academic burnout. Materials & Methods: This semi-experimental study employed a pretest-posttest design with experimental and control groups. The statistical population consisted of medical students in Tehran Province during the 2023-2024 academic year. Thirty-four students who scored above 45 on the Academic Burnout Questionnaire were randomly assigned to the intervention group (n= 17) or the control group (n= 17). The research instruments included questionnaires measuring academic burnout, problematic social media use, depression, and impostor syndrome. The intervention group participated in eight 90-minute sessions (one session per week) of compassion-focused therapy, while the control group received no intervention. Data were analyzed using MANCOVA in SPSS-27. Results: The findings indicated that compassion-focused therapy significantly reduced problematic social media use (F = 43.07, p < 0.001, η² = 0.59), depression (F = 57.20, p < 0.001, η² = 0.66), and impostor syndrome (F = 35.92, p < 0.001, η² = 0.55) among students experiencing academic burnout. Conclusion: This study's findings demonstrate the high effectiveness of compassion-focused therapy in improving mental health among students suffering from academic burnout. These results could serve as a foundation for designing and implementing intervention programs in educational environments to prevent the emergence and spread of psychological problems among students.  }, Keywords = {Compassion-Focused Therapy, Social Media Disorders, Depression, Imposter Syndrome, Academic Burnout}, volume = {20}, Number = {4}, pages = {1384-1398}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i4.21730}, url = {http://jmed.ssu.ac.ir/article-1-1588-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1588-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2026} } @article{ author = {Hamidian, Mohsen and Mazidimoradi, Afrooz and Jor, Anis and Salehiniya, Hamid and Shirdel, Hossein and Gazmeh, Hananeh and Hamidian, Mojtaba and Shahabinia, Zahr}, title = {Investigation of Factors Affecting Classroom Concentration among Students of Zabol University of Medical Sciences – 2025}, abstract ={Introduction: Given the significance of concentration in the classroom for academic progress, this study investigated the factors influencing classroom concentration from the perspective of students at Zabol University of Medical Sciences. Methods: This descriptive-analytical cross-sectional study was conducted in 2025 at Zabol University of Medical Sciences. A total of 240 students were included using stratified sampling. Data were collected via the Mehralizadeh questionnaire on factors affecting students' concentration in the classroom. This questionnaire comprises 25 items assessing factors influencing concentration from the students' viewpoint across three domains: instructor, student, and environment. Data analysis was performed using SPSS software with the independent samples t-test at a significance level of <0.05. Results: The highest concentration score was attributed to the instructor domain (2.81 ± 0.59), followed by the environment domain (2.65 ± 0.77) and the student domain (2.51 ± 0.52). Additionally, the time slots of 10:00–12:00 and 16:00–18:00 were reported as the optimal periods for classes. The results indicated significant gender differences (p < 0.05). In factors such as monotonous instructor voice, differing gender between instructor and student, adequate nutrition prior to class, personal mental preoccupations, reliance on group note-taking, and appropriate classroom lighting and ventilation. Conclusion: Based on the results, concentration levels were moderate and dependent on individual variables. It is recommended that instructors focus on improving interactions with students and providing timely, targeted feedback. Scheduling classes during peak concentration hours and enhancing classroom environmental conditions—such as lighting, ventilation, and ergonomic design—could contribute to increased concentration and reduced mental fatigue.  }, Keywords = {Factors , Classroom, Concentration, Students, Medical Sciences.}, volume = {20}, Number = {4}, pages = {1399-1410}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i4.21731}, url = {http://jmed.ssu.ac.ir/article-1-1587-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1587-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2026} } @article{ author = {Mokhtarezadeh, Mohammad Moei}, title = {The Role of Artificial Intelligence in Reshaping Teaching and Learning Structures in Medical Education: A Narrative Review}, abstract ={Introduction: Artificial intelligence is increasingly influencing teaching, learning, and assessment processes in medical education. Recent advances, particularly in generative AI, have highlighted the limitations of traditional educational models and underscored the need to reconsider educational paradigms and curricula. The aim of this narrative review is to reconfigure the structures of teaching and learning in medical sciences education. Methods: This study was conducted as a narrative review of Persian- and English-language articles published between 2015 and 2025. Relevant studies were retrieved from PubMed, Scopus, Web of Science, SID, Irandoc, and Magiran using keywords related to artificial intelligence, medical education, curriculum, and generative AI. After removing duplicates and independently screening titles, abstracts, and full texts by two reviewers, a total of 15 articles met the inclusion criteria. Data were extracted and analyzed using qualitative thematic content analysis. Results: : Analysis of the selected studies resulted in the identification of five main themes: AI driven innovative learning paradigms, the need for curriculum revision, the educational role of generative AI, stakeholders’ attitudes and readiness, and ethical challenges and considerations. The evidence indicated that AI can enhance personalized learning, clinical simulation, and educational feedback; however, challenges such as algorithmic bias, the generation of inaccurate information, and threats to academic integrity were also frequently reported. Conclusion: Effective integration of AI into medical education requires a systematic, evidence based, and ethics oriented approach, along with targeted curriculum reform to address existing gaps.  }, Keywords = {Artificial intelligence, Medical education, Curriculum, Generative artificial intelligence}, volume = {20}, Number = {4}, pages = {1411-1425}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i4.21732}, url = {http://jmed.ssu.ac.ir/article-1-1603-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1603-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2026} } @article{ author = {Nafei, Zahra and Mirzaei, Masoud and Kalantar, Seyed Mahdi and Dehghan, Hamid Reza and AghaBagheri, Mahdi}, title = {Reflection-based Methodology: Longitudinal Theme in Undergraduate Medical Education}, abstract ={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.         }, Keywords = {}, volume = {20}, Number = {4}, pages = {1426-1428}, publisher = {Shahid Sadoughi University of Medical Sciences, Yazd}, doi = {10.18502/jmed.v20i4.21733}, url = {http://jmed.ssu.ac.ir/article-1-1618-en.html}, eprint = {http://jmed.ssu.ac.ir/article-1-1618-en.pdf}, journal = {The Journal of Medical Education and Development}, issn = {2251-7065}, eissn = {2251-8266}, year = {2026} }