1 2251-7065 Shahid Sadoughi University of Medical Sciences, Yazd 1570 Medical Education Editorial Board Mirzaei Masoud b Emadi Ali c b Shahid Sadoughi University of Medical Sciences, Yazd, Iran c Shahid Sadoughi University of Medical Sciences, Yazd, Iran 1 6 2025 20 1 1067 1062 10 06 2025 11 06 2025
1548 Medical Education 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 Tabatabaei Seyed Hossein d Nakhayi Nejad Saeede e Keshmiri Fatemeh f d Associate Professor, Department of Oral and Maxillofacial Pathology, School of Dentistry, Shahid Sadoughi University of Medical Sciences, Yazd, Iran e Students Research committee, School of Dentistry, Shahid Sadoughi University of Medical Sciences, Yazd, Iran f Associate Professor, Medical Education Department, Education Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran 1 6 2025 20 1 1081 1068 11 03 2025 10 06 2025 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.     1557 Medical Education Medical Students' Perceptions of the Professional Atmosphere in Clinical Education Environments Using the UMKC-SOM Professional Atmosphere Questionnaire Amirkalali Sijavandi Faezeh Sadat g Sanjar Mussavi Nasser h Habibi Doroh Mohamad i Farajpour Arezou j g Instructor, MMS.C, Islamic Azad University, Mashhad, Iran h Asisstant professor, Department of Surgery, MMS.C., Islamic Azad University, Mashhad, Iran i Resident of Otorhinolaryngology Head & Neck Surgery, Mashhad Uninersity of Medical Sciences, Mashhad, Iran j Asisstant professor, Department of Medical Basic Sciences, MMS.C., Islamic Azad University, Mashhad, Iran 1 6 2025 20 1 1091 1082 26 04 2025 08 06 2025 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.   1551 Medical Education Workplace-Based Assessment of Clinical Competencies in Pediatric Residents Ferdosian Farzad k Keshmiri Fatemeh l Nafei Zahra m Akbarian Elahe n k Shahid Sadoughi University of Medical Sciences l Shahid Sadoughi University of Medical Sciences m Shahid Sadoughi University of Medical Sciences n Shahid Sadoughi University of Medical Sciences 1 6 2025 20 1 1104 1092 15 03 2025 08 06 2025 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.   1550 Medical Education Studying the Status of Academic Self-efficacy and its Relationship with Research Self-efficacy in Students of Jahrom University of Medical Sciences, 2024 Rezaei Fatemeh o Sedaghat Ali p Mazidimoradi Afroz Khezri Rozhan Shahabinia Zahra Salehiniya Hamid o Assistant Professor of Epidemiology, School of Medicine, Research Center for Social Determinants of Health, Jahrom University of Medical Sciences, Jahrom, Iran p Student Research Committee, Jahrom University of Medical Sciences, Jahrom, Iran. Shiraz University of Medical Sciences, Shiraz, Iran Student Research Committee, Iran University of Medical Sciences, Tehran, Iran. Birjand University of Medical Sciences, Birjand, Iran Associate Professor of Epidemiology, Department of Epidemiology and Biostatistics, School of Health, Social Determinants of Health Research Center, Birjand University of Medical Sciences, Birjand, Iran 1 6 2025 20 1 1117 1105 14 03 2025 08 06 2025 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.    1545 Medical Education Explaining the Dimensions of Effective Clinical Evaluation in Medical Education: Medical Students' Perspectives Beigzadeh Amin Heydari Sara Assistant Professor Sirjan School of Medical Sciences, Education Development Center, Sirjan School of Medical Sciences, Sirjan, Iran Assistant professor, Department of Medical Education, Medical Education and Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran 1 6 2025 20 1 1134 1118 10 03 2025 14 06 2025 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.   1559 Medical Education Stealthy Assessment in Game-Based Learning: A Narrative Review Study Zamani Najme Yazdaninejad Hamid MSc Nursing Student, school of Nursing and Midwifery, Kashan University of Medical Sciences, Kashan, Iran Instructor, Department of Operating Room and Anesthesiology, School of Paramedical Sciences, Shahid Sadoughi University of Medical Sciences, Yazd, Iran 1 6 2025 20 1 1145 1135 12 05 2025 15 06 2025 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.   1564 Medical Education Effectiveness Evaluation of "Refining Instruction and Support for Staff in Medical Education" Program on Improving the Knowledge Perspectives of Medical Education Development Office Experts Rezaei Gazki Parvin Noori Hekmat Somayeh Salajegheh Mahla Department of Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran Department of Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran 1 6 2025 20 1 1155 1146 18 05 2025 16 06 2025 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.   1547 Medical Education Integrating Medical Education into the National Health Service Delivery System: Achievements and Challenges Amini Saeed Associate Professor in Health Services Management, Department of Health and Management Sciences, Khomein University of Medical Sciences, Khomein, Iran 1 6 2025 20 1 1158 1156 03 03 2025 15 03 2025 1543 Nursing Team Objective Structured Clinical Examination (TOSCE): a key for developing teamwork skills in nursing students abdollahi reza phd student of Nursing, Department of Nursing, Faculty of Nursing and Midwifery, Urmia University of Medical Sciences , Urmia, Iran. 1 6 2025 20 1 1160 1159 20 01 2025 09 02 2025 1539 Medical Education From the Static Web to the Metaverse: Evolution in Medical Education Mahdavifard Hamid Educational Development Center , Neyshabur University of Medical Sciences , Neyshabur , Iran 1 6 2025 20 1 1163 1161 04 01 2025 19 02 2025 1562 Medical Education Developing Professional Competencies in Medicine: Application of the Triple Jump Model in Problem-Based Learning in Medical Education alavi zohreh sadat heydari sara Student Research Committee, Medical Education and Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran Assistant professor, Department of Medical Education, Medical Education and Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran 1 6 2025 20 1 1166 1164 13 05 2025 20 05 2025 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."