1 2251-7065 Shahid Sadoughi University of Medical Sciences, Yazd 1610 Medical Education Editorial 1 12 2025 20 3 1268 1268 21 12 2025 21 12 2025
1569 Medical Education Investigating the Academic Adjustment Status and Related Factors in Students of Zabol University of Medical Sciences Hamidian Mohsen c Mazidimoradi Afrooz d Jor Anis e Salehiniya Hamid f Saravani Soleiman g Gazmeh Hananeh h Shahabinia Zahra i c Zabol University of Medical Sciences, Zabol, Iran d Shiraz University of Medical Sciences, Shiraz, Iran e Zabol University of Medical Sciences, Zabol, Iran f Birjand University of Medical Sciences, Birjand, Iran. g Zabol University of Medical Sciences, Zabol, Iran h Zabol University of Medical Sciences, Zabol, Iran i Birjand University of Medical Sciences, Birjand, Iran. 1 12 2025 20 3 1269 1279 09 06 2025 15 12 2025 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.   1594 Medical Education Evaluating the Factors Affecting the Success of E-learning from the Perspective of Students of Mashhad University of Medical Sciences Sadeghi Fatemeh j Meraji Marziyhe k Fazaeli Somayeh l Kimiafar Khalil m j Mashhad University of Medical Sciences, Mashhad, Iran. k Mashhad University of Medical Sciences, Mashhad, Iran. l Mashhad University of Medical Sciences, Mashhad, Iran. m Mashhad University of Medical Sciences, Mashhad, Iran. 1 12 2025 20 3 1280 1295 01 10 2025 14 12 2025 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.   1586 Medical Education A Framework for Virtual Clinical Education Transformation: A Platform for Resilience in Educational Systems Nahardani Seyedeh Zahra n Soltani Arabshahi Kamran o zhianifard akram p rahimian neda n Iran University of Medical Sciences, Tehran, Iran. o Iran University of Medical Sciences, Tehran, Iran. p Iran University of Medical Sciences, Tehran, Iran. Iran University of Medical Sciences, Tehran, Iran. 1 12 2025 20 3 1296 1310 19 08 2025 29 10 2025 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.   1602 Medical Education From Reward to Memory Consolidation: A Systematic Review of Dopaminergic Mechanisms in Educational Gamification Mirhossieni Hamid Mokhtarezadeh Mohammad Moein zamani najme Yazdaninejad Hamid Shahid Sadoughi University of Medical Sciences, Yazd, Iran Kashan University of Medical Sciences, Kashan, Iran Shahid Sadoughi University of Medical Sciences, Yazd, Iran 1 12 2025 20 3 1311 1323 11 11 2025 13 12 2025 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.   1574 Medical Education Intelligent Adaptive Learning: An AI-Powered Revolution in Medical Education Heydari Sara Alavi Zohreh sadat Shahid Sadoughi University of Medical Sciences, Yazd, Iran Shahid Sadoughi University of Medical Sciences, Yazd, Iran 1 12 2025 20 3 1324 1327 15 07 2025 20 07 2025 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. 1600 Medical Education A Reflection on the Necessity of Integrating the Cognitive and Affective Dimensions of Learning in Basic Science Education Keshavarz Elahe Farhangian University 1 12 2025 20 3 1328 1330 06 11 2025 15 11 2025 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. 1604 Medical Education Improving clinical competence of nursing students in intensive care unit internships with: Mini-CEX: A three-year experience report Shojaeifar Fahimeh Yazd Shahid Sadoughi University of Medical Scinences, Yazd, Iran. 1 12 2025 20 3 1331 1333 16 11 2025 22 11 2025 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.