Background: Altruism, defined as an unselfish concern for the welfare of others, is a fundamental pillar of medical professionalism, emphasized during the Phase-1 MBBS foundation course. The study aimed to assess the understanding of altruism among Phase-1 students, assessing their ability to perform a ‘Random Act of Kindness,’ with qualitative reflections and quantitative analysis of altruistic behavior. Methods: Following ethics approval, a quasi-observational study was conducted. After an interactive lecture on altruism, students were encouraged to perform a ‘Random Act of Kindness’ over two weeks. Participation was voluntary, with written informed consent obtained from all participants. Students reflected on their acts in Google Forms, and a pre-validated questionnaire, adapted from the Altruistic Personality Scale, was administered before the lecture to assess baseline altruistic tendencies using a Likert scale. Results: Before the lecture - 25.6% of the students strongly liked doing the ‘random acts of kindness.’ After the lecture and completion of the activity, this figure rose to 49.6%. Most students performed simple altruistic acts or acts of charity. Reflective writing revealed that students felt ‘happy’ and ‘grateful’ after completing their acts of kindness. Conclusion: While many students initially engaged in altruistic behavior due to parental influence, incorporating ‘Random Acts of Kindness’ into the foundation course of the CBME curriculum appears to effectively enhance altruistic tendencies in first-year medical students, thereby fostering the core values of medical professionalism.
Background: In a demanding work environment, nurses face significant occupational stress, which negatively impacts job satisfaction, self-efficacy, and patient care quality. To address this, the study investigated the effectiveness of a continuing professional development (CPD) program titled "Combating Occupational Stress," utilizing a blended learning approach through a flipped classroom model. Methods: This one-group pretest-posttest quasi-experimental study was conducted in an educational hospital in Tabriz in 2023. It involved 30 nurses from internal and surgical wards, selected via convenience sampling. The program consisted of six sessions over three weeks, focusing on strategies to combat occupational stress. The Nursing Stress Scale was administered before and after the intervention to assess stress levels, while a standard satisfaction questionnaire evaluated the effectiveness of the educational strategy. Results: Results showed that nurses had a high level of occupational stress before the program (199.1±4.34). Post-intervention, there was a significant reduction in stress across all dimensions, with a mean score of 86±3.1 (P<0.001). Additionally, 80% of participants reported high satisfaction with the educational approach. Conclusion: These findings underscore the positive impact of innovative health education programs on reducing job stress among nurses, enhancing their ability to manage occupational challenges. The study advocates for the adoption of modern teaching methods and technologies tailored to nurses’ educational needs, promoting a supportive work environment that improves professional development, patient care, and overall health system effectiveness.
Background: Job satisfaction has a profound impact on productivity, retention, and overall performance in specialized fields such as pharmacology and toxicology. Understanding the determinants of job satisfaction and the rate of return on investment (ROR) for advanced education in these disciplines is crucial for aligning educational programs with workforce demands and improving healthcare outcomes. Methods: This cross-sectional quantitative study surveyed 60 PhD graduates (39 pharmacology, 21 toxicology) from Iran, who completed their programs within the past four years. Participants were selected via simple random sampling using Cochran’s formula. Data, collected through an online questionnaire, covered demographics, employment status, job satisfaction, income alignment, and educational expenses. ROR was calculated using a standardized formula. Data analysis was performed using SPSS version 21. Results: Mean job satisfaction scores were 2.03 (±0.52) for income-related items in pharmacology and 1.68 (±0.48) in toxicology graduates, indicating significant dissatisfaction. Satisfaction with professional associations was 1.95 (±0.44) for pharmacology and 1.32 (±0.51) for toxicology. Job content/identity and PhD relevance domains showed average satisfaction, with scores ranging from 2.98–3.64. The calculated ROR was 2.33% for pharmacology and 2.12% for toxicology graduates, reflecting full recovery of educational investments within four years. Conclusion: The results highlight an urgent need for structural improvements in educational and professional systems to increase job satisfaction among pharmacology and toxicology PhD graduates. Addressing income disparities and strengthening the alignment between academic curricula and industry requirements are vital steps to cultivate a more motivated and effective pharmaceutical workforce, with positive implications for healthcare delivery and patient outcomes.
Background: Storytelling is a powerful educational method that encourages reflection and deeper understanding of complex concepts. Storytelling as a learner is commonly used in other disciplines, yet its application in medical education is limited. This study sought to evaluate the use of storytelling as a pedagogical approach in a workshop with medical students and assess its impact on students’ knowledge and attitudes towards core concepts of medical education. Methods: Interactive workshops were implemented using a storytelling approach based on a fictional diary of a dental student. Participants engaged in story-based discussions in a book-club format, followed by introduction of the main educatio by the facilitator. A pre-post questionnaire was used to assess students’ knowledge and attitudes. Quantitative data were analyzed with paired t-tests, and Cronbach’s alpha was used to assess internal consistency. Participants’ open-ended feedback was reviewed thematically to better understand perceptions of students regarding the storytelling method. Results: Out of 80 participants, 76 finished the pre- and post-tests (95 percent response rate). Post-workshop scores showed notable improvements in knowledge (Mean±SD: 12.9±2.3 to 17.8±1.9; P<0.001) and attitudes (Likert mean score: 3.4±0.6 to 4.2±0.5; P<0.001). The internal consistency of the questionnaire was acceptable (Cronbach’s α=0.82). participants gave positive comments, and emphasized how memorable and captivating the workshops were. Conclusion: Storytelling is a powerful teaching method in medical education that can increase students’ emotional and cognitive engagement. It encourages reflection, active learning, and higher levels of learner satisfaction.
Background: Existing research indicates that students’ perceptions of their classroom environment and their academic self-concept significantly influence their sense of school belonging. However, the precise interplay and predictive roles of these factors warrant further investigation. This study, therefore, aimed to explore the extent to which students’ perceptions of their classroom environment and their academic self-concept predict their overall sense of school belonging. Methods: A descriptive-correlational research design was utilized for this study. The sample comprised 361 female high school students, aged 13 to 15, residing in Tehran (2024). These participants were selected from a larger population using multi-stage cluster sampling. Data were collected using three instruments: the School Belonging Questionnaire, the Dundee Ready Education Environment Measure, and the Academic Self-Concept Questionnaire. Statistical analysis was performed using SPSS version 27, employing Pearson’s correlation coefficient and stepwise regression to examine the relationships between variables. Results: The findings demonstrated a statistically significant positive correlation between students’ perceptions of their classroom environment and their sense of school belonging (P<0.001). Similarly, a statistically significant positive correlation was observed between academic self-concept and school belonging (P<0.001). Collectively, perceptions of the classroom environment and academic self-concept accounted for 27% of the variance in students’ school belonging. Notably, academic self-concept exhibited a comparatively stronger predictive capacity in this relationship. Conclusion: This study confirms that both perceived classroom environment and academic self-concept are significantly associated with students’ sense of school belonging. Furthermore, academic self-concept demonstrates a more robust predictive influence than classroom environment perceptions. These findings suggest that interventions designed to improve students’ academic self-perception could be particularly effective in fostering a stronger sense of belonging within the school environment.
Background: Traditional medical education in India emphasizes theoretical knowledge, with limited focus on competency-based outcomes that integrate clinical skills, decision-making, and interprofessional collaboration. Effective management of anemia during pregnancy requires a comprehensive understanding of pathophysiology, timely recognition of complications, and multidisciplinary interventions. This study was designed to deliver competency-based modules and to compare objective and subjective assessment outcomes. Methods: A mixed-methods, intervention (pre-post test) design was used. Purposive sampling was utilized to select a batch of 40 undergraduate medical students among all students enrolled that year. A faculty panel designed five competency modules and assessments covering 15 areas. Nine areas were assessed objectively, and six were assessed subjectively. Assessment areas were classified using Miller’s pyramid and revised Bloom’s taxonomy. Objective assessments measured knowledge and understanding, scored as 1 for correct and 0 for incorrect answers. Scores were summed per domain; means and standard deviations were calculated. Subjective assessments evaluated higher-order competencies, scored 0–5 by faculty, with independent mean and standard deviation calculations. Results: Objective assessments showed significant improvement in metabolism and physiology (P <0.001), recognition of complications (P=0.04), management strategies (P <0.002), and multidisciplinary collaboration (P<0.001), while the monitoring and follow-up domain showed no significant change. Subjective assessments revealed significant gains in all areas except recognition of complications. Conclusion: Competency-based medical education (CBME) implementation significantly improved medical students’ competencies in key domains related to anemia in pregnancy, in both objective and subjective assessments. The results underscore the importance of diverse assessment methods and continuous evaluation. This study provides a blueprint for naive settings adopting CBME, promoting cross-learning to standardize and enhance medical education and patient care quality.
Effective feedback plays a pivotal role in medical education, bridging the gap between current and desired learner performance. This short communication outlines common types and models of feedback in clinical teaching and explores how artificial intelligence (AI) tools, such as ChatGPT, can complement traditional methods. While AI can offer immediate, data-driven insights, the irreplaceable human element brings contextual awareness and emotional intelligence to feedback processes. We present a practical categorization of feedback types and a comparative overview of ten well-established models. By integrating human expertise with AI-supported systems, educators can enhance formative assessment and foster autonomous, reflective learning. Practical implications are discussed for implementing feedback models in both in-person and digital learning environments.
Background: Students with learning disabilities encounter significant cognitive and academic challenges, particularly in memory and mathematical concept acquisition. This study evaluated the efficacy of virtual reality (VR)-based cognitive rehabilitation on memory and mathematical concept learning in students with learning disabilities. Methods: This randomized controlled trial employed a pre-test, post-test, and follow-up design with a control group. The statistical population included all male and female second and third-grade elementary students with learning disabilities receiving educational and rehabilitation services at the Dezful Developmental and Educational Assessment Center in 2024. A convenience sample of 30 participants (15 per group) was selected based on inclusion criteria and randomly assigned to either the experimental or control group. The research instruments included the N-Back working memory task and the Key-Math mathematical concept learning test. The experimental group underwent 10 sixty-minute VR-based cognitive rehabilitation sessions, while the control group received standard educational services. Data were analyzed using repeated measures analysis of variance (ANOVA). Results: VR-based cognitive rehabilitation significantly improved memory (mean difference: 30.75 for number of correct responses, 23.18 for percentage of responses) and mathematical concept learning (mean difference: 22.50) in the post-test phase (P<0.001), with effects sustained at follow-up. Conclusion: VR-based interventions significantly enhance memory and mathematical learning in students with learning disabilities, offering a novel approach to cognitive rehabilitation.
Background: Whistleblowing is critical to promoting patient safety, ethical accountability, and systemic improvement. Despite its importance, medical trainees often face cultural, organizational, and personal barriers to speaking up. While medical education plays a key role in shaping future physicians’ preparedness to whistleblow, the scope and effectiveness of existing educational approaches remain unclear. Objective: This scoping review aimed to explore how whistleblowing is currently taught, supported, or assessed in undergraduate and postgraduate medical education, and to identify gaps and opportunities for curricular development. Methods: Following the JBI methodology and PRISMA-ScR guidelines, we conducted a comprehensive search across six databases (MEDLINE, Embase, ERIC, Scopus, Web of Science, PsycINFO) and grey literature sources. Studies were eligible if they addressed educational strategies related to whistleblowing among medical students, residents, or early-career physicians. After removing 1,208 duplicates from an initial yield of 3,742 records, 2,534 titles and abstracts were screened. A total of 78 articles underwent full-text review, and 13 met all inclusion criteria. Results: Thirteen peer-reviewed studies were included. Thematic analysis revealed four major domains: (1) educational strategies, (2) learner attitudes and preparedness, (3) institutional and cultural contexts, and (4) virtue ethics and empowerment. More than half of the articles described education that addressed whistleblowing implicitly within professionalism or patient safety modules. Students commonly reported fear, uncertainty, and lack of institutional support as barriers. Programs with an intended emphasis on ethics, emphasized moral development, institutional transparency, and psychological safety showed more promising outcomes. Conclusion: Whistleblowing education in medical education remains limited, inconsistently implemented, and rarely evaluated. Few studies explicitly assessed learners’ knowledge, skills, or preparedness to whistleblow, with most relying on indirect measures such as attitudes or moral reasoning. To better prepare future physicians, curricula should integrate explicit whistleblowing content, incorporate robust assessment strategies, foster ethical resilience, and be supported by institutional cultures that empower and protect those who speak up.
Medical colleges must establish feasible, consistent, and justifiable passing requirements to ensure the competency and safe practice of medical graduates. However, the passing mark in low- and middle-income countries (LMICs) remains a subject of debate. The traditional 50% fixed passing mark no longer aligns with the requirements of modern medical education, and the application of the recommended standard-setting methods, which are equitable, defensible, and credible, is not feasible in countries with limited resources. Therefore, this paper analyses the shortcomings of a fixed 50% passing mark and the challenges associated with implementing standard setting in resource-constrained countries, and we argue that adopting a 60% threshold results in more competent medical graduates and proves to be more practical than standard setting in such contexts.
Background: Academic achievement significantly influences life success, yet low achievement can cause cognitive and emotional challenges, including disengagement and reduced academic optimism. This study compared the effectiveness of self-regulated learning strategies and executive function enhancement training on academic optimism among students with low academic achievement in Babol, Iran. Methods: This quasi-experimental study employed a pre-test, post-test, and three-month follow-up design with a control group. The population comprised ninth-grade female students with low academic achievement (GPA<15, aged 14–16) from five public schools in Babol during the 2023–2024 academic year. Sixty students were purposively selected and randomly assigned to two experimental groups (n=20 each) and one control group (n=20). The first group received eight 90-minute sessions of self-regulated learning training. The second group underwent ten 60-minute executive function enhancement sessions. The control group received no intervention. Academic optimism was assessed using the Academic Optimism Questionnaire. Data were analyzed via mixed-model repeated-measures ANOVA using SPSS-27. Results: The findings indicated that both interventions were effective in improving academic optimism in students with low academic achievement (P<0.001). Furthermore, the results showed that the executive function enhancement training was significantly more effective than the self-regulated learning strategies training in increasing academic optimism. Conclusion: Self-regulated learning and executive function enhancement training effectively increased academic optimism in students with low academic achievement. Executive function training showed greater efficacy, indicating that targeting cognitive skills may yield more substantial, stable improvements in academic outlook.
Background: Workplace bullying is recognized as a serious problem in the nursing profession, which can have significant negative effects on nurses’ mental health and job performance. This study aimed to investigate the relationship between spiritual intelligence and religious orientation with interpersonal forgiveness among nurses who have been victims of bullying. Methods: This descriptive-correlational study was conducted on a sample of 150 nurses working in hospitals in Tabriz. Data were collected using standardized questionnaires of spiritual intelligence, religious orientation, and interpersonal forgiveness, and analyzed using Pearson correlation and stepwise regression in SPSS-26. Results: The results showed that there is a strong and significant relationship between "interpersonal forgiveness" and the overall score of spiritual intelligence (P<0.001, r=0.624). Also, there is a significant and positive correlation between "interpersonal forgiveness" and "understanding and connection with the source of existence," "spiritual life with the inner core," and "intrinsic religious orientation" (P<0.05). However, no significant relationship was found between interpersonal forgiveness and extrinsic religious orientation (P>0.05). Regression analysis indicated that the component of "spiritual life with the inner core" in the first step and "intrinsic religious orientation" in the second step could significantly predict interpersonal forgiveness. Thus, spiritual intelligence was a stronger predictor of forgiveness compared to religious orientation. Conclusion: The findings suggest that fostering spiritual intelligence and strengthening intrinsic religious orientation can help nurses cope constructively with the psychological aftermath of bullying and develop forgiveness abilities. These results can serve as a basis for designing educational programs and organizational interventions to improve nurses’ work environments.
Background: The increasing globalization of education and the pursuit of enhanced opportunities have spurred growing interest in understanding student migration intentions. This study investigates how the positive and negative dimensions of perfectionism, in conjunction with income and gender, predict the likelihood of university students intending to migrate. This research is novel in integrating both positive and negative perfectionism with socio-demographic variables, an area underexplored in prior migration studies, particularly in a non-Western context. Methods: This study employed a descriptive correlational design to investigate the relationships between migration intention, perfectionism, and demographic factors. The target population consisted of all students enrolled at Azad University, Shiraz Branch, during the 2023 academic year. A convenience sample of 260 students was drawn from this population. Data were collected using the Migration Intention Questionnaire and the Positive and Negative Perfectionism Scale. Gender and income data were also collected as demographic variables. Data analysis was conducted using Pearson’s correlation coefficient and stepwise multiple regression. Results: The results revealed a statistically significant positive relationship between positive perfectionism and intention to migrate (β=0.18, R²=0.34). Conversely, negative perfectionism exhibited a statistically significant negative relationship with intention to migrate (β=-0.18, P<0.001). A statistically significant positive relationship was also observed between income and intention to migrate (β=0.31, P<0.001). Gender demonstrated a statistically significant positive association with migration intention among students (β=-0.20, P<0.001). Furthermore, the regression analysis indicated that positive perfectionism, negative perfectionism, income, and gender were significant predictors of intention to migrate, collectively explaining 34% of the variance (R²=0.34). Conclusion: Positive perfectionism fosters migration intentions, likely driven by the desire for achievement, while negative perfectionism acts as a deterrent due to fear of failure. Furthermore, higher income and gender are significantly associated with increased migration intentions, highlighting the need for holistic approaches that consider diverse motivations and contextual factors like cultural background and social networks in future research.
Background: The integration of medical humanities into medical education is essential for cultivating compassionate, reflective, and culturally competent physicians capable of addressing the complexities of modern healthcare. Methods: This article reviews global trends in incorporating humanities into medical curricula, examining their role in fostering empathy, ethical reasoning, communication skills, and professional identity formation. It critically analyzes current curricular frameworks and the challenges posed by inconsistent implementation and lack of standardization. Results: Medical humanities contribute to epistemological multicompetence by exposing students early to diverse disciplinary perspectives, thus nurturing sustained humanistic values. However, integration is inconsistent and hindered by limited standardized frameworks, affecting its full potential. Effective curricular models are those that are flexible, empirically informed, and adaptable to local contexts while still enabling global comparability and systematic evaluation. The analysis highlights the necessity of a translational medical humanities approach that addresses cultural, symbolic, and interpretive dimensions of healthcare knowledge, enhances shared meaning-making between patients and providers, and supports health literacy. Student feedback generally supports humanities inclusion for empathy and holistic understanding, though curricular engagement and assessment strategies remain critical. Conclusion: Embedding medical humanities alongside biomedical sciences enriches medical education by preparing clinicians equipped to address complex social, cultural, and ethical challenges in healthcare. A nuanced, interdisciplinary approach to knowledge translation ensures the preservation of patient narratives and fosters ethical, equitable care—imperative in the digital health era. This integrated education model ultimately promotes patient-centered care and improved global health outcomes.
Background: Students with attention deficit hyperactivity disorder (ADHD) often face significant challenges in academic self-regulation, resilience, and aggression. Storytelling therapy, a creative and engaging intervention, offers a promising avenue for enhancing their cognitive, emotional, and behavioral skills. The present study aimed to investigate the effectiveness of storytelling therapy on aggression, resilience, and academic self-regulation in students with ADHD. Methods: The study utilized a quasi-experimental pretest-posttest control group design. The target population encompassed all students with ADHD residing in Ahvaz City during 2023. A convenience sample of 40 students was selected and randomly assigned to either the experimental (n=20) or control (n=20) group. Data collection instruments included the Academic Self-Regulation Questionnaire (ASRQ), the Connor-Davidson Resilience Scale, and the Aggression Questionnaire. The experimental group underwent 12, 60-minute storytelling therapy sessions, while the control group received no intervention. Data analysis was conducted using analysis of covariance (ANCOVA). Results: The results indicated a significant difference between the experimental and control groups of students with ADHD in all three variables of aggression, resilience, and academic self-regulation. Storytelling therapy led to a decrease in aggression and an increase in resilience and academic self-regulation in students with ADHD (P=0.001). Conclusion: Storytelling therapy effectively reduced aggression and improved resilience and academic self-regulation in students with ADHD. This creative intervention engages students emotionally and cognitively, fostering empathy, emotional regulation, and cognitive skills. While promising, further research is needed to fully understand its long-term impact and optimal implementation.
Background: Given the higher burden of stroke in Iran compared to many high-income countries, this study aimed to investigate the effect of Advanced Stroke Life Support (ASLS) training on enhancing the prehospital performance of medical caregivers in Tabriz, Iran. Methods: Medical interns at Tabriz University of Medical Sciences participated in an ASLS training course consisting of lectures and group sessions that consisted of video-based case education on stroke diagnosis and management, alongside hands-on training in using standardized stroke assessment tools (CPSS, MEND, NIHSS) for simulated patients. Participants’ performance in stroke knowledge and management was assessed using a test exam before and after the ASLS course, and their scores were compared. Results: The results showed that participants scored 61.30% and 84.13% before and after the ASLS course, respectively, indicating a significant improvement (P=0.001). However, their improvement was not the same in different stroke education fields, such as epidemiology, etiology, diagnosis, and management. Conclusion: Our study demonstrated that the ASLS course can be used as an effective way to improve skills and knowledge in managing stroke patients.
Background: There is substantial theoretical and empirical evidence indicating the presence of gender discrimination in the field of medicine. By entering the medical profession, women have transcended traditional gender roles and actively engaged in professional activism, yet they continue to face structural barriers. This study aims to identify the structural aspects of gender discrimination experienced by female students in medical education, focusing on the causal, contextual, and mediating factors and their consequences. Methods: This qualitative study, conducted within a critical paradigm, employed grounded theory to describe and analyze the findings. The primary motivation for choosing it is to access knowledge grounded in real and up-to-date data. By fostering a deeper understanding, it serves as a reliable guide for action. The research was conducted at a University within Iran’s medical sciences. Data were collected through semi-structured interviews with fifteen, sixth- and seventh-year general medicine students. Results: The central category "Struggle between agency and discrimination" was identified. Key causal conditions include "gender stereotypes" and "structural discriminations". The consequences are: Suppression of capabilities & self-efficacy, psychological & mental stress, low professional advancement, sexual and psychological harm, academic exhaustion, tendency to migrate. Conclusion: This research offers a deeper understanding of the structural aspects of gender discrimination in medical education. By addressing specific issues within the field, it provides practical suggestions for improving conditions and reforming the medical education system to eliminate gender discrimination, drawing on sociological knowledge and a critical approach.
Background: A Portfolio is an excellent instrument for integrating instruction and evaluation in education. In most instances, the portfolios employed are paper-based, which presents several drawbacks. This study compares the effectiveness of paper-based and electronic portfolios at Mashhad University of Medical Sciences. Methods: This interventional study was conducted with two parallel groups in the Department of Community Medicine, Faculty of Medicine, Mashhad University of Medical Sciences. The intervention group used an electronic portfolio for one month while the control group completed the usual paper-based portfolio. The satisfaction and final grades of medical students were compared alongside qualitative comments for the strengths and weaknesses of portfolios. Results: Most basic characteristics were similar in the two study groups except grade point average (GPA). The final grade was 16.43±1.55 in the control group, while it was 17.31±0.94 in the intervention group (P=0.053). The satisfaction scores were not different between the two groups (10.08±4.44 in the control group and 10.93±4.68 in the intervention group, P=0.568). The linear regression model showed no difference between the two groups after adjusting for GPA. Conclusion: The results indicate that although there are no substantial differences in student satisfaction or final grade between the two portfolio types, this study affirms the potential advantages of electronic portfolios and asserts that, due to the varied impacts of technology on learning experiences, the implementation of these tools necessitates consideration of the specific needs and challenges faced by students.
Background: In addition to memory and attention, several key elements influence language acquisition, including procrastination, motivation, and time orientation. These factors can significantly affect the success or failure of language education programs. Methods: This study examined the complex relationships between time perspectives, motivation, and procrastination among medical English for Specific Purposes (ESP) students. A total of 200 medical students (male and female) aged 18-25 from Tabriz University of Medical Sciences were selected through stratified sampling. They were studying in their fourth and fifth semester of education and they were at the upper intermediate and advanced language proficiency based on their language scores. Data collection instruments included the Zimbardo and Boyd time perspective scale by the reliability index of 0.78, Aitken procrastination scale having the reliability index of 0.88, and Gardner motivation test battery with a reliability index of 0.71, and validity ensured. For testing the hypotheses of the study, correlational analysis and structural equation modeling (SEM) was used and the most appropriate index for considering the fitness of model in this method is goodness of fit (GOF) and as the amount of GOF in this study came to 0.43 which is above 0.4, so it met the accepted thresholds and the SEM adequacy was confirmed. Results: The results indicated that different dimensions of time perspective had distinct effects on motivation and procrastination. Furthermore, motivation played a mediating role in the relationships between time perspectives and procrastination. Conclusion: The findings have important theoretical and practical implications for ESP teachers, psychologists, teacher educators, and medical students, highlighting the significance of understanding the interplay between time orientation, motivation, and procrastination in language acquisition.
Academic dishonesty encompasses unethical behavior aimed at gaining an unfair academic advantage. Despite the inherent requirements of honesty and ethical conduct in medical science, academic dishonesty has been a persistent issue among medical students since the inception of medical education. Given the high prevalence of academic dishonesty among general medical students at the clinical level in Iran, it is imperative to implement measures and strategies to mitigate this problem in the future. In this policy brief, we analyzed findings from prior studies conducted at North Khorasan University of Medical Sciences (NKUMS) and conducted a comprehensive review of the global literature on academic dishonesty in medical education. Based on the available findings, we present evidence-based strategies and recommendations for reducing the incidence of academic dishonesty in the clinical education component of the general medicine curriculum.
