Masumeh Saeidi Medical Education Bulletin 2783-1809 7 1 2026 06 01 From Behavioral Control to Psychological Safety: Rethinking Classroom Management in Medical Education 1181 1183 246560 10.22034/meb.2026.589378.1134 EN Mohammad Eslamian Department of Neurosurgery, Shariati Hospital, Tehran University of Medical Sciences, Tehran, Iran. 0009-0006-8524-2122 Zahra Abdolreza Gharehbagh Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran AND Faculty Member, Department of Pediatric Nursing, Faculty of Nursing and Midwifery, Tehran Medical Sciences, Tehran, Iran. Journal Article 2026 06 30 <span>Contemporary medical education increasingly relies on active learning, collaborative pedagogies, and psychologically complex learning environments. While these approaches enhance learner engagement and professional growth, they also introduce classroom management challenges that extend beyond traditional behavioral control. Emerging evidence suggests that authoritarian or punitive strategies may undermine psychological safety, participation, and reflective learning. This letter argues that classroom management in medical education should be reframed as a facilitative educational competency centered on psychological safety, structured engagement, and relational leadership. Integrating these competencies into faculty development and educational evaluation frameworks may strengthen learning outcomes and support professional identity formation among future physicians.</span> active learning Classroom Management Faculty Development medical education psychological safety https://www.medicaleducation-bulletin.ir/article_246560_872147d4772b6a00411ec5ba8786ab12.pdf