Masumeh Saeidi Medical Education Bulletin 2783-1809 5 2 2024 12 01 A Reflection on the Role of Community Medicine: Bridging the Gap from Classroom to Community 941 944 210300 10.22034/meb.2024.491246.1100 EN Abbas Bahreini MD, Shiraz University of Medical Sciences, Shiraz, Iran. 0000-0003-4218-7523 Journal Article 2024 11 28 Receiving the highest quality healthcare is a recognized right for all individuals in every society. Such care should be addressed at all levels of prevention, including primary, secondary, tertiary, and quaternary levels. The provision of preventive care at the primary and first levels is the most effective approach to maintaining and improving health, supported by robust documentation. Every health system should prioritize prevention programs. In Iran, the field of Community Medicine has been established to achieve these objectives. Its goal is to equip graduates with contemporary knowledge and technology to continuously measure, analyze, monitor, and assess health indicators, focusing on primary prevention by identifying and planning interventions to control risk factors for diseases at various levels: individual, population, and societal. This approach aims to reduce the burden of diseases (1). However, many years after the establishment of Community Medicine in the country, no definitive role has been established for its graduates within society. Consequently, specialists in Community Medicine often find themselves working in unrelated positions and specializations, gradually distancing themselves from the philosophy and mission of their training. The Ministry of Health, Treatment, and Medical Education should develop employment opportunities tailored to the training these graduates have received (2).

https://www.medicaleducation-bulletin.ir/article_210300_880ca5ce4b5a8e423953e5d11b927314.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 5 2 2024 12 01 Learning Styles and Teaching Preferences of Medical Students: Insights for Effective Medical Education 945 948 211875 10.22034/meb.2024.495509.1104 EN Mohammad Eslamian Department of Neurosurgery, Shariati Hospital, Tehran University of Medical Sciences, Tehran, Iran. 0009-0006-8524-2122 Journal Article 2024 12 23 In medical education, understanding how students learn through different sensory modalities is vital for enhancing teaching effectiveness. Research indicates that approximately 65% of students are visual learners, while about 30% are auditory learners, and the remaining 5% rely on kinesthetic learning methods (1-3). This distribution emphasizes the need for educators to adopt multimodal teaching strategies that align with these preferences, as such methods foster active learning and deeper comprehension. Medical students particularly favor interactive and practical approaches, such as clinical skills labs and problem-based learning, which promote greater engagement and knowledge retention (3). By recognizing these preferred learning styles, educators can create inclusive environments that meet the diverse needs of all students. This letter aims to review recent research on the preferred learning styles and teaching methods of medical students, highlighting their implications for effective medical education.

https://www.medicaleducation-bulletin.ir/article_211875_beec977351d07ada0bd2f73b83a30905.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 5 2 2024 12 01 Fostering Engagement: A Review of Icebreakers in Academic Environments 949 959 211945 10.22034/meb.2024.495642.1105 EN Amin Hoseini Shavoun PhD in Medical Education, Department of Medical Education, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran. 0000-0001-6168-781X Seyyed Hassan Adeli Professor of Pulmonary Diseases, Spiritual Health Research Center, Faculty of Medicine, Qom University of Medical Sciences, Qom, Iran. 0000-0001-5970-7551 Hoda Ahmari Tehran Assistant Professor in Medical Education, Spiritual Health Research Center, Faculty of Medicine, Qom University of Medical Sciences, Qom, Iran. 0000-0001-7389-6547 Journal Article 2024 12 24 An icebreaker in the academic classroom is a brief and engaging activity designed to help students and teachers get to know each other at the start of a course or lesson. These activities create a positive atmosphere, reduce anxiety, and encourage social interaction among students (1). By fostering open communication and collaboration, icebreakers are essential for effective learning. They can also be adapted to review previous material or introduce new topics, thereby enhancing student engagement and retention (2). In this review, we aim to highlight the critical role of icebreakers in academic settings. We will discuss their importance in fostering a positive classroom atmosphere, explore the various types of icebreaking activities, and outline the numerous benefits they offer to both students and educators. Additionally, we will address the challenges associated with implementing icebreaking activities and provide practical strategies for teachers to effectively incorporate them into their classrooms. By examining these key elements, we seek to promote a greater appreciation for how icebreakers can enhance student engagement and create a more dynamic learning environment.

https://www.medicaleducation-bulletin.ir/article_211945_89ab2ce97322e2983312aa11f9ac9e7f.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 5 2 2024 12 01 Overcrowded Classrooms: Challenges, Consequences, and Collaborative Solutions for Educators: A Literature Review 961 972 210691 10.22034/meb.2024.492269.1103 EN Rahim Vakili Professor, Pediatric Endocrinologist, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0001-5601-9876 Saba Vakili Medical Genetic Research Center, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0002-9315-9736 Maryam Ajilian Abbasi Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0003-4921-976X Shokofeh Masoudi Instructor, Department of Medical Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0003-0565-4292 Masumeh Saeidi Department of Medical Education, Faculty on Medicine, Tehran University of Medical Sciences, Tehran, Iran. 0000-0001-5601-9876 Journal Article 2024 12 04 Background: Crowded classrooms present significant challenges for both teachers and students, affecting the overall educational experience. This study aims to achieve three primary objectives: first, to examine the impact of overcrowded classrooms on teachers’ performance and students’ learning outcomes; second, to analyze the challenges faced by both teachers and students in these settings; and third, to propose strategies that assist educators in managing the complexities associated with large class sizes. Materials and Methods: This review utilized online databases, including PubMed, Web of Science, Scopus, CIVILICA, and Google Scholar, to identify relevant studies up to June 2024. Two reviewers assessed the quality of eligible studies and conducted the selection process. Results: The results highlight the negative impact of overcrowded classrooms on both teachers and students. Large class sizes increase stress for educators, making it difficult for them to provide effective instruction and engage students. Consequently, students encounter barriers to participation and access to resources, which can lead to lower academic achievement. Effective classroom management is crucial in these environments, particularly in overcrowded college classes. The main challenges include difficulties in managing the classroom, limited individualized attention, and fewer opportunities for collaboration. This review proposes evidence-based strategies such as implementing cooperative learning frameworks, enhancing teacher-training programs, and integrating technology to support instruction. Conclusion: Overcrowded classrooms create significant challenges that hinder teaching effectiveness and student learning. This situation limits educators' ability to provide personalized instruction, leading to disengagement and lower academic achievement. It is essential to implement evidence-based strategies such as cooperative learning frameworks, enhanced teacher training, and technology integration.

https://www.medicaleducation-bulletin.ir/article_210691_5d3f7b8b28ad7227f03495eb1e835b9a.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 5 2 2024 12 01 The Future of Medical Education: A Review of the Opportunities and Challenges of Artificial Intelligence Integration 973 982 210557 10.22034/meb.2024.491888.1102 EN Azam Mansourzadeh Department of Psychology, Paris Nanterre University, Paris, France. 0000-0003-2691-7733 Saeid Rasouli Periodontologist, Faculty of Dentistry, Aix-Marseille University, Marseille, France. 0009-0009-1845-6405 Journal Article 2024 12 02 Background: The integration of artificial intelligence (AI) in education presents a transformative opportunity to keep pace with technological advancements. This review examines the benefits and challenges of AI integration in medical education through an analysis of existing literature and case studies, and it provides recommendations for stakeholders. Materials and Methods: This review utilized online databases, including PubMed, Web of Science, Scopus, ERIC, EMBASE, and Google Scholar, to identify relevant studies on the integration of AI in medical education up to May 2024. The search focused on literature discussing both the benefits and challenges associated with AI in this field. Two independent reviewers assessed the quality of eligible studies and conducted the selection process. Results: Findings indicate that AI technologies enable personalized training by tailoring educational content to individual learning styles, thereby enhancing both engagement and knowledge retention. They also improve diagnostic skills through realistic simulations, effectively preparing students for real-world clinical scenarios. Additionally, AI enhances access to extensive databases, facilitating research and interactive learning, which allows students to engage efficiently with vast amounts of information. However, challenges such as high development costs, resistance to change among educators, and cybersecurity risks present substantial obstacles to effective integration. Ethical concerns regarding data privacy and algorithmic bias further threaten to undermine academic integrity and erode student trust. Conclusion: The integration of AI in medical education presents a transformative opportunity to enhance the learning experience for future healthcare professionals. AI technologies can provide personalized training, improve diagnostic skills, and grant access to extensive databases, thereby enriching medical knowledge and practice. However, challenges such as ethical considerations and the need for seamless integration into existing curricula must be addressed.

https://www.medicaleducation-bulletin.ir/article_210557_2236c90c3e6b963f237dca9d7509d0b7.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 5 2 2024 12 01 Effectiveness of High-Fidelity Simulation in Enhancing the Clinical Judgment of Undergraduate Nursing Students: A Systematic Review 983 995 210692 10.22034/meb.2024.489705.1099 EN Reza Mohammadpourhodki Student Research Committee, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0001-5677-0133 Hossein Karimi Moonaghi Professor, Nursing and Midwifery Care Research Center, Mashhad University of Medical Sciences, Mashhad, Iran AND Professor, Medical Sciences Education Research Center, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0003-0496-2306 Journal Article 2024 11 19 Background: High-Fidelity Simulation (HFS) has emerged as a transformative approach in nursing education, particularly in enhancing students' learning outcomes, such as clinical judgment skills. This study aims to review the existing literature on the impact of HFS on the clinical judgment skills of undergraduate nursing students. Materials and Methods: In this systematic review, a comprehensive search was conducted across online databases, including PubMed, Scopus, Web of Science, ERIC, and Google Scholar, with no time limit up to July 2024. Two reviewers selected relevant studies and assessed their quality using the Joanna Briggs Institute (JBI) scale. Results: Finally, 11 articles were included in the review, indicating that students engaged in HFS experience significant improvements in clinical judgment scores compared to those using traditional methods. This immersive educational approach not only enhances clinical judgment but also equips nursing students with essential skills for success in real-world clinical environments. HFS provides a safe space for practicing complex procedures, fostering critical decision-making, and promoting collaboration and ethical practice. By combining theoretical knowledge with practical experience, HFS prepares learners to confidently manage professional challenges. Furthermore, evidence suggests that HFS is comparable to traditional clinical training in developing essential nursing skills, with no significant differences in clinical judgment scores between students trained through HFS and those receiving conventional training. These findings highlight the importance of integrating HFS into nursing curricula to better prepare future healthcare professionals for their roles. Conclusion: The evidence strongly indicates that High-Fidelity Simulation effectively enhances clinical judgment among nursing students. Both HFS and traditional clinical training significantly improve clinical judgment, highlighting the importance of incorporating diverse teaching methods into nursing curricula.

https://www.medicaleducation-bulletin.ir/article_210692_ecc3fa31967dc9b4365c95075d906f79.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 5 2 2024 12 01 360° VR Video in Nursing Education: A Transformative Learning Approach 997 1000 213433 10.22034/meb.2025.499783.1106 EN Mohammadreza Firouzkouhi PhD in Nursing, Professor, Department of Medical Surgical, Faculty of Nursing and Midwifery, Zabol University of Medical Sciences, Zabol, Iran. 0000-0002-5122-195X Mahin Naderifar Associate Professor of Nursing, Department of Nursing, Faculty of Nursing and Midwifery, Zabol University of Medical Sciences, Zabol, Iran. 0000-0001-8183-3503 Abdolghani Abdollahimohammad PhD in Nursing, Professor, Department of Medical Surgical, Faculty of Nursing and Midwifery, Zabol University of Medical Sciences, Zabol, Iran. 0000-0002-7929-5539 Journal Article 2025 01 13 Dear Editor-in-chief, In the educational landscape, selecting appropriate teaching methods is crucial for enhancing the quality of student learning, particularly in courses with specific requirements. Modern technologies offer diverse and engaging learning opportunities, allowing for personalized experiences that cater to individual abilities and learning styles. These advancements have the potential to significantly improve the effectiveness of teaching and learning processes in contemporary education. Recently, innovative educational technologies, such as video-based instruction, have gained prominence as novel approaches to skill acquisition. The onset of the COVID-19 pandemic accelerated the adoption of virtual training methods, especially in nursing education. However, this transition revealed limitations, as certain nursing skills proved challenging to teach effectively in a purely virtual environment, creating educational hurdles for nursing students. This situation underscored the necessity for a variety of training methodologies capable of ensuring educational continuity in the face of unprecedented challenges like the COVID-19 pandemic. The integration of 360° VR video in nursing education has emerged as a promising solution to address these complex educational needs (1-3). This technology serves as a powerful tool for creating immersive learning experiences, particularly in nursing education. Utilizing omnidirectional cameras or multiple cameras, 360° video captures a complete view of the surroundings, providing viewers with an engaging and immersive experience (4, 5).

https://www.medicaleducation-bulletin.ir/article_213433_4511897d8ee0dedb9593f442df96222a.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 5 2 2024 12 01 Visually Impaired Students in Education: Challenges, Innovations, and Solutions 1001 1003 214427 10.22034/meb.2025.503221.1107 EN Razieh Bahreini PhD in Vision Science, College of Optometry, Pacific University, Forest Grove, Oregon, USA. 0000-0002-0929-2623 Journal Article 2025 01 29 Dear Editor-in-Chief, Visual impairments significantly impact students' learning, affecting their academic performance, social interactions, and overall development. Research highlights the challenges these students face, including limited access to educational resources and difficulties with social inclusion. However, assistive technologies and inclusive practices offer promising solutions to overcome these barriers. The following sections briefly explore these challenges and their potential solutions: 1. Challenges Faced by Visually Impaired Students Numerous studies have highlighted the significant barriers faced by visually impaired students in education. These challenges span academic, social, and institutional domains, creating obstacles that hinder their learning experiences and overall development. • Academic Barriers: Accessing standard learning materials, such as textbooks and visual aids, remains a major challenge for visually impaired students. These resources are often not designed with accessibility in mind, making it difficult for students to fully engage with the curriculum. For instance, students with low vision or blindness require additional time to read or write using Braille or tactile resources, which can delay their academic progress compared to their sighted peers (1, 2). Additionally, the lack of incidental learning opportunities—learning through observing others—limits their ability to develop abstract thinking, reasoning skills, and language proficiency (1, 3).

https://www.medicaleducation-bulletin.ir/article_214427_0ce49ecef151c69de5c6617abfeb14bf.pdf