Masumeh Saeidi Medical Education Bulletin 2783-1809 6 1 2025 06 01 Enhancing Student Motivation in Higher Education: Evidence-Based Strategies for Effective Teaching 1005 1014 220828 10.22034/meb.2025.523614.1108 EN Maryam Mirzaei Assistant Professor of Obstetrics and Gynecology, Department of Obstetrics and Gynecology, Afzalipour Hospital, Faculty of Medicine, Kerman University of Medical Sciences, Kerman, Iran. 0000-0003-4921-976X 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 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 2025 05 14 Background: Student motivation is widely recognized as a key determinant of academic achievement and persistence in higher education. However, sustaining motivation among university students remains a significant challenge due to diverse backgrounds and evolving educational environments. This review aims to identify practical, evidence-based teaching strategies that effectively enhance student motivation in higher education settings. Materials and Methods: A narrative review methodology was used to synthesize recent research on motivational strategies. Systematic searches were conducted in major academic databases (Scopus, ERIC, Web of Science, and PubMed) as well as the Google Scholar search engine for peer-reviewed studies published in English or Persian up to March 2025. Studies were included if they addressed student motivation specifically in higher education and discussed practical teaching interventions. Data were extracted and thematically analyzed to identify common strategies and their effectiveness. Results: Seven main domains of effective motivational strategies were identified: supporting autonomy and self-regulation, increasing relevance and interest, clear goal-setting and constructive feedback, fostering a positive and supportive classroom environment, encouraging social interaction and collaborative learning, emphasizing the link between effort and success, and employing varied, interactive teaching methods. These approaches were found to significantly enhance intrinsic motivation, engagement, and academic achievement, with moderate to large positive effects reported across diverse contexts. Challenges such as limited resources, cultural resistance, and individual differences were noted as barriers to successful implementation. Conclusion: Enhancing student motivation in higher education requires a flexible, systemic, and evidence-based approach that addresses individual, interpersonal, and institutional factors. By adopting diverse teaching strategies and creating supportive, inclusive learning environments, educators can significantly improve student engagement, persistence, and academic outcomes.

https://www.medicaleducation-bulletin.ir/article_220828_f24f6352b1cdd39d04645a59b2fc5de2.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 6 1 2025 06 01 Challenges, Gaps, and Solutions in the Comprehensive Exam of Ph.D. Programs at Iranian Medical Universities: A Narrative Review 1015 1026 221545 10.22034/meb.2025.525829.1110 EN Masumeh Ghazanfarpour Associate Professor, Kerman University of Medical Sciences, Kerman, Iran. 0000-0003-4639-3711 Mansoure Alipour-Anbarani Assistant Professor, Department of Health Education and Health Promotion, Faculty of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran. 0000-0002-9563-7383 Kheizaran Miri PhD in Nursing Education, Department of Medical-Surgical Nursing, School of Nursing & Midwifery, Faculty of Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran. 0000-0002-8090-2420 Masumeh Saeidi Department of Medical Education, Faculty on Medicine, Tehran University of Medical Sciences, Tehran, Iran. 0000-0001-5601-9876 Journal Article 2025 05 24 Background: The comprehensive exam is a key assessment in Iranian medical Ph.D. programs, intended to evaluate students’ academic and research readiness. Despite its significance, concerns about its effectiveness and fairness persist. This review aims to examine the main challenges of the comprehensive exam in Iranian medical universities and suggest practical strategies for its improvement. Materials and Methods: A narrative review was conducted by two independent reviewers, who systematically searched ERIC, PubMed, Web of Science, Scopus, and Google Scholar up to March 2025 using relevant English and Persian keywords. Data extraction and thematic analysis were performed to synthesize findings. Results: Four main domains of challenge were identified: (1) administrative barriers, including fragmented policies, inconsistent procedures, and lack of unified guidelines, leading to variability and reduced fairness; (2) curriculum gaps, such as insufficient training in advanced research methods, academic writing, interdisciplinary integration, and practical skills, leaving students underprepared; (3) student preparedness and support, with high stress, inadequate mentorship, and limited preparatory resources negatively impacting exam outcomes; and (4) contextual and systemic factors, including institutional culture, resource allocation, and resistance to change. The interaction among these domains creates a multifaceted environment that shapes the exam’s effectiveness, fairness, and credibility. The review recommends curriculum modernization, standardized policies, enhanced student and faculty support, and the adoption of alternative assessment methods (e.g., portfolios, continuous assessment, formative feedback) to ensure a more holistic and equitable evaluation. Conclusion: The effectiveness of the comprehensive exam in Iranian medical Ph.D. programs is limited by various interconnected challenges. Addressing these through curriculum reform, clearer policies, enhanced support, and innovative assessment approaches can improve fairness, reduce stress, and better evaluate doctoral candidates’ abilities.

https://www.medicaleducation-bulletin.ir/article_221545_0e1397173c5890fd2261be8cfe474f69.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 6 1 2025 06 01 The Role of Artificial Intelligence in Supporting Icebreaking Activities and Communication in Academic Settings: A Narrative Review 1027 1039 220917 10.22034/meb.2025.524013.1109 EN 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 Ahmad Parizad Assistant Professor, PhD in Medical Education, School of Nursing, Qom University of Medical Sciences, Qom, Iran. 0000-0002-8925-3033 Leila Taheri Assistant Professor, PhD in Nursing Education, School of Nursing, Qom University of Medical Sciences, Qom, Iran. 0000-0001-7126-0860 Journal Article 2025 05 16 Background: The adoption of artificial intelligence (AI) in education is rapidly transforming student-teacher interactions, particularly during the initial stages of academic courses. Traditional icebreaking activities, designed to ease anxiety and build community, are increasingly enhanced by AI-driven tools that provide real-time feedback, personalized engagement, and adaptive communication. This review aims to examine current research and practices on the role of AI in supporting icebreaking activities and communication in academic settings, identifying key opportunities, challenges, and considerations for effective integration. Materials and Methods: A narrative review was conducted, focusing on studies published up to December 2024. Multiple databases-Scopus, Web of Science, ERIC, PubMed, and Google Scholar-were searched using keywords such as “artificial intelligence,” “icebreaking,” “teacher-student communication,” and “personalized learning.” Studies addressing AI in educational icebreakers or communication were included; those lacking an educational context or peer review were excluded. Two reviewers independently screened and synthesized the literature by key themes. Results: AI-powered icebreakers enhance classroom engagement by creating welcoming, interactive environments that personalize activities and provide real-time feedback. These tools help teachers efficiently design and adapt icebreakers, monitor participation, and identify disengaged students for timely support. Additionally, AI automates routine tasks, freeing educators to focus on deeper teaching and relationship-building. However, challenges include risks of superficial engagement, over-reliance on technology, and diminished authentic human connection. The effectiveness of AI-driven icebreakers depends on their thoughtful integration alongside traditional interpersonal approaches. Conclusion: AI-driven icebreakers hold significant promise for fostering inclusive, engaging, and supportive academic environments. To maximize their benefits, educators should thoughtfully integrate AI tools as complements-not replacements-for human interaction, ensuring that technology enhances rather than diminishes the core values of education.

https://www.medicaleducation-bulletin.ir/article_220917_92ba71185bb6623df4861a741919e104.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 6 1 2025 06 01 Prevalence of Disrespectful Behaviors in Classrooms and Effective Management Strategies for Teachers: A Review 1041 1049 224988 10.22034/meb.2025.534482.1111 EN Aditi Deshpande PhD in Vision Science, College of Optometry, Pacific University, Forest Grove, Oregon, USA. 0000-0003-1560-1821 Shanaz Ahmed PhD in Vision Science, College of Optometry, Pacific University, Forest Grove, Oregon, USA. 0000-0001-7713-0311 Razieh Bahreini PhD in Vision Science, College of Optometry, Pacific University, Forest Grove, Oregon, USA. 0000-0002-0929-2623 Journal Article 2025 07 14 Background: Disrespectful behavior in classrooms poses a significant barrier to effective teaching and student engagement. This review aims to synthesize recent research on the prevalence and impact of these behaviors within classroom settings and to identify evidence-based strategies that educators can use to manage and reduce them. Materials and Methods: This narrative review synthesizes findings from peer-reviewed studies, meta-analyses, and educational reports published up to March 2025. Two reviewers independently searched databases—including ERIC, PubMed, Scopus, and Google Scholar—using keywords related to disrespectful classroom behaviors and management strategies. Studies were selected based on relevance and quality, with disagreements resolved through discussion. Results: Disrespectful behaviors are common in classrooms, with 10% to 30% of students regularly displaying actions such as talking out of turn, inattentiveness, side conversations, rudeness, aggression, and unauthorized use of mobile phones. These behaviors significantly disrupt the teaching and learning process, undermine teacher authority, and damage classroom relationships, often resulting in a stressful and negative atmosphere. The findings indicate that proactive and supportive strategies—such as setting clear behavioral expectations, positive reinforcement, empathetic teacher-student relationships, and social-emotional learning—are most effective in managing these challenges. In contrast, punitive approaches are generally less successful and may even intensify the problem. Overall, effective management of disrespectful behaviors requires a comprehensive and context-sensitive approach to create a respectful, engaging, and productive learning environment. Conclusion: Disrespectful behaviors in classrooms present a significant challenge to effective teaching and learning by disrupting order and undermining teacher authority. Supportive and preventive strategies—such as clear expectations and positive teacher-student relationships—are more effective than punitive measures, making a respectful classroom environment essential for improved educational outcomes.

https://www.medicaleducation-bulletin.ir/article_224988_6e7d0fa1616102c3bb96b83f25f1c969.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 6 1 2025 06 01 Artificial Intelligence and Smart Technologies in Dental Education: Applications, Challenges, and Ethical Considerations 1051 1057 225032 10.22034/meb.2025.534568.1112 EN Saeid Rasouli Periodontologist, Faculty of Dentistry, Aix-Marseille University, Marseille, France. 0009-0009-1845-6405 Journal Article 2025 07 14 Background: Recent advances in artificial intelligence (AI) and smart technologies are transforming dental education, providing new opportunities for innovative learning experiences and the development of clinical skills. This review examines the applications, challenges, and ethical considerations of AI and smart technologies within dental education, focusing on their effects on educational quality and student preparedness. Materials and Methods: This narrative review is based on a comprehensive literature search conducted in PubMed, Scopus, Web of Science, and ERIC databases for articles published up to April 2025 in English or French. The search strategy included keywords related to artificial intelligence, smart technologies, dental education, virtual reality, augmented reality, ethics, and associated challenges. Selection of relevant studies was performed independently by two reviewers. Results: The integration of AI and smart technologies has significantly enhanced learning processes, clinical decision-making, and practical skill acquisition in dental education. AI-based systems, particularly in radiographic interpretation, have improved diagnostic accuracy and consistency while reducing human error. Adaptive learning tools and automated assessments provide personalized education tailored to individual student needs. Virtual and augmented reality technologies offer interactive and safe simulation environments, further strengthening practical training. However, challenges remain, including the need for continuous curriculum updates, faculty training, adequate technological infrastructure, and careful attention to ethical issues such as data privacy, algorithmic bias, and equitable access. Addressing these challenges is crucial for the responsible and effective use of AI in dental education. Conclusion: The integration of artificial intelligence and smart technologies has enhanced educational quality, diagnostic accuracy, and clinical skills in dental students. However, fully realizing these benefits requires ongoing curriculum updates, faculty training, robust infrastructure, and adherence to ethical principles. Emphasizing these elements is vital for the responsible and sustainable use of AI in dental education.

https://www.medicaleducation-bulletin.ir/article_225032_2176a3b963ba1311a4757fb041f8e9d3.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 6 1 2025 06 01 Interprofessional Education in Medical Education: Opportunities and Challenges 1059 1062 225419 10.22034/meb.2025.535727.1113 EN Hadi Abbaspour Assistant Professor, Department of Nursing, North Khorasan University of Medical Sciences, Bojnurd, Iran. 0009-0006-1343-5259 Journal Article 2025 07 19 Dear Editor-in-chief, Interprofessional education (IPE) is increasingly recognized as a pivotal and transformative approach within medical sciences. By fostering effective collaboration, enhancing communication, and strengthening critical thinking, IPE significantly improves job readiness among students and healthcare professionals. A growing body of robust evidence confirms that successful IPE not only promotes teamwork and patient-centered care but also reduces clinical errors, leading to better clinical and educational outcomes. Despite these clear benefits, the optimal implementation of IPE is often hindered by curricular constraints, limited resources, cultural barriers, and challenges in assessment. Addressing these obstacles through targeted institutional strategies is essential to unlock the full potential and lasting impact of IPE.

https://www.medicaleducation-bulletin.ir/article_225419_ca1e0ff50544bd8f60a637b339922dcb.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 6 1 2025 06 01 Modern Approaches to Faculty Evaluation in Leading Universities: A Narrative Review of Models, Challenges, and Practical Solutions 1063 1071 225517 10.22034/meb.2025.535915.1114 EN Mohammad Afras PhD in Law, Faculty Member at Islamic Azad University, Bushehr Branch, Bushehr, Iran. 0009-0005-9073-5936 Fatemeh Kamraninia MA in MBA, Islamic Azad University, Science and Research Branch, Tehran, Iran. Batoul Gorgin Assistant Professor , Department of Fegh and Eslamic law, Payam Noor University, Tehran, Iran. 0000-0002-2704-1561 Journal Article 2025 07 20 Background: Faculty evaluation is essential for improving quality and professional development in higher education. Criticisms of traditional evaluation methods worldwide have encouraged universities to adopt modern, structured, multi-criteria models. This study aims to review faculty evaluation models, criteria, and challenges in leading global universities and suggest practical solutions. Materials and Methods: This narrative review involved independent searches by two reviewers across ERIC, PubMed, Scopus, Web of Science, and Google Scholar up to April 2025, using relevant keywords such as faculty evaluation, professor appraisal, lecturer assessment, teaching effectiveness, and multi-criteria decision-making. After screening and full-text assessment, studies meeting predefined criteria were selected. Results: Findings indicate that modern faculty evaluation systems at leading universities successfully combine quantitative and qualitative methods, better recognizing diverse faculty roles. Advanced multi-criteria decision-making models—such as Spherical Fuzzy AHP, Grey MARCOS, and LOPCOW—enable comprehensive evaluations by appropriately weighting teaching, research, student engagement, social responsibility, and ethics. Tools like the balanced scorecard integrated with AHP and TOPSIS support multidimensional assessments aligned with institutional goals. Recent innovations, including shifting from traditional grading to ranking systems and using tailored feedback forms alongside multi-source input, have improved accuracy, transparency, and fairness. However, persistent challenges include student feedback bias, faculty resistance, implementation complexity, and the need for context-specific approaches. To enhance effectiveness, continual process reviews, broader stakeholder involvement, local model adaptation, and integration of diverse data sources are strongly recommended. Conclusion: Effective faculty evaluation requires integrated, multi-source models, regular updates to criteria, and active faculty engagement. Combining qualitative and quantitative data with attention to local context is essential to promote transparency, fairness, and continuous quality improvement in higher education assessment systems.

https://www.medicaleducation-bulletin.ir/article_225517_ed1157afef887285717383fc7f1a278a.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 6 1 2025 06 01 The Imperative to Integrate AI Education for Enhancing Clinical Diagnostic Skills in Iranian Medical Students 1073 1076 225736 10.22034/meb.2025.536661.1116 EN Shahabaldin Sorouri Assistant Professor of Pulmonology, Faculty of Medicine, Lung Disease Research Center, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0002-4847-557x Khatereh Shariati Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0002-0243-844X Journal Article 2025 07 23 Dear Editor-in-chief Artificial intelligence (AI) technologies have become transformative tools in clinical medicine, significantly enhancing diagnostic accuracy and patient outcomes. To prepare future physicians in Iran capable of effectively utilizing these innovations, comprehensive integration of AI education into medical curricula is essential. Despite existing challenges—including limited faculty expertise, insufficient curricular inclusion, and ethical considerations—innovative and proactive educational strategies can equip students with critical competencies. This letter discusses the necessity, existing gaps, and evidence-based recommendations for embedding AI literacy within Iranian medical education to better prepare future clinicians.

https://www.medicaleducation-bulletin.ir/article_225736_209bbca19f9dc0768795901f11182183.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 6 1 2025 06 01 Challenges of Clinical Education for Iranian Nursing Students: A Perspective on the Need to Revise Practical Training Methods 1077 1081 225770 10.22034/meb.2025.536831.1117 EN Salimeh Azizi MSN, Instructor, Department of Nursing, Shirvan Faculty of Nursing, North Khorasan University of Medical Sciences, Bojnurd, Iran. 0000-0002-0023-0012 Samira Bashirian MSN, Instructor, Department of Nursing, Faculty of Nursing and Midwifery, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran. 0000-0003-1456-0431 Journal Article 2025 07 24 Dear Editor-in-chief, Clinical education plays a critical role in training competent professional nurses and has a direct impact on the quality of healthcare delivery. In Iran, clinical education faces several significant challenges, including insufficient competency among clinical instructors, inadequate preparedness of students, a lack of psychological and educational support, and disproportionate student-to-instructor ratios. These challenges undermine the effectiveness of clinical training and contribute to increased anxiety among students. This letter examines these issues using recent evidence and highlights the urgent need for revising clinical training approaches. Key recommendations include improving instructor qualifications, enhancing clinical learning environments, optimizing student-to-instructor ratios, and strengthening psychological and academic support systems. The implementation of these strategies has the potential to substantially improve both nursing education outcomes and the quality of patient care.

https://www.medicaleducation-bulletin.ir/article_225770_e9f149e794611f3f4f2bbfb3a1a31e9b.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 6 1 2025 06 01 Clinical Medical Education in Iran During and After the COVID-19 Pandemic: A Review of Challenges, Opportunities, and Strategic Responses 1083 1091 225979 10.22034/meb.2025.537431.1118 EN Fatemeh Shoaee Gynecologist, Fellowship in Minimally Invasive Gynecologic Surgery, Kowsar Hospital, Shiraz University of Medical Sciences, Shiraz, Iran. Gholamreza Khademi Associate Professor of Pediatrics, Department of Pediatrics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0002-4107-2057 Ali Khakshour Associate Professor of Pediatrics, Department of Pediatrics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0002-0302-5276 Masumeh Ghazanfarpour Associate Professor of Reproductive Health, Kerman University of Medical Sciences, Kerman, Iran. 0000-0003-4639-3711 Journal Article 2025 07 27 Background: Clinical medical education is essential for training healthcare professionals and supporting health systems. The COVID-19 pandemic restricted in-person training in Iran, necessitating urgent adaptations. This study reviews the challenges, opportunities, and responses in clinical education during and after the pandemic, and proposes practical strategies to enhance education quality and preparedness for future crises. Materials and Methods: This narrative review involved a systematic search independently conducted by two reviewers using Persian and English keywords across PubMed, Scopus, ERIC, Web of Science, CIVILICA, and SID databases up to March 2025. Studies were screened according to inclusion criteria, and thematic analysis was employed to synthesize findings on clinical medical education in Iran. Results: The findings indicate that clinical medical education faced significant structural, technological, and psychological challenges. Structural challenges included restricted access to in-person training and inadequate technological infrastructure; technological challenges involved reduced efficiency of digital systems; psychological challenges comprised increased anxiety and stress among students and faculty. These issues adversely affected education quality, stakeholder mental health, and system resilience. In response, strategies such as blended learning models, faculty development programs, flexible policy-making, and the establishment of the Educational Incident Command System (EICS) effectively mitigated these impacts, promoting sustainability and responsiveness. The pandemic also accelerated digital innovation and heightened attention to mental health support. Therefore, continued investment in technology, institutionalized crisis management, and enhanced psychological support are essential for future preparedness. Conclusion: Clinical medical education in Iran faced structural, technological, and psychological challenges during and after COVID-19, reducing quality and resilience. Limited in-person training and weak infrastructure were key issues. Strategies like blended learning, faculty empowerment, flexible policies, and the Educational Incident Command System mitigated impacts and promoted innovation.

https://www.medicaleducation-bulletin.ir/article_225979_8e7761d5caded5cade8a4398b8d5f8d2.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 6 1 2025 06 01 Advantages, Challenges, and Opportunities of Machine Learning in Predicting Academic Achievement: A Literature Review 1093 1102 226126 10.22034/meb.2025.537926.1119 EN Mahdi Derakhshi Dean of Information and Communication Technology Unit, Mashhad Municipality Fire and Safety Services Organization, Mashhad, Iran. Morteza Piramoon Bachelor of Science in Software Engineering, Information and Communication Technology Unit, Mashhad Municipality Fire and Safety Services Organization, Mashhad, Iran. Mohammad Saeedi M.S. in Software Engineering, Information and Communication Technology Unit, Mashhad Municipality Fire and Safety Services Organization, Mashhad, Iran. Journal Article 2025 07 29 Background: Advancements in machine learning (ML) have revolutionized the analysis of complex educational data. Algorithms such as k-Nearest Neighbors (KNN) and Support Vector Machines (SVM) enable early identification of students at risk of academic failure, facilitating timely interventions. This study reviews the advantages, limitations, opportunities, and challenges associated with ML in predicting student success. Materials and Methods: In this narrative review, a literature search was conducted in both Persian and English across online databases, including Scopus, Web of Science, IEEE Xplore, SID, CIVILICA, and Google Scholar, covering studies up to March 2025. Two researchers independently screened and selected relevant articles and extracted key data. Results: Analysis of the literature reveals that machine learning algorithms, such as K-Nearest Neighbors (KNN), Support Vector Machines (SVM), and deep learning, offer substantial improvements in predicting academic success and tracking students’ academic progression. Their high predictive accuracy supports the timely identification of at-risk students, facilitates data-driven educational decisions, and enables scalable, adaptive interventions. Nonetheless, the full impact of these technologies depends on the availability of high-quality data and is tempered by challenges such as algorithmic bias, limited interpretability of complex models, technical and resource constraints, and ethical concerns regarding privacy and fairness. Looking forward, integrating explainable models, enhancing adaptability to diverse educational contexts, and leveraging personalized, technology-driven learning environments are identified as pivotal to maximizing the educational benefits of machine learning. Conclusion: Machine learning significantly enhances education by accurately predicting and early identifying at-risk students. However, unlocking its full potential requires addressing challenges related to data quality, privacy, bias, transparency, and infrastructure. Future progress depends on developing flexible, fair, and culturally sensitive models to ensure the ethical and effective application of ML across diverse educational environments.

https://www.medicaleducation-bulletin.ir/article_226126_c83ee7578ba63b595830956a1e125ac1.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 6 1 2025 06 01 Enhancing Mental Health in Obstetrics and Gynecology Residents: Impact of Workload, Burnout, Job Satisfaction, and Quality of Life 1103 1106 226239 10.22034/meb.2025.538366.1120 EN Fatemeh Khoshkerdar Mareshk Resident of Obstetrics and Gynecology, Department of Obstetrics and Gynecology, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0003-0289-5058 Journal Article 2025 07 31 Dear Editor-in-chief, The residency period in Obstetrics and Gynecology (OB/GYN) is an exceptionally demanding stage of medical training that profoundly affects residents' mental health and job satisfaction. This is largely due to heavy clinical workloads, complex patient care responsibilities, and significant emotional stress. Recent studies report burnout rates exceeding 64%, anxiety affecting around 71%, and depression over 57% among OB/GYN residents. Minority populations, such as Black residents, show even higher incidences of depression and suicidal ideation, emphasizing the critical need for culturally sensitive and targeted mental health interventions. Quality of life among OB/GYN residents is closely linked to their mental health and levels of job satisfaction. Supportive work environments characterized by effective mentorship, fair and equitable shift scheduling, and ready access to psychological resources significantly enhance well-being. Additionally, structured educational programs that combine clinical practice with theoretical training contribute to improved knowledge, greater professional development, and reduced psychological strain. Addressing these challenges through systematic improvements in workload distribution, organizational support, and comprehensive mental health promotion is essential. Such strategies will not only foster residents’ well-being and job satisfaction but also elevate the overall quality of medical education and patient care in Obstetrics and Gynecology.

https://www.medicaleducation-bulletin.ir/article_226239_e67f090ded7870a645af9442dc1a4bd8.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 6 1 2025 06 01 Professors’ and Students’ Perspectives on the Ideal Student in Higher Education: A Narrative Review 1107 1113 226574 10.22034/meb.2025.539487.1121 EN Amer Yazdanparast Associate Professor of Pediatric Cardiology, Department of Pediatrics, Faculty of Medicine, Bushehr University of Medical Sciences, Bushehr, Iran. 0000-0001-7307-4420 Masoumeh Hashemian Department of Health Education and Health Promotion, Faculty of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran. 0000-0003-0473-2084 Hasanali Abdali M.A. in Clinical Psychology, Jolfa, East Azerbaijan, Iran. Mahdieh Parhoon BSN, Bushehr Heart Center Hospital, Bushehr University of Medical Sciences, Bushehr, Iran. Mohammad Afras PhD in Law, Faculty Member at Islamic Azad University, Bushehr Branch, Bushehr, Iran. 0009-0005-9073-5936 Fatemeh Bahrani Fard MSc in General Psychology, Bushehr University of Medical Sciences, Bushehr, Iran. Journal Article 2025 08 05 Background: The definition of an ideal student has long been a significant and widely discussed topic in higher education. Given their distinct roles and experiences, professors and students often hold differing perspectives on this matter. This study aims to review and compare the views of professors and students regarding the characteristics and criteria of an ideal student. Materials and Methods: In this narrative review, a comprehensive search was conducted across electronic databases including PubMed, Scopus, Web of Science, ERIC, CIVILICA, SID, and Google Scholar up to March 2025. Two independent reviewers screened titles, abstracts, and full texts of retrieved articles based on predefined inclusion and exclusion criteria. Results: The review identifies both overlapping and differing views of professors and students on the ideal university student. Professors emphasize academic strengths such as critical thinking, problem-solving, responsibility, and active class participation, along with communication skills and digital competence. Students prioritize academic achievement alongside a fair and supportive educational environment that fosters emotional well-being and a balance between academic and personal life. Both groups agree on the importance of communication, teamwork, and adaptability, especially in digital literacy. However, professors tend to focus more on intellectual rigor and technical skills, whereas students place greater emphasis on psychosocial support and educational fairness. These differences underscore the need for educational policies that integrate cognitive development with emotional support to enhance effective learning and student well-being. Conclusion: Based on the review, professors emphasize academic skills including critical thinking, responsibility, and technical competence. Students value emotional support, fairness, and balancing academic and personal life. Both groups agree on the importance of communication skills and adapting to digital technologies.

https://www.medicaleducation-bulletin.ir/article_226574_5bf3897069af64000825ea991bea8222.pdf