Masumeh Saeidi Medical Education Bulletin 2783-1809 7 1 2026 06 01 Preserving Clinical Reasoning in the Age of AI-Assisted Medical Education 1199 1201 246198 10.22034/meb.2026.588440.1132 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 Abbas Bahreini MD, Shiraz University of Medical Sciences, Shiraz, Iran. 0000-0003-4218-7523 Journal Article 2026 06 24 Artificial intelligence (AI) is rapidly transforming medical education by enabling personalized learning, rapid knowledge retrieval, and automated academic support. While these technologies offer substantial benefits, their growing use raises concerns about cognitive over-reliance and the potential erosion of independent clinical reasoning among medical students. AI systems can produce fluent and persuasive outputs even when inaccuracies or reasoning errors are present, potentially fostering misplaced confidence if learners are not trained to critically appraise such information. This letter examines the risks associated with excessive dependence on AI in medical training and emphasizes the need to integrate these tools within pedagogical frameworks that prioritize critical evaluation and verification. Preserving independent diagnostic judgment alongside responsible AI adoption is essential to ensuring safe and effective future clinical practice.

https://www.medicaleducation-bulletin.ir/article_246198_9284a7a06152ea1618a55e2f8526940c.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 7 1 2026 06 01 From Behavioral Control to Psychological Safety: Rethinking Classroom Management in Medical Education 1203 1205 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 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.

https://www.medicaleducation-bulletin.ir/article_246560_872147d4772b6a00411ec5ba8786ab12.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 7 1 2026 06 01 The Effect of an Educational Intervention Based on Protection Motivation Theory on the Adoption of Preventive Behaviors against Head Lice Infestation among Female Students 1207 1216 246194 10.22034/meb.2026.588431.1131 EN Masoumeh Hashemian Department of Health Education and Health Promotion, Faculty of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran. 0000-0003-0473-2084 Reza Hekmatshoar Department of Occupational Health, School of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran. Ali Mehri Department of Health Education and Health Promotion, Faculty of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran. Reza Shahrabadi Department of Health Education and Health Promotion, Faculty of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran. Hamid Joveini Department of Health Education and Health Promotion, Faculty of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran. Davood Movahedzadeh Department of Health Education and Health Promotion, Faculty of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran. Afsaneh Takbiri Department of Public Health, Faculty of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran. Marjan Vejdani Department of Public Health, Faculty of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran. Mansoure Alipour-Anbarani Department of Health Education and Health Promotion, Faculty of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran. 0000-0002-9563-7383 Journal Article 2026 06 24 Background: Head lice (pediculosis) is a common public‑health problem among school‑aged children, especially girls. This study aimed to evaluate the effect of an educational intervention based on Protection Motivation Theory (PMT) on adoption of preventive behaviors against head lice among female elementary‑school students. Materials and Methods: In this quasi‑experimental study, 151 female students were assigned to intervention (n = 84) and control (n = 67) groups. Study areas were randomly allocated to intervention or control arms; one elementary school per area was selected and fourth‑ to sixth‑grade students recruited using two‑stage cluster sampling. Data were collected with a researcher‑developed questionnaire measuring awareness, PMT constructs, and preventive behaviors. Analyses (SPSS v.16) included descriptive statistics, independent and paired t tests, Pearson correlation, and ANCOVA adjusting for baseline values. Results: A total of 151 female elementary‑school students participated (intervention: n = 84; control: n = 67). Baseline scores for awareness, PMT constructs, and preventive behaviors did not differ significantly between groups (p> 0.05). Post‑intervention, the intervention group showed significantly higher scores across all variables compared with the control group (p ≤ 0.001). ANCOVA adjusting for baseline confirmed significant effects on perceived susceptibility, perceived severity, self‑efficacy, response efficacy, response costs, fear, protection motivation, and preventive behaviors (p < 0.05), while the effect on awareness was not significant. PMT constructs were positively correlated with preventive behaviors. Conclusion: A PMT‑based educational intervention effectively improved key cognitive and motivational determinants of behavior and significantly increased the adoption of preventive behaviors against head lice among female elementary‑school students, although no significant effect was observed on awareness.

https://www.medicaleducation-bulletin.ir/article_246194_a2c335934780f2333b94787de183ca45.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 7 1 2026 06 01 Evaluating the Impact of a Science Night Outreach Event on Public Attitudes toward Science, Scientific Self‑Efficacy, and Behavioral Intentions 1217 1227 245921 10.22034/meb.2026.587767.1130 EN Hediyeh Barkhordari Reproductive and Family Health Research Center, Kerman University of Medical Sciences, Kerman, Iran. Maryam Memardoost Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran. Fatemeh Tikdari Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran. Faezeh Mehni Reproductive and Family Health Research Center, Kerman University of Medical Sciences, Kerman, Iran. Zahra Bamorovat Reproductive and Family Health Research Center, Kerman University of Medical Sciences, Kerman, Iran. Asra Rahmani Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran. Seryas Hoseiny Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran. Masumeh Ghazanfarpour Associate Professor of Reproductive Health, Reproductive and Family Health Research Center, Kerman University of Medical Sciences, Kerman, Iran. 0000-0003-4639-3711 Maryam Soleimani Houni Midwifery Group Instructor, School of Nursing and Midwifery, Jiroft University of Medical Sciences, Jiroft, Iran. Journal Article 2026 06 20 Background: Public engagement with science supports scientific literacy and strengthens connections between science and society. Outreach events provide accessible opportunities to foster interest in science and sustained engagement. This study aimed to evaluate attendees’ perceptions of a Science Night outreach event and its association with attitudes toward science, scientific self-efficacy, and future behavioral intentions. Materials and Methods: This applied, descriptive-analytical, cross-sectional study surveyed attendees of a Science Night event in Kerman, Iran, on March 10, 2026. Data were collected with a researcher-developed questionnaire containing demographic items and 14 Likert-scale statements. Content validity was assessed using the Content Validity Ratio (CVR) and Content Validity Index (CVI), and internal consistency was measured using Cronbach’s alpha. Data were analyzed in SPSS using descriptive statistics, independent-samples t-tests, and one-way ANOVA; p < 0.05 was considered significant. Results: Of the 200 participants, 57% were female. Mean scores were highest for Event Evaluation (4.04 ± 0.71), followed by Behavioral Intention (3.91 ± 0.93), Attitude toward Science (3.86 ± 0.90), and Scientific Self-Efficacy (3.80 ± 0.89). Willingness to recommend the event (4.21 ± 1.04) and presenter clarity (4.13 ± 0.86) received the highest item scores. No significant gender differences were found. However, participant role significantly influenced Event Evaluation (p = 0.037), Attitude toward Science (p < 0.001), and Scientific Self-Efficacy (p = 0.042), with the general public scoring higher than students. Educational level also affected Event Evaluation (p = 0.047) and Attitude toward Science (p = 0.003). Conclusion: Science Night attendance was associated with favorable evaluations, positive attitudes toward science, stronger self-efficacy, and greater behavioral intentions, suggesting that interactive public science events can strengthen science communication and public engagement.

https://www.medicaleducation-bulletin.ir/article_245921_29ce28fa2d08ffd712ce7d75c15f3341.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 7 1 2026 06 01 Perceived Educational Discrimination among Emergency Medical Services Students in Southeastern Iran: A Multicenter Cross-Sectional Study 1229 1238 246681 10.22034/meb.2026.589716.1135 EN Amir Malekiyeh Reproductive and Family Health Research Center, Kerman University of Medical Sciences, Kerman, Iran. Pouria Ghanizadeh Reproductive and Family Health Research Center, Kerman University of Medical Sciences, Kerman, Iran. 0009-0005-2666-7289 Mohamadreza Mahmodi Student Research Committee, Torbat- Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran. Maryam Memardoost Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran. Fatemeh Tikdari Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran. Faezeh Mehni Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran. Masumeh Ghazanfarpour Associate Professor of Reproductive Health, Reproductive and Family Health Research Center, Kerman University of Medical Sciences, Kerman, Iran. 0000-0003-4639-3711 Zahra Bamorovat Medical Mycology and Bacteriology Research Center, Kerman University of Medical Sciences, Kerman, Iran. Journal Article 2026 07 02 Background: Educational discrimination and structural inequities in clinical learning environments may hinder EMS students’ training, professional identity, and preparedness for practice. This study assessed perceived educational discrimination and associated factors, focusing on gender disparities and access to clinical settings. Materials and Methods: In this descriptive–analytical cross‑sectional study, 217 EMS students from Mashhad University of Medical Sciences and Kerman University of Medical Sciences completed a structured questionnaire (range 7–35; midpoint 21) assessing perceived educational discrimination, developed from prior qualitative work and literature review. Content validity was high (CVI = 0.94) and reliability acceptable (Cronbach’s α = 0.85). Data were analyzed with descriptive statistics, t‑tests, and effect sizes. Results: A total of 217 EMS students participated (mean age 22.3 ± 2.8 years; 73.7% male). The mean perceived educational discrimination score was 27.03 ± 3.96 (95% CI: 26.50–27.56), above the theoretical midpoint. Item-level analysis showed consistently high scores across domains, with the highest means for unequal access to training facilities (4.60 ± 0.69), limited access to clinical environments (4.55 ± 0.81), and inappropriate interactions with clinical staff (4.54 ± 0.81). Female students reported significantly higher discrimination than males (28.65 ± 2.47 vs. 26.46 ± 4.20; t = 3.96, p<0.001; Cohen’s d = 0.57). No significant differences were observed by marital status, academic degree, or university type (all p> 0.05). Conclusion: EMS students report high perceived educational discrimination, particularly in access to clinical training and staff interactions. Female students are disproportionately affected. Interventions to ensure equitable clinical access, improve staff–student interactions, and strengthen institutional safeguards are recommended.

https://www.medicaleducation-bulletin.ir/article_246681_a478ade871f7934c6579d16b24ad3709.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 7 1 2026 06 01 Rethinking the Objective Structured Clinical Examination (OSCE): Reconsidering Its Role in Clinical Education 1239 1241 247245 10.22034/meb.2026.592019.1136 EN Manoochehr Karjoo Professor of Pediatric Gastroenterology, Department of Pediatrics, Upstate University Hospital, Syracuse, NY, USA. Journal Article 2026 07 15 The Objective Structured Clinical Examination (OSCE) is a widely used tool for assessing clinical competence in medical education. Despite its strengths in standardization and structured assessment, concerns remain regarding its validity, authenticity, and feasibility as a standalone high-stakes examination. Competency-based education increasingly emphasizes longitudinal and multi-source assessment approaches. We argue that the OSCE should be repositioned within a programmatic assessment framework, where it complements other methods such as workplace-based assessment and narrative feedback. This approach may enhance the overall validity and alignment of clinical assessment with real-world practice.

https://www.medicaleducation-bulletin.ir/article_247245_1389296d1eb0e92991a470bab105f46a.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 7 1 2026 06 01 Integrating Climate and Planetary Health into Medical Education in Iran: A Scoping Review and Comparative Synthesis of International Evidence 1243 1253 246554 10.22034/meb.2026.589364.1133 EN Rahim Vakili Professor of Pediatric Endocrinology, Department of Pediatrics, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0001-5601-9876 Shokofeh Masoudi Instructor, Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0003-0565-4292 Fatemeh Behzad MSc in Health Education and Promotion, Department of Public Health, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0003-4964-8054 Khatereh Shariati Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0002-0243-844X Masumeh Saeidi Department of Medical Education, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran. 0000-0001-5601-9876 Journal Article 2026 06 30 Background: Climate change and environmental degradation are major health determinants requiring reform in medical education. This study mapped evidence on integrating climate and planetary health into undergraduate medical curricula and compared Iran with international developments to identify context‑specific strategies for localization and improvement. Materials and Methods: This scoping review examined integration of climate change and planetary health into undergraduate medical curricula. PubMed, Scopus, Web of Science, and ERIC were searched through April 2026, alongside grey literature from WHO, AMEE, and GCCHE. Two independent reviewers screened records and extracted data. Findings were synthesized using descriptive–thematic analysis and compared to identify implementation barriers and contextual strategies relevant to Iran. Results: International evidence indicates a relatively mature educational landscape for climate and planetary health, grounded in competency‑based models that prioritize climate literacy, systems thinking, environmental justice, advocacy, and the delivery of sustainable healthcare. Integration commonly spans both preclinical and clinical phases of training, promotes interprofessional learning, and is reinforced through structured assessment strategies and longitudinal curricular threads. In contrast, Iranian medical education remains at an early developmental stage. Although student awareness and academic initiatives are increasing, substantial gaps persist, including the absence of a national competency framework, fragmented curricular content, limited faculty preparedness, and a lack of standardized evaluation. Given Iran’s high vulnerability to climate‑related health risks, embedding climate and planetary health concepts into existing courses represents a pragmatic and scalable approach. Conclusion: Integrating climate and planetary health into Iranian medical education is essential for strengthening health system resilience. A phased, context‑sensitive approach—encompassing competency definition, targeted faculty development, and longitudinal curriculum integration—can accelerate national progress in this critical educational domain.

https://www.medicaleducation-bulletin.ir/article_246554_d9b6c64077c392c95b0cb1c787d5ec9f.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 7 1 2026 06 01 Lessons from AMEE 2025: Reflecting on the Transition of Medical Education to the Artificial Intelligence Era 1255 1257 247572 10.22034/meb.2026.592822.1137 EN Sunnatullo Ahmad Sharifzoda Doctoral Candidate, Department of Surgical Diseases No. 1 named after Academician K.M. Qurbanov, Avicenna Tajik State Medical University, Dushanbe, Tajikistan. Journal Article 2026 07 20 The AMEE 2025 International Conference in Barcelona, Spain, marked a pivotal moment in medical education’s shift toward AI enabled learning. Grounded in AMEE’s philosophy of the “Scholarship of Teaching and Learning,” this letter examines the implications of integrating artificial intelligence (AI) into curricula. Drawing on perspectives from delegates representing more than 85 countries, we argue that the future success of medical education will depend on balancing digital transformation with the preservation of critical thinking, clinical reasoning, and social accountability.

https://www.medicaleducation-bulletin.ir/article_247572_eb4bba9ba7cfbc1b6c7747cb3d576d9d.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 7 1 2026 06 01 Midwives’, Obstetrics and Gynecology Residents’, and General Practitioners’ Perceptions and Experiences of Discussing Sexual Health with Postmenopausal Women: A Theory of Planned Behavior–Based Qualitative Study 1259 1274 250618 10.22034/meb.2026.596841.1138 EN Maryam Mirzaei Assistant Professor of Obstetrics and Gynecology, Department of Obstetrics and Gynecology, School of Medicine, Afzalipour Hospital, Kerman University of Medical Sciences, Kerman, Iran. Firoozeh Mirzaee Reproductive and Family Health Research Center, Kerman University of Medical Sciences, Kerman, Iran. Robab Latifnejad Roudsari Department of Nursing and Midwifery, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran. Masumeh Ghazanfarpour Reproductive and Family Health Research Center, Kerman University of Medical Sciences, Kerman, Iran. 0000-0003-4639-3711 Talat Khadivzadeh Department of Nursing and Midwifery, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran. Maryam Memardoost Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran. Journal Article 2026 08 12 Background: Sexual health concerns are prevalent yet frequently neglected during menopause. This qualitative study explored the perceptions and experiences of midwives, obstetrics and gynecology (OB/GYN) residents, and general practitioners (GPs) regarding discussions of sexual health with postmenopausal women, using the Theory of Planned Behavior (TPB) as a guiding framework. Materials and Methods: We conducted a directed content analysis integrating Theory of Planned Behavior constructs with conventional content analysis, following Graneheim and Lundman. Using purposive maximum-variation and snowball sampling, we recruited 32 participants from multiple settings in Mashhad, Iran. In-depth, semi-structured interviews were conducted and analyzed until thematic saturation. Results: Fourteen midwives, 13 general practitioners, and 5 obstetrics and gynecology residents participated. Analysis yielded 1,156 initial codes, refined to 226 final codes, 54 subcategories, 18 categories, and five Theory of Planned Behavior–aligned themes: attitudes, subjective norms, perceived behavioral control, intention, and behavior. Attitudes reflected tension between protecting professional dignity and the potential benefits of discussing sexual health, including family stability, biopsychosocial well-being, and improved sexual health literacy. Subjective norms emphasized cultural and religious sensitivity, respectful care, and adherence to professional codes. Perceived behavioral control was hindered by inadequate knowledge and communication skills, weak policies, low prioritization of sexual health services, and cultural taboos. Intentions relied on assessing women’s readiness and creating supportive environments; behaviors included patient priming, counseling, and therapeutic services. Conclusion: Healthcare providers face tension between the benefits of sexual health discussions and perceived risks to professional standing. Their intentions and practices are constrained by social expectations, inadequate knowledge and skills, and structural barriers. Interventions should strengthen communication skills, address sociocultural taboos, and improve healthcare-delivery protocols.

https://www.medicaleducation-bulletin.ir/article_250618_55d8e5f063980efddb64e772442c3ab2.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 7 1 2026 06 01 Burnout Among Oncology Residents: From Individual Burden to Educational Responsibility 1275 1278 251266 10.22034/meb.2026.598286.1139 EN Zahra Rezaei Borojerdi Medical Oncologist, Hematologist, and Stem Cell Transplantation Specialist, Department of Hematology and Oncology, Imam Reza Hospital, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0002-8027-0646 Journal Article 2026 08 20 Burnout is a major occupational and educational challenge among medical residents, characterized by emotional exhaustion, cynicism, and reduced professional efficacy. Long working hours, frequent on-call duties, increasing clinical responsibilities, and assessment pressures place residents at considerable risk, with potential consequences for learning, clinical decision-making, patient safety, and workforce retention. Oncology and radiation oncology residents face additional emotional and ethical burdens due to repeated exposure to cancer-related suffering, treatment complications, poor prognoses, and death. Individual-focused interventions alone often yield limited and short-lived effects. This letter argues that burnout among oncology residents should not be framed as an individual failure of resilience but as an indicator of the educational environment and a matter of educational accountability. In Iran, structural health-system constraints and the stigma surrounding mental health may further intensify this burden. Confidential burnout monitoring, accessible mental health support, Balint groups, and organizational reforms should be integrated into oncology residency training to safeguard both trainee well-being and the quality of cancer care.

https://www.medicaleducation-bulletin.ir/article_251266_84732c6cd677cadb59bca480e458a91c.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 7 1 2026 06 01 The Need for Early Integration of Oncology and Palliative Care into Iranian Undergraduate Medical Education: A Critical Integrative Review 1279 1296 252268 10.22034/meb.2026.600669.1143 EN Amir Hesabi Pediatric Hematology and Oncology, Faculty of Medicine, Hormozgan University of Medical Sciences, Bandar Abbas, Iran. Zahra Rezaei Borojerdi Medical Oncologist, Hematologist, and Stem Cell Transplantation Specialist, Department of Hematology and Oncology, Imam Reza Hospital, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0002-8027-0646 Journal Article 2026 09 03 Background: The rising cancer burden and increasingly complex patient needs highlight the importance of strengthening oncology and palliative care education. This review examined the need for and identified context-sensitive strategies to support early, longitudinal, and competency-based integration of these fields into Iranian undergraduate medical education. Materials and Methods: An integrative review followed Whittemore and Knafl’s five-stage framework and the Population–Concept–Context model. PubMed/MEDLINE, Scopus, Web of Science, ERIC, CIVILICA, SID, and Google Scholar were searched from inception through March 2026, alongside grey literature, guidelines, policy documents, and curricula. Persian- and English-language studies on undergraduate oncology or palliative care education, curriculum evaluation, educational needs, or competency development were eligible. Two reviewers independently screened and extracted data. Quality and risk of bias were assessed using MMAT 2018 and AGREE II, followed by thematic synthesis. Results: The synthesis identified three major findings. First, Iranian undergraduate medical education remains predominantly biomedical and fragmented, with limited longitudinal integration of palliative care and insufficient structured training in communication, ethical decision-making, symptom management, and interprofessional collaboration. Second, these gaps may contribute to opioid hesitancy, inadequate pain and symptom management, difficulty communicating bad news, uncertainty in end-of-life decision-making, limited teamwork, and emotional distress among learners. Third, the evidence supports a longitudinal spiral curriculum introducing cancer biology, pain, suffering, and the human dimensions of illness during the basic sciences, followed by the development of progressively complex clinical competencies through simulation, role-play, bedside teaching, OSCEs, Mini-CEX, DOPS, and portfolio-based assessment. Conclusion: Iranian undergraduate medical education should replace isolated lectures with longitudinal, spiral, competency-based, and interprofessional training supported by national competencies, faculty development, performance-based assessment, context-sensitive implementation, and strengthened palliative care infrastructure.

https://www.medicaleducation-bulletin.ir/article_252268_f58b19ffe3a58e89d31f31a6ad990d00.pdf