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.