Classroom Management Challenges in Medical Education: The Transition from Behavioral Control to Facilitated Learning

Eslamian, Mohammad; Abdolreza Gharehbagh, Zahra

doi:10.22034/meb.2026.589378.1134

Classroom Management Challenges in Medical Education: The Transition from Behavioral Control to Facilitated Learning

Document Type : Letter to the Editor

Authors

Mohammad Eslamian ¹

Zahra Abdolreza Gharehbagh ²

¹ Department of Neurosurgery, Shariati Hospital, Tehran University of Medical Sciences, Tehran, Iran.

² 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.

10.22034/meb.2026.589378.1134

Abstract

Classroom management in medical education extends beyond maintaining order or addressing disruptive behaviors; it is a core component of teaching competence and a major determinant of learning quality. As active learning, problem-based learning, and group-based instruction become more prevalent, the medical classroom has become increasingly dynamic and unpredictable. In this environment, disruptive behaviors, uneven participation, unclear expectations, and limited psychological safety can compromise the learning process. Evidence suggests that punitive or authoritarian responses have limited effectiveness and may further distance instructors from students. In contrast, strategies grounded in interaction, dialogue, clear behavioral expectations, and a psychologically safe environment are more likely to enhance engagement and learning. This letter argues that classroom management in medical education should be recognized not as a routine executive task, but as a trainable professional competency that deserves explicit attention in faculty development programs.

Keywords

Medical education

classroom management

disruptive behaviors

faculty development