From Behavioral Control to Psychological Safety: Rethinking Classroom Management in Medical Education

Eslamian, Mohammad; Abdolreza Gharehbagh, Zahra

doi:10.22034/meb.2026.589378.1134

From Behavioral Control to Psychological Safety: Rethinking Classroom Management in Medical Education

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

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.

Keywords

Active learning

Classroom management

Faculty development

Medical education

Psychological safety