https://www.medicaleducation-bulletin.ir/ Medical Education Bulletin en daily 1 Tue, 01 Dec 2026 00:00:00 +0330 Tue, 01 Dec 2026 00:00:00 +0330 https://www.medicaleducation-bulletin.ir/article_251662.html Household exposures to radon, secondhand tobacco smoke, combustion-related pollutants, and selected indoor chemicals may contribute to cancer and other chronic diseases. However, environmental exposure history-taking remains insufficiently integrated into medical education. This letter highlights the need to teach medical students and residents how to identify household exposures, distinguish hazards from risks, and provide appropriate preventive counselling. Structured checklists, problem-based learning, clinical simulation, and objective assessments may support the integration of environmental exposure history-taking into routine clinical practice. https://www.medicaleducation-bulletin.ir/article_252447.html Background: Growth monitoring and the interpretation of child growth charts are essential components of preventive pediatric care. This review aimed to examine educational challenges and effective strategies for teaching growth monitoring and child growth-chart interpretation to medical students. Materials and Methods: We conducted a structured narrative review guided by the SANRA framework. We searched PubMed/MEDLINE, Scopus, Web of Science, Embase, ERIC, SID, Magian, CIVILICA, ISC, and Google Scholar from inception to April 2026, supplemented by citation tracking, reference-list screening, and grey-literature searches. Two researchers independently screened, extracted, quality-appraised, and thematically synthesized eligible English- and Persian-language quantitative, qualitative, interventional, and review studies. Results: Thematic synthesis identified three interrelated domains. First, fragmented curricular delivery; predominantly hospital-based training; limited exposure to well-child and primary care settings; inadequate opportunities for repeated practice; and insufficient structured feedback hindered the translation of theoretical knowledge into clinical competence. Second, learners required proficiency in accurate anthropometric measurement; selection and plotting of appropriate growth charts; longitudinal, context-sensitive interpretation of growth trajectories; clinical reasoning; and family-centered communication. Third, structured modules; supervised skills workshops; case-based learning using serial growth data; simulation; outpatient placements; longitudinal portfolios; direct feedback; and multi-method, performance-based assessment were identified as potentially effective strategies. Although workshops and IMCI-based training improved short-term knowledge, evidence on skill retention, transfer to authentic clinical settings, and sustained effects on clinical performance remained limited. Conclusion: A longitudinal, competency-based, primary care–oriented approach may better prepare medical students to deliver evidence-based, family-centered child health care. Integrating structured teaching; supervised anthropometric practice; case-based learning; simulation; outpatient experience; feedback; and performance-based assessment can strengthen technical accuracy, growth-trajectory interpretation, clinical reasoning, and communication with parents. https://www.medicaleducation-bulletin.ir/article_251789.html Background: The escalating cancer burden and the pivotal role of primary-care physicians in prevention, early diagnosis, and timely referral highlight the urgent need to reform undergraduate oncology education. This study evaluated undergraduate oncology training in Iran, compared it with international benchmarks, and proposed context-sensitive recommendations for curriculum reform.Materials and Methods: A structured critical narrative review was conducted per the SANRA guidelines. English- and Persian-language sources up to March 31, 2026, were searched across PubMed/MEDLINE, Scopus, Web of Science, ERIC, Google Scholar, SID, CIVILICA, and ISC, as well as relevant organizational websites. Two reviewers independently screened studies. Data were synthesized thematically across curricular structure, teaching and assessment strategies, international competency benchmarks (ASCO/ESMO, CanMEDS/EPAs), and sociocultural adaptation.Results: Undergraduate oncology education in Iran is fragmented, compartmentalized across inpatient and subspecialty disciplines, and lacks a longitudinal curriculum map. Major gaps were identified in core general-practice competencies: primary prevention, screening, early detection, oncologic emergencies, cancer survivorship, and structured palliative care. Teaching relies heavily on passive lectures with minimal ambulatory, primary-care, simulation-based, or interprofessional training, and culturally sensitive communication (e.g., breaking bad news using SPIKES amid protective family collusion) is inadequately taught. Assessment remains predominantly knowledge-based, with limited workplace-based tools (OSCE, Mini-CEX, DOPS). International comparisons supported longitudinal cancer education, community-based ambulatory rotations, and competency-driven EPAs.Conclusion: Reforming undergraduate oncology education in Iran requires a longitudinal, competency-based, integrated curriculum aligned with primary healthcare needs. Strategic priorities include formulating national core oncology EPAs, expanding ambulatory and community-based exposure, embedding palliative and supportive care, integrating simulation for complex communication, and deploying programmatic, workplace-based assessments. https://www.medicaleducation-bulletin.ir/article_252942.html Background: Accurate pubertal assessment and Tanner staging are essential for diagnosing precocious or delayed puberty, monitoring growth, and preventing psychosocial harm. However, limited trainee competence may result in misclassification and inappropriate referrals. This study examined educational, structural, and cultural barriers to pubertal-assessment training and identified feasible, evidence-informed strategies for Iran.Materials and Methods: In this structured critical narrative review, guided by SANRA and the Thomas and Harden thematic synthesis framework, we searched international (PubMed/MEDLINE, Scopus, Web of Science, and ERIC) and Iranian (SID, Magiran, and CIVILICA) databases, plus grey literature, from inception to March 15, 2026. English- and Persian-language studies addressing pubertal-assessment education, Tanner-staging accuracy, examination barriers, or educational interventions were included. Data were synthesized thematically across skill-related, structural, ethical/cultural, and educational domains.Results: Three themes emerged: (1) Clinical and technical deficits, including overreliance on visual inspection, difficulty distinguishing glandular thelarche from lipomastia in girls with overweight or obesity, and high error rates and poor reliability in Prader orchidometer use; (2) Structural constraints, including high patient volume, limited consultation time, scarce private examination space, and inadequate opportunities for direct observation and feedback; and (3) Ethical and cultural complexities, including adolescent embarrassment, modesty norms, preferences for gender-concordant clinicians, ambiguity regarding adolescent assent and parental consent, and limited use of professional chaperones. Tactile and three-dimensional breast and scrotal simulators, standardized patients, case-based learning, and workplace-based assessments (DOPS, Mini-CEX, and OSCE) improved diagnostic accuracy, tactile discrimination, communication, and clinical decision-making.Conclusion: Improving pubertal-assessment training in Iran requires staged, simulation-based practice before real-patient contact, culturally congruent chaperone policies, institutionalized adolescent-assent protocols, and structured workplace-based assessments to develop comprehensive, patient-centered clinical competence among pediatric residents.