Journal of Medical Education and Development

Developing a Native Model of the Fourth-Generation University for the Transition of Iranian Medical Sciences Universities

2026-07-11T12:39:43+00:00

Introduction: The fourth-generation university, emphasizing innovation, value creation, and systematic engagement with society, is proposed as a new model of academic transformation. Therefore, the present study aimed to design a native model of the effective factors for transforming medical sciences universities into fourth-generation universities.

Method: This applied study was conducted with a qualitative exploratory approach using the fuzzy Delphi method in 2025. In the first stage, through a systematic review of theoretical literature and research background, 170 initial indicators were extracted in the form of 7 dimensions and 28 components. Then, during three rounds of fuzzy Delphi, the perspectives of 30 experts in the fields of higher education management, academic entrepreneurship, and medical education policy-making were analyzed and evaluated.

Results: After refinement and reaching expert consensus with Kendall's coefficient of concordance (0.82), and reliability assessment using fuzzy standard deviation and inconsistency rate, the initial categories led to the identification and stabilization of 147 indicators within 30 components and 8 overarching dimensions as the final model. In this model, the dimension of "Technology and Emerging Technologies" with a crisp mean of 0.88 was identified as the fundamental infrastructure with the highest priority, followed by "Transformational Leadership and Strategies" and "Human Resource Empowerment" both with a crisp mean of 0.86 as the guiding and implementing pillars of transformation.

Conclusion: The final model of the present study, as a comprehensive and systematic roadmap, can serve as a basis for policy decisions and executive actions in guiding the transformation of Iranian medical sciences universities toward the fourth-generation university.

Medical Interns’ Empathy and Self-Efficacy in Interpersonal Communication with Patients at Yazd Shahid Sadoughi University of Medical Sciences

2026-07-11T12:39:41+00:00

Introduction: Empathy and self-efficacy in communication with patients are critical skills for physicians and significantly influence the treatment process and patient satisfaction. This study aimed to assess the levels of empathy and interpersonal communication self-efficacy among medical interns.

Method: A cross-sectional descriptive-analytical study was conducted on medical interns of Yazd Shahid Sadoughi University of Medical Sciences, Iran, during the 2021–2022 academic year. Data were collected electronically using a demographic questionnaire, the Jefferson Scale of Empathy, and the Interpersonal Communication Self-Efficacy Questionnaire. Statistical analyses were performed using t-test, ANOVA, Pearson correlation, and linear regression.

Results: Out of 180 distributed questionnaires, 160 were completed (response rate = 88.9%). The mean age of participants was 25.36 ± 1.22 years. The mean empathy and communication self-efficacy scores were 54.31 ± 7.50 and 86.99 ± 7.51, respectively. Male interns had significantly higher empathy scores than females (P = 0.01). Participation in communication skills training was also significantly associated with empathy. No significant differences were observed for age, grade point average, or academic year.

Conclusion: The empathy and communication self-efficacy levels of the interns were desirable. Given the positive effect of communication skills training on empathy, it is recommended that such courses be formally incorporated into the medical curriculum.

Awareness and Attitudes of Medical Sciences Students at Shahid Sadoughi University of Medical Sciences toward Artificial Intelligence: Challenges and Opportunities in Modern Medical Education

2026-07-11T12:39:42+00:00

Introduction: Rapid advancements in artificial intelligence (AI) have brought significant transformations to healthcare systems and medical education. Medical sciences students' awareness and attitudes toward AI play a crucial role in its acceptance and effective use. This study aimed to assess the level of AI awareness and attitudes among students at Shahid Sadoughi University of Medical Sciences, Yazd, Iran, and examine related demographic factors.

Method: This descriptive cross-sectional study was conducted in 2024 with 500 undergraduate and general medicine (MD) students from multiple faculties. Data were collected using a researcher-developed and standardized questionnaire covering demographics, AI-related awareness, attitudes, and concerns. Content validity was confirmed by 10 experts (CVI = 0.89), and reliability was verified (Cronbach's alpha = 0.83). Data analysis was performed with chi-square test, independent samples t-test, and ANOVA.

Results: Among participants, 62% were female and 90% were under 25 years old. The highest awareness and most positive attitudes were found among medical and midwifery students, while emergency medical services and operating room students showed the lowest levels (P < 0.05). Mean awareness and attitude scores were significantly higher in females than males (P < 0.05), with no significant differences across age groups. Concerns about job displacement due to AI were also prominent.

Conclusion: Although students showed positive attitudes toward AI, their conceptual and practical awareness was moderate. Integrating structured educational programs focusing on practical and ethical aspects of AI into the medical curriculum is essential.

Identifying Determinants of Student Attention and Focus in Classes at Lorestan University of Medical Sciences: A Mixed-Methods Study

2026-07-11T12:39:40+00:00

Introduction: Student attention plays a key-role in learning and academic success, and identifying factors affecting it can help improve the quality of university education. In the era of digital technologies, maintaining focus in university classes—especially in medical sciences, which combine theoretical and practical courses—poses a significant challenge.

Method: This mixed-methods study was conducted in 2025 at Lorestan University of Medical Sciences. The quantitative phase included 298 students who were assessed using the Questionnaire on Factors Affecting Classroom Focus, and the data were analyzed through descriptive statistics and multivariate models. In the qualitative phase, semi-structured interviews were conducted with 15 students using purposive sampling, and the data were coded and analyzed thematically.

Results: The mean overall focus score was higher in female students (76.04 ± 11.06) than in male students (72.60 ± 11.87) (P = 0.010). Students in the medicine program and those with grade point averages of 14–16 reported the highest levels of focus. Individual factors had the greatest impact on focus, followed by environmental and instructor-related factors. Qualitative analysis revealed that motivation, interest in the subject, prior preparation, active instructor engagement, and classroom conditions (lighting, noise, ventilation, and seating arrangement) play important roles in maintaining attention.

Conclusion: The findings indicate that to enhance student focus and effective learning, both the physical and digital classroom environments should be optimized, educational programs should address students’ individual and emotional characteristics, and active teaching methods along with effective instructor–student interaction should be implemented.

Assessment of Academic Engagement and its Relationship with Academic Self-Efficacy among Medical Sciences Students at Zabol University of Medical Sciences in 2025

2026-07-11T12:39:39+00:00

Introduction: Self-efficacy is the belief of individuals in their ability to successfully complete tasks. Academic engagement indicates the level of energy, commitment, and absorption in learning and is considered one of the most important predictors of academic success. Therefore, the present study was conducted with the aim of determining the status of academic engagement and its relationship with academic self-efficacy in students of Zabol University of Medical Sciences, Iran.

Method: Materials and methods: In this descriptive-analytical study, 380 students of Zabol University of Medical Sciences were enrolled in the study in the academic year 2024-2025 using random stratified sampling. Data were collected using the Gonius and Kozo (2015) Academic Engagement Questionnaire and the Owen and Froman Self-efficacy Questionnaire (CASES), whose validity and reliability had been confirmed in previous studies, and were analyzed using independent samples t-test, one-way analysis of variance, and Pearson correlation coefficient.

Results: The mean age of students was 23.16 ± 1.78 years, and the mean scores of engagement and self-efficacy were 3.40 ± 0.72 and 107.88 ± 20.97, respectively. No statistically significant relationship was found between engagement and variables such as gender, marital status, academic level, field of study, or native/non-native status (P > 0.05). A significant positive correlation was observed between academic engagement and self-efficacy (r = 0.840, P < 0.001).

Conclusion: The results showed that the mean scores of academic engagement and self-efficacy among Zabol University of Medical Sciences students were at a desirable level.

The relationship between Learning Strategies, Creative Thinking and Academic Resilience in Clinical Medical Students of Birjand University of Medical Sciences

2026-07-11T12:39:44+00:00

Introduction: Students' academic resilience is one of the important issues in the higher education system, which is affected by various factors. The present study was conducted with the aim of determining the relationship between learning strategies, creative thinking and academic resilience in medical students of Birjand University of Medical Sciences, Iran.

Method: The present study was a descriptive-analytical cross-sectional study that was conducted on 385 medical students (trainees and interns) of Birjand University of Medical Sciences in the academic year 2023–2024. The samples were selected by convenience sampling. The data collection tools were valid and reliable questionnaires of Pintrich and De Groot's self-regulated learning strategies, Philip Carter's creative thinking, and Samuels' academic resilience. The data were analyzed using descriptive statistics, Pearson correlation coefficient, independent t-test, and analysis of variance (ANOVA).

Results: The average age of the students was (24.65 ± 0.91) years. The results showed that the correlation between self-regulated learning strategies (cognitive strategy, metacognitive strategy) and creative thinking was 0.118 and 0.358, respectively, and with academic resilience was 0.214 and 0.428, respectively, which was a significant relationship at the 0.05 level (P < 0.05).

Conclusion: The results of this study indicated the relationship between self-regulated learning strategies and creative thinking and academic resilience in students. Therefore, it is suggested that short-term empowerment courses for medical students be planned by university education development centers and hospitals in order to promote learning strategies, academic resilience, and creative thinking.

Academic Satisfaction of Medical Students in Iran: A Narrative Review

2026-07-11T12:39:38+00:00

Introduction: Academic satisfaction is one of the key concepts in higher education. This narrative review was conducted to examine and analyze articles published in Iran from 2016 to 2026 regarding the level of academic satisfaction, its determinants, and educational implications.

Method: This study was a narrative review in which relevant studies published between 2016 and 2026 were searched non-systematically in relevant databases. The inclusion criteria were studies that reported academic satisfaction among Iranian medical students. The exclusion criteria included studies with irrelevant topics and studies lacking quantitative or qualitative data on satisfaction. The extracted data included study design, sample size, instruments used, key findings, and study setting.

Results: From a total of 329 studies, 10 studies were ultimately selected, covering various medical schools across Iran. The level of academic satisfaction ranged from moderate to relatively high. The quality of the educational environment, teaching methods, and teacher–student interaction were the strongest predictors of satisfaction. Contextual factors, including year of study and academic performance, also influenced satisfaction. Online learning was associated with moderate satisfaction due to limited interaction and infrastructural challenges.

Conclusion: Improving academic satisfaction requires multifaceted interventions, including improving clinical learning environments, empowering faculty members, expanding interactive online education, and providing psychological support and academic counseling. Standardized measurement tools and longitudinal studies are recommended to better understand the determinants of satisfaction and to inform educational policies and practices in Iranian medical schools.

Digital Fatigue: A Novel Challenge in the Era of Medical Education

2026-07-11T12:39:36+00:00

The Article Abstract is not available.