Journal of Medical Education and Development

Design and Evaluation of an Electronic Portfolio for Master of Physiotherapy Students: A Mixed-Methods Study

Mon, 08 Jun 2026 09:05:54 +0000

Introduction: Given the limitations of traditional assessment methods and the need to foster critical thinking and problem-solving skills, this study aimed to design and evaluate an electronic portfolio for master of physiotherapy students and to examine its impact on their satisfaction and experiences

Method: In this quasi-experimental study, an electronic portfolio was designed encompassing four competency areas: educational, research, clinical skills, and professional ethics. A total of 20 first-year students enrolled at Ahvaz Jundishapur University of Medical Sciences were purposefully selected over two consecutive years and completed the portfolio for three semesters. Satisfaction was measured using a researcher-made questionnaire, and semi-structured interviews conducted on 10 participants

Results: Students’ satisfaction with the implementation of the electronic portfolio was high (33.74 out of 40). The highest satisfaction score related to establishing an effective link between theory and clinical practice, whereas the lowest related to receiving feedback from instructors and software facilities. Qualitative analysis of the interviews yielded three main themes namely: "transformation in learning", "integration of theory and practice", and "executive challenges".

Conclusion: The electronic portfolio is a valuable tool for competency-based assessment in postgraduate education. By facilitating active learning, providing continuous feedback, and linking theoretical knowledge with practical experience, it can be effectively utilized for MSc physiotherapy students. Therefore, it is recommended that this system be integrated into the curriculum as a replacement for traditional methods to pave the way for active, student-centered learning. However, the sustainable effectiveness of this method relies on changing attitudes toward assessment and providing supportive infrastructure.

The Relationship Between the Level of Reflective Thinking and Empathy with Patients Among Medical Students at Mazandaran University of Medical Sciences

Mon, 08 Jun 2026 09:09:36 +0000

Introduction: Reflective thinking and empathy are basic concepts in medical education. Reflection includes a set of mental and attitudinal activities to gain new insight and understanding. Empathy is also an attempt to understand the thoughts and feelings of others. Therefore, this study aimed to investigate the relationship between the level of reflective thinking and empathy with patients among medical students at Mazandaran University of Medical Sciences.

Method: This cross-sectional (descriptive-analytical) study was conducted during the 2022-2023 academic year among stajers and interns of Mazandaran University of Medical Sciences. Data were collected using the standardized Cambridge Reflective Thinking Questionnaire and the Jefferson Scale of Empathy (Physician version) and were analyzed using Pearson's correlation and the Mann–Whitney test.

Results: A total of 350 questionnaires were completed by 180 stajers and 170 interns. Data analysis revealed no statistically significant difference in reflective thinking scores between interns and externs (P= 0.99). Comparison of empathy scores by educational level showed a statistically significant difference between interns and externs, with externs having significantly higher empathy scores than interns (P< 0.03). The results indicated a significant positive correlation between empathy with patients and reflective thinking among the medical students (r= 0.121, P= 0.02).

Conclusion: According to the current study, there is a significant correlation between the level of empathy and reflective thinking capacity in medical students. Consequently, planning for educational opportunities to enhance reflective thinking skills from the basic sciences level onward can contribute to promoting students' empathy with patients.

Challenges of Applying Critical Thinking in Clinical Decision-Making of Emergency Department Nurses: A Narrative Review Study

Malmir M, Yahosseini A, Akbari A — Mon, 08 Jun 2026 09:11:51 +0000

Introduction: Critical thinking is a core competency in nursing that enables accurate assessment and evidence-based decision-making for the best patient care. Conversely, failure to understand the challenges of developing this skill directly negatively impacts safe professional practice and the quality of patient outcomes. This study aimed to identify the challenges of applying critical thinking in clinical decision-making among emergency department nurses.

Method: The present study is a non-systematic narrative review. A search was conducted in quantitative and qualitative sources published until December 17, 2025 in Persian and English languages, without time limits. The evaluation of studies was done by the researchers' judgment based on relevance, quality, and suitability to the research objective. The international databases including Google Scholar, Web of Science, Scopus and PubMed were searched with the keywords; Challenge, Critical Thinking, Clinical Decision Making, and Emergency Department, as well as other databases including Magiran, Ovid and SID with the corresponding Persian keywords.

Results: The results showed seven main challenges including; "various ethical challenges", "lack of time", "beginner nurses", "deficits in emotional self-awareness", "traditional educational strategy", "first line of confronting the epidemic", "lack of structural and human resources".

Conclusion: Addressing the challenges facing emergency nurses including ethical issues, time constraints, and resource constraints, is essential to improving the quality of provided care. Focusing on addressing these key factors is the main path to improve performance of this group.

Effectiveness of Portfolio on the Clinical Learning of Nursing Students in Pediatric Wards

Azizi Sh , Yousefi H, Asadi Noghabi F , Ebadinejad Z, Boushehri Z, Zarei A — Mon, 08 Jun 2026 09:15:15 +0000

Introduction: Effective education requires appropriate feedback and innovative teaching methods. The portfolio approach facilitates self-directed learning by enhancing knowledge and skills. In pediatric nursing clinical education, this method promotes creative thinking, problem-solving, and increases student motivation and engagement. This study aimed to effectiveness of portfolio on the learning of pediatric nursing internships.

Method: This study was conducted in three phases (design, implementation, and evaluation) among eighth-semester nursing students at Hormozgan University of Medical Science during two consecutive semesters (2024-2025). The intervention group received portfolio-based education, while the control group received conventional instruction. The intervention was implemented over a three-week training period and focused on the objectives of the course. A portfolio framework was designed based on the nursing curriculum and a needs assessment. Subsequently, students documented their learning evidence and received feedback. The evaluation was performed using the Kirkpatrick model (satisfaction assess questionnaire and portfolio to measure learning). Data were analyzed using SPSS.26.

Results: The portfolio group achieved significantly higher scores in specific and general skills, as well as satisfaction, compared to the Control group (p<0.05). The percentage of students achieving an "excellent" rating in specific skills (75% vs. 2.3%) and full satisfaction (75% vs. 6.5%) was significantly higher in the portfolio group (p=0.001). In the portfolio group, learning and satisfaction were significantly higher (p< 0.001, p< 0.05).

Conclusion: Portfolio-based education in pediatric nursing internships significantly enhanced student satisfaction and learning outcomes. By providing continuous feedback and fostering self-directed learning, this method improved motivation and clinical skills. Expansion of portfolio in nursing internship programs and conducting training workshops for better implementation are recommended.

The Effectiveness of Compassion-Focused Therapy in Social Media Disorders, Depression, and Imposter Syndrome in Medical Students with Academic Burnout

Mon, 08 Jun 2026 09:19:26 +0000

Introduction: Academic burnout, as one of the major challenges in educational systems, has numerous negative effects on students’ mental health and academic performance. The present study aimed to investigate the effectiveness of compassion-focused therapy on problematic social media use, depression, and impostor syndrome among students experiencing academic burnout.

Materials & Methods: This semi-experimental study employed a pretest-posttest design with experimental and control groups. The statistical population consisted of medical students in Tehran Province during the 2023-2024 academic year. Thirty-four students who scored above 45 on the Academic Burnout Questionnaire were randomly assigned to the intervention group (n= 17) or the control group (n= 17). The research instruments included questionnaires measuring academic burnout, problematic social media use, depression, and impostor syndrome. The intervention group participated in eight 90-minute sessions (one session per week) of compassion-focused therapy, while the control group received no intervention. Data were analyzed using MANCOVA in SPSS-27.

Results: The findings indicated that compassion-focused therapy significantly reduced problematic social media use (F = 43.07, p < 0.001, η² = 0.59), depression (F = 57.20, p < 0.001, η² = 0.66), and impostor syndrome (F = 35.92, p < 0.001, η² = 0.55) among students experiencing academic burnout.

Conclusion: This study's findings demonstrate the high effectiveness of compassion-focused therapy in improving mental health among students suffering from academic burnout. These results could serve as a foundation for designing and implementing intervention programs in educational environments to prevent the emergence and spread of psychological problems among students.

Investigation of Factors Affecting Classroom Concentration among Students of Zabol University of Medical Sciences – 2025

Mon, 08 Jun 2026 09:24:37 +0000

Introduction: Given the significance of concentration in the classroom for academic progress, this study investigated the factors influencing classroom concentration from the perspective of students at Zabol University of Medical Sciences.

Methods: This descriptive-analytical cross-sectional study was conducted in 2025 at Zabol University of Medical Sciences. A total of 240 students were included using stratified sampling. Data were collected via the Mehralizadeh questionnaire on factors affecting students' concentration in the classroom. This questionnaire comprises 25 items assessing factors influencing concentration from the students' viewpoint across three domains: instructor, student, and environment. Data analysis was performed using SPSS software with the independent samples t-test at a significance level of <0.05.

Results: The highest concentration score was attributed to the instructor domain (2.81 ± 0.59), followed by the environment domain (2.65 ± 0.77) and the student domain (2.51 ± 0.52). Additionally, the time slots of 10:00–12:00 and 16:00–18:00 were reported as the optimal periods for classes. The results indicated significant gender differences (p < 0.05). In factors such as monotonous instructor voice, differing gender between instructor and student, adequate nutrition prior to class, personal mental preoccupations, reliance on group note-taking, and appropriate classroom lighting and ventilation.

Conclusion: Based on the results, concentration levels were moderate and dependent on individual variables. It is recommended that instructors focus on improving interactions with students and providing timely, targeted feedback. Scheduling classes during peak concentration hours and enhancing classroom environmental conditions—such as lighting, ventilation, and ergonomic design—could contribute to increased concentration and reduced mental fatigue.

The Role of Artificial Intelligence in Reshaping Teaching and Learning Structures in Medical Education: A Narrative Review

Mokhtarezadeh MM — Mon, 08 Jun 2026 09:26:40 +0000

Introduction: Artificial intelligence is increasingly influencing teaching, learning, and assessment processes in medical education. Recent advances, particularly in generative AI, have highlighted the limitations of traditional educational models and underscored the need to reconsider educational paradigms and curricula. The aim of this narrative review is to reconfigure the structures of teaching and learning in medical sciences education.

Methods: This study was conducted as a narrative review of Persian- and English-language articles published between 2015 and 2025. Relevant studies were retrieved from PubMed, Scopus, Web of Science, SID, Irandoc, and Magiran using keywords related to artificial intelligence, medical education, curriculum, and generative AI. After removing duplicates and independently screening titles, abstracts, and full texts by two reviewers, a total of 15 articles met the inclusion criteria. Data were extracted and analyzed using qualitative thematic content analysis.

Results: : Analysis of the selected studies resulted in the identification of five main themes: AI driven innovative learning paradigms, the need for curriculum revision, the educational role of generative AI, stakeholders’ attitudes and readiness, and ethical challenges and considerations. The evidence indicated that AI can enhance personalized learning, clinical simulation, and educational feedback; however, challenges such as algorithmic bias, the generation of inaccurate information, and threats to academic integrity were also frequently reported.

Conclusion: Effective integration of AI into medical education requires a systematic, evidence based, and ethics oriented approach, along with targeted curriculum reform to address existing gaps.

Reflection-based Methodology: Longitudinal Theme in Undergraduate Medical Education

Nafei Z, Mirzaei M, Kalantar SM, Dehghan HR, Aghabagheri M — Mon, 08 Jun 2026 09:31:30 +0000

The Abstract is not available.