Journal of Medical Education and Development
Year:2025 | Volume:20 | Issue:2|Papers Count:9

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Introduction: The Doctor of Nursing Practice (DNP) is an effective strategy for preparing nurses for the advanced level of nursing practice. The United States, as a pioneer in implementing this program, plays an effective role in developing it in other countries. This study was conducted with the aim of introducing successful educational programs in the DNP in psychiatric–mental health nursing. Method: This descriptive-comparative study was conducted in 2025 using Beredy's four-stage model. A search was performed on the websites of reputable and pioneering universities offering this program, including Johns Hopkins University, Rush University, University of Washington, and University of San Francisco in the USA. Then, the components and important indicators of the curricula were analyzed based on the stages of description, interpretation, proximity, and comparison. Results: The curricula of these four schools emphasize fundamental values such as respect, honesty, responsibility, and excellence. These programs, with a focus on evidence-based practice, train nurses who have the ability to diagnose and manage acute and chronic mental disorders and provide effective care and educational services to patients, families, and communities within specialized interdisciplinary teams. Conclusion: The DNP program in these four schools is implemented with the aim of training specialized nurses to provide psychiatric nursing care to patients and their families. Given the growth of the nursing profession and its specialization, utilizing the educational experiences of these schools can serve as a model for implementing this program in Iran and other countries.

Introduction: The educational process becomes effective when the intended objectives are achieved during or after the training, and the final results are obtained. Evaluating a program's quality and determining its success and effectiveness requires assessment. This study examined the alignment of pediatric dental treatments performed by students at the Yazd Faculty of Dentistry with the requirements outlined in the dental curriculum from 2022–2024. Method: After preparing a researcher-made checklist based on the required items of the dental curriculum and collecting educational logbooks for practical Pediatric Dentistry courses 1, 2, and 3, the treatments performed by students in the pediatric department, which were recorded by a trained final-year student under the supervision of a pediatric dentistry specialist, were examined and compared with the educational curriculum approved by the Ministry of Health and Medical Education, and the achievement of educational objectives was determined. Results: Among the 1, 173 treatments performed by 149 students across the three pediatric units, 364 treatments (31%) aligned with the educational curriculum. The level of alignment showed a significant difference based on the type of admission quota, the type of pediatric unit, and the type of treatment performed (p<0. 05). However, no significant relationship was found between gender and the level of alignment (P-value = 0. 617). Conclusion: The overall alignment of treatments indicated that a substantial portion of the performed treatments did not comply with the educational curriculum requirements. This study revealed significant gaps between clinical performance and the educational curriculum objectives in the pediatric departments of Yazd Dental School.

Introduction: Mastering team-based skills in cardiopulmonary resuscitation (CPR) is a critical requirement for nursing students. Traditional teaching methods often fail to promote active participation, hands-on learning, and team cohesion. This study presents a novel experience in the structured design and pilot implementation of an educational escape room to improve CPR team management skills. Method: This study was conducted based on the four-phase Gordillo model, including design, development, implementation, and evaluation. In the design phase, learning objectives were identified through expert interviews. In the development phase, puzzles were created with the participation of a focus group, based on Bloom's taxonomy and the basic life support algorithm. In the implementation phase, the game was piloted with sixth-semester students. In the evaluation phase, participants' satisfaction and feedback were collected and analyzed. Results: In this study, team resuscitation learning objectives were formulated in three domains: cognitive, psychomotor, and affective, and the escape room puzzles were designed accordingly.  A linear structure, a hospital crisis theme, and the use of scored clues were key features. The pilot test showed that the game was feasible, motivating, and effective in enhancing cooperation and the practical understanding of concepts. Conclusion: The step-by-step design of an educational escape room focused on team-based CPR management demonstrated that this approach can provide a simulated, interactive, and goal-oriented environment to enhance rapid decision-making, effective communication, and role-playing within a team. Documenting this experience provides a practical basis for developing game-based learning in nursing education and interprofessional teams.

Introduction: With advances in educational sciences, the use of modern approaches such as blended learning and multimedia tools has gained increasing importance. Video animations, by simplifying complex concepts and enhancing interaction, play a significant role in promoting learners’ motivation and engagement. The present study aimed to investigate the effect of animation on learning motivation and academic engagement among medical students in the pharmacology course. Method: This quasi-experimental study was conducted on 93 medical students at Lorestan University of Medical Sciences. Teaching was delivered in two ways: the control group received traditional lectures, while the intervention group was taught through a blended method combining lectures with animations. Data were collected using standardized questionnaires on learning motivation and academic engagement. In addition, semi-structured interviews were conducted with 10 students from the intervention group. Data analysis was performed using Stata software with appropriate statistical tests, including analysis of covariance and paired t-tests. Results: The findings revealed that the mean score of learning motivation was significantly higher in the intervention group compared to the control group (112. 10 vs. 91. 25). Similarly, academic engagement showed a remarkable increase in the intervention group (79. 67 vs. 54. 31,p<0. 001). Further analysis indicated that animation improved various aspects, including attention, self-efficacy, satisfaction, and overall academic engagement. Conclusion: The use of animation as an effective multimedia tool in pharmacology education can enhance medical students’ learning motivation and academic engagement. These findings support the application of innovative technologies to improve the quality of medical education.

Introduction: The Comprehensive Program of justice, excellence, and productivity in Medical Education, as the most recent reform initiative in Iran’s higher health education system, is currently being implemented in Iranian medical sciences universities. Identifying the challenges and strategies for improving this program is essential for its successful implementation. This study aimed to explore the challenges and strategies for enhancing this program at Arak University of Medical sciences. Method: This qualitative study was conducted in 2024 with the participation of 17 individuals, including administrators, experts, and members of the working groups of the comprehensive plan for justice, excellence, and productivity in medical education at Arak University of Medical Sciences. Participants were selected purposefully using criterion-based sampling for interviews. The collected data were analyzed using content analysis. Results: Content analysis of the interviews revealed two main themes, seven sub-themes, and 20 categories. The challenges and effective measures for program implementation were the main themes. The challenges of program implementation included three categories: structural, executive, and program-related issues. To enhance this program, intra-organizational interactions, managerial support, informing, and motivational initiatives were identified as effective strategies. Conclusion: The optimal implementation of transformation and innovation programs in medical education at medical sciences universities requires attention to their strengths and weaknesses across different universities. Managers and decision-makers at Arak University of Medical Sciences, other medical sciences universities, and the Ministry of Health and Medical Education can utilize the findings of this study for future planning of medical education transformation and innovation programs. Keywords: reform, innovation, education, medical education, university of medical sciences  Introduction: The Comprehensive Program of justice, excellence, and productivity in Medical Education, as the most recent reform initiative in Iran’s higher health education system, is currently being implemented in Iranian medical sciences universities. Identifying the challenges and strategies for improving this program is essential for its successful implementation. This study aimed to explore the challenges and strategies for enhancing this program at Arak University of Medical sciences. Method: This qualitative study was conducted in 2024 with the participation of 17 individuals, including administrators, experts, and members of the working groups of the comprehensive plan for justice, excellence, and productivity in medical education at Arak University of Medical Sciences. Participants were selected purposefully using criterion-based sampling for interviews. The collected data were analyzed using content analysis. Results: Content analysis of the interviews revealed two main themes, seven sub-themes, and 20 categories. The challenges and effective measures for program implementation were the main themes. The challenges of program implementation included three categories: structural, executive, and program-related issues. To enhance this program, intra-organizational interactions, managerial support, informing, and motivational initiatives were identified as effective strategies. Conclusion: The optimal implementation of transformation and innovation programs in medical education at medical sciences universities requires attention to their strengths and weaknesses across different universities. Managers and decision-makers at Arak University of Medical Sciences, other medical sciences universities, and the Ministry of Health and Medical Education can utilize the findings of this study for future planning of medical education transformation and innovation programs.

Introduction: The clinical education process, especially in sensitive fields like anesthesia has specific complexities. Studies show that traditional clinical education methods face numerous challenges, including instructor time constraints and high student anxiety. Mentoring programs have emerged as an effective strategy to enhance education quality and reduce student stress. In this regard, mentoring programs have been introduced as an effective strategy to improve education quality and reduce student anxiety. This study aimed to investigate the relationship between the quality of mentoring provided by graduate students and anxiety levels of undergraduate anesthesia students in clinical education environment. Method: This cross sectional study was conducted in 2022 on 52 undergraduate anesthesia students in the fourth-and sixth-semesters. A structured peer mentoring program with eight trained mentors was implemented over six weeks. Mentor–mentee characteristics and interactions were recorded and evaluated. Data were collected using demographic, mentoring quality, and Spielberger Anxiety questionnaires, and analyzed with SPSS version 24. Results: The findings indicated that the components of support (p=0. 246), counseling (p=0. 990), and respect (p=0. 318) had the greatest significant impact on reducing student anxiety. Conversely, challenging behaviors by some mentors were associated with increased anxiety (p=0. 614). The mean anxiety score was higher in female students (50. 1±2. 13) and in semester 4 (49±13) compared to other groups. Conclusion: The results indicate a positive effect of the mentoring program by graduate students on reducing anxiety among undergraduate anesthesia students. It seems that expanding this program to other educational centers could be effective in improving the quality of clinical education.

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This letter to the editor underscores the critical role of Interprofessional Education (IPE) in enhancing collaborative practice within Occupational Health and Safety (OHS) and HSE fields. Drawing on global evidence, IPE fosters mutual respect, clarifies professional roles (e. g., industrial hygienists, occupational nurses, safety engineers), and improves problem-solving capabilities in complex workplace settings . Successful models from Canada and Europe integrate joint curricula using simulations and problem-based learning, which strengthen soft skills like conflict resolution and teamwork . However, implementing IPE in Iran faces significant barriers, including: Siloed academic structures and rigid curricula, Insufficient technological infrastructure for collaborative learning, Cultural resistance among faculty accustomed to traditional methods, and Scarcity of localized educational resources. To address these challenges, localization strategies emphasize: Curriculum reform to embed interdisciplinary projects, Faculty training in IPE methodologies, Investment in digital platforms (e. g., Virtual IPE/VIPE) , University-industry partnerships for practical training, and Culturally adapted content reflecting Iran’s socio-professional context . Quantitative evidence on IPE’s impact remains limited, but qualitative data indicate improved student confidence and team efficacy . For Iran, aligning these strategies with policy reforms and infrastructure development is vital to harness IPE’s potential in training a versatile OHS workforce.