Background: The U. S. healthcare delivery system must increase the number of physicians who will deliver health care, as well as increase the number of scientists who will analyze and address the ailments that challenge diverse populations. Because medical schools are responsible for the education and preparation of diverse professionals, medical school administrators are working to create and maintain programs that recruit and retain students from underrepresented groups in medicine. Methods: This study follows A Student Success Ad-hoc Committee (SSAC) charged with a) defining student success, b) exploring the success of underrepresented students in medicine based on this definition, and c) drafting recommendations based on data and evidence collected. This self-study evaluates and assesses medical student experiences, their educational attainment, and outcomes at Indiana University School of Medicine. This aim is explored through the application of higher education theories to undergraduate medical education. Results: This paper demonstrates how an interdisciplinary team of academic medicine professionals endeavored to critically study the perceptions of student success in medicine. The study showcases the institution’ s progress towards defining student success informed by literature on student retention and persistence, learning environments, and student outcomes. The paper includes recommendations based on a reflexive process about three areas: admissions and pre-matriculation, academic promotion, and the educational environment. Conclusion: The authors challenge professional schools in conducting self-studies that expand the utilization of theoretical and conceptual frameworks external to medicine, and reinforce the application of higher education research into professional school settings.

Introduction: Individual perceptions of the work environment, work organization and corporate called organization self-imaging. In this study, the relationship between the organization self-imaging and students’ academic success is evaluated. Methods: The study Participants were Health Information Technology students in Hormozgan University of Medical Sciences. According to census sampling method (73 people) were selected. The data collection tool Researcher made questionnaire that its validity Confirmed by factuality member and experts. The tool reliability was assessed with Cronbach's alpha (0. 76). After entering data in software SPSS 16 and descriptive analysis, using ANOVA, Pearson and LSD to investigate the relationship between variables. Results: The rate of questionnaire return was 78% (64 patients). The average of age and academic achievement were 20. 6 and 15. 99. Among other dimensions organization self-imaging, job dimension gained most score (2. 47) and organization dimension gained lowest score (2. 08). Organization self-Imaging has a positive and significantly correlated with academic achievement (P < 0. 002). Conclusions: Results of this study indicated that organization self-imaging has a significant correlation with academic achievement. Therefore, the authorities and university managers should consider ways to increase the students' image and take relevant measures.

The progress of human beings to discover the unknown of the world and to use acquired knowledge for personal and social development depends on communication and interaction with each other. The basis of this communication which distinguishes humans from animals is language. This study was conducted with the aim of reviewing the language barriers to students. In this scoping review study, studies with any design conducted on language barriers to students' success and published in Persian or English from 2010 to 2020 were searched in the following databases: PubMed, Embase, Scopus, Web of Science, ProQuest, Science Direct, Springer, Cochrane library, Google Scholar, MagIran, SID, Iran Doc, Iran Medex, and Elmnet. Overall, 2347 original articles were found, of which, 13 were included in this review. According to the results of the selected studies, language barriers create three general categories of educational, research, and communication problems. A number of supportive and advisory strategies to overcome these problems have been suggested in some studies. Given the impact of language barriers in almost all areas of student achievement, ethnic and dialect diversity in Iran and the world, and language diversity in educational settings, the results of this study provide a basis for examining students' language problems in order to better identify solutions to overcome these problems.