Editorial

Ethical Challenges in Journal Publishing: Policies and Approaches

JAVAD KOJURI; MITRA AMINI; PARISA NABEIEI; RITA REZAEE; NASRIN SHOKRPOUR

Volume 14, Issue 2 , April 2026, Pages 105-106

https://doi.org/10.30476/jamp.2026.110590.2369

Abstract

In recent years, artificial intelligence has rapidly become one of the main actors in the process of producing and disseminating scientific knowledge. This transformation, alongside ... Read More

Review article

An Analysis of the Application of Metaverse in Medical Education: A Qualitative Meta-Synthesis

AHMAD KEYKHA; HAMID MOHAMMADI; ZAHRA TORABI; FATEMEH DARABI

Volume 14, Issue 2 , April 2026, Pages 107-128

https://doi.org/10.30476/jamp.2025.106675.2168

Abstract

Introduction: In recent years, the emphasis on leveraging technological innovations within educational frameworks has grown significantly. Among these innovations, the metaverse—an ... Read More Introduction: In recent years, the emphasis on leveraging technological innovations within educational frameworks has grown significantly. Among these innovations, the metaverse—an emerging digital environment—presents vast potential for revolutionizing medical education. This qualitative study set out to explore and delineate the specific ways in which the metaversecan be utilized within this context.Methods: A comprehensive literature review was conducted across several major English-language databases, including MEDLINE, CINAHL, Web of Science, Cochrane Library, Science Direct,Springer, ERIC, Emerald, Sage Journals, Wiley Online Library, Scopus, PubMed, and Google Scholar. The search encompassed records from their inception through September 2000 to March2025. Data synthesis followed the meta-aggregation methodology outlined by the Joanna Briggs Institute (JBI), centering on qualitative studies focused on the role of metaverse in medicaleducation.Results: Of the 194 studies reviewed, only 27 met the inclusion criteria and were included in the final analysis. The qualitative synthesis of these studies led to the identification and categorizationof seven main themes: the use of emerging technologies in medical education, virtual learning environments, intelligent teaching methods, personalized learning, expansion of interactive spacesin medical education, intelligent student assessment mechanisms, and the development of medical strategies and foresight.Conclusion: Integrating emerging technologies such as the metaverse and artificial intelligence is fundamentally reshaping the landscape of medical education, offering immersive, personalized,and competency-based learning experiences. These innovations enhance engagement, collaboration, and decision-making and promote meaningful assessment and continuous professional development. Strategic implementation and evidence-based evaluation will be essential as the field advances to fully realizes its transformative potential in preparing future-ready healthcare professionals.

Review article

E-learning Challenges among Healthcare Students: A Scoping Review

MOHAMMAD YOUSEFI; FATEME SHEYDAEE; MEHRNOOSH KHOSHNOODIFAR

Volume 14, Issue 2 , April 2026, Pages 129-147

https://doi.org/10.30476/jamp.2025.108944.2285

Abstract

Introduction: Despite the growing reliance on e-learning and the paradigm-shifting impact of the COVID-19 pandemic on educational systems, there is a lack of up-to-date evidence on ... Read More

Original Article

The Impact of Digital Self-Representation and Professional Branding on Motivation for Lifelong Learning among Health Professionals

SHEREEN ELTARHOUNY; SHAIMAA RAMADAN; AYAT R. ABDALLAH; MAI A. SAMAK; SALMA ALI; TAYSEER MANSOUR

Volume 14, Issue 2 , April 2026, Pages 148-157

https://doi.org/10.30476/jamp.2025.108712.2265

Abstract

Introduction: The digital transformation of healthcare has amplified the importance of digital self-representation and professional branding. Understanding how these factors influence ... Read More Introduction: The digital transformation of healthcare has amplified the importance of digital self-representation and professional branding. Understanding how these factors influence lifelong learning motivation is essential for fostering continuous professional development in an evolving clinical landscape. This study aimed to examine the relationship between digital selfrepresentation,professional branding, and motivation for lifelong learning among health professionals, and to identify demographic, disciplinary, and regional factors influencing these dynamics.Methods: A descriptive cross-sectional study was conducted among 340 health professionals using the Jefferson Scale of Lifelong Learning (JeffSLL) and a validated Digital IdentityScale. Statistical analysis assessed the correlations between digital identity engagement and lifelong learning motivation, and examined group differences by age, discipline, region, and gender.Results: Participants demonstrated high lifelong learning motivation (JeffSLL mean=3.33±0.65) and moderate-to-high digital engagement (Digital Identity Scale mean=3.19±0.57). A strong positive correlation was observed between digital identity engagement and learning motivation (r=0.635, p<0.001). The highest engagement was reported among mid-career professionals (aged 36–45 years) and those with 11–15 years of experience. Participants from dentistry and European regions showed the highest motivation for lifelong learning (p=0.005). No significant gender differences were noted.Conclusions: Digital identity is a significant predictor of lifelong learning motivation among health professionals. Engagement with digital self-representation and professional branding is especially pronounced among mid-career professionals and in regions with robust digital infrastructure and continuing professional development mandates. However, emotional and ethical complexities persist, underscoring the need for contextsensitive, institutionally supported strategies to foster digital professionalism and equitable lifelong learning opportunities.

Original Article

Strength, Weakness, Opportunities, and Challenges: SWOC Analysis of Faculty Mentorship Program at a Private Medical College

REHANA REHMAN; YUSRA NASIR; SOBIA ALI; MUKHTIAR BAIG; SAIRA KHALID; TAZEEN S. ALI; RAHILA ALI

Volume 14, Issue 2 , April 2026, Pages 158-170

https://doi.org/10.30476/jamp.2025.108836.2275

Abstract

Introduction: This study aimed to conduct a SWOC (Strengths, Weaknesses, Opportunities, and Challenges) analysis of the faculty mentorship program at Aga Khan University Medical College ... Read More Introduction: This study aimed to conduct a SWOC (Strengths, Weaknesses, Opportunities, and Challenges) analysis of the faculty mentorship program at Aga Khan University Medical College (AKU-MC) Karachi, Pakistan, to assess and enhance its effectiveness.Methods: A qualitative exploratory study was conducted, purposive sampling was used to enroll participants, and their consent was obtained before conducting interviews and focus group discussions (FGDs). Program manager and senior leader involved in the program for minimum of one year were also included.Results: Seventeen individuals from AKU-MC participated; informal mentorship, transition to formal mentorship, and voluntary research mentorship, as well as a supportive ecosystem, mentor-mentee matching, training for skills development, and the role model were identified as the strengths of the program. Weaknesses included infrequent mentor-mentee interactions and resource limitations. Opportunities included the development of connections and future development. Challenges identified included low-frequency meetings and inadequate time for mentor-mentee meetings.Conclusion: The faculty mentorship program at AKU-MC significantly contributed to the professional development of the faculty. However, to enhance mentor-mentee dynamics, the study identified a clear need for more frequent meetings and better overall mentor-mentee interactions, likely by addressing the identified resource and scheduling limitations. The study recommends establishing a structured framework to strengthen faculty mentorship practices. This includes formal mentor training programs focused on communication, feedback, and ethical practice; institutional policies that define the roles and integrate mentorship outcomes into faculty evaluation; and the adoption of flexible formats, such as virtual or group mentoring, to enhance accessibility. Regular monitoring and feedback mechanisms should be implemented to ensure sustainability and continuous improvement of the mentoring culture.

Original Article

Learning to Collaborate Interprofessionally: Student Socialization and Collaborative Values in a Community-Based Program

SRI WAHYU; IRAWAN YUSUF; BAU DILAM ARDYANSYAH; ICHLAS NANANG AFANDI; DWI SARTIKA

Volume 14, Issue 2 , April 2026, Pages 171-183

https://doi.org/10.30476/jamp.2026.108837.2286

Abstract

Introduction: Interprofessional education is essential for preparing health professionals to collaborate effectively. Community-based interprofessional education (CBIPE) is an applied ... Read More Introduction: Interprofessional education is essential for preparing health professionals to collaborate effectively. Community-based interprofessional education (CBIPE) is an applied model where interdisciplinary teams engage in field based learning within community settings. This study examined how participation in a CBIPE program influenced the students’interprofessional socialization and shared values.Methods: A convergent parallel mixed-methods design was used in this study. Quantitative data were collected online using the 19-item Interprofessional Socialization and Valuing Scale,supplemented by three open-ended questions for qualitative responses. A total of 290 students from nine health-related study programs participated following a 30-day CBIPE placement.Statistical analyses included confirmatory model fit testing, and qualitative data were analysed using content analysis in MAXQDA.Results: Of 290 participants, most demonstrated high interprofessional socialization scores, with significant differences observed across study programs (p=0.03) and educational levels (p=0.04), but not by gender (p=0.86). Students reported greater willingness to collaborate with peers from Medicine, Dentistry, and Nursing, while others were less preferred by them. Qualitative analysis identified three key themes: effective collaborative practices (coordination, role clarity, solidarity), challenges to collaboration (communication barriers, unclear roles, interpersonal differences), and the needed support (pre-program preparation, improved communication, and strengthened collaborative awareness). Integrated findings demonstrated strong convergencebetween quantitative patterns and qualitative insights.Conclusion: Participation in the community-based interprofessional placements can significantly enhance interprofessional Socialization, particularly on items reflecting teamwork, role clarity, communication, and collaborative action. Enhancing preparatory training, strengthening communication processes, and clarifying role expectations may help improve the consistency and effectiveness of future CBIPE implementation.

Original Article

From Novices to Pros: Effect of Case-based Workshop on Perception of Professionalism in Pathology Residents

JAVERIA REHMAN; KAUSER JABEEN; MUHAMMAD ABBAS ABID; SONIA IJAZ HAIDER

Volume 14, Issue 2 , April 2026, Pages 184-191

https://doi.org/10.30476/jamp.2026.109137.2294

Abstract

Introduction: Professionalism is a crucial yet challenging competency to teach, learn, and assess in undergraduate and postgraduate education. Many institutions, especially in the low-middle ... Read More Introduction: Professionalism is a crucial yet challenging competency to teach, learn, and assess in undergraduate and postgraduate education. Many institutions, especially in the low-middle income countries, lack formal teaching and assessment of this competency. The aim of this study was to determine the effect of a case-based workshop on perceptions and attitudes towards professionalism of pathology residents.Methods: A quasi-experimental study including a census sample of all 30 pathology residents, included through in-person convenience sampling, was conducted. A case-based workshop on professionalism in pathology residents was organized as an intervention. Cases were adapted and developed by content experts and medical educationists, and consensus of responses was achieved via Nominal Group Technique consisting of Pathology residency program leadership and faculty. Data from the residents was collected using the Penn State College of Medicine (PSCOM) professionalism questionnaire, as a pre- and post-test with intervention in August 2021. Residents’ responses were determined regarding appropriate course of action in managing unprofessional behavior of the resident in given case scenarios. Feedback on the workshop was also obtained. Data were analyzed using IBM SPSS version 19 to compare the pre- and post-assessment scores of the participants via paired t-test.Results: A total of 30 residents’ responses were included in the study. The mean pre-test score was 148.53±18.11 and post-test score was 155.10±17.72 (p=0.003). Residents’ responses for appropriate course of action to address professionalism lapses were similar to predetermined responses from the faculty in half of the given scenarios (5/10). As per resident feedback, the case-based interactive discussion was highly appreciated and the need for a formal curriculum for professionalism in the residency program was recommended by the residents.Conclusion: Authentic, real-life, and contextual case scenarios in a case-based workshop significantly improved the knowledge and perception of residents towards professionalism, its issues, and management of lapses.

Original Article

Designing and Psychometric Evaluation of Professional Competency Assessment Tools in Educating Accident and Emergency Managers

HEKMAT ALLAH MORADI; MASOUME RAMBOD; RITA REZAEE; MILAD AHMADI MARZALEH; MAHMOUDREZA PEYRAVI; MITRA AMINI

Volume 14, Issue 2 , April 2026, Pages 192-204

https://doi.org/10.30476/jamp.2025.107001.2187

Abstract

Introduction: This study is novel in that it is one of the first efforts in Iran to develop and validate a culturally relevant assessment tool tailored to evaluate the professional ... Read More Introduction: This study is novel in that it is one of the first efforts in Iran to develop and validate a culturally relevant assessment tool tailored to evaluate the professional competencies of emergency managers. The study provides a foundation for evidence-based training of managers, competency development, and improved disaster preparedness and response in Iran by addressing this unmet need.Methods: This methodological exploratory study which aimed to design and validate a competency assessment tool for the education of emergency managers was conducted in 2022. First, an item pool was collected from the literature review (previously designed questionnaires and existing models of reflection) and experts’ and researchers’ perspectives. After that, 40 experts were shown the first draft of the questionnaire to assess its face and content validity. To assess the construct validity, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were done. 288 participants consciously completed the questionnaire. The data were analyzed using IBM SPSS version 26.0 (Statistical Package for the Social Sciences) Statistics and AMOS 26.0 software.Results: The study yielded a structured questionnaire with 36 items across eight competency areas, including Critical thinking, Strategic thinking, Knowledge and experience, Skill management, Effective Communication, Ethical, Resiliency, and Personality. The content validity index (CVI), content validity ratio (CVR), and impact score (IS) for the questionnaire were 0.97, 0.62, and 4.61, respectively. This tool demonstrated strong reliability (Cronbach’s alpha=0.74) and robust convergent and discriminant validity. EFA identified eight key factors that, taken together, explained 51.9 percent of the overall variation. CFA revealed that there was a positive and significant correlation.Conclusion: The findings confirmed that the assessment tool is a valid and reliable instrument for evaluating professional competencies in Iranian emergency managers. Beyond assessment, it offers a foundation for developing competency-based training strategies that enhance the effectiveness and resilience of emergency response teams. This tool was designed with cultural adaptation to address current limitations and can potentially significantly influence Iran’s emergency management procedures in the future.

Analyzing the Trends and Drivers Influencing Future Leadership in Medical Education in Iran

Volume 13, Issue 2 , April 2025, , Pages 134-148

https://doi.org/10.30476/jamp.2025.103897.2029

Abstract

Introduction: A key challenge for policymakers in medical education lies in grasping the future landscape of leadership. Without insights into emerging trends, they may face unforeseen ... Read More Introduction: A key challenge for policymakers in medical education lies in grasping the future landscape of leadership. Without insights into emerging trends, they may face unforeseen issues, leading to expensive and inefficient decision-making. This study aimed at analyzing the trends and drivers influencing future leadership in medical education in Iran.Methods: In this research, we employed a descriptiveexploratory approach This study consists of systematic reviews and interviews that have been analyzed using Structural Equation Modeling with the help of MicMac software (version 6.1.2, 2003/2004: 3IE/EPITA, France). We conducted a systematic review according to PRISMA. A literature search was performed using databases including Medline, Web of Science, ProQuest Dissertation & Theses, Scopus Embase, and Persian studies from SID, and Magiran. The inclusion criteria for the study were the articles which needed to contain one or more listed keywords, were published in a scientific journal, were written in English or Persian, were published between 2004 and 2024, had the full text available, and focused on educational leadership in medical schools. Additionally, interviews were conducted with 14 Iranian experts to pinpoint influential components. To be included, experts possessed relevant education in medical education, health policy, or higher education management; occupied an executive or managerial position in higher health education or health policy; had more than 15 years of work experience, and were willing to participate in the study. Afterward, the codes were presented in a focus group discussion of experts to define how extracted drivers would affect leadership in medical education in Iran.Results: We identified 6081 articles in the initial literature search; 17 met inclusion criteria for final review. The study identified 37 drivers in medical education management and leadership. Thesedrivers were categorized into four types: effective drivers (3), impressionable drivers (3), autonomous drivers (16), and bimodal drivers (15). Among these, the components of meritocracyin selecting managers and international relations within the education sector had the most significant impact.Conclusion: By understanding and planning around these influential and susceptible components, managers, and policymakers can gain foresight. This foresight can enhance the effectiveness of current decisions and activities, enabling a more desirable future. This can be achieved by systematically improving decision-making processes, revising procedures, and developing appropriate strategies in medical education leadership.

Integrating Artificial Intelligence in Medical Education: A Meta-Synthesis of Potentials and Pitfalls of ChatGPT

Volume 13, Issue 3 , July 2025, , Pages 155-172

https://doi.org/10.30476/jamp.2024.104617.2071

Abstract

Introduction: ChatGPT serves as a double-edged sword in education, offering either constructive information or potential challenges. Its impact ranges from being a transformative tool ... Read More Introduction: ChatGPT serves as a double-edged sword in education, offering either constructive information or potential challenges. Its impact ranges from being a transformative tool to a disruptive force, making it difficult to evaluate its educational efficacy comprehensively. In light of this complexity, the primary aim of this research was to investigate the opportunities and challenges associated with the integration of ChatGPT into the domain of medical education.Methods: The study utilized the Interaction Equivalency Theorem as its conceptual framework to guide the investigation. To achieve the research objectives, a meta-synthesis of the literature wasconducted to systematically integrate the findings of selected studies. Data collection involved comprehensive searches across specialized academic databases, including Science Direct, Springer, ERIC, Emerald, SAGE, Wiley Online Library, PubMed, and Google Scholar, focusing on publications from 2022 to 2024. 88 articles were meticulously selected based on their relevanceto the research topic. The data were then subjected to thematic analysis, facilitating the extraction of key insights and patterns to address the study objectives.Results: The findings were organized into four primary subthemes highlighting the opportunities presented by ChatGPT in medical education. These sub-themes encompassed benefits for educators, learners, curriculum development, and the learning process. Similarly, the challenges related to the integration of ChatGPT were categorized into four primary sub-themes: addressing the difficulties experienced by educators, learners, curriculum development, and the learning process. Together, these challenges were further delineated into 11 secondary sub-themes,offering a comprehensive analysis of the complexities involved.Conclusion: The findings suggest that improving educational efficiency, assisting with self-development, enhancing communication skills, creating and expanding curriculum, and improving the learning environment are opportunities for utilizing ChatGPT. The study outcomes also reveal that lack of technological knowledge, negative attitudes, reduction in education quality, diminishing students’ capabilities, reducing learning quality, flaws in learning development, difficulties in designing educational content, and bias in learning evaluation are challenges of applying ChatGPT in medical education.

Transforming Education: Case-Based Integrated Learning Development and Implementation – A Mixed Methods Study at a Private Medical College

Volume 13, Issue 1 , January 2025, , Pages 49-58

https://doi.org/10.30476/jamp.2024.104285.2048

Abstract

Introduction: Case-based learning (CBL) is widely used in medical education to bridge theory and practice, but traditional methods often struggle to sustain student engagement and promote ... Read More Introduction: Case-based learning (CBL) is widely used in medical education to bridge theory and practice, but traditional methods often struggle to sustain student engagement and promote critical thinking. To address these challenges, Case-Based Integrated Learning (CBIL) was developed as a novel approach combining immersive and interactive learning techniques. This study aimed to evaluate the effectiveness of CBIL in enhancing engagement, critical thinking, and clinical reasoning among medical students, and explore faculty experiences regarding the pedagogy.Methods: An explanatory-sequential mixed-methods study was conducted in a private medical college in Pakistan. Quantitative data were collected through faculty (n=35) and student (n=122) evaluation surveys, and analyzed using descriptive statistics (mean, standard deviation, frequencies, and percentages). Qualitative data from focused group discussions (FGD) with faculty were analyzed thematically. A committee of clinical faculty and medical educationists developedfour CBIL prototypes. Faculty from various clinical specialties were trained on CBIL concepts and lesson planning, and the prototypes were used to develop engaging cases for subsequent sessions. Participants included faculty from diverse disciplines and students intheir third and fourth years of medical school.Results: The faculty considered the training very effective (overall satisfaction: 5.17±0.89 out of 6), with a vast majority being very satisfied with its relevance (86%, n=30) and structure (91%, n=32).Among students, 95% (n=116) were satisfied with the developed cases. Most of them were also satisfied with the clarity (92%, n=112) and applicability of the cases (96%, n=117). In FGD, facilitators expressed satisfaction with CBIL formats as it provided opportunities for engagement, in-depth analyses, and discussions.Conclusion: Interactive formats like CBIL can engage students by allowing opportunities for interaction, discussion, and peer-learning. This promotes improved understanding and critical thinking. Further exploration of the effectiveness and impacts on the learning of various interactive formats of case-based learning is essential.

The Advantages and Challenges of Electronic Exams: A Qualitative Research based on Shannon Entropy Technique

Volume 13, Issue 1 , January 2025, , Pages 1-11

https://doi.org/10.30476/jamp.2024.102951.1987

Abstract

Introduction: The electronic exam is one of the foremost imperative instruments for evaluating students’ execution. Accordingly, this study aimed to identify the advantages and ... Read More

Intelligent Assessment Systems in Medical Education: A Systematic Review

Volume 13, Issue 3 , July 2025, , Pages 173-190

https://doi.org/10.30476/jamp.2024.104560.2068

Abstract

Introduction: Using Intelligent Assessment Systems (IAS) in medical education has garnered attention as an advanced tool for enhancing educational processes and student evaluation. ... Read More Introduction: Using Intelligent Assessment Systems (IAS) in medical education has garnered attention as an advanced tool for enhancing educational processes and student evaluation. These systems leverage advanced algorithms to rapidly assess the students’ performance and learning progress. This systematic review aimed to examine the role and impact of Intelligent Assessment Systems in improving educational processes, academic evaluation, and learning progress in medical students compared to traditional assessment methods.Methods: This study was conducted using the PRISMA framework for reporting systematic review articles. Databases such as Embase, PubMed, ProQuest, Web of Science, and Scopus up to March 2024 were reviewed using relevant keywords. Eligible articles were selected and evaluated based on predefined inclusion and exclusion criteria.Results: Out of 2741 articles identified, 10 studies were selected for final analysis. This systematic review analyzed 10 studies, demonstrating that interactive assessment systems (IAS) can enhance learning outcomes by up to 40% in certain settings. The findings emphasized the benefits of immediate feedback and reduced instructor workload. The significant role of IAS in enhancing student performance, providing immediate feedback and reducing the workload of instructors was indicated. These systems, through the use of machine learning algorithms and virtual reality simulators, enable more accurate and comprehensive assessment of students’ clinical and cognitive skills.Conclusion: Intelligent Assessment Systems (IAS) significantly improve educational processes and academic evaluation by providing immediate and precise feedback, enhancing student self-efficacy and self-awareness and reducing the training time and costs. The successful implementation of IAS requires careful system design, user training, and continuous technical support. Further studies are recommended to explore the advantages and challenges of these systems and to optimize their implementation in medical education. The long-term impacts of IAS and scalability across educational contexts require further studies. In conclusion, IAS offers transformative potential in medical education globally, provided that challenges are addressed.