ArticleBMC medical education2025
Navigating hidden barriers in clinical medical education in Iran: a qualitative study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionClinical education is the foundation of medical training, transforming theoretical knowledge into practical skills. In Iran, as in many other countries, clinical education faces significant challenges due to systemic inefficiencies and changing perceptions of the medical profession. This study explores the barriers to effective clinical education from the perspectives of both faculty members and medical students.
methodsUsing a qualitative content analysis approach, data were collected through purposive sampling and semi-structured interviews with 13 clinical faculty members from diverse specialties, academic ranks, and teaching experience and 11 medical students across different training levels (externs, interns, and residents) at Tabriz University of Medical Sciences. Interviews continued until data saturation was achieved. Analysis followed Graneheim and Lundman's six-step framework, with coding and categorization conducted using MAXQDA10. The study ensured trustworthiness through the principles of credibility, dependability, confirmability, and transferability.
resultsThree major themes emerged: (1) ineffective management of clinical education, including (a) limited resources for clinical education, (b) lack of coherent planning aligned with curricular competencies, (c) poor integration between teaching and clinical service, and d) selection mechanisms for faculty and students that do not support educational goals (2) limited focus on training socially responsive physicians including (a) overemphasis on technology and scientific content, (b) neglect of societal health needs, (c) insufficient assessment of clinical competence and (3) shifts in professional perspectives in medicine, including (a) reduced faculty engagement in mentoring and (b) broader societal influences affecting professional values.
conclusionOvercoming the hidden barriers in clinical education demands a comprehensive approach that addresses structural inefficiencies, ensures accountability, and aligns training environments with curricular goals. Policy reforms should focus on redesigning clinical education settings, strengthening faculty mentorship, and fostering professional values. Bridging the gap between theory and real-world practice is essential to prepare competent and socially responsive physicians.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.