Wed, Sep 30, 2026
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zanjan , korosh_amini@yahoo.com
Abstract: (8 Views)
Medical education is shaped not only by curricula and teaching methods but also by learners' psychological experiences, learning environments, educational technologies, social conditions, and the well-being of educators. This editorial brings together ten contributions in the current issue of the Journal of Medical Education Development that examine these interconnected dimensions of health professions education. The studies address perceived stress among medical students, self-compassion and social anxiety, academic procrastination, peer learning, learner-centered clinical reasoning, gamification, flipped in-service learning, artificial intelligence in health communication, social determinants of health in the medical curriculum, and resilience among medical educators during crises. Across these contributions, learning emerges as a process influenced by individual characteristics, educational practices, institutional conditions, and the wider social context. The contributions also show why educational innovations should be interpreted in relation to the outcomes actually measured and the limits of each study. This issue invites a broader view of medical education in which good learning depends not only on what is taught but also on how learners, educators, institutions, and technologies interact within the educational environment.
Keywords: health professions education, students, medical, learning environment, educational technology, artificial intelligence
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