Journal of Advances in Medical Education and Professionalism最新文献

{"title":"How to Teach Generation Z Students: Reflections from Medical Educators.","authors":"Mitra Amini, Rita Rezaee, Javad Kojuri","doi":"10.30476/jamp.2025.108312.2245","DOIUrl":"10.30476/jamp.2025.108312.2245","url":null,"abstract":"","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"13 4","pages":"257-258"},"PeriodicalIF":0.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12596426/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145490082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Organizational Professionalism: Role of Medical Council in Public Trust in the Profession.","authors":"Fariba Asghari","doi":"10.30476/jamp.2025.105902.2133","DOIUrl":"10.30476/jamp.2025.105902.2133","url":null,"abstract":"<p><p>As an ideology for managing healthcare relying on internal professional oversight, medical professionalism entrusts the responsibility of regulation to the members of the profession themselves. This allows them to demonstrate to the public that the necessary measures are in place to ensure the competency of individuals practicing medicine and to oversee their performance according to professional standards. This commentary explores how medical councils maintain professionalism through self-regulation and their critical role in sustaining public trust. The medical council plays five key roles in fulfilling its self-regulatory function A. Setting medical education standards and accrediting medical schools, B. Granting licenses to practice medicine, C. Establishing continuous education standards to maintain professional competency, D. Defining professional performance regulations, and E. Handling disciplinary matters related to professional conduct. The strengths and weaknesses of their execution in our country's medical council will be analyzed by introducing and providing examples of successful implementations of each of these roles in various countries. Finally, three solutions are recommended to maintain public trust and enhance these functions through conflict-of-interest management: separating the professional advocacy section from the self-regulation section, including non-medical professionals in the Medical Council and its various commissions, and ensuring transparency in policies, member information, and disciplinary rulings.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"13 4","pages":"353-358"},"PeriodicalIF":0.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12596436/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145490104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Cognitive Error Styles of Midwifery Students in Clinical Decision-Making: A Directed Qualitative Content Analysis Study.","authors":"Hadis Sourinejad, Elham Adib Moghaddam, Sayed Ahmad Reza Raeisi Dehkordi, Ziba Raisi Dehkordi","doi":"10.30476/jamp.2025.107111.2191","DOIUrl":"10.30476/jamp.2025.107111.2191","url":null,"abstract":"<p><strong>Introduction: </strong>Cognitive error styles refer to faulty patterns of thinking that can negatively influence individuals' decision-making and behavior. Among midwifery students, identifying and understanding these errors is particularly important, as their decisions directly impact maternal and neonatal outcomes. Thus, the present study aimed to explain the cognitive error styles of midwifery students in clinical decision-making.</p><p><strong>Methods: </strong>This qualitative study was carried out using a directed qualitative content analysis approach. Initially, empirical literature and studies from databases such as ERIC, PubMed, Web of Science, ScienceDirect, and Scopus were reviewed to identify relevant components of cognitive error styles among midwifery students. Next, unstructured and semi-structured interviews were conducted with 12 midwifery students (bachelor's and master's levels) enrolled at Shahrekord University of Medical Sciences, Iran, from August 2023 to May 2024.</p><p><strong>Results: </strong>Among 32 main categories extracted from the literature review, 11 functional components of cognitive error styles were confirmed by the midwifery students, including emotional reasoning, procrastination, lack of confidence, anchoring, recency bias, catastrophizing, stereotyping, negative filtering, labeling, fortune telling, and all-or-nothing thinking.</p><p><strong>Conclusions: </strong>Given the significant impact of cognitive error styles on clinical decision-making by midwives and midwifery students, it is essential to identify the causes of medical errors associated with these cognitive biases to minimize mistakes and their related financial consequences. A deeper understanding of these errors can ameliorate the education and clinical performance of midwifery students, ultimately enhancing healthcare delivery.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"13 4","pages":"334-343"},"PeriodicalIF":0.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12596449/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145490114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding Surgeon Professionalism in Indonesia: A Qualitative Study in a Multicultural and Resource-Limited Context.","authors":"Daniel Ardian Soeselo, Retno Asti Werdhani, Toar Jean Maurice Lalisang, Agus Purwadianto, Wirsma Arif Harahap, Rennie Yolanda, Theddeus Octavianus Hari Prasetyono, Diantha Soemantri, Ardi Findyartini","doi":"10.30476/jamp.2025.105730.2126","DOIUrl":"10.30476/jamp.2025.105730.2126","url":null,"abstract":"<p><strong>Introduction: </strong>Surgeons' professionalism is vital for ensuring safe surgical care, particularly in Indonesia, where cultural and systemic factors present unique challenges to healthcare delivery. Professionalism affects surgical outcomes, patient safety, and interprofessional collaboration directly. This study represents the first national-level exploration of surgical professionalism, involving culturally diverse participants from various regions. To explore how healthcare professionals and patients perceive surgeon professionalism in Indonesia, emphasizing cultural and systemic influences.</p><p><strong>Methods: </strong>This qualitative study employed a phenomenological approach to capture the lived experiences and perspectives of informants regarding surgeons' professionalism. This study was conducted at public, private, and military healthcare institutions in Indonesia, including type B, C, and D hospitals, as well as specialty hospitals. A total of 27 participants, including surgeons, anesthesiologists, pediatricians, internists, operating room nurses, ward nurses, hospital management, and patient representatives, were recruited through snowball sampling to ensure diverse perspectives. In-depth interviews were conducted to elicit the participants' perceptions of surgeons' professionalism in their healthcare context. Reflexivity and triangulation methods were applied to ensure validity and minimize bias. The study identified key themes and sub-themes of professionalism as perceived by participants, highlighting non-technical aspects of surgeon professionalism in Indonesia.</p><p><strong>Results: </strong>Four non-technical themes of surgeon professionalism were identified: fulfilling roles and responsibilities, upholding integrity, having good communication skills, and engaging in multidisciplinary collaboration. These aspects were influenced by cultural values and systemic challenges, including disparities in healthcare resources.</p><p><strong>Conclusions: </strong>Surgeons' professionalism in Indonesia is shaped by cultural and structural factors distinct from global standards. The findings provide insights for culturally sensitive interventions that enhance professionalism and surgical care quality in Indonesia. Addressing these unique dynamics is essential for improving patient safety, healthcare outcomes, and professional relationships.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"13 4","pages":"294-302"},"PeriodicalIF":0.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12596393/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145490187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the Clinical Learning Environment for Competency-based Postgraduate Education in a Low-Middle income Country: Trainee Perceptions using PHEEM Inventory.","authors":"Qamar Riaz, Muhammad Rizwan Khan, Sadia Masood","doi":"10.30476/jamp.2025.105990.2140","DOIUrl":"10.30476/jamp.2025.105990.2140","url":null,"abstract":"<p><strong>Introduction: </strong>The clinical learning environment (CLE) is an important element of competency-based postgraduate medical education (CBME). Trainee perceptions of their CLE serve as a quality indicator of the teaching and learning taking place at the workplace. This study aimed to investigate the trainees' perceptions regarding their CLE and identify strengths and weaknesses to support CBME.</p><p><strong>Methods: </strong>A universal sampling was employed for this cross-sectional survey. The electronic version of the Postgraduate Hospital Educational Environment Measure (PHEEM) inventory was sent via email to all the trainees who were enrolled in all 35 residency programs at our university and consented to participate in the study.</p><p><strong>Results: </strong>A total of 347 (69.4%) residents responded; of them, 65.7% were females. The overall mean score was 107 (66.8%), suggesting a generally favorable opinion of the workplace, with room for improvement. Mean scores for the subscales of Autonomy, Teaching, and Social Support were 33.42±7.24 (more positive), 42±8.9 (moving in the right direction), and 27.9±6.2 (more pros than cons), respectively. There was no difference in the CLE perceptions based on gender. Overall and subscale scores differed significantly across residency programs, with the highest in Radiology (122.3±13.5) and the lowest in Surgical disciplines (95.47±19.0); and year of residency, with the highest in the first year (111.3±17.8) and the lowest in the final year (81.5±34.3).</p><p><strong>Conclusion: </strong>Evaluating the EE offers valuable insights into enhancing training quality by identifying both strengths and weaknesses, and prioritizing areas in any planned enhancements. The EE for the postgraduate training appears to be prepared for implementing CBME, with certain areas warranting improvement.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"13 4","pages":"303-310"},"PeriodicalIF":0.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12596387/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145490597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing Entrustable Professional Activities for Hematology Residency Program in a Low-Resource Setting: A Modified Delphi Study.","authors":"Javeria Rehman, Muhammad Shariq Shaikh, Muhammad Hasan, Sana Brohi, Bushra Moiz","doi":"10.30476/jamp.2025.106370.2155","DOIUrl":"10.30476/jamp.2025.106370.2155","url":null,"abstract":"<p><strong>Introduction: </strong>The concept of Entrustable Professional Activities (EPAs) is central to competency-based medical education, which enables the assessment and guidance of learners in clinical settings. While EPAs have been widely adopted in various medical specialties, their application in hematopathology training remains underexplored. This study aimed to develop and validate a set of Entrustable Professional Activities (EPAs) tailored for hematology training in pathology residency programs.</p><p><strong>Methods: </strong>This cross-sectional Delphi study was conducted in 2023 at Aga Khan University Hospital, Pakistan, to seek consensus for EPAs. Sixteen essential EPAs for hematology postgraduate education were identified through literature review and faculty expertise, aligning with core ACGME competencies. Teaching/learning and assessment strategies were detailed for each EPA. The modified Delphi method, involving two iterative rounds, was employed to achieve expert consensus. The panel comprised 22 experts, 16 of whom participated from various institutions.</p><p><strong>Results: </strong>In the first Delphi round, 14 out of 16 EPAs reached the desired consensus of more than 80%, along with certain teaching/assessment strategies. The second round aimed to finalize consensus on the remaining items. Two EPAs related to Platelet Function Disorders and Von Willebrand Disease failed to reach the predefined consensus criteria. Lectures as a teaching strategy and certain assessment strategies also lacked consensus. The study concluded with the acceptance and finalization of 14 EPAs and their associated teaching and assessment strategies.</p><p><strong>Conclusions: </strong>The study identified essential EPAs, competencies, and effective teaching and assessment strategies. This collaborative effort advances hematology medical education and guides curriculum development, preparing competent hematologists for the unique context of the Pakistani and related healthcare systems.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"13 4","pages":"322-333"},"PeriodicalIF":0.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12596414/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145490552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Systematic Review and Meta-Analysis on the Impact of Peer-Made MCQ Question-Bank Usage on Summative Assessments in Medical Education.","authors":"Robert Hwang, Max Paley, David Bull, Osama Omrani, Diego Vergara-Jalandoni, Gerald Egbury","doi":"10.30476/jamp.2025.104780.2084","DOIUrl":"10.30476/jamp.2025.104780.2084","url":null,"abstract":"<p><strong>Introduction: </strong>This systematic review and meta-analysis investigated the impact of utilising peer-generated multiple-choice question (MCQ) banks on the summative performance of undergraduate students studying medicine and allied subjects. Answering and writing peer-made MCQ questions are hypothesised to enhance learning through achievement of the domains of Bloom's taxonomy and thus summative examination performance.</p><p><strong>Methods: </strong>A random-effects meta-analysis of correlation coefficients was conducted on six studies (n = 1,571) published between 2011 and 2021, drawn from MEDLINE, Scopus, Web of Science, PubMed, CENTRAL, and ERIC. The studies included undergraduate medical students from four countries. The risk of bias was assessed using the ROBINS-I tool.</p><p><strong>Results: </strong>A weak positive correlation was found between answering peer-made MCQs and summative performance (Spearman's ρ = 0.22, 95% CI: 0.15 to 0.29, p < 0.0001), with a prediction interval of 0.00 to 0.42, indicating that in future studies, the effect of answering peer-made questions is likely beneficial or, at worst, neutral. A similar weak positive correlation was observed for writing peer-made MCQs (Spearman's ρ = 0.21, 95% CI: 0.09 to 0.32, p < 0.0004), though the prediction interval (-0.27 to 0.61) cannot exclude negative correlation between writing questions and summative performance in future studies. The findings suggest that answering and creating peer-generated MCQs positively influence exam performance. The modest correlations likely reflect confounding factors, such as prior academic performance and socio-economic background. This complicates isolating the impact of MCQ banks and may understate their true impact.</p><p><strong>Conclusion: </strong>This study advocates for the integration of peer-generated MCQ banks into medical curricula, highlighting their potential as a cost-effective method to improve summative performance. Future research should focus on large-scale observational studies to better quantify these effects as well as controlling for confounding factors. The study underscores the value of peer engagement in learning and the utility of peer-made MCQ banks as educational tools.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"13 4","pages":"259-269"},"PeriodicalIF":0.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12596417/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145490578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of AI in Shaping Medical Education: Insights from an Umbrella Review of Review Studies.","authors":"Fateme Jafari, Ahmad Keykha, Atefeh Taheriankalati, Ava Taghavi Monfared","doi":"10.30476/jamp.2025.105625.2116","DOIUrl":"10.30476/jamp.2025.105625.2116","url":null,"abstract":"<p><strong>Introduction: </strong>Artificial intelligence (AI) has become integral to various fields, including medical education. This study explores AI applications in medical education through a review of relevant studies.</p><p><strong>Methods: </strong>Using the umbrella review method, this study synthesized findings from reviews conducted between 2018 and 2024. The PRISMA framework guided a comprehensive search of databases, including Science Direct, Springer, ERIC, PubMed, and Google Scholar. After quality assessment with the CASP framework, 77 systematic review articles were selected. Data analysis employed Elo and Kyngäs's qualitative content analysis approach, supported by expert validation and researcher consensus.</p><p><strong>Results: </strong>Six key themes of AI applications in medical education were identified: faculty, students, teaching and learning process, assessment, curriculum, and management/implementation. Management and implementation had the highest representation (26.5%), followed by teaching and learning processes (25.9%). Examples of each theme were highlighted. China produced the most articles, and three journals-International Journal of Educational Technology in Higher Education, Computers and Education: Artificial Intelligence, and Education and Information Technologies-were the leading publication venues.</p><p><strong>Conclusion: </strong>These six themes provide a roadmap for medical education policymakers to adapt to AI advancements. Emphasizing management and executive applications, the findings predict significant changes in the future of medical education and practice. This framework can help medical universities align curricula and operations with the evolving landscape of AI in healthcare.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"13 4","pages":"270-293"},"PeriodicalIF":0.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12596441/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145490035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating Artificial Intelligence in Medical Education: A Meta-Synthesis of Potentials and Pitfalls of ChatGPT.","authors":"Ahmad Keykha, Beheshteh Fazlali, Sara Behravesh, Zohreh Farahmandpour","doi":"10.30476/jamp.2024.104617.2071","DOIUrl":"10.30476/jamp.2024.104617.2071","url":null,"abstract":"<p><strong>Introduction: </strong>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.</p><p><strong>Methods: </strong>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 was conducted 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 relevance to the research topic. The data were then subjected to thematic analysis, facilitating the extraction of key insights and patterns to address the study objectives.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>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.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"13 3","pages":"155-172"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12238872/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144609692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers' Virtual Education Experiences in Iraq: Insights from a Mixed-Methods Study on Challenges and Consequences.","authors":"Abbas Taher Allawi Ghrabat, Nasrolah Ghashghaeizadeh, Jalal Shanta Jabir, Faranak Mosavi","doi":"10.30476/jamp.2025.105009.2098","DOIUrl":"10.30476/jamp.2025.105009.2098","url":null,"abstract":"<p><strong>Introduction: </strong>The COVID-19 pandemic has significantly transformed the educational landscape in Iraq, necessitating a rapid shift from traditional classroom settings to virtual education. This study aimed to examine the experiences of Arabic virtual education teachers in Iraq, with a focus on the challenges they faced and the implications of adopting online teaching methodologies.</p><p><strong>Methods: </strong>A mixed-methods approach was applied, incorporating a qualitative-quantitative approach for tool development. The qualitative section dealt with content analysis, while the quantitative section followed a descriptive survey method. The study was performed in 2023. The qualitative sampling was purposeful, involving 15 experts in virtual education from Iraq, whereas the quantitative samples consisted of 368 teachers from 20 schools in Baghdad, Iraq, selected via cluster sampling. The qualitative tool was a semi-structured interview, whereas the quantitative tool was a researcher-made questionnaire consisting of 10 components and 66 items. For data analysis, exploratory factor analysis was carried out. The data were analyzed using SPSS 22 software.</p><p><strong>Results: </strong>A total of 15 educational experts contributed to the qualitative analysis, while the opinions of 398 teachers were inspected through exploratory factor analysis for content analysis. The sample's adequacy and the test's suitability were validated using two indicators: Kaiser-Meyer-Olkin (KMO=0.684) and Bartlett's Test of Sphericity, both being significant at >0.001. The quantitative findings presented the extraction of 10 factors, which accounted for 85.823% of the total variance at the eigenvalue point. These factors included Utility (9 items), Implications (8 items), Flexibility and Adaptability (7 items), Equity (7 items), Balanced Infrastructure Development (7 items), Evaluation and Motivation Mechanisms (6 items), Management and Policy Making (8 items), Awareness and Empowerment (6 items), Educational Planning (4 items), and Technology Enhanced Learning (3 items).</p><p><strong>Conclusion: </strong>The findings highlight the complex challenges encountered by Iraqi educators in virtual learning environments, underscoring the significance of addressing infrastructural gaps, providing adequate training, and fostering equitable access to technology. By focusing on these domains, educational stakeholders can boost the effectiveness of online education in Iraq, ultimately improving educational outcomes for all students.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"13 3","pages":"235-248"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12238867/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144609787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}