Integrating Histoty of Medicine into Iran's Medical Education Curriculum: An Interdisciplinary Analysis of Necessities, Challenges and Implementation Strategies
Tārīkh-i pizishkī i.e., Medical History,
Vol. 17 (1404),
6 May 2025,
Page 1-13
https://doi.org/10.22037/mhj.v17i.49001
Background and Aim: Medical history as an interdisciplinary field, despite its well-established position in advanced educational systems, has failed to attain an appropriate status in the curricula of medical sciences disciplines in Iran. This research aimed to analyze the necessities, challenges and implementation strategies for integrating medical history into Iran's medical education curriculum, as well as to conduct a comparative analysis with global experiences.
Methods: This qualitative study employed a documentary-library research method with a descriptive-analytical approach. Data were collected from different academic sources (including articles, specialized books and official documents) in national and international databases and were analyzed.
Ethical Considerations: The principles of research ethics, including authenticity of texts, academic honesty and meticulous citation, were strictly observed. All documentation was presented with precise references and respect for authors' rights.
Results: The study revealed that medical history education in Iran faces structural, content-related and attitudinal challenges. The main obstacles include the dominance of biomedical perspectives, shortage of specialized human resources, resistance to curriculum changes and lack of student motivation. In contrast, successful experiences from countries such as the United States (featuring compulsory medical history courses and longitudinal integration model during clinical rotations) and South Korea (with 80 years of teaching this subject) demonstrate its positive impact on developing physicians' professional competencies. Although Iran established the medical history discipline in 2013, its integration into general medical education curricula remains limited.
Conclusion: The institutionalization of medical history education in Iran requires implementing multi-level strategies including: 1- revising educational policies; 2- training specialized instructors; 3- designing integrated curricula; 4- developing indigenous learning resources. The study recommends taking practical steps toward curriculum integration by adapting successful global models while considering the principles of Iranian-Islamic hikmah.