Journal of Education and Health Promotion 2277-9531 9 10 2019 10 01 Practical points for brain‑friendly medical and health sciences teaching 1 11 28705 EN . Sahar Ghanbari . Fariba Haghani Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran 0000-0001-9045-1515 . Malahat Akbarfahimi Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Science, Tehran, Iran Journal Article 2023 02 26 BACKGROUND: Special learning outcomes are considered for medical and health sciences education<br />which can be acquired by some interactive learning systems in the human brain. Given the importance<br />of this issue, based on literature, we attempted at mentioning certain practical points for medical and<br />health sciences educators to employ in preclinical and clinical teaching.<br />MATERIALS AND METHODS: We searched databases of PubMed, Proquest, Scopus, ERIC, and<br />ISI Web of Science for relevant literature from January 2010 to January 2019.<br />RESULTS: From a total of 1029 records, 30 articles along with 35 papers from snowballing and hand<br />searching were included in this study. The following 12 main items were encompassed: teaching<br />students the basic neuroscience of learning and set individual learning goals, “just right challenge”<br />heeding the balance between supervision and autonomy, brain‑friendly coaching, repetition with<br />spaced learning, visualization as a powerful learning tool, multimodal teaching, cognitive learning<br />and mental model, cognitive‑emotional learning, active and social learning, creativity and art, sleep,<br />medical faculty’s participation regarding the courses of “neuro‑education studies,” and “neuro‑myths”<br />were suggested for brain‑friendly medical and health sciences teaching.<br />CONCLUSIONS: We considered 12 practical points for brain‑aware medical and health sciences<br />teaching according to the recent literature on the basis of the association between education, cognitive<br />science, neuroscience, and psychology. Interdisciplinary research and practice regarding this issue<br />can improve teaching–learning quality, students’ well‑being, and ultimately patient outcomes.<br /><br /> https://jehp.mui.ac.ir/article_28705_82bdd6d74c304d5130239833c88d2f18.pdf