Document Type : Original Article


1 Department of Healthcare Services Management, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran

2 Department of Pharmaceutics, Tehran University of Medical Sciences, Tehran, Iran

3 Social Determinants of Health Research Center, Yasuj University of Medical Sciences, Yasuj, Iran

4 Department of of Emergency Medicine, Clinical Research Development Unit, Beheshti Hospital, Yasuj University of Medical Sciences, Yasuj, Iran,

5 Department of Emergency Medicine, Clinical Research Development Unit, Yasuj University of Medical Sciences, Yasuj, Iran


BACKGROUND: COVID‑19 has a great impact on medical sciences education. Some researches
have been conducted on the effects of the COVID‑19 pandemic on medical sciences education
in the world. The aim of this study was to identify the effects of this disease on medical sciences
education in Iran.
MATERIALS AND METHODS: This futures study research was carried out using the future wheel
method in Iran’s University of Medical Sciences in the spring of 2020. A semi‑structured interview
was also conducted on the vice chancellors of medical sciences universities, faculty presidents,
faculty vice chancellors, faculty members, medical education specialists, and university students,
who were purposefully identified. The interview continued until achieving data saturation. Analysis
of the interviews was performed by MAXQDA version 10 software.
RESULTS: The effects were presented at three levels including primary effects, secondary effects,
and third effects. In addition, 16 primary effects, 51 secondary effects, and 24 tertiary effects were
recognized. One primary effect of the coronavirus (COVID‑19) pandemic on medical sciences
education in Iran was fear, stress, and anxiety among students and faculty members as well as
staffs to get the disease. In addition, rumor was circulated concerning the infection of some people,
thus, there was a need for holding courses regarding stress management and rumor management.
One secondary effect of the coronavirus (COVID‑19) pandemic on medical sciences education in
Iran was allocation of a number of educational hospitals to the referral hospitals of COVID‑19. One
tertiary effect of the coronavirus (COVID‑19) pandemic on medical sciences education in Iran was
increasing the number of virtual courses.
CONCLUSIONS: The most important effect of this disease on medical sciences education is the
postponement of practical and apprenticeship classes, and consequently the increased length of the
academic term that leads to delay in the students’ graduation, which can reduce the workforce. On
the one hand, this disease causes death of a number of students, educational and medical staffs,
and faculty members, as well as reduces the workforce. Also, lengthening the recruitment of faculty
members will add to this challenge. In this regard, there is a need to plan to compensate for the
shortage of required human resources.


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