Medical education has undergone significant transformations, driven by rapid technological advancements. This systematic review aims to map and analyze educational technology trends from the late 1970s to 2024, tracing their evolution and their Impacts on competency development. Following PRISMA guidelines, a comprehensive search was conducted across seven databases in August 2024, yielding 18 studies published between 1978 and 2024 for qualitative, thematic synthesis. The findings indicate that technology integration has evolved through distinct trends. While simulation-based approaches were most frequently reported to enhance clinical reasoning and psychomotor skills, blended learning was highlighted for enabling flexible delivery, and other technologies, such as e-learning platforms and Web 2.0 tools, also played significant roles in supporting knowledge acquisition and collaborative learning. Despite these benefits, high costs, infrastructure limitations, and the need for specialized faculty training were identified as persistent barriers to adoption. In conclusion, the literature review indicates that technological trends have enriched medical education by fostering interactive, accessible, and flexible learning environments. Future strategies must therefore focus on developing scalable, cost-effective solutions. A dedicated systematic review of AI’s trajectory and impact is strongly recommended as a critical next step, building upon the historical foundation laid by this study.

A student support system (SSS) has a crucial role in the absorption, retention, and success of students in virtual learning. The purpose of this scoping review was to identify and map the available evidence regarding the dimensions and components of the SSS in virtual learning. This study was conducted in accordance with the methodology of the Joanna Briggs Institute (JBI) for scoping reviews. Our search strategy was based on using search engines, such as MEDLINE, EMBASE, Scopus, WoS, CINAHL, ERIC, PsycINFO, ProQuest, and Google Scholar. The articles were published in renowned medical education journals, including Medical Education, Medical Teacher, and Academic Medicine, and the reference lists of identified and reviewed articles were searched manually. The search results were imported into EndNote X20, and after removing duplicates and screenings, 42 studies met the inclusion criteria and were included in the review. A descriptive– analytical approach was employed, including a numerical count of study characteristics (quantitative) and template analysis (qualitative). Five dimensions were identified in the SSS in virtual learning: types of support, domains of support, stages of support, instigating of support, levels of support, and their components and subcomponents. The findings of this study depict a comprehensive roadmap and have an important contribution to the knowledge body of SSS in virtual learning. We suggest system developers, planners, and higher education officials to improve the quality of virtual learning by applying these findings in their planning and decision-making.

The Internet of Things (IoT) represents a paradigm shift in medical education, offering solutions to long-standing educational challenges. IoT-based systems provide real-time data, simulate clinical environments, and enable personalized learning, critical for preparing future healthcare professionals. This study implemented an IoT-based learning platform for a preclinical Doctor of Medicine (MD) course launched for 56 third-year students in a medical school from a developing country. This IoT-enabled learning environment provided students with active, hands-on learning activities that simulated real-world clinical practice. In all, the application of IoT in medical education has revolutionized it into something much more effective, engaging, and student-centered. As an innovative attempt, sharing this process at an early stage of development may inspire enthusiasm for implementing this approach and open the field for further development.

Although artificial intelligence (AI) is increasingly transforming healthcare systems, its systematic integration into undergraduate medical education (UME

Background: Learning experiences help learners achieve educational goals and are usually related to the educational context that occurs in teaching groups, teacher-student relationships, and teaching-learning activities. Objectives: The current study aimed to explain the views of non-Iranian students on the quality of learning experiences at Shahid Beheshti University of Medical Sciences, Tehran, Iran. Methods: This was a qualitative study with the directional content analysis method. The participants were 12 non-Iranian students studying in the last year or before the last year in medicine, nursing, and paramedical faculties of Shahid Beheshti University of Medical Sciences who were randomly selected from non-Iranian students for semi-structured oral interviews. The interviews continued until data saturation. Results: After content analysis, 85 initial codes were extracted. Based on the relationship between the codes, 14 subcategories were obtained and placed into 4 main categories. The main categories were available resources, available content, learning flexibility, and the quality of professors’ relationships with students. Conclusions: Based on the results, the quality of learning experiences plays a critical role in effective learning. Paying attention to the experiences and viewpoints of non-Iranian students studying at Shahid Beheshti University of Medical Sciences is very important to improve the quality of learning experiences and attract non-Iranian students.