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Abstract Background The economic sanctions imposed on Iran have had a significant impact on the country’s healthcare system. The sanctions have affected the availability and affordability of cancer diagnosis and treatment services, leading to a range of challenges for patients with cancer. This study aimed to explore these challenges and gain a deeper understanding of the impact of economic sanctions on cancer care in Iran. Methods The research method involved qualitative in-depth interviews with 53 experts, including clinical and basic sciences specialists, who were selected through purposeful sampling. The data were analyzed through qualitative content analysis using MAXQDA 2020. Results A total of 900 codes were identified, categorized into three primary groups—input, process, and output—and further divided into 13 subcategories. Within the input category related to health systems providing cancer care to patients, several critical issues emerged. These included instability in financing mechanisms and regulations, shortages of materials, low-quality imported materials, high material prices, and loss of human resources. Meanwhile, in the process of delivering diagnostic and treatment procedures to cancer patients, concerns centered around delayed and inadequate care, non-adherence to guidelines, limited international collaborations, and reduced provider satisfaction. Finally, during the output phase, the main subcategories extracted were lower effectiveness, increased adverse events, and increased equity gaps. Conclusions Although economic sanctions against Iran have not officially targeted healthcare and access to drugs, they have restricted access to standard equipment and modern technologies, leading to increased delays, misdiagnosis, and diagnostic and therapeutic side effects in cancer patients to the point of death.

INTRODUCTION: Student–supervisor conflict is inevitable in an academic setting. The purpose of the present study aimed to argue that using intelligent interaction as an appropriate strategy to manage the student–supervisor conflict in Iranian nursing schools. MATERIALS AND METHODS: This qualitative study was a part of larger grounded theory research. Data were collected by conducting a semi-structured interview with nine nursing students and five supervisors who were selected by purposeful sampling in the current investigation. Data analysis was done through the recommended method of Corbin and Strauss (2015). RESULTS: Intelligent interaction was extracted as one of the main categories for managing student–supervisor conflict. Intelligent interaction consisted of four subcategories including use a logic strategy, competent role play, flexible and smart selection, and getting help from other sources. CONCLUSION: Intelligent interaction is an appropriate strategy to resolve and manage the supervisor–student conflict in the Iranian academic setting. It is suggested that universities must consider intelligent interaction in developing a policy-procedure process for managing the student–supervisor conflict in Iranian academic settings.

Context Effective clinical skills training of medical students can guarantee a higher quality of care, diagnosis, and treatment for patients. Therefore, selection of appropriate methods of clinical education is of great significance. Mastery learning is one of the learning models in which educational progress is not dependent on time, but rather performance. In this model, the learner is constantly assessed until achieving mastery. All students can achieve the same level of learning, although the amount of time required for mastery is variable. Objectives The purpose of the present study was to review the literature on the effects of mastery learning on the clinical education of medical students. Data Sources This systematic review was conducted in English and Persian databases to evaluate articles on mastery learning in clinical education, published from 1990 to 2016. In the primary search, 503 articles were retrieved using Persian and English keywords, including “clinical teaching” and “mastery learning”. After reviewing the abstracts, 50 relevant articles were selected, and, finally, 26 articles were reviewed. Results Based on the findings, mastery learning can improve skill mastery among students, reduce the complications of medical interventions, increase the students’ self-confidence, reduce the required time for skill acquisition, increase the students’ knowledge, and improve their communication skills. Also, this method of learning has been effectively applied in medicine, nursing, and occupational therapy for students and hospital staff. Conclusions Mastery learning is a suitable method for teaching clinical skills to students. Considering the advantages of this method, it can be used effectively to train students from different medical disciplines.

Introduction: Teacher efficacy is the belief of a teacher that he can affect the behavior and academic achievement of learners. Many efforts have been made to measure teacher efficacy but there is no valid and reliable instrument to measure it in Iran. Therefore, this study was performed to translate and psychologically evaluate “teachers’ sense of efficacy scale” (TSES). Methods: This descriptive study was conducted on teachers of school of nursing and midwifery in Tehran. The questionnaire was completed by all teachers (n=140). TSES was translated and then its content, face, and concurrent validity as well as its reliability were measured using internal consistency and test re-test after two weeks. Results: Content validity index of TSES was 0.79 in part of relevancy, 0.62 for clarity, and 0.51 for simplicity respectively. Face validity of the scale was approved according to experts’ opinions and viewpoints of participants. Concurrent validity of teacher’s sense of efficacy scale was measured along with “General Self-efficacy Scale” and a value of 0.71 was calculated for their correlation. TSES scale’s Cronbach's alpha was 0.93 and 0.96 was the value attained for test re-test. Conclusion: The “Teacher Sense of Efficacy Scale” (TSES) is a valid and reliable scale for measuring the efficacy of teachers in Iran.