BACKGROUND: Metamotivation is a process that students use to monitor their motivational states to reach their academic goals. To date, few studies have addressed the ways that medical students manage their motivational states. This study aim to identify the motivational strategies of medical students as they use the metamotivational process to monitor and control their motivational states. MATERIALS AND METHODS: This qualitative study uses directed content analysis of the narrative responses of 18 medical students to draft an in‑, depth and semistructured interview protocol which were conducted through WhatsApp due to social distance restrictions of COVID‑, 19. Data were collected, encoded, and analyzed using deductive content analysis approach descripted by Elo and Kyngä, s. RESULTS: Seven main themes were extracted as the motivational strategies of medical students including “, regulation of value, ”,“, regulation of situational interest, ”,“, self‑, consequating, ”,“, environmental structuring, ”,“, efficacy management, ”,“, regulation of relatedness, ”,and “, regulation of situational awareness. ”,In this study by identifying new strategies, we provide a broader framework of metamotivational strategies in the field of the progression of learners in medical education. CONCLUSION: Medical students use a variety of strategies to regulate their academic motivation. To sustain and improve the motivation of medical students, identifying and strengthening metamotivational strategies is the first step.

Background: Transition from student role to professional role is an important step during the medical course. The discourses of professionalism education are ambiguous in different countries. This study aimed to explain the formation of professionalism in medical students. Methods: The present study was a qualitative study using Jø, rgensen discourse analysis. Participants included 18 medical interns of Iranian universities of medical sciences. The average duration of each interview was 60 to 90 minutes. Data collection tools were in-depth semi-structured interviews and purposive sampling methods. Data collection continued until data saturation. The data analysis method was open coding. Results: The mean age of participants in this study was 25. 65 ±,9. 12. The results included seven concepts,management of professional stress, professional competence, moral competence, human nature of profession, personal development, proper care, and professional identity as well as the nodal point in this discourse analysis was the hidden curriculum. Conclusions: If during the internship, certain professional beliefs and behaviors are not institutionalized in today's students, it can reduce the sensitivity of students' professionalism and makes professional decisions difficult for future physicians. Therefore, the role of formal education in professionalism is important in this regard, considering the role of the hidden curriculum.

Background and purpose: Beginning medicine for the first time as a academic program is a very stressful for medical students. This study is an attempt to determine stress in medical students of Qazvin University of Medical Sciences and Health Services.Methods: A survey of randomly selected medical students of all years in Quazvin medical university were conducted based on a questionnaire including demographic data and items examining possible sources of anxiety based on our experience with medical students and a scale to measure the anxiety experienced by the students as well as an item asking students how satisfied they are with studying medicine were given to all subjects. On the questionnaire space were provided for respondent to express their comments on each factor they identify as source of stress. To measure the anxiety the students were asked to mark the level of anxiety they experienced on a six point scale. Analyses of data was conducted with SPSS version 12. Relation between variables was assessed with chi-square test with a significance level of <0/05.Results: Of the 200 students who received questionnaires 155 completed and returned them (response rate=77.7%). Of all respondent, 123 (79.4%) were female, 140 (90.3%) were unmarried. Nearl half the students (45%) experienced intermediate or higher levels of stress. More frequently expressed factors leading to stress were “initial adaptation to the program” (84.5%), apprehension of exam (41.3%) and economic issues (32.4%).Conclusion: Our findings suggests that many stressors are present in the path to become a doctor. A more detailed investigation of these factor throughout universities of medicine and based on that introducing procedures centrally and university-based will undoubtedly help tackle many of these problems.