Tehran University of Medical Sciences Iranian Journal of Public Health 2251-6085 38 Supple 1 2009 03 15 36 39 R Majdzadeh School of Public Health, Center for Academic and Health Policy (CAHP), Tehran University of Medical S Nedjat School of Public Health, Center for Academic and Health Policy (CAHP), Tehran University of Medical H Keshavarz School of Public Health, Tehran University of Medical Sciences, Tehran, Iran A Rashidian School of Public Health, Center for Academic and Health Policy (CAHP), Tehran University of Medical B Eynollahi Dept. of Ophtalmology, Shadid Beheshti University of Medical Sciences, Educational Development Cente B Larijani Head of Health Policy Council, Ministry of Health and Medical Education, Endocrinology and Metabolis KB Lankarani Minister, Ministry of Health and Medical Education, Tehran, Iran 2015 10 03 Medical education in Iran has witnessed important reforms within the last three decades. Among them was the formation of the Ministry of Health and Medical Education and a sudden rise in medical student admissions. This reform took place in a specific time period and was aimed to meet the country's requirement of training more physicians. Other reforms have aimed to improve the quality and outcomes of physician training. This is possible through two measures: a change in medi­cal education procedures, or a change in the ‘input' of medical education (i.e. students) or both. Graduate admission to medical schools is a step toward changing the ‘input'. In 2008, twenty one bachelor students were admitted in Tehran Uni­versity of Medical Sciences through a series of prerequisites, tough scientific exams and structured interviews. This move had three objectives: strengthening the links between basic and clinical sciences, selecting the students on the basis of a wider range of criteria (instead of strictly academic ones), and providing a chance for applicants to make a more informed choice of medicine (considering that the graduate applicants are older and have previous academic experience). Further ar­eas of education reform are also being followed: a change in medical students' educational content and procedures, and con­siderations and development of joint degrees such as MD-MPH and MD-PhD. https://ijph.tums.ac.ir/index.php/ijph/article/view/2845