Background:One of the most effective ways to prevent substance abuse is to promote addiction knowledge in influential social groups. Objectives: The purpose of this study was to identify the current status of substance abuse education in medical universities of Iran in order to develop a targeted curriculum on drug abuse and include it in the curriculum of medical students. Methods: In this descriptive library study, documentary (library) method and checklists were used for data collection. In order to identify the extent to which the existing units and courses deal with substance abuse and with the subject of addiction, the announced titles for active disciplines of the Ministry of Health and Medical Education were reviewed in 2017 -2018. Results: Of the 7685.5 units taught in different faculties of medical sciences universities in all disciplines except clinical residency programs.106.1% (optional or mandatory) are related to substance abuse. Of these, 49.5 units were related to the pathophysiology, treatment and pharmacology of substances, and 57.6 units covered topics related to prevention strategies and pathologies of substance abuse. Conclusions: Despite the high importance of substance abuse issues for medical sciences students, a general unit for prevention and familiarity with the physical, psychological and social consequences of substance abuse does not exist in most of these disciplines. Therefore, it is recommended that studies be conducted to provide specific courses related to the substance abuse phenomenon or to consider substance abuse topics in the courses related to this subject.

Background and Objectives: Self-assessment of clinical performance in a clinical setting is defined as the process of collecting internal and external data, interpreting the data on personal performance, and comparing them with a set of standards. The current study aimed at analyzing self-assessment of clinical skills among medical interns at Kerman University of Medical Sciences, Kerman, Iran, and determining the relationship between practical skills and theoretical knowledge. Methods: The current cross sectional, descriptive, analytical study was conducted in 2014 on a total of 141 interns from Kerman University of Medical Sciences selected via census sampling. Data were collected using a checklist including the main procedural skills of medical students and analyzed using the Mann-Whitney and the Kruskal-Wallis tests with SPSS. Results: The majority of participants were female (n = 79; 56%). The mean score of males' clinical skills was higher than that of females, and the difference was statistically significant (P = 0.001). Analysis of the relationship between internship duration and clinical skill scores showed that the mean score of interns who had completed 6 months of their internship was higher than that of the ones who had not; the difference was statistically significant (P = 0.001). Conclusions: Since the performance of future general practitioners highly depends on their learning and mastery of clinical skills, acquisition of these essential skills during internships is an important objective of medical students. Correct and complete training of clinical skills, especially during internships, is integrated into the medical curriculum, although its implementation requires careful planning and compliance with the medical standards.