Introduction: The written legacy of scholars such as al-Razi and Avicenna, based on observation, experimentation, and maintaining the balance between body and soul, presents a comprehensive model for cultivating responsible physicians who are aware of their historical and cultural identity. Nevertheless, the dominance of positivist paradigms in modern medical education has diminished the role of this heritage, revealing the necessity for a fundamental revision of curricular contents and educational philosophy.
Method: This study adopts a descriptive–analytical approach grounded in library and documentary research. Data have been extracted from classical Iranian–Islamic medical texts, historical writings, philosophical sources, and scholarly articles, and then analyzed to identify the influential manifestations of Iranian–Islamic civilization in modern medical education.
Results: Results indicate that Iranian–Islamic medicine has foundational achievements in four principal domains: epistemic–scientific, ethical–humanistic, clinical–therapeutic, and philosophical–spiritual. The systematic classification of medical knowledge, the experiential and evidence-based methodology introduced by al-Razi, the interdisciplinary comprehensiveness of Avicenna’s Canon of Medicine, and the establishment of organized hospital models exemplify the institutionalization of medical education and research within this civilization.
Conclusion: The intelligent integration of the cultural and civilizational achievements of Iran and Islam into modern medical education is not a nostalgic return to the past but rather a strategic movement toward cultivating holistic, committed, and human-centered physicians. This synergy enhances the quality of education, improves public health, and strengthens the connection between science, ethics, and identity. Achieving this goal requires systematic revision of educational curricula, scientific validation of classical texts, and expansion of interdisciplinary research.