en Original Research <span style=font-size:11pt><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span style=font-size:10.0pt><span cambria= style=font-family:><span style=color:#4472c4>Aims:</span></span></span></b><span style=font-size:10.0pt><span cambria= style=font-family:><span style=color:black> The educational system is one of the key areas affected by the COVID-19 pandemic. Due to their sensitive nature, medical schools and health-related disciplines have been more significantly impacted by COVID-19. Therefore, aggregation and integration of educational policies applied in medical schools worldwide are essential for evidence-based decision-making by educational policymakers—the present study aimed to identify virtual learning policies in medical schools during COVID-19.</span></span></span></span></span></span><br> <span style=font-size:11pt><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span style=font-size:10.0pt><span cambria= style=font-family:><span style=color:#4472c4>Information & Methods:</span></span></span></b><span style=font-size:10.0pt><span cambria= style=font-family:><span style=color:black> This systematic review of all published articles on virtual education policies in medical schools during COVID-19 until January 20, 2022, collected from five databases and the Google Scholar search engine. Overall, 38 articles are identified and analyzed using content analysis in MAXQDA 10.</span></span></span></span></span></span><br> <span style=font-size:11pt><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span style=font-size:10.0pt><span cambria= style=font-family:><span style=color:#4472c4>Findings:</span></span></span></b><span style=font-size:10.0pt><span cambria= style=font-family:><span style=color:black> The results are classified into three domains: Challenges, solutions, and advantages of virtual learning of medical sciences during COVID-19. Thirty-four challenges, 62 solutions, and 27 advantages are identified. Each domain is divided into five categories: learner, teaching-learning process, technical infrastructure, instructor, and evaluation.</span></span></span></span></span></span><br> <span style=font-size:11pt><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span style=font-size:10.0pt><span cambria= style=font-family:><span style=color:#4472c4>Conclusion:</span></span></span></b><span style=font-size:10.0pt><span cambria= style=font-family:><span style=color:black> Distance education policies need to identify the challenges of this type of education and apply a systemic model of interventions that include virtual clinical workshops, clinical simulation laboratories, flexible online resources, a gradual e-learning process, a system for sharing the virtual materials of instructors, and ways of improving students’ and instructors’ computer skills.</span></span></span></span></span></span> Policy,COVID-19,Education, Distance,Schools, Medical, 389 398 http://hehp.modares.ac.ir/browse.php?a_code=A-10-63649-5&slc_lang=en&sid=4 M. Saadati 1003194753284600300708 1003194753284600300708 No Department of Health Sciences Management, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran F. Kazemi 1003194753284600300709 1003194753284600300709 No Department of Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran S. Taheri 1003194753284600300710 1003194753284600300710 No Department of Health Management, Faculty of Health Sciences, European University of Lefke, Lefke, Turkey P. Isfahani 1003194753284600300711 1003194753284600300711 No Department of Health Sciences Management, School of Public Health, Zabol University of Medical Sciences, Zabol, Iran M. Afshari 1003194753284600300712 1003194753284600300712 Yes Department of Health Sciences Management, School of Nursing and Midwifery, Saveh University of Medical Sciences, Saveh, Iran