en Bridging Knowledge and Practice: A Five-Year Assessment of an Innovative Entrepreneurship Education Program With focuce on Medical Education Curriculum” تخصصي Special <h3 style="margin-top:12px; margin-bottom:12px">Conventional, teacher-centered education has traditionally been employed to address students&#39; educational needs by delivering essential knowledge. However, there has been a growing trend towards more innovative teaching methods, such as project-based and student-centered education. This study aimed to develop and assess a projectbased, student-centered approach to teaching entrepreneurship and creativity. This quasi-experimental study in education involved 450 medical students over a five-year period (2019-2023) who enrolled in a creativity course as an optional non-core component of the medical education curriculum. The course was structured into three segments: fundamentals of creativity and models, database searching, proposal writing, reference management, and the conversion of ideas into entrepreneurial plans and projects. The study continued with project-based learning in the creativity course and collected data through open-ended student feedback via WhatsApp regarding the educational method, its impact on student learning, related indicators, and any disadvantages associated with it. Students&#39; scores were compiled in three stages, with a maximum final score of 20. The mean score for students in this course was 17.34 &plusmn; 1.54, indicating the achievement of learning objectives. Additionally, approximately 10 to 15 research projects were produced for every 100 students, resulting in teamauthored scientific articles published in reputable journals. A content analysis of open-ended questions identified four dimensions of the educational intervention&#39;s impact: personal development, team learning potential, active research skills, and teaching characteristics. However, challenges included the need for additional time, high expectations, the requirement for a continuous process, and the availability of research resources. Project-based and student-centered teaching, along with a constructivist approach in medical sciences courses, are crucial strategies in education. Teachers in the field of medical sciences can utilize these methods to improve their teaching practices</h3> <h3 style="margin-top:12px; margin-bottom:12px">Conventional, teacher-centered education has traditionally been employed to address students&#39; educational needs by delivering essential knowledge. However, there has been a growing trend towards more innovative teaching methods, such as project-based and student-centered education. This study aimed to develop and assess a project-based, student-centered approach to teaching entrepreneurship and creativity. This quasi-experimental study in education involved 450 medical students over a five-year period (2019-2023) who enrolled in a creativity course as an optional non-core component of the medical education curriculum. The course was structured into three segments: fundamentals of creativity and models, database searching, proposal writing, reference management, and the conversion of ideas into entrepreneurial plans and projects. The study continued with project-based learning in the creativity course and collected data through open-ended student feedback via WhatsApp regarding the educational method, its impact on student learning, related indicators, and any disadvantages associated with it. Students&#39; scores were compiled in three stages, with a maximum final score of 20. The mean score for students in this course was 17.34 &plusmn; 1.54, indicating the achievement of learning objectives. Additionally, approximately 10 to 15 research projects were produced for every 100 students, resulting in teamauthored scientific articles published in reputable journals. A content analysis of open-ended questions identified four dimensions of the educational intervention&#39;s impact: personal development, team learning potential, active research skills, and teaching characteristics. However, challenges included the need for additional time, high expectations, the requirement for a continuous process, and the availability of research resources. Project-based and student-centered teaching, along with a constructivist approach in medical sciences courses, are crucial strategies in education. Teachers in the field of medical sciences can utilize these methods to improve their teaching practices</h3> Project-based teaching, medical sciences, Teaching, Learning, Active learning, creativity 1 13 http://jrhms.thums.ac.ir/browse.php?a_code=A-10-101-2&slc_lang=en&sid=1 Mohsen Alipour 10031947532846001173 10031947532846001173 No School of Medicine,Jahrom University of Medical Sciences, Iran Leili Mosalanejad mosallanejad@jums.ac.ir 10031947532846001174 10031947532846001174 Yes School of Medicine,Jahrom University of Medical Sciences, Iran Seyyed Ebrahim Moosavifard 10031947532846001175 10031947532846001175 No School of Medicine,Jahrom University of Medical Sciences, Iran Mohsen Keshavarz 10031947532846001176 10031947532846001176 No Department of E-Learning in Medical Sciences, School of Paramedical Sciences, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran.