Purpose
Three of the key components of the Montessori educational method developed by Dr. Maria Montessori in 1907 include competency-based assessments, student-directed learning and teachers acting as observers. The Montessori method guides students to become lifelong learners who respect their peers and environment. While this pedagogy was developed for children, this review aimed to identify where principles of Montessori education reside in medical school curricula, even if the aspects were not explicitly identified as Montessori principles. The exploration of Montessori’s pedagogy within medical education emerges from a need to foster deeper connections between foundational educational principles and the demands of a dynamic, patient-centered healthcare environment.

Methods
Search terms were developed using keywords from the principles of the Montessori Method. PubMed, Google Scholar, and ERIC databases were queried with these keywords along with medical education search terms. Articles were then grouped according to the published Logic Model for Montessori Education: Inputs, Activities, Outputs, Outcomes, or Impacts (Culclasure et al. 2019).

Results
Key features of the Montessori method in selected medical school curricula were identified through literature searches. The examples from the literature were then classified according to the Logic Model for Montessori Education.

Conclusion
Aspects of the Montessori method were identified in current medical school curricula. Medical education curricula often include self-directed learning implemented through asynchronous sessions. Medical schools can provide hands-on-learning through simulation centers and include mixed levels of learners through interprofessional education activities. Self-directed learning, hands-on-learning, and mixed levels of learners are all features of Montessori education. A thoughtful adaptation of these principles could provide a framework for future curricular reviews to include more learning opportunities that reflect respect for individual learning pathways, emphasize sensory and experiential learning, and integrate self-directed mastery. Each of these are essential qualities for developing healthcare professionals who are both technically skilled and resilient in high-stakes environments.