The global society, we live in today, is very intertwined and complicated. Hence, an ability to expand organizational and trans-organizational boundaries plays a critical and vital role in educational systems (1). The concept of boundary spanning, which was formed in the fields of behavioral psychology and organizational theories in the mid-1970s (2), is somewhat unknown in the medical and health education system (3). Meanwhile, one of the important approaches and activities that can help the improvement of health and medical education systems is boundary spanning activities (4). The boundary spanning theory, which was formed based on sociotechnical and open systems theories (5), is defined as creating a capacity for orientation, alignment, and commitment across the borders of an organization in order to realize the goals and visions of that organization (6). The individuals who are called boundary-spanners play an essential role in boundaryspanning activities (7). In the context of a university system, boundary spanners can include faculty members, staff, and university administrators (8). Therefore, at the level of an academic system, boundary spanners should be aware of the priorities and needs of their academic community, as well as their surrounding environment at organizational and extra-organizational levels (9).
