Table 3.

Domains and components of barriers in the 16 included studies

No.	Domains of barriers	Components of barriers
1	Inefficient leadership	1-1 Lack of the required knowledge and attitude about the importance of integration and consequently less motivation for the development of planning (1, 5) 1-2 Absence of the career development programs in the BSS (12) 1-3 Lack of support from social and behavioral scientists and clinicians for curriculum design and its development (1)
2	Problems related to BSS faculty members	2-1 Lack of the qualified expert faculty members and lack of relationship with external BSS investigators (1, 4, 5, 13, 14) 2-2 Logistic problems due to separate BSS faculty among multiple departments marginalizing of BSS faculties (1, 14, 15)  2-3 Lack of the necessary knowledge and experience in clinical medicine (16)
3	Problems related to clinical faculty members	3-1 Lack of adequate incentives due to insufficient support (1) 3-2 Lack of right knowledge about and proper attitude toward the importance and  dynamics of BSS and their relationship with medical care (1,3,5,13,14,16,17) 3-3 Lack of well-trained and experienced faculty members for essential content training of BSS (4, 16) 3-4 Induction of negative attitudes in medical students towards BSS (4, 5)
4	Limited financial resources	4-1 to improve and develop a new content integration in the high-quality instructional programs (1, 18) 4-2 to perform more effective teaching techniques (1, 13, 16) 4-3 to assess students’ performance considering the effectiveness of teaching BSS (1, 18) 4-4 to teach both BSS and clinical faculty members and to support the development of new curriculum considering the time-consuming nature of the process (1, 13, 18)
5	Problems related to the curriculum	5-1 Existence of a hidden curriculum and lack of transferring BSS role-modeling during clinical courses (19, 20) 5-2 Lack of a standard model including appropriate contents with prioritized issues, effective teaching methods and appropriate evaluation systems (1, 4, 16, 21, 22) 5-3 Lack of a BSS database related to clinical practice (1) 5-4 Lack of a clear educational objectives for BSS and  its relation with clinical practice (15, 22) 5-5 Lack of a systematic integration of  BSS in all stages of the medical school curriculum (19, 22, 23) 5-6 Limited “time” or “space” of the curriculum considering the wide range of BSS (5, 12, 18, 22) 5-7 Reluctance of the predominant traditional model in medical education to change and its heterogeneity with the BSS mindset (5,12,13,19)
6	The conflict between BSS faculty members and clinicians	6-1 Discordant views between BSS and clinical faculty members and lack of commitment in these two groups to understand the relationship between clinical sciences and BSS (3, 4, 12)
7	Negative attitude of students	7-1 Lack of interest in the students due to failure to understand the relevance of BSS to clinical medicine (16, 18)