Knowledge is a strategic asset of universities [1], but it holds value only when shared [2,3,4]. In the fast-paced and ever-evolving field of medicine, where vast amounts of knowledge are continuously generated, knowledge sharing (KS) is of paramount importance [5, 6]. It ensures faculty members can access and utilize state-of-the-art knowledge to provide high-quality medical education and healthcare services.
Despite its critical role in the success of higher education institutions (HEIs), many academicians perceive knowledge as a form of power [7] and are thus reluctant to share it [7,8,9,10,11,12]. This issue is even more pronounced in medical settings, where faculty members…