Research code: IR.IUMS.REC.1402.1169
Seyedeh Zahra Nahardani 
, Mehdi Ghassabichorsi , Seyedeh Mahboobeh Hosseini , Maryam Beheshtifar , Helen Dargahi
, Mehdi Ghassabichorsi , Seyedeh Mahboobeh Hosseini , Maryam Beheshtifar , Helen Dargahi
Iran University of Medical Sciences
Abstract: (8 Views)
Objective: Educational equity is a cornerstone of quality medical education, impacting student learning and trust. This study explores the lived experiences of medical students at Iran University of Medical Sciences regarding educational equity.
Methods: A qualitative phenomenological approach was employed. The study population comprised medical students at Iran University of Medical Sciences. Purposeful theoretical sampling with maximum demographic variation was used until data saturation. Semi-structured interviews with 10 students were conducted and analyzed using Colaizzi’s seven-step method. Lincoln and Guba’s criteria ensured trustworthiness, with findings validated by participants.
Results: Data analysis identified five core themes of educational equity: assessment and grading, teaching quality and consistency, teacher–student interaction and support, access to educational resources, and transparency and supervision. Each theme encompassed both positive and negative student experiences. Notably, negative experiences predominated in resource access and transparency, with informal relationships highlighted as a source of inequity. This underscores educational equity as a multidimensional phenomenon influenced by structures, interactions, and resources.
Conclusion: Educational equity is a lived experience necessitating structural reforms, standardized assessments, enhanced transparency, and supportive teacher–student relationships. These findings can inform educational policy, faculty development, and quality improvement in medical education at similar institutions.
Methods: A qualitative phenomenological approach was employed. The study population comprised medical students at Iran University of Medical Sciences. Purposeful theoretical sampling with maximum demographic variation was used until data saturation. Semi-structured interviews with 10 students were conducted and analyzed using Colaizzi’s seven-step method. Lincoln and Guba’s criteria ensured trustworthiness, with findings validated by participants.
Results: Data analysis identified five core themes of educational equity: assessment and grading, teaching quality and consistency, teacher–student interaction and support, access to educational resources, and transparency and supervision. Each theme encompassed both positive and negative student experiences. Notably, negative experiences predominated in resource access and transparency, with informal relationships highlighted as a source of inequity. This underscores educational equity as a multidimensional phenomenon influenced by structures, interactions, and resources.
Conclusion: Educational equity is a lived experience necessitating structural reforms, standardized assessments, enhanced transparency, and supportive teacher–student relationships. These findings can inform educational policy, faculty development, and quality improvement in medical education at similar institutions.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
This is an open access article distributed under the terms of the Creative Commons Attribution License (CC-By-NC), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
Contact Information
© 2015 All Rights Reserved | Development Strategies in Medical Education
Designed & Developed by : Yektaweb
Development Strategies in Medical Education by http://dsme.hums.ac.ir/ is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.