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Mohammad rasool Khazaei1 
, Omid Rustamzadeh2 , Seyed Mojtaba Ahmadi3 , Kambiz Varmira4 , Elham Niromand5 , Mohammad Hossein Pourasad6 , Ghobad Ramezani *7
, Omid Rustamzadeh2 , Seyed Mojtaba Ahmadi3 , Kambiz Varmira4 , Elham Niromand5 , Mohammad Hossein Pourasad6 , Ghobad Ramezani *7
1- Fertility and Infertility Research Center, Health Technology Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
2- Student Research Committee, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
3- Department of Clinical Psychology, School of Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran.
4- Research Center of Oils and Fats, Kermanshah University of Medical Sciences, Kermanshah, Iran.
5- Fertility and Infertility Research Center, Health Technology Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran.
6- School of Paramedical, Kermanshah University of Medical Sciences, Kermanshah, Iran
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2- Student Research Committee, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
3- Department of Clinical Psychology, School of Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran.
4- Research Center of Oils and Fats, Kermanshah University of Medical Sciences, Kermanshah, Iran.
5- Fertility and Infertility Research Center, Health Technology Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran.
6- School of Paramedical, Kermanshah University of Medical Sciences, Kermanshah, Iran
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Abstract: (2 Views)
Introduction: Education in medical universities is a multidimensional and dynamic process influenced by individual, organizational, and cultural factors. Rapid social and technological changes have further reshaped students’ learning expectations and educational experiences. This study aimed to explore the concept of education and identify major educational challenges from the perspectives of faculty members and students at Kermanshah University of Medical Sciences (KUMS), Iran.
Methods: This qualitative study used thematic analysis. Participants included 15 faculty members and 16 students from different schools and academic levels, selected through purposive sampling with maximum variation. Data were collected through individual semi-structured interviews and analyzed iteratively until data saturation was reached. Trustworthiness was enhanced through independent coding by two researchers, member checking, expert review, and reflexive note-taking.
Results: Education was conceptualized by both faculty members and students as a multidimensional, interactive, and human-centered process extending beyond knowledge transmission. Faculty members primarily emphasized structural, managerial, infrastructural, and motivational challenges, whereas students highlighted psychological pressure, insufficient support, limited feedback, perceived inequity, and gaps between theoretical and practical learning. Both groups identified assessment practices and limited educational interaction as important areas for improvement.
Conclusion: Although faculty members and students shared a broad understanding of education as a process of growth, meaningful learning, and interaction, they differed in their experiences of educational challenges. Improving medical education at KUMS requires attention to institutional structures and policies, assessment and feedback, educational innovation, faculty–student interaction, and learner participation.
Methods: This qualitative study used thematic analysis. Participants included 15 faculty members and 16 students from different schools and academic levels, selected through purposive sampling with maximum variation. Data were collected through individual semi-structured interviews and analyzed iteratively until data saturation was reached. Trustworthiness was enhanced through independent coding by two researchers, member checking, expert review, and reflexive note-taking.
Results: Education was conceptualized by both faculty members and students as a multidimensional, interactive, and human-centered process extending beyond knowledge transmission. Faculty members primarily emphasized structural, managerial, infrastructural, and motivational challenges, whereas students highlighted psychological pressure, insufficient support, limited feedback, perceived inequity, and gaps between theoretical and practical learning. Both groups identified assessment practices and limited educational interaction as important areas for improvement.
Conclusion: Although faculty members and students shared a broad understanding of education as a process of growth, meaningful learning, and interaction, they differed in their experiences of educational challenges. Improving medical education at KUMS requires attention to institutional structures and policies, assessment and feedback, educational innovation, faculty–student interaction, and learner participation.
Type of Study: Original |
Subject:
Developmental Anatomy
Received: 2026/09/15 | Accepted: 2026/09/27
Received: 2026/09/15 | Accepted: 2026/09/27
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