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Objective <p>This study aimed to explore the challenges and identify strategies to enhance participation in the Iranian Scientific Olympiad for Medical Students. This qualitative descriptive study was conducted using semi-structured interviews with 28 participants, including students, faculty members, administrators, and Olympiad officials. Participants were purposively sampled, and data were analyzed using conventional content analysis. Trustworthiness was ensured through reflexive practices and triangulation.</p> Results <p>Student participation was influenced by interconnected individual, structural, and process-related factors. Individual barriers included low self-confidence, competing academic and financial priorities, and limited intrinsic motivation. Structural challenges involved inequitable access to educational resources, insufficient institutional support, limited stakeholder involvement, and perceived lack of transparency in evaluation processes. Process-related barriers included frequent procedural changes, inadequate preparation opportunities, limited mentorship, and unclear feedback mechanisms. Suggested strategies included strengthening mentorship systems, improving transparency and fairness in assessment, increasing stakeholder involvement in decision-making, establishing sustainable institutional support, and developing a centralized and permanent information platform to enhance awareness and engagement.</p>

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Challenges and strategies to enhance participation in the Iranian medical students’ scientific Olympiad: a qualitative study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月28日

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  • Mahdi Abbasi,
  • Seyed Jamal Mirmousavi,
  • Mehdi Rabiei,
  • Sana Jafarlou,
  • Hamid Sadeghi,
  • Elham Navipour

摘要

Objective

This study aimed to explore the challenges and identify strategies to enhance participation in the Iranian Scientific Olympiad for Medical Students. This qualitative descriptive study was conducted using semi-structured interviews with 28 participants, including students, faculty members, administrators, and Olympiad officials. Participants were purposively sampled, and data were analyzed using conventional content analysis. Trustworthiness was ensured through reflexive practices and triangulation.

Results

Student participation was influenced by interconnected individual, structural, and process-related factors. Individual barriers included low self-confidence, competing academic and financial priorities, and limited intrinsic motivation. Structural challenges involved inequitable access to educational resources, insufficient institutional support, limited stakeholder involvement, and perceived lack of transparency in evaluation processes. Process-related barriers included frequent procedural changes, inadequate preparation opportunities, limited mentorship, and unclear feedback mechanisms. Suggested strategies included strengthening mentorship systems, improving transparency and fairness in assessment, increasing stakeholder involvement in decision-making, establishing sustainable institutional support, and developing a centralized and permanent information platform to enhance awareness and engagement.