Background: Educational discrimination and structural inequities within clinical learning environments may compromise training quality, professional development, and clinical preparedness among Emergency Medical Services (EMS) students, particularly where access to clinical exposure is uneven. This study assessed perceived educational discrimination and related training challenges among EMS students in southeastern Iran.
Methods: This descriptive–analytical cross-sectional study was conducted among 217 EMS students in southeastern Iran. Data were collected using a structured questionnaire developed based on a prior qualitative study and literature review. Content validity was examined using the Content Validity Ratio (CVR) and Content Validity Index (CVI), with an overall CVI of 0.94. Reliability was confirmed through a pilot study (Cronbach’s alpha = 0.85). Data were analyzed using descriptive statistics and independent t-tests.
Results: Of 217 participants, 73.7% were male and 26.3% female, with a mean age of 22.32 ± 2.84 years. The mean perceived discrimination score was 27.03 ± 3.96, indicating a high level of discrimination. Major concerns included unequal access to training facilities (4.60 ± 0.69), limited access to appropriate clinical learning environments such as obstetrics wards (4.55 ± 0.81), and inappropriate interactions with clinical staff (4.54 ± 0.81). Female students reported significantly higher discrimination levels than males (p < 0.001). No significant associations were found with marital status, academic degree, or university type.
Conclusion: EMS students experience substantial educational discrimination driven by structural and interpersonal factors. Improving equitable clinical access, staff–student interactions, and institutional safeguards may enhance training quality and clinical preparedness.