Perceived Educational Discrimination among Emergency Medical Services Students in Southeastern Iran: A Multicenter Cross-Sectional Study

Malekiyeh, Amir; Ghanizadeh, Pouria; Mahmodi, Mohamadreza; Memardoost, Maryam; Tikdari, Fatemeh; Mehni, Faezeh; Ghazanfarpour, Masumeh; Bamorovat, Zahra

doi:10.22034/meb.2026.589716.1135

Perceived Educational Discrimination among Emergency Medical Services Students in Southeastern Iran: A Multicenter Cross-Sectional Study

Document Type : Original Article

Authors

Amir Malekiyeh ¹

Pouria Ghanizadeh ¹

Mohamadreza Mahmodi ²

Maryam Memardoost ³

Fatemeh Tikdari ³

Faezeh Mehni ³

Masumeh Ghazanfarpour ⁴

Zahra Bamorovat ⁵

¹ Reproductive and Family Health Research Center, Kerman University of Medical Sciences, Kerman, Iran.

² Student Research Committee, Torbat- Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran.

³ Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran.

⁴ Associate Professor of Reproductive Health, Reproductive and Family Health Research Center, Kerman University of Medical Sciences, Kerman, Iran.

⁵ Medical Mycology and Bacteriology Research Center, Kerman University of Medical Sciences, Kerman, Iran.

10.22034/meb.2026.589716.1135

Abstract

Background: Educational discrimination and structural inequities in clinical learning environments may hinder EMS students’ training, professional identity, and preparedness for practice. This study assessed perceived educational discrimination and associated factors, focusing on gender disparities and access to clinical settings.
Materials and Methods: In this descriptive–analytical cross‑sectional study, 217 EMS students from Mashhad University of Medical Sciences and Kerman University of Medical Sciences completed a structured questionnaire (range 7–35; midpoint 21) assessing perceived educational discrimination, developed from prior qualitative work and literature review. Content validity was high (CVI = 0.94) and reliability acceptable (Cronbach’s α = 0.85). Data were analyzed with descriptive statistics, t‑tests, and effect sizes.
Results: A total of 217 EMS students participated (mean age 22.3 ± 2.8 years; 73.7% male). The mean perceived educational discrimination score was 27.03 ± 3.96 (95% CI: 26.50–27.56), above the theoretical midpoint. Item-level analysis showed consistently high scores across domains, with the highest means for unequal access to training facilities (4.60 ± 0.69), limited access to clinical environments (4.55 ± 0.81), and inappropriate interactions with clinical staff (4.54 ± 0.81). Female students reported significantly higher discrimination than males (28.65 ± 2.47 vs. 26.46 ± 4.20; t = 3.96, p<0.001; Cohen’s d = 0.57). No significant differences were observed by marital status, academic degree, or university type (all p> 0.05).
Conclusion: EMS students report high perceived educational discrimination, particularly in access to clinical training and staff interactions. Female students are disproportionately affected. Interventions to ensure equitable clinical access, improve staff–student interactions, and strengthen institutional safeguards are recommended.

Keywords

Clinical education

Educational discrimination

Emergency Medical Services students

Learning environment

Iran