<span lang="EN">Perceived Educational Discrimination among Emergency Medical Services Students in Southeastern Iran: A Multicenter Cross-Sectional Study

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, ۲۱۷ EMS students from Mashhad University of Medical Sciences and Kerman University of Medical Sciences completed a structured questionnaire (range ۷–۳۵; midpoint ۲۱) assessing perceived educational discrimination, developed from prior qualitative work and literature review. Content validity was high (CVI = ۰.۹۴) and reliability acceptable (Cronbach’s α = ۰.۸۵). Data were analyzed with descriptive statistics, t‑tests, and effect sizes. Results: A total of ۲۱۷ EMS students participated (mean age ۲۲.۳ ± ۲.۸ years; ۷۳.۷% male). The mean perceived educational discrimination score was ۲۷.۰۳ ± ۳.۹۶ (۹۵% CI: ۲۶.۵۰–۲۷.۵۶), above the theoretical midpoint. Item-level analysis showed consistently high scores across domains, with the highest means for unequal access to training facilities (۴.۶۰ ± ۰.۶۹), limited access to clinical environments (۴.۵۵ ± ۰.۸۱), and inappropriate interactions with clinical staff (۴.۵۴ ± ۰.۸۱). Female students reported significantly higher discrimination than males (۲۸.۶۵ ± ۲.۴۷ vs. ۲۶.۴۶ ± ۴.۲۰; t = ۳.۹۶, p<۰.۰۰۱; Cohen’s d = ۰.۵۷). No significant differences were observed by marital status, academic degree, or university type (all p> ۰.۰۵). 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.

کلیدواژه ها:

Clinical Education ، Educational discrimination ، Emergency Medical Services students ، Learning Environment ، Iran