Strategies to Facilitate Timely Completion of Graduate Studies: Policy Recommendations for Medical Universities

Document Type : Original Article(s)

Authors

1 PhD Student, Health Services Management, Student Research Committee, Isfahan University of Medical Sciences, Isfahan, Iran

2 Associate Professor, Social Determinants of Health Research Center, Isfahan University of Medical Sciences, Isfahan, Iran

3 Associate Professor, Health Management and Economics Research Center, Isfahan University of Medical Sciences, Isfahan, Iran

4 Assistant Professor, Health Information Technology Research Center, Isfahan University of Medical Sciences, Isfahan, Iran

10.48305/jims.v43.i807.0201

Abstract

Graduate studies in medical universities face the challenge of lengthening the duration of studies, which negatively affects both students and the educational system. This increases costs, reduces productivity, and demotivates students. Qualitative research has identified key factors associated with this process by identifying the experiences of successful students in completing their studies on time. The study findings showed that the quality of faculty guidance, student personal motivation, and academic support are the three main pillars in accelerating the educational process. Students who had a more effective relationship with their supervisor, chose a research topic that suited their interests, and benefited from educational support were more likely to complete their studies on time. Accordingly, several operational solutions were proposed as policy options: Establishing a monitoring system to improve the quality of faculty guidance can help reduce conflicts and increase the effectiveness of this relationship. Providing expert advice on choosing a thesis topic is also another effective measure that helps students start their research faster. Developing skill-building workshops in areas such as research methods and time management can enhance students' capabilities. Also, designing preparatory courses for new students can help them adapt more quickly to the academic environment. Finally, targeted financial support for students in need can reduce some of their concerns. Implementing these solutions requires the support of all stakeholders, including students, faculty, and educational administrators.

Highlights

Maryam Moeeni: Google Scholar

Golrokh Atighechian: Google Scholar 

Sakineh Saghaeiannejad-Isfahani: Google Scholar

Keywords

Main Subjects

References

  1. Mitchell M, Leachman M, Saenz M. State higher education funding cuts have pushed costs to students, worsened inequality. Center on Budget and Policy Priorities 2019; 24: 9-15.
  2. Hearn S, Benton M, Funnell S, Marmolejo-Ramos F. Investigation of the factors contributing to Indigenous students’ retention and attrition rates at the University of Adelaide. Aust J Indig Educ 2021; 50(1): 20-8.
  3. Warikoo N, Allen U. A solution to multiple problems: the origins of affirmative action in higher education around the world. Studies in Higher Education 2020; 45(12): 2398-412.
  4. Soffer T, Cohen A. Students' engagement characteristics predict success and completion of online courses. J Comput Assist Learn 2019; 35(3): 378-8.
  5. Hemti R, Bayat A. A phenomenological study of students’ lived experience of the thesis writing process. Culture Strategy 2019; 11(43): 89-122.
  6. Ghaffarian A, Moeeni M, Atighechian G, Saghaeiannejad-Isfahani S. Components related to academic achievement and graduating in time in postgraduate levels from the perspective of students of the faculty of medical management and informatics: a qualitative study [in Persian]. J Isfahan Med Sch 2024; 42(783): 803-12.

 

Journal of Isfahan Medical School
Volume 43, Issue 807
3rd Week, May: Policy Brief
May and June 2025
Pages 201-205

Files

History

  • Receive Date: 26 April 2025
  • Accept Date: 31 May 2025

Share

How to cite

Statistics