Explaining the Quality of Practical Course Education from the Experiences of Students of the Faculty of Health at Hamadan University of Medical Sciences: A Qualitative Phenomenological Study

Introduction: In modern educational systems, one of the primary objectives of higher education institutions is the achievement of the highest quality of education. One of the areas affecting the quality of education in medical universities is learning practical and professional skills. Practical skills training in medical universities prepares students for society, exerting a marked impact on public health. Therefore, the present study aimed to explain the quality status of practical courses from the experiences of students at the School of Health, Hamadan University of Medical Sciences. Methods: This qualitative study was conducted on the 30 students of the School of Health at Hamedan University of Medical Sciences in the second semester of the academic year 2023-2024. Data were collected through in-depth interviews with students. Participants were selected via the purposive sampling method and after obtaining informed consent, they participated in the study. The interviews continued until the data were saturated. Data analysis was performed using the Diekelmann and colleagues method. To increase the credibility and reliability of the results, Lincoln and Guba’s methods were employed. Results: The factors affecting the quality of practical course education from the students’ perspective were identified in six main themes: managerial skills (five categories), educational infrastructure (four categories), educational coordination (eight categories), communication-interaction skills (four categories), interdepartmental interaction (two categories), and faculty empowerment (two categories). Conclusion: As evidenced by the obtained results, managerial skills and mastery of the subject by professors, modern educational infrastructure, professor's connection with the industry, and coordination between theoretical and practical courses are the key factors in improving the quality of practical course education. Furthermore, attention to staff behavior and the development of a supportive and coordinated educational environment help increase students’ motivation and satisfaction.