在博士学位教育中应对监督和结构性挑战:对伊朗博士生观点的定性研究
Shahnaz Ghaseminangi1, Fariba Jokar2, Alireza Yousefy3
1PhD Candidate in Medical Education Research Center, Department of medical education, Isfahan University of Medical Sciences, Isfahan, Iran. shahnaz.ghaseminangi@gmail.com.
BMC medical education
|December 10, 2025
概括
像伊朗这样的过渡系统的博士生面临着跨越多个生态层面的相互联系的挑战,从监督到职业不确定性. 解决这些系统性问题需要在支持,课程和可持续博士教育政策方面进行全面改革.
科学领域:
- 医学教育研究 医学教育研究
- 高等教育研究 高等教育研究
- 过渡系统分析 过渡系统分析
背景情况:
- 在像伊朗这样的过渡体制中,博士教育面临着独特的挑战.
- 问题包括不一致的监督,不清楚的机构角色,以及博士候选人的情感压力.
- 有限的研究存在于非西方背景下的博士生经验,使用多层次的理论镜头.
研究的目的:
- 探索伊朗医学大学的博士生面临的多方面的挑战.
- 通过布朗芬布伦纳的生态系统理论框架来分析这些挑战.
- 为改善过渡环境中的博士教育提供见解.
主要方法:
- 在伊斯法罕医学科学大学进行的定性描述性研究.
- 针对31名医学博士候选人的有目的抽样.
- 半结构面试使用常规内容分析进行分析,并按生态系统水平进行组织.
主要成果:
- 确定了12个类别和45个子类别的挑战,跨越微系统,中系统,外系统和宏观系统层面.
- 关键问题包括监管困难,课程与学生不匹配,官僚障碍,资金差异和职业不确定性.
- 主流的主题是情绪疲劳,孤立,与性别有关的问题以及缺乏结构化的支持.
结论:
- 在过渡性背景下,博士生面临的挑战是系统性的,并且跨生态层面相互联系.
- 建议包括加强监督,调整课程,提高程序透明度,解决资金和职业规划问题.
- 建议建立一个基于系统的框架,以指导伊朗博士教育和类似过渡环境的改革.
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