Navigating the PhD thesis journey: A qualitative study of doctoral students and supervisors at a medical university in Iran

Abstract

BACKGROUND:The PhD thesis serves as a cornerstone of doctoral education, yet it is often accompanied by considerable stress and inefficiencies for both students and supervisors. Although global research has extensively addressed issues such as supervision quality, institutional support, and student well-being, there is limited investigation into these dynamics from a qualitative perspective in non-Western academic settings. This study examines the lived experiences of doctoral students and their supervisors at Isfahan University of Medical Sciences to identify challenges and propose tailored reforms for this specific context.MATERIALS AND METHODS:Employing a qualitative exploratory design, semi-structured interviews were conducted with 54 participants (31 PhD students and 23 faculty supervisors) chosen through purposive sampling. The collected data underwent conventional content analysis, with themes integrated across both groups to form a unified framework.RESULTS:The analysis revealed five overarching themes and 21 associated categories, including supervisory competencies, administrative ambiguity, resource limitations, psychological stress, and the importance of early research engagement. While students stressed the need for emotional support and resource availability, supervisors emphasized clearer regulations and opportunities for professional development. Both groups underscored the necessity of fostering a supportive academic environment.CONCLUSION:The PhD thesis process operates as a dynamic system influenced by interpersonal relationships, institutional frameworks, and procedural clarity. Efforts to reform this process should prioritize supervisor training programs, simplified administrative procedures, enhanced resource availability, and comprehensive psychological support embedded throughout the doctoral journey.