Navigating Supervisory and Structural Challenges in PhD Education: A Qualitative Study of Iranian Medical Students’ Perspectives

Background In the ever-evolving landscape of academia, PhD students often find themselves tangled in a myriad of challenges that can impact their academic journey and emotional health. This is especially true for those studying at Iranian medical universities, where structural uncertainties and a lack of robust support systems can significantly influence their doctoral experience. While there's been a growing global focus on reforms that prioritize students, there’s still a noticeable gap in research that amplifies the voices of students in these settings. Methods This qualitative study delved into the experiences of 31 doctoral candidates at Isfahan University of Medical Sciences. Through semi-structured interviews and conventional content analysis, following the framework set by Graneheim and Lundman, we identified key themes using inductive coding. NVivo 12 supported data management. To ensure the trustworthiness of our findings, we employed member checking, peer debriefing, and maintained a thorough audit trail. Results Students shared a variety of challenges they faced, including inconsistent supervision, a lack of practical curriculum alignment, emotional stress, unclear procedures, and insufficient funding and research infrastructure. They highlighted the importance of respectful communication, accessible supervisors, peer support, and emotional validation as essential for their thesis progress and overall well-being. Conclusion The landscape of doctoral education in Iranian medical universities is influenced by supervisory, emotional, and institutional factors that need immediate attention. Reform initiatives ought to prioritize building strong relationships in supervision, weaving research skills into the curriculum, boosting mental health support, and improving policies that put students at the center.