The Reasons of Educational Failure among Paramedical Students in Kashan University of Medical Sciences

Abstract Introduction: The problem of educational failure in paramedical students is an important concern in medical education which can lead to a low efficacy in paramedical staff in the future. This study was performed to determine the reasons of paramedical students’ educational failure in paramedical school of Kashan University of Medical Sciences. Methods: This cross-sectional descriptive study was carried out on 242 paramedical students admitted to Kashan University of Medical Sciences in 2003-2004. The students’ demographic characteristics and study information were collected by a valid and reliable questionnaire. The students with the average score of 14 and more, without any failure were classified in the successful group, the students with the average score lower than 14, or more than16 with at least one term failure were classified in the unsuccessful group. The data analysis was performed with Chi-square, Fischer exact test and Odds Ratio. Results: The overall rate of failure was 1.6% (4 out of 166). From 242 students in this study, 94 (38.8 %) were classified in the successful group, and 148 (61.2%) in the unsuccessful group. The Odds Ratio of educational failure was 3.34 in “entering the university in more than one year after high school graduation”, 2.6 in “average score of diploma less than 16”, 3 in “low concentration in class”, 3.66 in “studying without preplanning”, 1.93 in “study duration less than 2 hours per day”, and 2.31 in “not being native”, which all were significant. The rest of factors had no difference in successful and unsuccessful students. Conclusion: The educational failure was mostly concerned with learning and study methods. The low average score of high school diploma, the duration before entering the university and not being native were recognized as the most important factors for educational failure in this faculty. Changing the method of acceptance according to the average score of diploma, improving the quality of teaching and welfare facilities, using educational counseling, and participation in educational workshops focused on learning methods and study skills are recommended.