ArticleBMC medical education2025
Exploring procrastination and anhedonia among medical science students at Jahrom University: a qualitative content analysis.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundMedical education at the Jahrom University of Medical Sciences is associated with strong academic pressures and psychosocial stressors because of procrastination and anhedonia among medical students. It is crucial to comprehend these issues in order to implement effective strategies to enhance performance and improve medical students’ welfare.
methodsA total of 32 medical sciences students (16 preclinical and 16 clinical: 18 female and 14 male) enrolled in medicine-related programs such as medicine, nursing science, lab sciences, or allied health disciplines participated in 32 semi-structured interviews designed to generate maximum variation sampling. The results were analyzed stepwise employing Braun and Clarke’s technique for thematic analysis to facilitate trustworthiness of the findings.
resultsFive themes and 11 subthemes appeared: demotivation to academics (job insecurity), content dissatisfaction (too theoretical curriculum and lack of application to reality), ineffective learning processes (inability to interact and inappropriate conduct by professors and staff members or administrators), structural difficulties (planning deficiency and poor training skills or capacities), and difficulties for students (time management and emotional pressures).
conclusionsBoth procrastination and anhedonia result from interrelated personal, educational, and institutional issues. Intervention strategies designed for each context, such as interactive learning techniques, stepwise curriculum development, cost-effective peer support programs, and easy access to counseling assistance, are required for the improvement of independent student motivation and psychological well-being.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.