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Abstract Background Academic achievement is one of the most important criteria in assessing students’ ability to complete their university studies and reach the graduation stage. Students in medical sciences are considered the primary recipients of educational services and are the best source for identifying problems in medical or clinical education, as they are directly and indirectly involved in this interaction process. Methods This study was conducted in the years 2022–2023 using conventional content analysis at Tabriz University of Medical Sciences. A total of 23 students from various faculties of this university were selected through purposive sampling, and their experiences and perspectives were utilized until data saturation was reached. Data was collected through semi-structured, in-depth individual interviews using an interview guide. Content analysis was performed using the conventional content analysis method. Results Two main themes were extracted with the titles “Facilitators of Academic Achievement” and “Barriers to Academic Achievement “. “Teacher-related Factors,” “Assessment and Evaluation,” “Student-related Factors,” “Learning Environment,” and “Support Systems” were the categories derived from the analysis of the data for academic achievement, and “Poor Educational Quality and Teaching Methods,” “Lack of Interdisciplinary Collaboration and Integration,” “Inappropriate Educational Planning and Administration,” “Communication Issues,” and “Contextual barriers,” were the categories derived for “Barriers to Academic achievement” based on 238 codes and 36 subcategories. Conclusion Since factors such as satisfaction with educational and welfare facilities and academic motivation impact the quality of education, examining these variables from students’ perspectives is beneficial for formulating regulations, providing appropriate facilities, planning for the training of capable students, and selecting suitable educational and learning processes. |
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