Assessing Educational Satisfaction and Career Attitudes Among Health Science Students: A Cross‐Sectional Study in Six Iranian Universities

Background and Objectives Students' attitudes and satisfaction with their academic field can change over time, directly influencing their learning, professional skill development, and career outlook. Therefore, this study aimed to investigate educational Satisfaction and Career Attitudes Among Health Science Students. Methods This cross‐sectional study, conducted in 2023, included 458 students from diverse Health Science programs (Nursing, Anesthesia Technology, Surgical Technology, Emergency Medical Services, Environmental Health, and Medical Laboratory sciences) at Iranian universities of medical sciences. A convenience sampling method was employed. Data were collected using the Ahmadi Academic Satisfaction Questionnaire, the Minnesota Attitude Questionnaire on academic field and future career, and a demographic questionnaire. Data analysis was performed using SPSS 19. Results are presented as mean ± SD. Significance was set at p < 0.05. Results The mean age of the participants was 21.5 ± 2.2 years. Mean satisfaction scores were 125.3 ± 18.4 (first‐year) and 112.3 ± 18.5 (final‐year). Mean academic attitude scores were 56.2 ± 7.7 (first‐year) and 49.9 ± 9.1 (final‐year). A statistically significant difference was observed between students from different universities in all four components of satisfaction with the field of study ( p < 0.05). Correlation analysis revealed a strong positive association between “satisfaction with faculty behavior” and “attitude towards the field of study” ( r = 0.73, p < 0.001). Conclusion This study found that while Iranian health science students generally hold positive career views, a gap exists between their high overall university satisfaction and lower specific satisfaction with their field and faculty behavior. Satisfaction and positive attitudes decline with academic progression and vary by university. Faculty behavior is key to satisfaction. Findings highlight the need for improved faculty‐student interactions and effective management of expectations.