Educational challenges in teaching obstetric and gynecologic emergencies: perspectives of EMS students

This qualitative study explored the educational challenges faced by emergency medical services (EMS) students in managing obstetric and gynecologic emergencies. Using a Conventional Qualitative Content Analysis, we conducted semi-structured interviews with 14 purposively selected undergraduate students and recent graduates between September and December 2025. The mean age of participants was 22.0 ± 1.3 years. Data were analyzed through systematic coding and categorization based on the conventional content analysis approach described by Hsieh and Shannon. MAXQDA software was used to facilitate systematic data organization and management. The analysis generated 1,532 initial codes, 37 subcategories, six categories, and one higher-order category, entitled “Disconnects Between Educational Preparation and the Real-World Demands of Obstetric and Gynecologic Emergencies.” The six categories comprised challenges in educational content and approaches, barriers and deficiencies in clinical education and practical skills, communication and cultural barriers in the clinical environment, resource and support limitations, challenges in motivation and educational justice, and management and transparency challenges in educational processes. The findings indicate a need for practical educational reforms, including curriculum refinement, increased use of simulation-based and experiential learning, expanded clinical exposure, improved educational resources and supervision, and gender-sensitive communication training. Implementing these strategies may strengthen the preparedness of EMS students to provide safe and effective care in obstetric and gynecologic emergencies.