en آموزش پزشکی Medical Education پژوهشي اصیل Orginal Research <span style="line-height:2;"><span style="font-family:Times New Roman;"><span style="font-size:16px;"><b>Background & Objective: </b>Evaluating the academic performance and competencies of medical students is essential in the medical field. Written tests play a big part in this situation. This study&#39;s primary goal was to comprehend medical students&#39; experiences with their exams<span dir="RTL" lang="FA">.</span><span style="font-family:"Times New Roman",serif"></span><br> <b>Materials & Methods:</b> The study was carried out from 2020 to 2022 at the Fasa University of Medical Sciences in the Iranian province of Fars, using a qualitative research methodology using a phenomenological approach. In-depth one-on-one interviews with the investigators were conducted with twenty-three medical students from a variety of professions, including health, medicine, nursing, operating room technology, anesthesiology technology, and medical emergencies. The interpretive phenomenological approach was used to analyze the data, including observations made during written exams and in-depth interviews.<br> <b>Results:</b> <span lang="EN-IN">The results of the study revealed four general themes that reflected the views of the medical students about their exam experiences. The themes that emerged were emotional fluctuations, stressful difficulty, coping strategies, and blessings in disguise.</span><br> <b>Conclusion:</b> Despite the participants&#39; initial uncertainty, the study participants saw the exams as a blessing in disguise. They saw exams as essential learning resources and a means of gaining access to stable job chances. However, because of the psychological strain and scoring direction, the exam also presented a hard challenge. Furthermore, students experienced a range of positive and negative emotional changes as a result of the test. In order to manage their test anxiety, the students used both positive and negative strategies for coping. These results have substantial implications for policies that might be implemented in the field of education</span></span></span> lived experiences, evaluation, test anxiety, qualitative research 97 107 http://edujournal.zums.ac.ir/browse.php?a_code=A-12-2021-1&slc_lang=en&sid=1 Shahnaz Karimi shahkar20022002@yahoo.com 5300319475328460033300 5300319475328460033300 No Department of Medical Education, Medical Education Research Center, Fasa University of Medical Sciences, Fasa, Iran Zhila Fereidouni public.health1919@gmail.com 5300319475328460033301 5300319475328460033301 Yes Department of Medical-surgical Nursing, School of Nursing, Fasa University of Medical Sciences, Fasa, Fars, Iran. Seyed Amin Kouhpayeh Kouhpayeh@yahoo.com 5300319475328460033302 5300319475328460033302 No Department of Pharmacology, Fasa University of Medical Sciences, Fasa, Fars, Iran. Ali Khani Jeihooni khani_1512@yahoo.com 5300319475328460033303 5300319475328460033303 No Departement of Public Health, School of Health, Shiraz University of Medical Sciences, Shiraz, Iran. Zahra Hadian Shirazi Shirazi@yahoo.com 5300319475328460033304 5300319475328460033304 No Department of Pediatric Nursing, School of Nursing, Shiraz University of Medical Sciences, Shiraz, Fars, Iran. Raheleh Sabet Sarvestani rahelehsabet88@gmail.com 5300319475328460033305 5300319475328460033305 No Department of Pediatric Nursing, Necmettin Erbakan University, Konya, Turkey.