doi Strides Dev Med Educ. 2025 February; 22(1):e1443. 10.22062/sdme.2025.200361.1443 Original Article Copyright © 2025, Strides in Development of Medical Education is Published by Kerman University of Medical Science. This is an openaccess article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited. A Model for Improving the Capabilities of Talented Students: A Phenomenological Study Houra Ashrafifard 1 , Hossein Karimi Moonaghi 2* , Raheleh Gharibnavaz 3 , Eshagh Ildarabadi 4 , Khatereh Shariati 5 1 Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran 2 Medical Sciences Education Research Center, Mashhad University of Medical Sciences, Mashhad, Iran 3 Deputy of Education, Mashhad University of Medical Sciences, Mashhad, Iran 4 Department of Nursing, Esfarayen University of Medical Sciences, Esfarayen, Iran 5 Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran Background The identification, recruitment, development, and support of talented students have long been a central focus for numerous higher education institutions (1). The concept of 'talent' encompasses a multifaceted construct, encompassing not only high cognitive abilities but also academic excellence, creativity, and motivation (2). To be recognized as a talented student, individuals typically exhibit a confluence of intellectual capacity, intrinsic motivation, strong self-confidence, and creativity (3). Renzulli (2012) proposes that, as outlined in the three-ring model, a comprehensive identification of talent should encompass not only cognitive ability but also creativity and motivation (4). A growing body of research has focused on the experiences of talented students in recent years (2). While universities actively seek to enroll talented students, empirical evidence regarding their successful transition to higher education across diverse academic settings remains limited (5). Notably, talented students encounter a range of challenges and obstacles beyond their intellectual capabilities. The successful adaptation Received: 2024 September 01 Revised: 2025 January 06 Accepted: 2025 February 11 Published online: 2025 February 11 *Corresponding author: Medical Sciences Education Research Center, Mashhad University of Medical Sciences, Mashhad, Iran. Email: karimih@mums.ac.ir Citation: Ashrafifard H, Karimi Moonaghi H, Gharibnavaz R, Ildarabadi E, Shariati Kh. A Model for Improving the Capabilities of Talented Students: A Phenomenological Study. Strides Dev Med Educ. 2025 February; 22(1):e1443. doi:10.22062/sdme.2025.200361.1443 Abstract Background: Higher education institutions have maintained a longstanding commitment to the education and development of academically talented students, consistently seeking to identify, attract, empower, and support this population. Objectives: The current research has developed a holistic framework intended to mitigate the available obstacles for academically talented students’ success and facilitate favorable outcomes. Methods: This phenomenological study explored the experiences of 50 talented students, specifically examining the challenges they encountered. Through in-depth interviews, focus groups with experts, and a comprehensive literature review, a practical guide was developed, grounded in Keller's motivational model, to identify and manage challenges and empower gifted learners. Results: The research identified a central theme, "the narrow alley of talented students," and six sub-themes. Through the information and concepts extracted from interviews, expert focus group discussions, and a comprehensive literature review, the study developed a conceptual model comprising four key categories: Attention, relevance, confidence, and satisfaction. This model effectively transformed abstract explanatory concepts into practical guidelines and actionable solutions. Conclusion: The proposed strategies within this study offer remarkably beneficial. Overlooking the unique needs of these individuals can culminate in decreased motivation and misallocation of financial resources. The findings of this research can be leveraged by students, professors, and educational administrators to empower these invaluable assets to the academic system. Keywords: Students; Motivation; Education; Qualitative Research; Universities; Health Professions