Center for Research and Innovation in Medical Education, University of Groningen and University Medical Center Groningen, P. O. Box 196, 9700 AD Groningen, the Netherlands.
Perspect Med Educ. 2012 May;1(2):86-91. doi: 10.1007/s40037-012-0011-6. Epub 2012 Apr 4.
The extent to which students feel involved in their education positively influences academic achievement. Individual student-faculty meetings can foster student involvement. To be effective, faculty acknowledgement of the benefit of these meetings is a prerequisite. The aim of this study was to explore faculty perceptions of individual student-faculty meetings. In addition we investigated students' perceptions. As part of the undergraduate programme, mandatory individual intake and follow-up meetings between first-year medical students (n = 425) and senior faculty members (n = 34) have been implemented from 2009 onwards. We administered a questionnaire on faculty perceptions of the benefit and impact of intake meetings. Subsequently, after both meetings had been held, strong and weak points of the mandatory programme were explored using open-ended questions. Students' perceptions were investigated by open-ended questions as a part of the curriculum evaluation process. Faculty enjoyed the meetings (90 %), perceived the meetings to be beneficial (74 %) and expected a positive effect on student involvement (74 %). Faculty appreciated the opportunity to give advice tailored to students' personal needs and levels of performance. The students appreciated the meetings and the attention given to their personal situation and study progress. Faculty and student appreciation of the meetings seems to support the assumption that the individual meetings increase students' social and academic involvement. Further research should focus on the impact of individual student-faculty meetings on students' learning behaviours.
学生对教育的参与程度会积极影响学业成绩。师生个别会议可以促进学生的参与。为了提高效果，教师承认这些会议的好处是前提条件。本研究旨在探讨教师对个别师生会议的看法。此外，我们还调查了学生的看法。作为本科课程的一部分，自 2009 年以来，已经实施了强制性的新生入学和后续个别会议，让一年级医学生（n=425）与资深教师（n=34）参加。我们对教师关于入学会议的好处和影响的看法进行了问卷调查。随后，在举行完两次会议后，我们使用开放式问题探讨了强制性课程的优缺点。学生的看法则作为课程评估过程的一部分通过开放式问题进行调查。教师喜欢这些会议（90%），认为这些会议有益（74%），并期望对学生的参与度产生积极影响（74%）。教师赞赏有机会根据学生的个人需求和表现水平提供有针对性的建议。学生们也很欣赏这些会议以及对他们个人情况和学习进度的关注。教师和学生对会议的赞赏似乎支持了这样一种假设，即个别会议增加了学生的社交和学术参与度。进一步的研究应该集中在个别师生会议对学生学习行为的影响上。
