Beaudin A, Emami E, Palumbo M, Tran S D
Faculty of Dentistry, McGill University, Montreal, QC, Canada.
Faculté de Médecine Dentaire, Université de Montréal, Montreal, QC, Canada.
Eur J Dent Educ. 2016 Feb;20(1):32-8. doi: 10.1111/eje.12137. Epub 2015 Jan 6.
Supervision is a pillar in enhancing the student's learning environment throughout her/his higher education. Multiple studies qualify graduate supervision among the most important contributors to the successful completion of a higher education degree and to graduate students' positive academic experience. The aim of this study was to assess the views of graduate students enrolled in the Dental Sciences and Craniofacial Research Graduate Programs at McGill University (n = 64) regarding the quality of supervision they are receiving.
An online questionnaire composed of 22 open and closed-ended format items was used and covered five domains: student profile, supervisory relationship, conflict resolution, student progress/thesis writing and career development. Descriptive statistics, chi-square tests and interpretative qualitative analysis were used to evaluate students' perspectives.
Fifty-nine students completed the survey (92.2%). The distribution of sample in regard to the graduate student level was almost identical (M.Sc. level n = 28, Ph.D. n = 31). Overall, most graduate students appeared satisfied with the supervision they received and had similar perspectives about the surveyed domains. There was one statistically significant difference (P < 0.05) between MSc and PhD students when asked if their supervisors aided them in career development outside the supervisory relationship, where 77.4% (n = 24) of doctoral students agreed as opposed to 21.4% (n = 12) of Masters' students.
Our results showed that McGill graduate students appeared to be overall satisfied with the supervision they received. The main elements contributing to a positive supervision experience were support, guidance, availability and good communication between supervisees and supervisors.
在学生的整个高等教育过程中，监督是改善其学习环境的一个支柱。多项研究表明，研究生监督是成功完成高等教育学位以及研究生获得积极学术体验的最重要因素之一。本研究的目的是评估麦吉尔大学牙科学与颅面研究研究生项目的研究生（n = 64）对他们所接受的监督质量的看法。
使用了一份由22个开放式和封闭式问题组成的在线问卷，涵盖五个领域：学生概况、监督关系、冲突解决、学生进展/论文写作和职业发展。使用描述性统计、卡方检验和解释性定性分析来评估学生的观点。
59名学生完成了调查（92.2%）。研究生水平的样本分布几乎相同（硕士水平n = 28，博士n = 31）。总体而言，大多数研究生似乎对他们所接受的监督感到满意，并且对调查领域有相似的看法。当被问及他们的导师是否在监督关系之外帮助他们进行职业发展时，硕士和博士学生之间存在一个统计学上的显著差异（P < 0.05），其中77.4%（n = 24）的博士生表示同意，而硕士生中这一比例为21.4%（n = 12）。
我们的结果表明，麦吉尔大学的研究生总体上似乎对他们所接受的监督感到满意。有助于获得积极监督体验的主要因素是支持、指导、可及性以及被监督者与监督者之间的良好沟通。
