Faculty of Health, Medicine and Life Sciences, School of Health Professions Education, Department of Educational Development and Research, Maastricht University, Maastricht, the Netherlands.
Med Teach. 2020 May;42(5):529-535. doi: 10.1080/0142159X.2019.1708874. Epub 2020 Jan 21.
Student-staff partnerships as a concept to improve medical education have received a growing amount of attention. Such partnerships are collaborations in which students and teachers seek to improve education by each adding their unique contribution to decision-making and implementation processes. Although previous research has demonstrated that students are favourable to this concept, teachers remain hesitant. The present study investigated teachers' conceptions of student-staff partnerships and of the prerequisites that are necessary to render such partnerships successful and enhance educational quality. We conducted semi-structured interviews with 14 course coordinators who lead course design teams and also teach in 4 bachelor health programmes, using Bovill and Bulley's levels of student participation as sensitising concepts during data analysis. The results pointed to three different conceptions of student-staff partnerships existing among teachers: ; and . The prerequisites for effective co-creation teachers identified were: Teachers must be open to involve students and create dialogues; students must be motivated and have good communication skills; the organisation must be supportive; and teachers should have the final say. We conclude that teachers' conceptions are consistent with Bovill and Bulley's levels of student participation. Under certain conditions, teachers are willing to co-create and reach the highest levels of student participation.
学生-员工伙伴关系作为一种提高医学教育的概念，已经引起了越来越多的关注。这种伙伴关系是一种合作关系，学生和教师通过各自为决策和实施过程做出独特的贡献，寻求改善教育。尽管先前的研究表明学生对这一概念持积极态度，但教师仍然犹豫不决。本研究调查了教师对学生-员工伙伴关系的概念，以及使这种伙伴关系成功并提高教育质量所需的前提条件。我们对 14 名课程协调员进行了半结构化访谈，这些协调员领导课程设计团队，并在 4 个本科健康计划中任教，在数据分析中使用 Bovill 和 Bulley 的学生参与水平作为敏感概念。结果表明，教师中存在三种不同的学生-员工伙伴关系概念：; 和 。教师确定的有效共同创造的前提条件是：教师必须愿意让学生参与并进行对话；学生必须有动力和良好的沟通技巧；组织必须给予支持；教师应该有最终决定权。我们的结论是，教师的观念与 Bovill 和 Bulley 的学生参与水平一致。在某些条件下，教师愿意共同创造并达到学生参与的最高水平。
