Department of MBA, Institute of Engineering and Technology, Srinivas University, Mukka Campus, Mangaluru, Karnataka, India.
Former Research Scholar, Melaka Manipal Medical College, Manipal Campus, Manipal Academy of Higher Education, Manipal, Karnataka, India.
BMC Med Educ. 2024 Aug 2;24(1):835. doi: 10.1186/s12909-024-05819-y.
Medical universities often face the ongoing challenge of identifying and supporting at-risk students to enhance retention rates and academic success. This study explores a comprehensive analysis of perceived at-risk factors impeding academic and career aspirations and compares the perspectives of students and faculty in a medical school.
We focused on first and second-year medical (MBBS) students and teaching faculty in an international medical college offering a twinning program in India and Malaysia. Our investigation involved a comprehensive assessment of 25 at-risk factors through Likert-type questionnaires distributed to 250 MBBS students and 50 teaching faculty.
Our findings revealed distinct disparities in perceptions between faculty and students regarding mean scores of classroom engagement (p = 0.017), procrastination (p = 0.001), unrealistic goals (p = 0.026), emotional/behavioral problems (p = 0.008), limited key social skills (p = 0.023), and a non-supportive home environment (p = 0.001). These differences underscore the need for increased communication and understanding between faculty and students to address these risk factors effectively. In contrast, no significant disparities were observed among faculty and students' perceptions concerning mean scores of various potential at-risk factors, including academic unpreparedness, cultural/language barriers, individual guidance/mentoring, limited communication skills, racism/sexism, self-confidence, self-respect, self-concept, motivation, underprepared for current academic challenges, self-discipline, negative social network, negative peer culture, transportation time, college financial cost, college evaluation culture bias, broken college relationships, teaching methodology, and learning disabilities. However, varying degrees of influence were perceived by faculty and students, suggesting the importance of individualized support.
This study contributes to the academic community by shedding light on the multifaceted nature of at-risk factors influencing student success. It underscores the need for proactive measures and tailored interventions to enhance student retention in higher education and academic achievement, fostering a sustainable foundation for lifelong learning and growth.
医学高校经常面临识别和支持高危学生以提高保留率和学业成功的持续挑战。本研究探讨了对阻碍学术和职业抱负的感知高危因素的综合分析，并比较了医学院学生和教师的观点。
我们专注于印度和马来西亚国际医学院的一年级和二年级医学学士（MBBS）学生和教学教师。我们通过向 250 名 MBBS 学生和 50 名教学教师分发李克特量表问卷，对 25 个高危因素进行了全面评估。
我们的研究结果显示，教师和学生对课堂参与度（p=0.017）、拖延症（p=0.001）、不切实际的目标（p=0.026）、情绪/行为问题（p=0.008）、有限的关键社交技能（p=0.023）和不支持的家庭环境（p=0.001）的感知存在明显差异。这些差异强调了教师和学生之间需要增加沟通和理解，以有效解决这些风险因素。相比之下，教师和学生对各种潜在高危因素的感知评分均值没有显著差异，包括学业准备不足、文化/语言障碍、个人指导/辅导、有限的沟通技巧、种族主义/性别歧视、自信、自尊、自我概念、动机、对当前学术挑战准备不足、自律、不良社交网络、不良同伴文化、交通时间、大学财务成本、大学评估文化偏见、大学关系破裂、教学方法和学习障碍。然而，教师和学生都认为这些因素存在不同程度的影响，这表明需要个性化支持。
本研究通过揭示影响学生成功的多方面高危因素，为学术界做出了贡献。它强调了需要采取积极措施和量身定制的干预措施，以提高高等教育和学业成就的学生保留率，为终身学习和成长奠定可持续的基础。
