Christidis Maria, Waters Petra, Ärlegård Linnéa, Säflund Zoe, Christidis Nikolaos
Department of Health Sciences, The Swedish Red Cross University, Huddinge, Sweden.
Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Huddinge, Sweden.
Eur J Dent Educ. 2025 Feb;29(1):162-174. doi: 10.1111/eje.13060. Epub 2024 Nov 28.
Degree projects are part of most professional study programmes and correspond to professional and academic requirements. Therefore, this study aimed to investigate factors that influence the quality of student degree projects from a supervisor and student perspective.
Semi-structured interviews were performed with eight supervisors from the study programme in dentistry at Karolinska Institutet. The interviews were transcribed. The first part was summarised and described, and the second part was analysed thematically. Also, a questionnaire was completed by 45 students in their 7th and 9th semesters of the study programme. Student responses were summarised and described.
The main findings indicate a convergence of expectations and perspectives between supervisors and students regarding the factors that influence the quality of the degree project. They emphasise the importance of realistic expectations, feasibility and adherence to academic standards for a high-quality outcome. Effective supervision involves the supervisor being readily available, responsive to student inquiries and supportive in time-management. Conversely, students are expected to demonstrate motivation, engagement and increasing autonomy. Additionally, both agree that the project should be engaging, relevant to the supervisor's expertise and the student's interests, contribute to personal and academic growth and ideally result in a publication.
Taken together, supervisors and students share grounds for the degree project work, which is an important condition for ensuring a qualitatively sound degree project. Sharing expectations and perspectives in the beginning and having a continuously open dialogue concerning this issue during the degree project work benefits a sustainable collaboration and ensures quality.
学位项目是大多数专业学习计划的一部分，符合专业和学术要求。因此，本研究旨在从导师和学生的角度调查影响学生学位项目质量的因素。
对卡罗林斯卡学院牙科学专业学习计划的八位导师进行了半结构化访谈。访谈内容进行了转录。第一部分进行了总结和描述，第二部分进行了主题分析。此外，该专业学习计划第七和第九学期的45名学生完成了一份问卷。对学生的回答进行了总结和描述。
主要研究结果表明，在影响学位项目质量的因素方面，导师和学生的期望及观点趋于一致。他们强调了现实期望、可行性以及遵守学术标准对于高质量成果的重要性。有效的指导包括导师随时可提供帮助、及时回应学生的询问并在时间管理方面给予支持。相反，期望学生表现出积极性、参与度并逐渐增强自主性。此外，双方都认为该项目应该具有吸引力，与导师的专业知识和学生的兴趣相关，有助于个人和学术成长，理想情况下能促成一篇论文发表。
总体而言，导师和学生在学位项目工作上有共同基础，这是确保高质量学位项目的重要条件。在开始时分享期望和观点，并在学位项目工作期间就该问题保持持续开放的对话，有利于可持续的合作并确保质量。
