Cota João, Cunha Eva, Bexiga Ricardo, Oliveira Manuela
CIISA-Centre for Interdisciplinary Research in Animal Health, Faculty of Veterinary Medicine, University of Lisbon, Lisbon, Portugal.
AL4AnimalS-Associate Laboratory for Animal and Veterinary Sciences, Lisbon, Portugal.
Front Vet Sci. 2024 Dec 24;11:1502981. doi: 10.3389/fvets.2024.1502981. eCollection 2024.
The student-supervisor relationship can be a major cause of psychological distress experienced by students during their study programs. Misalignment between students' and supervisors' expectations and perceptions can originate conflicts, highly affecting the wellbeing of students and hindering the progress of their studies. This study was based on a questionnaire focusing on the perceptions of students and supervisors regarding the most important student attributes and outcomes, supervision expectations and perceptions, and supervision impact on mental health of students from a Portuguese Veterinary Medicine School.
The participants included 36 students from different study programs (bachelor's, master's, doctoral and veterinary specialization) and their corresponding supervisors (three).
The results indicate that veterinary post-graduate and specialization students and their supervisors share similar expectations regarding key student traits and supervision outcomes. Students expected supervisors to be actively involved, particularly in developing technical skills, and generally rated the supervision as of high or very high quality, emphasizing the importance of supervisors' commitment. In contrast, supervisors were more focused on fostering students' autonomy, and their assessments of the supervision quality were more diverse. The factors that most affected student's mental health were the progress of the research or training program and students' personal expectations, while supervisors perceived that their expectations also induced a negative impact on students' mental health.
Further and continuous research is needed to better understand both the needs and expectations of students and supervisors in different academic realities, including in Veterinary Medicine schools, from which the information available on the subject is scarce.
学生与导师的关系可能是学生在学习期间心理困扰的主要原因。学生和导师的期望与认知不一致可能引发冲突,极大地影响学生的幸福感并阻碍其学业进展。本研究基于一份问卷,该问卷聚焦于葡萄牙一所兽医学院学生和导师对最重要的学生特质与成果、监督期望与认知,以及监督对学生心理健康的影响的看法。
参与者包括来自不同学习项目(本科、硕士、博士和兽医专业化)的36名学生及其相应的导师(三名)。
结果表明,兽医研究生和专业化学生及其导师在关键学生特质和监督成果方面有相似的期望。学生期望导师积极参与,特别是在培养技术技能方面,并且总体上对监督评价为高质量或非常高质量,强调导师投入的重要性。相比之下,导师更关注培养学生的自主性,他们对监督质量的评估更多样化。对学生心理健康影响最大的因素是研究或培训项目的进展以及学生的个人期望,而导师认为他们的期望也会对学生的心理健康产生负面影响。
需要进一步持续研究,以更好地了解不同学术环境(包括兽医学院,目前关于该主题的可用信息很少)中,学生和导师的需求与期望。