Professor-student Relationship Research Articles

The Gendered Labour of Loving What You Do

The Gendered Labour of Loving What You Do Hannah McGregor (bio) Rather than beginning with what’s unspeakable, let’s start with what is spoken. In April of 2016, upei professor Ron Srigley published a short article in The Walrus magazine bemoaning the current state of the university classroom, a place, he claims, where “academic content” has given way to entertainment under the guise of “student-centred learning activities” (his scare quotes). On the rise of student experience offices he is quizzical, pondering to himself what kind of experience these offices are hoping to create before offering an answer: “Fundamentally, one in which students are made to feel happy, empowered, valued, and the centre of their own learning experience. The student services department itself will guide students to this beatific end and shield them from cantankerous faculty (like me) who insist on raining on the parade by actually attempting to teach them something” (Srigley). Public responses to Srigley’s piece were predictably divisive. Many academics understandably identified with Srigley’s bemoaning of the corporatization of the university, the shifting of professor-student relationships to that of customer and employee, and the increasingly incomprehensible bureaucratic apparatus that structures and manages that relationship to [End Page 17] within an inch of its life. Other readers, from both within and outside academia, were seemingly drawn to Srigley’s disparaging tone, to a bias-confirming parody of academia as a self-indulgent refuge for entitled millenials and the pc leftist killjoys teaching them. A good example of the latter response comes in the form of a comment on Melonie Fullick’s critique of Srigley: Fullick seems more interested in condemning the “tone” of Professor Srigley’s piece than in refuting his (compelling) thesis. Perhaps he should have included a “trigger warning” at the outset? What’s more, as someone with twenty-seven years of university teaching experience myself and fully aware of what Professor Srigley is talking about, I find Fullick’s denigration of his evidence unfair, even insulting. Surely his twenty-plus years of front-line service in his profession warrants our most serious attention to his concerns. (Azoulay) Note here the use of the phrase “trigger warnings” as shorthand for inadequately scholarly, overly affective response. Similarly, the discourse of experience as a support for wisdom about teaching—experience against research—of course supports some voices over others. Who is in the position to have twenty-plus years of teaching experience? Who, on the other hand, has more recently gained access to these rapidly deteriorating hallowed halls (and, by implication, is positioned as complicit in said deterioration)? But many of us—Fullick included—experienced a profound disconnect between our own “front-line service” and Srigley’s account of what teaching looks like in the contemporary university. We know there are problems, but we’re pretty sure they aren’t the students’ fault for wanting to feel empowered. We strive instead to balance our precarity with our obligations to our students, to balance their needs for quantifiable outcomes with our belief in the other things you can learn in a classroom—to be resistant, belligerent, unsettling thinkers, but also generous, reliable, supportive teachers. The most illuminating critique of Srigley’s article came in the form of media scholar and public intellectual Aimée Morrison’s post on the popular feminist academic website Hook & Eye. Here, Morrison addresses not so much the content of the Walrus article as the question of Srigley’s public status; how, despite his position as a career adjunct, he is able to speak confidently from within the privilege of his own white male authority; how people are so willing to listen to him. Morrison invites her readership of [End Page 18] primarily women, many of whom are graduate students or sessionals, to imagine how much cultural capital they themselves would gain through such ostentatious public displays of dissatisfaction. That move, she asserts, is “really only available to conservative white dudes.” What about the rest of us? Me (and you, I imagine), I hold a tiny bit of my soul in my hands every class I walk in to. […] I engage my students every day as if they were human...

Transactional sex and sexual harassment between professors and students at an urban university in Benin

This paper adds to discussion of transactional sex relationships in Africa by examining the distinction between transactional sex and sexual harassment in the context of professor-student relationships and their inherent power dynamics. By exploring the ways in which female university students in urban Benin toe the line between empowered agent and victim, I show how the power differential between professor and student obstructs the professor’s ability to objectively determine consent, and examine why, in spite of this differential, male professors are frequently perceived as the victims of these relationships. Ethnographic data were gathered through participant observation on a public university campus in Benin and in-depth interviews and focus groups with 34 students and 5 professors from that university. Findings suggest that the problem of sexual harassment on campus will be difficult to address so long as transactional sex relationships between professors and students are permitted to continue.

교육과 정보통신기술의 융합 : SNS 커뮤니케이션 특성이 학생-교수의 관계형성에 미치는 영향

This study examines how the features of communication on Social Network Service(SNS) affect building faculty trust and long-term orientation in professor-student relationships. The research model was developed based on the previous research about communication, SNS and relationship development. The researcher surveyed 210 students to collect research data, and 195 questionnaires were analyzed using SmartPLS. The results indicate that the quality, frequency, interactivity and openness of communication on SNS affect positively on faculty trust. Moreover, the quality, frequency and openness of communication on SNS affect positively on long-term orientation, whereas interactivity does not. This mean that faculty trust plays a mediating role between interactivity and long-term orientation.

Ratemyprofessors is hogwash (but I care): Effects of Ratemyprofessors and university-administered teaching evaluations on professors

This study investigated the effect of evaluation origin, Ratemyprofessors.com (RMP) or university-administered student evaluations of teaching (UASET), and valence, positive or negative, on professors' affect about teaching, self-efficacy for various aspects of teaching, and self-efficacy for professorial competence. Participants were 128 professors who responded to a recruitment email; they participated in an experimental manipulation via SurveyMonkey and were exposed to either RMP positive, RMP negative, UASET positive, or UASET negative evaluations. Evaluation valence alone influenced participants' affect and self-efficacy; affect and self-efficacy changed in the direction of feedback valence. Although participants consider RMP to be less accurate and less serious than UASET, RMP and UASET feedback influenced the participants equally. Feedback influence did not vary by participants' tenure status. Implications of RMP and UASET feedback on the professor–student relationship and student learning are discussed. Implications for RMP on professors and their employment are also discussed. Recommendations for the interpretation of RMP feedback are provided.

Publication among academic staff and students: an analysis from the ethical perspective.

This article analyzes, from the ethical perspective, the authorship of particles carried out among students and professors and their potential conflicts. After the literature review, it has been found that the Vancouver criteria that should be fulfilled for the attribution of authorship of an article are not popularly known by students and academic staff. Many problems are posed in this area, among which the following are highlighted: ghost writer, honorary author, and incorrect assignment in the order authors should appear. The professor-student relationship brings with it implicit risks that could lead to conflict, against which it is the academician who should be cautious to curtail any ethical fault when assigning the authors. The measures recommended to avoid conflicts of authorship among students and academic staff are: early assignment of the authors, reflection among academicians, education to students/academic staff, and external control conducted by journal editors. Conclusion is that lack of awareness of the criteria of authorship by academicians and students is the principal problem in the attribution of authorships. It is indispensable to improve this knowledge and look after the application of said criteria in practice.

Students’ Views on the Teacher as An Information Provider

The current research tackles the main activities performed by the teacher in his/her capacity of an information provider, from a modern approach, and highlights those types of activities highly as well as less. The target group consisted of 80 first year engineering students, studying at UPT. A 28 dichotomic item questionnaire was devised (such as self-development/student development activities), including the main activities related to the didactic role of information provider. Moreover, the results of the present study indicate that students place greater emphasis on the activities likely to trigger personal development or addressing the emotional aspect of the professor-student relationship, the quality of information, didactic transposition, teaching process as opposed to activities dealing with the teacher's professional development and students’ involvement in the knowledge process.

Comparison of the Quality of Life Between Medical Students and Students of the Humanities at the Sarajevo University

Introduction Quality of life reflects comprehensive personal satisfaction with life. It represents subjective experience of individuals, which undoubtedly depends on objective circumstances of life. There are several studies dealing with quality of life within student population. Such studies provide important information considering the fact that students reprsnt the healthy part of the population. Goal The goal of this study was to register and compare parameters of subjective perception of QOL in medical students and students of humanities. Methods Study involved 200 students of Sarajevo University, 100 medical and 100 students of humanities. MANSA questionnaire was used to assess QOL. Results Statistically significant differences between the groups was found in repeated years of study, quality of teaching and professor-student relationship, sex life, finances and psychological wellbeing. No significant difference was found in satisfaction with life in general, number and quality of friendships, leisure time, accommodation, family relationships, health, and tobacco and PAS use. There was no difference in general assessment of QOL between the groups. Also both groups of students were satisfied with their current QOL. Conclusions Although no significant differences were found between groups, results reflect less satisfaction with quality of teaching and repeated study years in medical students. Clearly, study of medicine is a long and difficult process, and it should be a common goal for all involved in educating future physicians to contribute, in order to create professional and competent doctors, able to take care of quality of their own lives and the lives of their patients

The Pathos of the Closet and the Generations: Gay Professors and Their Students During and Post Gay Liberation in the United States

This article focuses on gay professor–student relationships in the United States, during and post gay liberation. Exploring personal writings, student periodicals, and academic documents between the late 1960s and the 1990s, I argue that interactions between gay professors and their students illuminate an ambiguous affectionate relationship wherein the closeness was based just as much on different generational sensibilities as the individuals themselves. Further, I show that these relationships suggest a therapeutic potential to education through the articulation of personal knowledge in the classroom, one that was increasingly open to challenge in the 1980s and 1990s.

Professors’ Influence on Students’ Beliefs, Values, and Attitudes in the Classroom

This article reviews how psychology research has defined beliefs, values, and attitudes (BVAs); how they relate to each other; and how they may be influenced, especially in the academic setting. The purpose of this article is to (a) describe the nature of and the interrelationships between BVAs, (b) discuss their relevance to the academic environment, and (c) explore how the knowledge and understanding of the role of BVAs may enhance student learning. One area of influence is the nature of a power differential. The presence of a power differential may influence individuals of a lower stratum to alter their BVAs so that they are more closely aligned to their respected superior. One example of this power differential is the professor-student relationship. Focus will be directed to how the BVAs of undergraduate college students may be influenced by the classroom setting as nurtured by the professor.

The association of academic burnout with self-efficacy and quality of learning experience among Iranian students

The present study examines the relationship between academic burnout and quality of learning experience and self-efficacy among undergraduate students. The sample consisted of 233 undergraduate students (106 men and 127 women) who were selected by stratified random sampling method. The participants completed the Quality of Learning Experience Scale, Academic Burnout scale, and General Self-Efficacy scale. This study is particularly interesting in the context of Iran, known for its equality-striving and high-quality educational system. Iranian youth, compared with youth in many other countries, have a lower level of well-being. The antecedents of academic burnout are divided into two categories: internal and external variables. In most studies regarding to the issue, one category is used to predict the dependent variable. However, in this study we utilized both ones; self-efficacy was considered as internal and quality of learning experience was used as an external predictor. Correlation coefficients indicated that all relationships between academic burnout and its components with self-efficacy were statistically significant. Furthermore, academic burnout and all of its components had significant correlations with quality of learning experience. Also, the relationship between resources with emotional exhaustion and professor-student relationship with academic inefficacy were not significant. On the basis of the results, through our research, we will expand academic burnout literature by focusing on its external and internal antecedents. In addition, we conclude with theoretical and practical implications and propose a clear horizon for future researches.

Estado de moralidad/inmoralidad de una escuela de medicina y un hospital público: aplicación de una estrategia de moralización

Objetivos: 1º) Evaluar en los profesores de la Escuela de Medicina de la UNMSM el nivel de conocimientos sobre ética, deontología y bioética clínica; 2º) Identificar los problemas éticos más frecuentes en la relación docente-discente y aquellos en las sedes docentes; 3º) Con los resultados, construir un seminario-taller el cual, una vez validado, se ofreciera al profesorado como enseñanza básica; 4º) Contribuir a la moralización institucional, reforzando el ethos institucional. Lugar: Escuela de Medicina, Facultad de Medicina, Universidad Nacional Mayor de San Marcos (UNMSM), Lima, Perú. Métodos: Para los objetivos 1º y 2º, estudio transversal, descriptivo, con metodología cualitativa y cuantitativa. Se seleccionó 26 profesores y 2 autoridades, de acuerdo a cinco criterios, para realizar entrevistas en profundidad. Sobre los resultados cualitativos se construyó y validó un cuestionario específico. Se aplicó el cuestionario a una muestra seleccionada por muestreo probabilístico sistemático, que representaba al 29% del total de 801 profesores de la Escuela de Medicina. Para el objetivo 3º, se utilizó un estudio comparativo pre y post. Para el 4º objetivo, ya validado el curso, se aplicó el seminario-taller y se midió el grado de satisfacción de los participantes. Resultados: En cuanto a los objetivos 1º y 2º, se identificó diversos problemas éticos en la relación docente-alumno, entre los mismos profesores y en la práctica profesional hospitalaria, que vienen generando modelos inadecuados de atención profesional y afectando la formación moral del estudiante. Entre los resultados cuantitativos se precisó que, del total de profesores, 59% no había llevado curso formal alguno sobre ética, deontología o bioética; solo 6,3% había llevado cursos específicos sobre este tema, a nivel de posgrado; 84% no conocía adecuadamente cuáles son los principios de la Bioética; 53% no conocía adecuadamente cuáles son las funciones de un Comité Hospitalario de Ética; 58% no conocía adecuadamente cuáles son las funciones de un Comité de Ética de Investigación; y 71% no conocía adecuadamente el Código de Ética del Colegio Médico del Perú. En relación al objetivo 3º, el seminario-taller fue validado y probado en su eficacia en dos sedes docentes (p= 0,001 en la prueba de Levene; y, p= 0,000 en la prueba de Mann Whitney), respectivamente. Y en el objetivo 4º, el seminario fue impartido a 296 profesores, habiéndose convertido, en la actualidad, en un Seminario permanente de adiestramiento básico en ética y deontología en salud y bioética clínica. Finalmente, el curso fue solicitado por una institución hospitalaria de salud para ser aplicado a todo su personal, con el propósito de disminuir los serios conflictos éticos que existían y amenazaban su ethos institucional. Conclusiones: 1) El deficiente nivel de conocimiento sobre ética, deontología y bioética clínica de los profesores de la Escuela de Medicina de la UNMSM fue comprobado y mejorado. 2) Se identificó los problemas morales institucionales fundamentales. 3) El Seminario-Taller construido fue validado y demostró su eficacia en dos sedes hospitalarias, con diferencias estadísticamente significativas en diseño pre y post. 4) El 97% de los profesores que recibió el curso declaró que los había ayudado entre mucho y muchísimo. 5) El método utilizado aplicado (por expresa solicitud) a un hospital público abre interesantes perspectivas como estrategia de moralización institucional y disminución del estrés laboral.

Social Networking, Learning, and Civic Engagement: New Relationships between Professors and Students, Public Administrators and Citizens

Social networking is increasingly ubiquitous, and there is growing demand for professors and public administrators to use social networking to engage with students and citizens in new and more collaborative ways. However, using such tools effectively poses challenges for professors and public administrators. The focus of this paper is to explore the implications of using social networking for learning, professor-student relationships, and civic engagement. Using social networking applications in public affairs classrooms may provide an opportunity for professors to connect with students in new ways to enhance student empowerment and learning and enable students to learn how to more effectively use these tools for citizen empowerment and engagement.

Transforming Relations: Essays on Jews and Christians Throughout History in Honor of Michael A. Signer (review)

Reviewed by: Transforming Relations: Essays on Jews and Christians Throughout History in Honor of Michael A. Signer Zev Garber Transforming Relations: Essays on Jews and Christians Throughout History in Honor of Michael A. Signer, edited by Franklin T. Harkins. Notre Dame: University of Notre Dame Press, 2010. 476 pp. $50.00. Transforming Relations is a collection of insightful essays that speak on the interaction between Jews and Christians in antiquity, the medieval period, and the modern era. It honors the important work of Michael A. Signer, the Adams Professor of Jewish Thought and Culture at the University of Notre Dame from 1992 until his death in 2009. The chapters treat various aspects of the Jewish-Christian relationship through the centuries, including the centrality of and departure from scriptural law in antiquity, reflections on Christianity in the Talmud and Midrashim, medieval Christian hermeneutics and Hebraism, and the appreciation of Judaism in modern Christianity. The essays focus on issues that permeate Signer's own scholarly work, namely, that shared scriptural texts and commentary serve simultaneously as a point of convergence and divergence for Jews and Christians, and that meaningful contemporary interfaith Jewish-Christian dialogue recognizes similarity and difference by participants who draw from separate but equal streams of monotheistic traditions. To honor the memory and work of Michael Signer, editor Franklin T. Harkins has assembled a cadre of friends and colleagues, admirers all of the honoree and his contribution to scholarship. The book's front matter contains [End Page 162] a dedicatory poem in memory of Michael by Cyril O'Regan, a foreword by John van Engen, and an introduction by Franklin T. Harkins on Signer's study of historical Jewish-Christian exegesis. The volume is divided in two parts. Essays in Part One ("Ancient and Medieval Perspectives: Exegesis, Polemic, and Cultural Exchange") begin with Arnold Band's personal reminiscence of the professor-student relationship and the seeds of textual methodology planted at UCLA in the early 1960s. David Novak focuses on the centrality of Torah from Sinai and its historical role in the parting of the ways and dialogical healing between Pharasaic Judaism and Pauline Christianity; and Israel Jacob Yuval speaks of the merits of "parallelmania," not polemics and apologetics, when early Christian texts mix with rabbinic literature. The next essays deal with personalities and schools of Jewish and Christian exegetes and teaching in twelfth-century northern France. Grover A. Zinn discusses the multiple ways that Psalms affected the spiritual life and theological education affecting the canons of the Parisian Abbey of St. Peter. By dissecting the theoretical framework of Hugh of St. Victor, Dale Coulter shows interpretive similarities (plain meaning, history connected to narratives affixed to events, word and syntax interpretation) between Victorines and their Jewish counterparts. Likewise, Boyd Taylor Coolman and Franklin T. Harkins engage in similar activity in researching Hugh's students, Richard of St. Victor and Andrew of St. Victor, respectively. All three chapters reflect pivotal texts that exemplify borrowing, polemics, and advancement. Deborah L. Goodwin contrasts the literal and allegorical approaches of Rabbi Samuel ben Meir (Rashbam) and Peter Comestor in reading the narrative of Rebekah's children, Esau and Jacob (Gen 25-27) Rashbam's commentaries on Lamentations and the Song of Songs is the focus of Sara Yapet's chapter. E. Ann Matte elaborates on the overlapping eschatological layers of the Wandering Jew in medieval Christianity (killers of the Lord, testifiers to his Second Coming and fulfilled in ecclesiastical conversion). Leslie Smith concludes that the Postilla in totem bibliam (commentary on the whole Bible) is the collaborate scholarship of the Dominican master and administrator Hugh of St. Cher's and Mendicant scholars. Arjo Vanderjagt posits that the mastery of Hebrew by Wessel Gansfort (1419-1489) was not for dialogue but for the conversion of Jews and to enhance piety and devotion by Christians to Jesus. Finally, Jeremy Cohen probes a story narrated by Solomon ibn Verga in his Shevet Yehudah that speaks of the nefarious charge of blood libel in sixteenth-century Spain and Portugal; the price to overcome was separation in body, space, and Jewish-Chritian scholarly encounter. Part Two presents a variety of ways that Jews and Christians encounter and entangle in...

Cenário do ensino do enfermeiro psiquiátrico

The precariousness of professional education of nurses is an issue that follows the history of Psychiatry and Psychiatric Nursing since the inauguration of the first Brazilian psychiatric hospital. Since the sixties, professors were concerned regarding methodology in Psychiatric Nursing. This is a descriptive-exploratory study, carried out with 17 nurses of the Specialization Course in Psychiatric Nursing, in 2006, respecting the ethical standards of research with human being. A questionnaire was applied by the professors using interactionism methods having a good acceptance by the students. The data was analyzed through the interpretation in categories. Nevertheless, the students showed great value on the exchange of content, and the professor-student relationship not as a moment to facilitate the knowledge building process, but to make the information exchange easier. Therefore, it is believed to be fundamental that professors continue using interpersonal teaching methodologies, and the nurses should keep searching not only to be up-to-date, but also being concerned in learning how to live, do and learn, undoing their own asylums with the objective to disassemble those knowledge and asylums practices.

Intensive care unit: a significant space for the professor-student relationship

OBJECTIVE: To address the relationship between professor and student within the ICU environment, from the perspective of professors. METHODS: Qualitative study in the phenomenological modality, in which six professors were interviewed - three from a public institution and three from a private institution, they supervised nursing students in an adult ICU. RESULTS: From the study individuals statements, semantic categories emerged that allowed the learning of the essence of the phenomenon studied. During the analytical process, there was separation into two subcategories: An approximation and facilitating the process of teaching-learning. CONCLUSIONS: The practice of nursing internships in ICU provides an inter-relationship between student and professor, favoring an approximation with others and a personalization of learning, which significantly contributes to enrich the teaching and learning process and the student-professor relationship.

Student Perspectives on the University Professor Role

The perception of the university lecturer/teacher role from the students' perspective was analyzed. A sample of 1,599 social sciences university students responded to an open question about the most relevant characteristics that their ideal teacher/lecturer should have. The chi-square test performed showed that students' preferred features of the teacher/lecturer role were associated with their mutual interaction (e.g., having respectful manners, being understanding and open) as well as having the ability to clearly transmit information. Understanding students' expectations of their professors is essential in order to improve the professor-student relationship, and can also assist professors in developing their roles.

A relação professor-aluno no ensino da Odontologia na Universidade Federal do Espírito Santo

O objetivo do estudo foi analisar a relação professor-aluno no curso de Odontologia da Universidade Federal do Espírito Santo e discutir os possíveis reflexos dessa relação no processo ensinoaprendizagem. Trata-se de um estudo exploratório, de abordagem quantitativa, no qual foram aplicados questionários contendo perguntas fechadas e abertas a 130 alunos e 40 professores. Os resultados demonstram que 49% dos alunos e 45% dos professores consideram boa a relação professor-aluno. Quando questionados se já haviam sido repreendidos pelos professores na frente do paciente, 35% dos alunos responderam que nunca foram e 65% responderam já terem sido repreendidos pelo menos uma vez. A confiança no ensino foi trabalhada ao se questionar o professor se ele traria um parente para ser tratado nas clínicas do curso e 47% terem respondido positivamente, apontando a confiança no aluno, orientação dos professores e a qualidade do atendimento como norteadores de suas decisões. A relação professor-aluno é considerada boa para ambos, mas alguns fatores foram apontados como interferência negativa na qualidade do processo ensino-aprendizagem, como: a falta de acessibilidade e de interação pedagógica e social entre os atores, a arrogância e a intimidação por parte de professores e a falta de compreensão de limites por parte dos alunos.

Projeto pedagógico do curso de Fisioterapia da Universidade de Brasília

INTRODUÇÃO: A visível exaustão do modelo tradicional na formação do fisioterapeuta, a proposição de um novo perfil profissional e a mudança na abordagem no processo saúde-doença, que passa a observar a funcionalidade, vem estimular a necessidade de novos projetos pedagógicos para o ensino da fisioterapia. Este deve incluir uma perspectiva de transformação social e econômica da população regional, nesse caso o da região administrativa de Ceilândia, no Distrito Federal. OBJETIVO: Apresentar uma proposta de projeto pedagógico para curso de graduação em fisioterapia, valorizando a formação focada na funcionalidade humana em cenários de prática profissional propostos pelo Sistema Único Saúde (SUS). RESULTADOS: O currículo está sendo construído numa perspectiva inovadora com propostas no âmbito geral (núcleos modo de vida, sistemas biológicos, instrumentalização em fisioterapia e cenários das práticas em fisioterapia); no âmbito específico (manutenção da saúde, processo saúde-doença, atenção à saúde, funcionalidade humana, processo permanente de formação); e no âmbito complementar (atividades de pesquisa e extensão). A proposta de projeto pedagógico foi pensada de forma a contemplar os objetivos gerais e específicos esperados, bem como dos perfis profissional e social. A indissociabilidade do ensino-pesquisa-extensão assume uma referência na relação professor-estudante pela compreensão das atividades de pesquisa e extensão como elementos fundamentais do processo ensino-aprendizagem vinculado à vivência no contexto real, concretizando a relação teoria e prática, e com foco no SUS. CONCLUSÃO: A diversificação das práticas no contexto do SUS inclui uma perspectiva de transformação social e econômica da população no cenário social e político do Distrito Federal. Nesse contexto, prioriza-se a formação do profissional fisioterapeuta generalista, reflexivo e crítico, envolvido desde o princípio com o atendimento à comunidade nos diferentes níveis de atenção, voltado aos aspectos da funcionalidade humana.

Study of Teacher Practices in Health Sciences in Brazil

This study involved fourteen semistructured interviews with teaching staff at a Brazilian university. These interviews were aimed at unveiling possible transformations caused by distance education in classroom teaching and in medical assistance practices. The discourses collected were analyzed using qualitative methods and divided into groups with convergent meanings, resulting in the following units: Infrastructure, Personal Use of Information Technology Resources, Impressions of Distance Education, Intensity of Dedication, Interactivity, Benefits of Distance Education, Teaching Practices, and Changes in Assistance. Results suggest that virtual teaching has resulted in positive changes in the professor–student relationship that allow improvements in interactivity and the creation of different expectations from those observed in classroom practice. There was a significant appropriation of the technological resources and pedagogical activities used in online courses for classroom teaching practice. Also observed was the transfer of knowledge to the personal and medical assistance spheres.

The Failure Experiences of Medical School Students: A Qualitative Study

Purpose: In medical school, where high-scoring students are respected, a student who fails is regarded as a feckless individual who cannot survive in a competitive atmosphere. This study aims to analyze the experiences of failure inmedical school students using a qualitative approach. Methods: In-depth, semi-structured interviews were conducted with nine medical students who had failed the program and became a repeater or failed to pass the Korean Medical Licensure Exam, and three former and present vice deans of Yonsei University between April 2007 and May 2007. Students were classified into two groups: those who attend medical school and those who had graduated but failed the Korean Medical Association (KMA) examination. Results: The structural factors of experiences with failure were competitive culture, restrictive professor-student relationships, and indifference toward students' quality of life. Students perceived the factors of their failure to be maladjusted learning patterns emotional problems, such as loss of confidence, feelings of inferiority, and depression physical and economic difficulties and poor time management. The results revealed that students felt their status decline and changed their self-concept and that their social network became restricted. Conclusion: Medical schools and faculty consider students who have failed as community members. In addition, to prevent student failure, medical schools must reestablish a rigid professor-student relationship, develop a learner-centered curriculum and teaching method, implement a better learning support system, and improve the students' quality of life.