Student-faculty Interaction Research Articles

The impact of parenting styles on undergraduate students' emotion regulation: The mediating role of academic-social student-faculty interaction.

Based on the survey data of 4,462 undergraduate students in Zhejiang Province, mainland China, this study investigated the influence of parenting styles on emotion regulation and the mediating role of student-faculty interaction. The study found that: (1) Male students scored significantly higher than female students on emotion regulation, overprotective parenting style and student-faculty interaction. (2) Parenting style has a direct positive effect on emotion regulation, and warm parenting style has a much greater effect on emotion regulation than overprotective parenting style. (3) The mediating effect of student-faculty interaction in the relationship between parenting style and emotion regulation holds true, with the mediating effect of academic student-faculty interaction being much higher than that of social student-faculty interaction. (4) The influence of warm parenting style on emotion regulation relies more on the direct effect, while the influence of overprotective parenting style on emotion regulation relies more on the mediating effect of student-faculty interaction.

Profile Analysis of Student Involvement of the Faculty of Teacher Training and Education at the Universitas Terbuka in Professional Capability Consolidation Courses

This study aimed to provide an overview of the responses of Universitas Terbuka students regarding involvement in the lecture process for students who take practical courses, namely Professional Ability Consolidation (PKP). The research method used in this research was descriptive quantitative ex post facto, which describes the conditions that were happening at that time and not the result of a certain manipulation treatment. Respondents in this study amounted to 201 people (165 women and 36 men). The research instrument was conducted through a questionnaire distributed online containing four indicators, namely Level of Academic Challenge, Active/collaborative learning, Student-faculty interaction, and Enriching educational experience. The results of this study indicate that in general, they have given a good response to the statements in each indicator except for the negative statements, this indicates that the majority of students in their PKP courses have been involved in the lecture process and the results of the two different tests carried out are based on 11 (eleven) the only characteristics that exist are types of work (teacher and non-teacher) which show significant differences.

항공서비스학과 교수의 변혁적 리더십이 학교만족도에 미치는 영향 : 교수-학생 상호작용의 매개효과를 중심으로

The Purpose of this study is to examine the relationship between Department of Aviation Services professor's transformational leadership, school satisfaction, and faculty-student interaction, and to examine the mediating effect of faculty-student interaction on the relationship between Department of Aviation Services professor's transformational leadership and school satisfaction. A total of 191 copies were used for analysis, excluding 12 insincere responses from the questionnaires collected by distributing questionnaires to 203 college students enrolled in the Department of Aviation Services located in the metropolitan area. As a result, it was confirmed that the transformational leadership of professors had a positive effect on faculty-student interaction and school satisfaction. The partial mediating effect of faculty-student interaction was confirmed in the relationship between professor's transformational leadership and school satisfaction. It means that the more the professor's transformational leadership is exerted, the more intimacy and trust students feel with the professor, the higher the school satisfaction. We expect that support for the reinforcement of leadership and competency of professors to improve the quality of university education. In practice, this suggests that it is important to induce student satisfaction through active faculty-student interaction in order to prevent students from dropping out and to enhance the qualitative growth of the aviation service department in the fiercely competitive environment of aviation service departments.

Feasibility and Effectiveness of Mini-Clinical Evaluation Exercise (Mini-CEX) in an Undergraduate Medical Program: A Study From Pakistan.

BackgroundIn clinical settings, direct observation (DO) with feedback is an effective method to assess and improve learner performance. One tool used for DO is the mini-clinical evaluation exercise (Mini-CEX). We conducted a study to assess the effectiveness and feasibility of Mini-CEX for medical students at Aga Khan University, Karachi.MethodsUtilizing a purposive sampling technique, a total of 199 students in six core clerkships of Years 3 and 4 were selected for this study. Participating faculty underwent training workshops for use of Mini-CEX and feedback strategies. Each student was assessed twice by one faculty, using a modified version of the Mini-CEX, which assessed four domains of clinical skills: Data Gathering, Communication, Diagnosis/Differential, and Management Plan and Organization. Feedback was given after each encounter. Faculty and students also provided detailed feedback regarding the process of DO.Data were analyzed using Statistical Package for Social Sciences (SPSS) version 26 (IBM Corp., Armonk, NY, USA), with categorical variables arranged as frequencies and percentages. The Chi-squared test was used for further statistical analyses, and a P-value of < 0.05 was considered statistically significant. Effectiveness was assessed via a change in student performance between the first and second Mini-CEX, and feasibility was assessed via qualitative feedback.ResultsWe obtained three sets of results: Mini-CEX forms (523), from which we included a total 350 evaluations for analysis, 216 from Year 3 and 134 from Year 4, and feedback on DO: student (70) and faculty (18). Year 3 students performed significantly better in all foci of the Mini-CEX between the first and second assessment (P ≤ 0.001), whereas in Year 4, significant improvement was limited to only two domains of the Mini-CEX [Communication of History/Physical Examination (P = 0.040) and Diagnosis/Differential and Management Plan (P < 0.001)]. Students (65.7%) and faculty (94.4%) felt this exercise improved their interaction. 83.3% faculty recommended its formal implementation compared to 27.1% of students, who reported challenges in implementation of the Mini-CEX such as time constraints, logistics, the subjectivity of assessment, and varying interest by faculty.ConclusionDirect observation using Mini-CEX is effective in improving the clinical and diagnostic skills of medical students and strengthens student-faculty interaction. While challenges exist in its implementation, the strategic placement of Mini-CEX may enhance its utility in measuring student competency.

Nursing faculty perceptions of student faculty interactions

Objective: Student-faculty interaction outside the classroom in higher education is a well-studied phenomenon and is linked directly to office hours. Research has shown the significance of these interactions on student success; however, underuse of office hours remains a problem. Historical research has examined perceptions of students while fewer address faculty. There is limited investigation into nursing, where students must be successful on high stakes NCLEX testing after graduation. This study investigated nursing faculty perceptions of student-faculty interaction outside the classroom in relation to office hours.Methods: A qualitative design elicited responses from full time nursing faculty at one university school of nursing in the southeastern United States. Ten participants were interviewed using a semi-structured script. Data analysis revealed nursing faculty perceptions in relation to office hours.Results: The following themes emerged in relation to office hours and nursing faculty perceptions: (a) “At any point my door is always open”, (b) “I like having that flexibility, it does help”, and (c) “I’m basically 24/7. I really am”. Technology was embedded throughout the themes. Some limitations existed, such as reflexivity of the researchers, small sample size, and final sample bias.Conclusions: Findings from the study can guide policies in higher education, specifically the way office hour mandates are implemented. Increasing student-faculty interaction outside the classroom is a worthwhile goal that is important in schools of nursing where success on high stakes NCLEX testing reflects the integrity of the school.

A Pragmatic Approach to Flipping the Classroom for 170 Medical Students

Employing a flipped classroom is an excellent way to increase student engagement, integrate material, and elevate learning from memorization to application. This case highlights the design, development, implementation and evaluation of a flipped classroom approach for a large group of medical students at a US military medical school. We discuss the specific learning problems and challenges that formed the team and rationale for the design. We then describe the thought process used to develop the flipped classroom application, including format, content and implementation of digital learning tools. Finally, we reflect on findings from implementation of the design in an 8-week Neuroscience module, including improvements in student-faculty interaction, student engagement, learning climate and unexpected benefits.

Post-Traditional Students’ Perceptions of Mattering: The Role of Faculty and Student Interaction

A post-traditional learner is a student who has at least one of the following characteristics: is financially independent, delayed enrollment, employed full-time, enrolled part-time, has children, obtained a GED or high school certificate, and/or is a single parent. This study addresses how faculty-student interactions influence post-traditional students’ perceptions of mattering. The purpose of this study was to explore the student’s perceptions of mattering within faculty and post-traditional students’ relationships. In addition, this research used existing characteristics to describe students on a post-traditional spectrum as minimally, moderately, or highly post-traditional. This study seeks to discover the relationship between post-traditional learners and interactions with faculty members. Mattering is a feeling that one matters to another individual or that one is concerned with another’s well-being. This study found that post-traditional students rated their perceptions of mattering as moderately high regarding faculty-student relationships. Additionally, post-traditional students did not differ in their perceptions of mattering based on the amount of post-traditional characteristics they possessed.

STEM Faculty’s Support of Togetherness during Mandated Separation: Accommodations, Caring, Crisis Management, and Powerlessness

The emergence of the COVID-19 pandemic initiated major disruptions to higher education systems. Physical spaces that previously supported interpersonal interaction and community were abruptly inactivated, and faculty largely took on the responsibility of accommodating classroom structures in rapidly changing situations. This study employed interviews to examine how undergraduate Science, Technology, Engineering, and Mathematics (STEM) instructors adapted instruction to accommodate the mandated transition to virtual learning and how these accommodations supported or hindered community and belonging during the onset of the pandemic. Interviews with 25 STEM faculty at an undergraduate Hispanic Serving Institution revealed a wide range of accommodations they made to their courses and how they managed communication with students. Faculty strived to support student belonging with responses ranging from caring to crisis management, though some faculty expressed feelings of powerlessness when unable to accommodate certain challenges. The case of a responsive and flexible instructor is presented to highlight a productive response to a crisis. These retrospective findings point to strategies to support faculty teaching in virtual learning environments in the future; increasing opportunities for student–student and student–faculty interaction, supporting faculty in learning technologies that support these interactions and addressing faculty’s feelings of powerlessness.

Barriers and Benefits: Student–Faculty Interaction Shaped by Institutional Racism

Using structural equation modeling, this study identifies the direct and indirect relationships among campus diversity climate, faculty attitudes, student–faculty interaction, and cognitive skills development, examining how the relationships differ by students’ race/ethnicity. With data from the University of California Undergraduate Experience Survey (UCUES) and a sample of 28,688 junior and senior students across 10 campuses, findings showed that Students of Color found faculty to be less accessible, the diversity climate less respectful, and faculty’s treatment of students less equitable than their White peers perceived them to be. These disparities hindered more frequent interactions between Students of Color and faculty, ultimately resulting in less gains in cognitive development for this population. Findings from the study suggest that faculty play a key role in cognitive skills development for Students of Color.

How to enhance students' learning in a patient-centered longitudinal integrated clerkship: factors associated with students' learning experiences.

PurposeLongitudinal integrated clerkships (LICs) have been introduced in medical schools, as learning relationships with clinical faculty or peers are important components of medical education. The purpose of this study was to investigate the characteristics of student-faculty and student-student interactions in the LIC and to identify other factors related to whether students understood and acquired the program’s main outcomes.MethodsThe study was conducted among the 149 third-year students who participated in the LIC in 2019. We divided the students into groups of eight. These groups were organized into corresponding discussion classes, during which students had discussions with clinical faculty members and peers and received feedback. Clinical faculty members and students were matched through an e-portfolio, where records were approved and feedback was given. A course evaluation questionnaire was completed and analysed.ResultsA total of 144 valid questionnaires were returned. Logistic regression analysis showed that relevant feedback in discussion classes (adjusted odds ratio [AOR], 5.071; p<0.001), frequency of e-portfolio feedback (AOR, 1.813; p=0.012), and motivation by e-portfolio feedback (AOR, 1.790; p=0.026) predicted a greater likelihood of understanding the continuity of the patient’s medical experience. Relevant feedback from faculty members in discussion classes (AOR, 3.455; p<0.001) and frequency of e-portfolio feedback (AOR, 2.232; p<0.001) also predicted a greater likelihood of understanding the concept of patient-centered care.ConclusionStudent-faculty interactions, including relevant feedback in discusstion classes, frequency of e-portfolio feedback, and motivation by e-portfolio feedback were found to be important factors in the LIC program.

Conceptualizing the next patient interaction: A clinical skillset using an emulation model in critical thinking.

The next patient interaction is logical, essential, and largely done intuitively. To design and test a succinct learning guide for student guidance and student-faculty interaction in conceptualizing the next patient interaction. In 2021 and 2022, faculty scored questions from 1-5: Recognize deviation from the ideal? Articulate how and how much the situation deviated? Gage consequences of the situation? Assess own capabilities? To what extent does the student have a clear grasp of the procedural outcome? Faculty were also given open-ended questions. Forty-eight reports were completed, 25 D3 and 23 D4. Three hundred thirty-five faculty entries were made in the questions calling for a 1-5 response out of a possible 336 responses. Statistically significant differences were noted. Students were better able to recognize the situation as different from ideal than to articulate how and how much the situation deviated. Students were better able to grasp how and how much this situation differs from the ideal than to assess own capabilities. D4 students were better able to recognize deviation from the ideal and to articulate how and how much the situation deviated than were D3 students. For open-ended questions, more students were scored as "Prepared" than were scored as "Unsure" and "Missed" combined. The exercise is seen as a succinct and constructive (nonjudgmental) path to guide the student's conceptualization of the next patient encounter before the encounter begins. Next steps will be incremental for wider use in a clinical teaching environment.

Teaching in Times of Crisis Through a Palliative Care Lens.

The disruption of classroom and clinical education caused by the COVID-19 pandemic resulted in student distress and worry regarding the future of their education. Faculty trained in palliative care adapted the SPIKES mnemonic and applied it to real-time interactions with students in an effort to decrease distress and enable continued learning. Palliative care concepts, approaches, and techniques can be used to successfully facilitate faculty-student interactions during times of crisis and rapidly changing educational environments.

Teaching Political Science during Crisis: The “Three-C Approach” and Reflections from Lebanon during a Social Uprising, an Economic Meltdown, and the COVID-19 Pandemic

This article argues for using what I call the “three-C approach” to reestablish pedagogical normalcy while being fully cognizant of the impact of disruptions and the challenges of adapting to new learning environments. The “ three-C approach” encourages faculty members to maintain compassion, communication, and consistency by devising plans and taking action to mitigate disruptions to traditional pedagogical methods and enhance faculty-student interactions in new learning environments. Specifically, this article uses the same course I taught during fall 2019 and spring 2020, “Introduction to Political Science,” at a private university in Lebanon during a massive social uprising, an economic crisis, and the COVID-19 pandemic to demonstrate the use of the “three-C approach.” It also incorporates student feedback on modified assessment models and faculty-student interactions to highlight the benefits of the “three-C approach,” especially during times of crisis.

Are students barking up the wrong tree? A causal model of factors driving effective student–faculty interactions

Student–faculty interactions that promote learning are essential contributors to student retention, academic success and satisfaction. But the factors that causally initiate and frame these interactions are not well understood. Only if students evaluate these interactions as positive will they seek them. We conducted a survey experiment with students (n = 375) from a tuition-fee-free German business school, using conditional process analysis to assess which factors frame effective interactions. We focus on out-of-classroom standard and non-standard requests that students make to faculty, then investigate how faculty and student gender and students’ academic entitlement influence the interaction. Our study examines how students evaluate the interaction with faculty: when they seek interaction, their expectations of getting their requests approved, and their disappointment when their requests are declined. We find a significant influence of the request type along with moderating effects of faculty gender, student gender and student entitlement, particularly for non-standard work requests. We conclude with policy implications for university management: developing target-group-specific measures that facilitate the desired and positively evaluated student–faculty interactions might benefit all university stakeholders.

Development and Validation of the Quality of the Student-Faculty Interaction Scale for Undergraduates

Development and Validation of the Quality of the Student-Faculty Interaction Scale for Undergraduates

Supplemental instruction in pharmacy education: Lessons learned from collected perceptions

Introduction: Supplemental Instruction (SI) is an internationally-recognised academic support programme serving students in historically challenging courses across higher education via peer-assisted learning. Methods: A survey was deployed to gather perceptions of SI among student pharmacists, near-peer leaders, faculty, and staff of a traditional, four-year doctor of pharmacy programme hosted by a private institution in the United States. Results: Ninety-eight participants shared perceptions and viewpoints of the SI programme. Overall, positive perceptions were expressed and were independent of proximity to either attending sessions (students) or teaching activities (faculty). Student respondents identified audience-response polling or “gamification” as the most effective modality while the traditional use of student small groups was deemed less useful. Curiously, the student results also support SI improving student-faculty interactions. Conclusion: Given the current landscape of pharmacy education, it is critical to provide the best resources possible to ensure student success, and SI is an easily adaptable model to support student pharmacists.

Medical Students and Faculty Perceptions About Online Learning During COVID-19 Pandemic: Alfaisal University Experience.

Background and ObjectivesOff-campus online learning methods abruptly increased and gained popularity during the COVID-19 pandemic. Previous studies have highlighted the limitations of online learning mode; however, further studies on the experiences of medical students are needed. This study aimed to investigate the preclinical medical students and faculty members' experiences with online education and learning.Subjects and MethodsIn this cross-sectional study, data were collected using convenience sampling. Two hundred nine students and 13 faculty members who participated in the online courses offered during the spring semester of 2019–2020 completed an online questionnaire. A 30-item questionnaire for the students and a 25-item questionnaire for the faculty were used in this cross-sectional study.ResultsOverall, 30% of the student sample was satisfied; importantly, high-achieving students (GPA > 3.5) were less satisfied (25 vs. 32%; p = 0.006). Satisfaction was also low (35%) for student-faculty interaction opportunities. About half of the student sample agreed that small-group interactive sessions would improve learning (53%). The most favored course format was the blended mode (43%), followed by traditional (40%) and online modes (17%). Six out of 13 (46%) faculty members were satisfied with their online experiences. Most of them found virtual teaching applications convenient (77%). Conversely, few faculty members agreed to interact effectively (54%), while 69% favored a blended format.ConclusionsThe level of satisfaction in fully online courses offered during the COVID-19 pandemic remained low, especially among high-achieving students. Both students and faculty favored the blended format for future purposes. Small group active-learning strategies and web-based interactive tools may facilitate engagement and student-faculty interactions.

Evaluation of an experiential clinical learning option during pandemic teaching suspensions

BackgroundAs students’ direct patient contact was suspended because of COVID-19-related restrictions, we revised our clinical addiction medicine curriculum for students to learn about the different multidisciplinary clinical models delivered at our hospital and in community settings. Our aim was to provide an overview of clinical modalities and familiarize learners with clinician and patient experiential perspectives.MethodsWe implemented a multi-pronged approach, offering an overview of clinical care programs through remote panels involving care providers at the clinics where students had previously been scheduled for in-person rotations. This included inpatient and office-based addiction services, addiction treatment program for adolescents and young adults, integrated addiction care and HIV primary care clinic, and opioid use urgent care clinic. Beyond having them join outpatient telehealth clinic visits, students also participated in an online panel involving patients in recovery to gain familiarity with their care perspectives; and joined a panel with recovery coaches to get further insights into patient challenges in clinical settings. Students further participated in remote opioid treatment trainings and observed clinical rounds of inpatient addiction consults and adolescent clinic team meetings.ResultsWith this revised curriculum, students learned about the variety of clinical modalities at the height of our hospital’s COVID-19 pandemic burden. The evaluation suggested that students appreciated the authenticity of accounts from patients and providers about their challenges and satisfaction related to clinical care. While in a remote learning setting, students overall wished for more personal interaction with patients and providers. They also noted a lack of group cohesion and connection that they felt would otherwise have been met in an in-person program.ConclusionsRemote learning allowed our program to connect trainees to the multidisciplinary field of addiction medicine despite the COVID-19 pandemic. In future program iterations, we will consider hybrid formats of in-person learning experiences with direct patient and faculty contact where possible, combined with online provider and patient panels possibly, in addition to virtual breakout formats to facilitate more personal student-patient and student-faculty interactions.

Faculty satisfaction and perception regarding emergency remote teaching : An exploratory study

BackgroundThe COVID 19 pandemic which made its presence felt by March 2020 made the educators and administrators, both of whom had very little experience with alternate teaching and learning methods, look for alternate methods of delivering the teaching learning. Because of the mandates from apex bodies, faculty members were forced to delve into an unknown territory of Emergency Remote Teaching (ERT). This study aimed to explore the factors that contributed to faculty satisfaction for ERT, the challenges faced, and suggestions for improving online teaching. MethodA modified survey tool to suit ERT was developed which demonstrated favourable preliminary factor analysis (Bartlett’s Test of Sphericity (p < .001) and the Kaiser- Mayer- Olkin measure of sampling adequacy, KMO = 0.811). ResultsThe EFA identified four factors, such as faculty–student interaction, faculty and IT-related, faculty training and faculty preparedness with heavy loading on faculty training, as important factors for improving faculty satisfaction for online teaching. Most of the faculty members were satisfied with the ERT. A trend of shared opinion was observed in capacity building and empowering the faculty community with full IT and course development support from the institution in the form of faculty development programmes and infrastructure development in order to equip them with emergency academic transitions. ConclusionThe modified Survey tool was valid in identifying the faculty perceptions regarding the ERT. Faculty felt that they managed to quickly move to online teaching due to the pandemic but felt that they needed better IT support and faculty development programmes to effectively adapt to online teaching. Students, too, need to be trained for online learning, as per faculty members.

Burnout and Perception of Medical School Learning Environments Among Gay, Lesbian, and Bisexual Medical Students

The perspectives of gay, lesbian, bisexual (sexual minority [SM]) students about their medical school learning environment and how they relate to burnout is poorly understood. To understand SM medical students' perceptions of the medical school learning environment and how this is associated with reported burnout. This cross-sectional study included medical students graduating from Association of American Medical Colleges (AAMC)-accredited allopathic US medical schools in 2016 and 2017 and responding to the AAMC Graduation Questionnaire. Data analysis was conducted from June 2021 to March 2022. Sexual orientation, based on self-identification, and categorized as bisexual, gay or lesbian, or heterosexual or straight. Primary outcomes included burnout as measured by Oldenburg Burnout Inventory for Medical Students (OLBI-MS; two 24-point scales [range, 0-48], with higher scores indicating greater burnout) and student perceptions of the medical school learning environment (0-5-point scales for emotional climate [range, 0-20] and student-faculty interactions [range, 0-15], with higher scores indicating more positive perceptions). Logistic regression was used to model the association between burnout, SM status, and learning environment while controlling for demographic characteristics. A total of 25 757 respondents (12 527 [48.6%] women; 5347 [20.8%] Asian; 2255 [8.8%] underrepresented in medicine; 15 651 [60.8%] White; 10 726 [41.6%] aged ≤26 years) were included in the analysis: 568 (2.2%) self-identified as bisexual, 854 (3.3%) as gay or lesbian, and 24 335 (94.5%) as heterosexual or straight. Both bisexual students and gay or lesbian students reported less favorable perceptions of their learning environments than heterosexual students (mean [SD] emotional climate score, bisexual students: 8.56 [3.29]; gay or lesbian students: 9.22 [3.33]; heterosexual or straight students: 9.71 [3.20]; P < .001; mean [SD] faculty-student interaction score, bisexual students: 13.46 [3.69]; gay or lesbian students: 14.07 [3.45]; heterosexual or straight students: 14.32 [3.37]; P < .001). Bisexual and gay or lesbian students were more likely to be in the top quartile for burnout scores (bisexual: odds ratio [OR], 1.71; 95% CI, 1.42-2.07; P < .001; gay or lesbian: OR, 1.53; 95% CI, 1.31-1.79; P < .001). This association was attenuated when accounting for student perceptions of the learning environment (bisexual: OR, 1.37; 95% CI, 1.11-1.67; P < .001; gay or lesbian: OR, 1.42; 95% CI, 1.19-1.68; P < .001), with poorer perceptions of the medical school learning environment associated with higher burnout symptoms. In this cross-sectional study, SM students had less favorable perceptions of the medical school learning environment compared with heterosexual students. Results suggest the medical school environment may be associated with higher rates of burnout in SM students. Future research should explore interventions to improve the learning environment for SM students.