Student-professor Relationship Research Articles

Investigating the nature of trust in the medical student-professor relationship: an interview study.

While trust is an essential resource in successful social exchanges, the basis of trust in the student-professor relationship in higher education has not been extensively studied. The purpose of the present study was to gain a better understanding of how trust is developed within a medical school learning environment. To that end, we applied a qualitative approach using semi-structured interviews. Interview guides were developed based on the leading model of organizational trust, which posits that trustworthiness can be modeled based on three factors of a trustee, namely their perceived ability, benevolence and integrity. Eleven faculty members and 11 medical students in their core clerkships agreed to participate, providing in-depth viewpoints that were transcribed verbatim for thematic analysis. Faculty interviews sought to develop a model describing how trust develops in the medical school learning environment and student interviews interrogated how faculty performed within each trust domain to corroborate best practices. The research team applied interpretive-phenomenological analysis to develop consensus around the key themes. Arising from the data we propose a model showing how faculty demonstrate their ability, benevolence and integrity to learners as well as features of a learning environment that promote trust, including positive student traits. Finally, we recommend a series of best practices for faculty wishing to develop a trusting learning climate.

We are in this together: what the COVID-19 pandemic revealed about the nature of the student-professor relationship in higher education

PurposeReflexive thematic analysis was used to analyze the data. The study’s aims were to (1) Explore challenges, barriers and successes of students of color, as a result of the instructor’s approach to teaching in a remote learning environment; and (2) Determine what types of practices and approaches students of color found supportive in adjusting to a remote learning environment.Design/methodology/approachThis qualitative study used in-depth interviews to explore the experiences of students of color, reflecting on in-person and remote learning environments. A total of 18 students from a large public university participated in the study.FindingsThe findings suggest significant adjustments were made by both students and professors during the pandemic. Although academics were important to students, there was an emphasis on the impact on social interactions with peers and the ability to build meaningful relationships with professors. Students displayed a sense of compassion and empathy toward professors and themselves.Practical implicationsThe results from the study provide some insight into how higher education can move forward, potentially conducting future research that includes the perspectives of both students and professors to determine how to best provide support in the aftermath of a pandemic.Originality/valueThis qualitative study used in-depth interviews to explore the experiences of students of color, reflecting on in-person and remote learning environments.

Is class worth their time? College student perspectives on class structure and attendance

While prior studies have primarily relied upon quantitative methods to understand student attendance, the goal of this study was to extend prior research by utilizing qualitative data to gain additional insight into college students’ perceptions of class attendance. Data from five focus groups with undergraduate students revealed four primary themes impacting attendance: (1) students’ use of time, (2) class content and type, (3) the student-professor relationship, and (4) university and course policies. Overall, students believe they are the best judge of how to use their time, campus culture and overcommitment play a critical role influencing attendance, and there are practical strategies to promote student engagement and class attendance. Based on these findings, recommendations are provided to institutions and professors on how to promote class attendance and optimize the student learning experience.

Development and Psychometric Evaluation of Faculty Evaluation for Online Teaching (FEOT)

Development and Psychometric Evaluation of Faculty Evaluation for Online Teaching (FEOT)

PhysioArt: a teaching tool to motivate students to learn physiology.

Learning physiology is challenging for students. The nature of the discipline, which includes many complex mechanisms, makes the subject complicated. Furthermore, the length of the textbooks and the usual multiple-choice tests, which prioritize memorizing instead of understanding, tend to discourage the students. Therefore, different pedagogical strategies have been adopted to motivate and facilitate the learning of physiology. In this sense, many pedagogical strategies have been using art as a tool to motivate and induce students to self-learn. Besides, art as a pedagogical tool has also been shown to be important in developing self-assurance, self-pride, as well as the development of critical-thinking skills in the students. Here, we incorporate a new practice of self-directed teaching and learning, which involves artwork interpretation in a physiological context. This extra-classroom activity integrating art and physiology (The PhysioArt Project) improved students'engagement, increasing their interest in the discipline by providing a more creative, pleasurable, and enthusiastic atmosphere for enjoying and learning physiology, which also has contributed to the development of creativity, critical thinking, and students' self-assurance. Interestingly, the benefits elicited by The PhysioArt Project activities have also helped us to enhance the student-professor relationship, inducing a more humanized education.

Transforming the student-professor relationship: A multiphase research partnership

Transforming the student-professor relationship: A multiphase research partnership

Perspectives on Mental Wellness in Child and Youth Care Education

This course-based research project is conducted in a qualitative interpretive paradigm. The purpose of the inquiry is to gain insight into how students interpret their own subjective experiences and understanding of the impact that the undergraduate child and youth care program at MacEwan University has had on their mental wellness. A purposive sample of four child and youth care students was selected. Data was collected through the use of a semi-structured focus group and a reflective arts-based activity. The data was analysed using Braun and Clarke’s approach to thematic analysis which resulted in the identification of six themes. These include: a) safe and supportive learning environment, b) enhanced understanding, c) genuine student-professor relationship, d) seeing mental health as a strength, e) the healing power of creativity and play, and f) transformational nature of child and youth care education.

An Old English Love Poem, a Beowulf Summary and a Recommendation Letter from Eduard Sievers: G. J. P. J. Bolland (1854–1922) as an Aspiring Old Germanicist

AbstractThis article calls attention to documents relating to the early academic life of G. J. P. J. Bolland (1854–1922). During the late 1870s and early 1880s, Bolland was enthralled by the study of Old Germanic languages and Old English in particular. His endeavours soon caught the eye of Pieter Jacob Cosijn (1840–1899), Professor of Germanic Philology and Anglo-Saxon at Leiden University, who helped the Groningen-born student to further his studies. During his stays in London and Jena, Bolland communicated with prominent scholars, including Henry Sweet, Richard Morris and Eduard Sievers. Bolland’s annotated books, hand-written notes and scholarly correspondence provide a unique insight into academic life and student-professor relationships during the late nineteenth century. In addition, Bolland produced an Old English love poem and aBeowulfsummary that are published here for the first time.

A Study on Effectiveness of Student Professor Relationship

The scholastic field witnesses both teachers and students having the same purpose i.e., learning and to be successful in this they need to strive together. Teacher holds the ever-wavering mind of a student and students themselves believing that they can hold their heads with a small nudge from the outside. Every student/professor in an institution has certain relationship between them so as to achieve their objective. Student-Professor relations make them to get into the interpersonal relation which helps to adopt immediacy by each other. This type of relationship helps the student to behave positively in a college by which they support each other. This article is therefore a modest attempt to provide the subjective experience of the student-professor relationship from various frames of reference viz., psychological contract (mutual understanding between the parties who are satisfying each other's obligation), cultural intelligence, inter personal relationship faculty competency and class room management and also further it helps the professor to understand the student obligation and expectations towards their learning in-turns helps in transformative learning towards sustainable development. For this purpose, loyalty, stability, support expectation and obligation are considered as the dimensions of psychological contract, competence and class room management were considered as the dimensions of behavior whereas cultural intelligence and interpersonal relationship are considered as dimensions of sustainability. Both primary and secondary data will be collected for this study. Primary data was collected from the selected sample of teaching faculties and students whereas secondary was collected from books, journals, research articles and from conference proceedings.

Determining Factors Affecting Student- Professor Relationship in Performing Educational and Learning Activities from the Perspective of Male and Female Apprentices, Interns and Assistants Students of Mashhad University of Medical Sciences

Background: Relationships are the foundation of human social life. If this relationship is well established in academic environments, educational objectives are more conveniently obtained. The aim of this studyDetermining factors affecting student- professor relationship in performing educational and learning activities from the perspective of male and female apprentices, interns and Assistants students. Methods: In this study, 240 male and female students studying at the levels of apprenticeship, internship and residency in General Surgery Department of Mashhad University of Medical Sciences were studied in the years 2013-15 for a period of 8 months over two-month terms. The standard questionnaire in three domains of personal, professional and academic characteristics was used. Results: The results showed that in the view of male and female students, factors of gender, student participation, academic rank of the professor and precedent of research projects and educational activities were significantly different. Moreover, a comparison of the views of apprenticeship, internship and residency students with regard to the above three domains suggested that only factors of gender, ease of access outside the class, student participation in class discussions, academic rank and the precedent of research projects and educational activities were significantly different. Conclusions: The findings indicated that with regard to the relationship between professor and students in all above three domains, factors such as humility and modesty, popularity and reputation, agreeability, fairness, accountability, respect for students, problem solving, motivating, utilizing incentive tools, ability to communicate course materials to students, student participation in class discussions, mastery of course materials and familiarity with most recent scientific research had the highest effect whereas gender, academic rank and research precedent of the professor had the lowest effect on student-professor relationship.

Judging Higher Education on the Merits: A Review of Deresiewicz, William, Excellent Sheep, The Miseducation of the American Elite and the Way to a Meaningful Life; Lani Guinier, The Tyranny of the Meritocracy: Democratizing Higher Education in America, and Lauren, A., Pedigree: How Elite Students Get Elite Jobs

Judging Higher Education on the Merits: A Review of Deresiewicz, William, <i>Excellent Sheep, The Miseducation of the American Elite and the Way to a Meaningful Life</i>; Lani Guinier, <i>The Tyranny of the Meritocracy: Democratizing Higher Education in America</i>, and Lauren, A., <i>Pedigree: How Elite Students Get Elite Jobs</i>

The genuine individual within the ICT environment

The Post-modern era of the 21st Century differs significantly from the previous time because many traditional conventions that seemed steady become unclear and uncertain. The Author examines four issues: 1) whether future communities have Vision and Goals and how they affect their life? 2) How does a consumer community match social and cultural desires? 3) What are the traits and expertise required from the national or local leadership? And 4) whether nations have Updated strategy for the future and who promote it? The Author argues that at the Post -modern era a prosperous society should be a creative and a knowledge one. It should combine trust with faith, individual strive with social accountability, self-esteem with curiosity, deep commitment with inspiring vision. At these tumultuous conditions and in order to minimize youth unemployment, so wide spreading at present, higher education systems should prepare better youngsters for nowadays challenges. But, for qualifying for that mission they must to change. They have to change their teaching methods and reshape the traditional student-professor relationships and make them more student-oriented. Professors are required to act as coaches, performers and facilitators. In sum, nations that want to prosper should strive for innovation and invest resources for identifying the appropriate people for these missions. They are usually those individuals who are dissatisfied with the current state of affairs, have a deep sense of curiosity, an opened-mindedness, a creative thinking and mostly are non-conformists.

Student Perspective on the Instructional Process in Higher Education

This study shows the opinions of young adult students of different specializations, attending full-time and part-time courses of “Ovidius” University of Constanta, Romania, during the academic years 2012-2013 and 2013-2014. The subjects answered the several questions regarding the roles of teachers in higher education, the qualities of a teacher, the effectiveness of assessment and teaching methods, ways to improve the quality of teaching performance time and so on. The conducted study shows a strong student sense of science identity in terms of the student-professor relationship and identifies the areas of strength and weakness in student-teacher interaction and offers insights that can lead to more accurate assessments of student responses.

Por que ocorre? Como lidar? A percepção de professores de graduação em Administração sobre o assédio moral

Many studies have observed that bullying of professors by students has increased with the process of commoditization of higher education organization. This process is part of a scenario of devaluation of the professor's role and the exaltation of the concept of the student-client. In this sense, it opens space for bullying practices in the student-professor relationship. The purpose of this paper is to understand why bullying happens in the student-professor vector, and what can be done so that this behavior can be avoided. To fulfill the objective of this research we collected and analyzed statements from questionnaires answered by 51 university professors through the method of the collective subject discourse. The analysis of these responses offers insight on why bullying occurs in the student-professor relationship: reasons range from social values inversion to the marketization of higher education in Brazil. From the responses emerge possibilities for action, promoting among other ideas a serious institutional debate as an important step to build preventive attitudes to solve this serious problem.

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.

Hot for Teacher: The Ethics and Intricacies of Student–Professor Relationships

Hot for Teacher: The Ethics and Intricacies of Student–Professor Relationships

It’s Complicated: Using Facebook to Create Emotional Connections in Student-Professor Relationships

I the aftermath of the recent tragedies at Northern Illinois and Virginia Tech teachers and students drew together to heal the devastation caused by campus violence.1 In the wake of such tragedies teachers, students, and the surrounding respective communities at Northern Illinois and Virginia Tech developed strong emotional bonds on their campuses as everyone suddenly seemed to realize that we’re not just students and teachers defined by what we do, but rather that we are all humans with thoughts, feelings, and emotions. After such tragedy, the emotion on these campuses becomes transparent and indeed becomes a reaction expected by members of the public. In the February 2008 Chronicle of Higher Education, three new assistant professors, Joseph Flynn, Andrew Kemp, and Samara Madrid, outline their experiences just after the shootings at Northern Illinois University. Their accounts illustrate how they felt during the days just following the tragedy. Through their accounts, we learn their feelings about their campus. Andrew Kemp claims he had already given his “heart to the university” after one year of teaching there. He typically wears sweatshirts with the NIU logo or some other NIU paraphernalia to class (C4). Kemp simply claims “I am hurt.” Samara Madrid displays her emotion even more prominently by hanging a sign in her office that reads “Love is spoken here” (C4). She says, “As a new assistant professor I never expected to witness such an event. NIU is my new home, and this new campus is my family. The tragedy has uncovered the love that resides within me for my students” (C4). Joseph Flynn, another new assistant professor at NIU, responded with empathy, saying, “The campus shut down, and so did I. . . . I slept. I wept. I talked to no one—not even my wife and son, much to their consternation and concern” (C1). In light of recent university tragedies, I thought deeply about my relationships with current students. Was I doing enough to show them that I really did care about what happens to them now and after they graduate? I know early in my teaching career I truly did, but now, in the wake of tenure, publication, and reputation I had come to distance myself slightly from certain mentoring situations. Is the same kind of love that Flynn, Kemp, and Madrid illustrate in their narratives possible without a larger tragedy? These tragedies illustrate the power of, and the need for, emotional connections between teachers and students. Emotions are a vital part to learning, and positive emotional connections between teacher and student facilitate learning. However, as a male teacher committed to nurturing my students, males and females, I have discovered

A humanização e a formação médica na perspectiva dos estudantes de medicina da UFRN - Natal - RN - Brasil

Este estudo, por meio de uma abordagem qualitativa, busca compreender a percepção dos estudantes de Medicina da Universidade Federal do Rio Grande do Norte (UFRN) acerca da humanização no contexto da formação médica. Foi utilizada a técnica de grupo focal, envolvendo uma equipe multidisciplinar com profissionais das áreas de antropologia, psicologia e medicina, que estudou dois grupos de nove estudantes do último ano do curso. Os dados foram analisados pela técnica de análise de conteúdo temática categorial, da qual emergiram três categorias: relação estudante-paciente, ensino-aprendizagem e relação estudante-professor. A primeira categoria permite identificar que a experiência do contato do estudante com o paciente é essencial à construção de uma identidade profissional humanizada. Em relação à segunda categoria, percebe-se que professores sem capacitação nas práticas pedagógicas, inerentes à profissão de professor, e a dicotomia teoria-prática dificultam a formação autônoma do conhecimento e uma visão integral do indivíduo. Da terceira categoria emergiram duas subcategorias antagônicas (professor-modelo e relações assimétricas), que refletem a importância da postura ético-humanista do professor em detrimento de uma atitude autoritária para a construção da identidade profissional do estudante. Esses dados apontam aspectos da formação médica que podem respaldar uma discussão acerca da humanização no contexto das novas diretrizes curriculares.

Power distance in English lingua franca email communication1

This study investigates level of formality in international students’ emails sent to academic staff. National cultures have different traditions when it comes to adopting an egalitarian or a more distant student–professor relationship. Hofstede's cultural dimension of power distance (PD) is used to distinguish between relatively high and relatively low PD cultures. The students’ choice of initial greeting and complimentary close is discussed with respect to PD ranking, rapport management and the sociopragmatic conventions set out in business communication literature. The analysis is based on 344 emails written by 110 students in Norway, a low PD culture. The findings indicate that students from relatively high PD cultures are more likely to opt for formal alternatives, concluding that national culture is an aspect to take into account when analysing lingua franca English communication.

Viral hepatitis: An alternative teaching method

Our teaching experience has shown that dealing with the immunological aspects of viral hepatitis poses several difficulties. Therefore, we developed a game to verify whether or not this active-learning exercise could enhance students' learning and arouse their interest in subjects that are basically complex. Fifteen cards with clinical cases of hepatitis A, B, C, D, and E, and 50 explanatory cards with the description of epidemiological, clinical, and immunological aspects of the hepatitis mentioned above. The objective of the game was to match the explanatory cards with the respective clinical case. Pre- and post-tests were used to assess students' grade improvement. One-hundred-and-forty students participated in the activity. The overall response of the students to the game was very positive: 129 (92.1%) found the game encouraged clinical thinking, and 105 (75%) regarded the game as an important way of consolidating learning. The students' grades significantly improved (p < 0.05). Games allow understanding the subject matter through global knowledge. They also foster the student-professor relationship, simplifying the solution to the questions that may arise from a more comprehensive study.