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Faculty and student perceptions of the feasibility of individual student–faculty meetings

机译：教师和学生对个别学生-教师会议的可行性的看法

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The extent to which students feel involved in their education positively influences academic achievement. Individual student–faculty meetings can foster student involvement. To be effective, faculty acknowledgement of the benefit of these meetings is a prerequisite. The aim of this study was to explore faculty perceptions of individual student–faculty meetings. In addition we investigated students’ perceptions. As part of the undergraduate programme, mandatory individual intake and follow-up meetings between first-year medical students (n = 425) and senior faculty members (n = 34) have been implemented from 2009 onwards. We administered a questionnaire on faculty perceptions of the benefit and impact of intake meetings. Subsequently, after both meetings had been held, strong and weak points of the mandatory programme were explored using open-ended questions. Students’ perceptions were investigated by open-ended questions as a part of the curriculum evaluation process. Faculty enjoyed the meetings (90 %), perceived the meetings to be beneficial (74 %) and expected a positive effect on student involvement (74 %). Faculty appreciated the opportunity to give advice tailored to students’ personal needs and levels of performance. The students appreciated the meetings and the attention given to their personal situation and study progress. Faculty and student appreciation of the meetings seems to support the assumption that the individual meetings increase students’ social and academic involvement. Further research should focus on the impact of individual student–faculty meetings on students’ learning behaviours.
机译：学生参与教育的程度会积极影响学业成绩。单独的师生会议可以促进学生的参与。为了有效，教师必须承认这些会议的好处。这项研究的目的是探索教师对个别学生与教师会议的看法。此外，我们调查了学生的看法。作为本科课程的一部分，从2009年开始实施了一年级医学生（n = 425）和高级教职员工（n = 34）之间的强制性个人入学和跟进会议。我们针对教师对入学会议的好处和影响的看法进行了问卷调查。随后，在两次会议举行之后，使用不限成员名额的问题探讨了强制性计划的优缺点。在课程评估过程中，通过开放性问题调查学生的看法。教职工享受会议（90％），认为会议是有益的（74％）并期望对学生参与有积极影响（74％）。学院感谢有机会根据学生的个人需求和表现水平提供建议。学生赞赏会议和他们对个人情况和学习进度的关注。教职员工和学生对会议的赞赏似乎支持这样一种假设，即个别会议增加了学生的社会和学术参与度。进一步的研究应集中于个别教职会议对学生学习行为的影响。

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