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首页> 外文期刊>Advances in Medical Education and Practice >Faculty perspectives on student attendance in undergraduate medical education
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Faculty perspectives on student attendance in undergraduate medical education

机译：教师对本科医学教育中学生出勤率的看法

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Background: Lecture capture technology is widely available in undergraduate medical education and seems to impact class attendance. Further, there is limited understanding about faculty perceptions related to lecture capture and student attendance and how faculty advise students on issues of attendance in an environment where lecture capture is available and attendance is not required. Objective: The purpose of the current study was to characterize faculty perceptions and preferences about student attendance, investigate faculty advising practices about attendance, and evaluate the potential impacts of low student attendance on faculty job satisfaction and teaching. Method: A 15-min electronic survey was created and emailed to all on-campus teaching faculty at a medical school. The survey included demographic, close-ended (with Likert and Likert-like scales), and open-ended questions. Results: All 35 faculty members were invited to participate in the survey, and 26 (77%) responded. Faculty advising practices on student attendance varied, but most faculty indicated they advised students to attend class if the student expressed loneliness. A majority (15/26, 58%) disagreed or strongly disagreed that student attendance indicated level of professionalism, and many (12/26, 46%) believed that lecture capture was an effective alternative to attending class. Most faculty (19/26, 73%) agreed or strongly agreed they felt more job satisfaction with higher student attendance. A majority (15/26, 58%) also agreed or strongly agreed they would prefer to incorporate active learning in large-group sessions when student attendance was mandatory. Conclusion: Faculty member willingness to incorporate active-learning sessions and job satisfaction were influenced by student classroom attendance in the current study. Given the varied options for content delivery, these factors should be taken into account when institutions create attendance policies. These policies should balance the satisfaction of the faculty with the need to encourage autonomy and flexibility for the adult student learners.
机译：背景：讲座捕捉技术可广泛用于大学医学教育中，并且似乎会影响课堂出勤率。此外，对于与演讲捕捉和学生出勤相关的教职员工的看法，以及在可以进行演讲捕捉并且不需要出勤的环境中，教师如何就出勤问题向学生提供建议的理解有限。目的：本研究的目的是表征教师对学生出勤的看法和偏好，调查教师关于出勤的建议做法，并评估低学生出勤率对教师工作满意度和教学的潜在影响。方法：创建了一个15分钟的电子调查表，并将其通过电子邮件发送给医学院的所有校园教学人员。该调查包括人口统计，封闭式（使用李克特和类似李克特的量表）和开放式问题。结果：所有35名教职员工均被邀请参加调查，其中26名（77％）回答。教师对学生出勤的建议做法各不相同，但是大多数教师表示，如果学生表达了孤独感，他们会建议学生上课。多数（15/26，58％）不同意或强烈不同意学生的出勤率表示专业水平，许多人（12/26，46％）认为讲课是替代上课的有效选择。大多数教师（19/26，73％）同意或强烈同意他们对更高的出勤率感到更加满意。多数（15/26，58％）也同意或强烈同意，他们倾向于在必须参加学生的情况下将主动学习纳入大型会议。结论：在本研究中，教师愿意参加主动学习课程和工作满意度受到学生课堂出勤的影响。鉴于内容交付的选择多种多样，机构制定出勤政策时应考虑这些因素。这些政策应在教师满意度与鼓励成年学生学习者的自主性和灵活性之间取得平衡。

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