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Table 1 Additional factors identified that affect faculty behaviour and attitudes towards students

From: Effects of informal learner handover in clinical dental education

 

Factor

Finding

Quotes

1

Institutional Policy

The institutional stance on which documents are shared, and when, influence faculty attitude. Unless educational collaboration is encouraged amongst departments, faculty interaction is limited to their own departments.

“I think the biggest barrier would probably be the understanding that this is something that is required, or recognition that this is something that should be done.” – P13

“No, we aren’t required to share rotation performance with anyone. I don’t think it’s allowed, basically.” – P15

2

Student Grades and attendance

Formative assessment scoring and quality of attendance have a higher impact in the faculty’s expectations and perceptions of students’ performance.

“So, as I told you, there are certain checklists and logbooks if anybody's doing the good work and get good grades on the logbooks and checklists, so we assign the patients to them” – P2

“Then there is a lot of students who are in third year, who have gone to final year, and we know that they are not interested in study, they don't come to University, and they are non-serious.” – P1

3

Faculty workload

Faculty members with extensive workload are reluctant to seek out feedback regarding student performance or divert time and energy to individually cater to student needs.

“I don’t have time for that. Going for each student, no. I cannot do that individually, if I see that a group is going to a problem, I try to, you know, try to remove the problem as a group.” – P1

4

Cultural dictations of Social and Professional Hierarchy

There is hesitancy in providing feedback to faculty members deemed higher in the institutional hierarchy due to cultural concept of respect and seniority.

“It is meant to be given to someone less skilled. So, people think you see yourself better than them if you give them feedback – especially if they are, you know, AP or Professor level.” – P15

5

Personal Bias

The personal biases harboured by faculty members influences their expectations and behaviour.

“COVID students tend to be slow. They spent so much time taking it easy, so now they find workload too much.” – P10