Does the ‘Educational Alliance’ conceptualize the student - supervisor relationship when conducting a master thesis in medicine? An interview study

Background Completing a master thesis (MT) is mandatory in many undergraduate curricula in medicine but a specific educational framework to guide the supervisor-student relationship during the MT has not been published. This could be helpful to facilitate the MT process and to more effectively reach the learning objectives related to science education in medicine. An attractive model for this purpose is the ‘Educational Alliance’ (EA), which focusses on the three components ‘clarity and agreement on (a) goals, (b) tasks and (c) relationship & roles’. This study investigated factors that can either facilitate or hinder the process of MTs, and related these to the components of the EA. Methods We conducted semi-structured face-to-face interviews with 20 students and – separately – with their 20 corresponding supervisors, after the MT had been accepted. The interviews included open questions on factors facilitating or hindering the success of the MT. Audio recordings of the interviews were anonymized and transcribed, and then analysed by qualitative content analysis. Also, quantitative data were gathered on satisfaction with the MT process and the supervisory quality (using Likert-type questions). Results We were able to analyse all 40 interviews, related to 20 MTs. From the transcripts, we extracted 469 comments related to the research question and categorized these into the four main categories (a) ‘Preparation’, (b) ‘Process’, (c) ‘Atmosphere’, (d) ‘Value of the MT’. Interviewees highlighted the importance of a careful preparation phase, clear expectations, a clear research plan, thorough and timely feedback, mutual agreement on timelines, and a positive working atmosphere. Each of these factors could be brought in line with the three components of the EA framework: agreement and clarity of goals, tasks, relationships & roles. Satisfaction with the MT process was rated 8.75 ± 1.22 SD (of 10) points by supervisors, and 7.80 ± 1.61 SD points by students, while supervision quality was rated + 1.51 ± 0.63 SD (scale from − 2 to + 2) by supervisors, and + 1.26 ± 0.93 SD by students. Conclusion We propose the EA framework as a useful guidance for students, supervisors, and the university towards conducting successful MTs in medicine. Based on the findings, we provide specific recommendations for students, supervisors, and university. Supplementary Information The online version contains supplementary material available at 10.1186/s12909-023-04593-7.


Introduction
Obviously, you finished your master thesis successfully.Congratulations!Some aspects certainly had a positive influence on the project, others were a hindrance.With this interview, we try to derive recommendations from your experiences.
To do this, I will now ask you some standardized question to which there are no false or correct answers.
For further evaluation, I will record this interview.I will later transcribe it anonymously and thereafter delete the file.Therefore, others will not be able to identify the involved people, institution, or the research project.Quantitative (very bad -neutral -very good): 0-5-10 qualitative: Totally disagree

Totally agree
He / she ensured a clear working plan He / she has adhered to the agreements and the work plan according to the needs He / she was always well prepared (e.g., informed about study progress).
-2 -1 0 +1 +2 He / she always made it clear which work steps had to be done He / she always made it clear why certain work steps had to be done He / she always provided support when needed for certain work steps He / she created a positive working atmosphere He / she had a reasonable appreciation for my work The intensity of care was

Introduction
Your master student finished his thesis successfully -congratulations!Some aspects certainly had a positive influence on the project, others were a hindrance.With this interview, we try to derive recommendations from your experiences.
To do this, I will now ask you some standardized question to which there are no false or correct answers.
For further evaluation I will record this interview.I will later transcribe it anonymously and thereafter delete the file.Therefore, others will not be able to identify the involved people, institution, or the research project.Reasons (patient recruitment, study design, failed attempts)?
Was the MT topic continued as a dissertation?

Part C. Personal experiences
In the specific case of this MT.What do you think the student has learned during the process?
Was the learning experience "successful"?(How would you define that?)How would you define the term "scientificness"?E.g.Keyword: principle "cause -effect" / logical argumentation (evidence) / Independence from the subject of research, socio-critical basic attitude In your opinion, are there any essential criteria for "scientificness"?
(Objectivity, reproducibility, originality / innovation, independency) In your opinion, are there any essential criteria for good scientific practice?
Thank you very much for your help!Would you like to say something important about the subject MT, something that I forgot to ask?
On behalf of the entire research team, thank you very much for your participation and input to further improve the master thesis Do you agree to go on?Date / Signature for consent Part A. Demographics & characteristics of thesis (may be filled in beforehand) General classification of the thesis: clinical / clinicalexperimental / basic science / epidemiology / humanities Age of the student at the time of the submission (y) Male / Female Study design (qualitative / quantitative) Result of the thesis (note, publication / IF, Q1-4, publication / review etc) Part B. Master Thesis as a format of teaching/learning and assessment Thank you very much for your help!Would you like to say something important about the subject MT, something that I forgot to ask?On behalf of the entire research team, thank you very much for your participation and input to further improve the master thesis

Part B. Master Thesis as a format of teaching/learning and assessment
Do you agree to go on?Date / signature for the consent Part A. Demographics & characteristics of thesis (may be filled in beforehand)