Mind the gap: Teachers' conceptions of student-staff partnership and its potential to enhance educational quality.

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ID: 85888
2020
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Abstract
Student-staff partnerships as a concept to improve medical education have received a growing amount of attention. Such partnerships are collaborations in which students and teachers seek to improve education by each adding their unique contribution to decision-making and implementation processes. Although previous research has demonstrated that students are favourable to this concept, teachers remain hesitant. The present study investigated teachers' conceptions of student-staff partnerships and of the prerequisites that are necessary to render such partnerships successful and enhance educational quality. We conducted semi-structured interviews with 14 course coordinators who lead course design teams and also teach in 4 bachelor health programmes, using Bovill and Bulley's levels of student participation as sensitising concepts during data analysis. The results pointed to three different conceptions of student-staff partnerships existing among teachers: ; and . The prerequisites for effective co-creation teachers identified were: Teachers must be open to involve students and create dialogues; students must be motivated and have good communication skills; the organisation must be supportive; and teachers should have the final say. We conclude that teachers' conceptions are consistent with Bovill and Bulley's levels of student participation. Under certain conditions, teachers are willing to co-create and reach the highest levels of student participation.
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martens2020mindmedical Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Martens, Samantha E;Wolfhagen, Ineke H A P;Whittingham, Jill R D;Dolmans, Diana H J M;
Journal medical teacher
Year 2020
DOI
10.1080/0142159X.2019.1708874
URL
Keywords
Evaluation undergraduate general roles of teacher

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