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Faculty Perspectives on Student Attendance
Author(s) -
Campbell Anna M,
Ikonne Uzoma S,
Whelihan Kate E,
Lewis Joy H
Publication year - 2019
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2019.33.1_supplement.606.4
Subject(s) - attendance , medical education , context (archaeology) , class (philosophy) , autonomy , psychology , higher education , flexibility (engineering) , medicine , political science , computer science , paleontology , statistics , mathematics , artificial intelligence , law , biology
Context Lecture capture technology is widely available in undergraduate medical education and impacts class attendance. There is a limited understanding of 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 objective of this study was to characterize faculty perceptions and attitudes regarding student attendance. Further, we wanted to investigate how faculty advise students on the topic of class attendance. Methods Medical school faculty were surveyed to determine perceptions regarding student attendance and the potential impacts on faculty advising practices. Results A majority of faculty felt that student attendance was not a reflection of professionalism, and many felt that viewing lecture capture recordings was an acceptable substitute for attending class. However, faculty expressed the desire for student attendance especially when incorporating active learning. Further, faculty reported a higher sense of job satisfaction with higher student attendance. Faculty advising practices on student attendance varied, with most faculty indicating they advise students to attend class if they felt socially isolated. Conclusion The findings in this study are important because they may help institutions construct attendance policies that balance the satisfaction of the faculty with the need to encourage autonomy and flexibility of adult learners. This study may also be used to inform faculty development programs to optimize faculty advising practices. Support or Funding Information 2015 AACOM/OHF Medical Education Research Grant This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .