TY - JOUR
T1 - Looking beyond the COVID-19 pandemic
T2 - the recalibration of student-teacher relationships in teaching and learning process
AU - Soemantri, Diantha
AU - Findyartini, Ardi
AU - Mustika, Rita
AU - Felaza, Estivana
AU - Arsyaf, Muhammad Athallah
AU - Alfandy, Bayu Prasetya
AU - Greviana, Nadia
N1 - Funding Information:
This study was funded by Grants of International Collaboration Universitas Indonesia 2018. The authors would like to extend appreciation to all respondents involved in this study and to Center for Indonesian Medical Students’ Activities (CIMSA) for supporting the data collections of this study. The authors would also like to thank Prof. Judy McKimm for her continuous support during the study.
Publisher Copyright:
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - Background: Given the various novel educational approaches and online interactions following the pandemic, it is timely to identify lessons learned for post-pandemic student and teacher relationships within the ‘new normal’ teaching learning processes. This study aims to explore the dynamics and to what extent the disruption influences student-teacher relationships in teaching and learning process following the COVID-19 pandemic. Materials and Methods: A qualitative descriptive approach was employed to explore individual reflections and perspectives from 28 medical teachers and 35 medical students from different institutions who participated in 10 focus groups. Data were analyzed thematically using steps for coding and theorization (SCAT) approach. The emerging themes were then further analyzed and regrouped into the relationship-centered leadership framework based on emotional intelligence. Results: The identified themes described three elements representing student-teacher relationships in the teaching learning processes. The self as the center of the diagram consists of the co-existing role of the self as teachers and as students, which to some extent, is related to their personal and professional development, motivation, and struggles to maintain work-life balance. The middle layer represents the dynamic of student-teacher relationship, which showed that despite the increased number of teaching opportunities, the trust among teachers and students was compromised. These changes in the self and the dynamic relationship occurred in a broader and more complex medical education system, pictured as the outer layer. Thorough curriculum improvements, contents, and new skills were emphasized. Conclusions: Our findings emphasized the need to recalibrate student-teacher relationships, taking into account the intrapersonal, interpersonal, and the system factors. The pandemic has reemphasized the aim of teachers’ roles, not only to nurture students’ competencies, but also to nurture meaningful interpersonal reciprocal relationships through responding towards both teachers’ and students’ needs as well as supporting both personal and professional development.
AB - Background: Given the various novel educational approaches and online interactions following the pandemic, it is timely to identify lessons learned for post-pandemic student and teacher relationships within the ‘new normal’ teaching learning processes. This study aims to explore the dynamics and to what extent the disruption influences student-teacher relationships in teaching and learning process following the COVID-19 pandemic. Materials and Methods: A qualitative descriptive approach was employed to explore individual reflections and perspectives from 28 medical teachers and 35 medical students from different institutions who participated in 10 focus groups. Data were analyzed thematically using steps for coding and theorization (SCAT) approach. The emerging themes were then further analyzed and regrouped into the relationship-centered leadership framework based on emotional intelligence. Results: The identified themes described three elements representing student-teacher relationships in the teaching learning processes. The self as the center of the diagram consists of the co-existing role of the self as teachers and as students, which to some extent, is related to their personal and professional development, motivation, and struggles to maintain work-life balance. The middle layer represents the dynamic of student-teacher relationship, which showed that despite the increased number of teaching opportunities, the trust among teachers and students was compromised. These changes in the self and the dynamic relationship occurred in a broader and more complex medical education system, pictured as the outer layer. Thorough curriculum improvements, contents, and new skills were emphasized. Conclusions: Our findings emphasized the need to recalibrate student-teacher relationships, taking into account the intrapersonal, interpersonal, and the system factors. The pandemic has reemphasized the aim of teachers’ roles, not only to nurture students’ competencies, but also to nurture meaningful interpersonal reciprocal relationships through responding towards both teachers’ and students’ needs as well as supporting both personal and professional development.
KW - COVID-19 pandemic
KW - medical education
KW - personal and professional development
KW - student-teacher relationship
KW - teaching learning process
UR - http://www.scopus.com/inward/record.url?scp=85171969907&partnerID=8YFLogxK
U2 - 10.1080/10872981.2023.2259162
DO - 10.1080/10872981.2023.2259162
M3 - Article
C2 - 37742211
AN - SCOPUS:85171969907
SN - 1087-2981
VL - 28
JO - Medical education online
JF - Medical education online
IS - 1
M1 - 2259162
ER -