Student perceptions of student-faculty interactions and academic achievement in undergraduate dental students at Prince of Songkla University

Abstract

Scope and Method of Study: The purpose of this qualitative case study was to examine student perceptions of student-faculty interactions and their relationship to academic achievement in a dental school. Pascarella and Terenzini's (2005) lens of student-faculty interaction was used as the theoretical perspective of the study. Focus group interviews, review of laboratory and clinical instruction booklets, and unobtrusive observations in the dental library were conducted for gathering data.

Findings and Conclusions: Students are very concerned about maintaining positive student-faculty interaction with their professors. Classroom interaction is the major type of interaction. Academic interaction took major part of non-classroom interaction whereas there was a lack of social-non-classroom interaction. Most non-classroom interaction is academic interaction. Students perceived a lack of social-contact with faculty. They would like to increase such activity because they believe that social interactions support their classroom interactions. The study findings emphasized that positive feedback is the most important aspect of faculty personal behaviors/characteristics that promote student learning and development. Demonstration is the most necessary element among teaching strategies that promote student professional learning. It can be concluded that student-faculty interaction is the essential element for dental students' achievement and professional development. The present study supports the usefulness of Western theory in studying Thai dental education.