Exploring Tutors' Perspectives on Tutor Preparedness for Student Support and the Challenges Faced in Medical Education
DOI:
https://doi.org/10.37762/jgmds.13-4.864Keywords:
Student Support, Tutor Preparedness, Tutor Perceptions, Tutor TrainingAbstract
OBJECTIVES
This study examined the tutors’ perspectives about the student support programs and the problems faced in providing effective student assistance at their dental institutions.
METHODOLOGY
This qualitative study was conducted in three dental institutions in Abbottabad, Pakistan. Four focus group discussions (FGDs) with six participants each were conducted to gather perceptions from 24 tutors. Participants with at least one year of teaching experience were chosen by purposive sampling. FGDs were guided by a semi-structured discussion proforma, and the conversations were audio-recorded and transcribed verbatim. Thematic analysis was conducted to find repeating patterns and major themes in the data, to appropriately represent the perspectives of the tutors. Conformability and dependability were ensured by maintaining data trail. The researchers ensured reflexivity by explicitly expressing and intentionally keeping aside own views during data analysis, to ensure methodological rigor.
RESULTS
Four major themes emerged, tutor preparedness and training deficiencies, difficulties in reconciling clinical and teaching duties, support and developmental requirements, and adaptability to technology advancements. Tutors understood well their academic role, but many expressed a need for more training in professionalism, provision of emotional support, and mentorship of students. They found it difficult to maintain a balance between hectic clinical duties with the multifaceted tutoring role, and with the use of digital technologies in teaching due to lack of training and institutions support.
CONCLUSION
Though tutors had subject expertise but defficiency in the tutor preparedness for mentorship, emotional support of students, and the challenges of managing workload were, partly attributed to lack of institutional support. This necessitates need for faculty development initiatives by institutions.
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