Health Sciences students’ perception of faculty attitudes and the impact on the learning climate

Abstract

The classroom climate is a basic component of learning and an indicator of educational quality. The analysis of this aspect can help to understand the process of development of students, their motivation and reasons for academic success or dropout. The aim of this study is to determine college students’ perception of faculty attitudes and their impact on the learning climate. Qualitative methodology was used for this purpose. In order to obtain information on their perception, the students were asked to produce written descriptions and to participate in discussion group sessions: eight participants per session including Dentistry, Medicine and Physical therapy students. The content of the meetings was recorded in audio and later transcribed and analyzed. Information about faculty "negative and positive attitudes" was classified by the students under 5 categories. Most part of the students’ comments on teaching attitudes were included in the categories “empathy and behavior” and “class dynamics”. Students noted that faculty attitudes and behaviors had a clear effect on the learning climate and indicated motivation/demotivation as the main consequence. We consider that students’ comments can serve teachers as a self-assessment guideline to evaluate their attitudes and interventions.