CONCEPTUALIZATION OF STUDENT-FACULTY RELATIONSHIPS IN HEALTH PROFESSIONS EDUCATION: A PRELIMINARY REPORT OF A SCOPING REVIEW

Abstract

Introduction: The aim of this study was to understand how Student-Faculty Relationships (S-FR) has been conceptualized, defined, or operationalized in Health Professions Education (HPED). Methods: In a scoping review, the authors searched CINAHL for literature on S-FR in HPEd from the year 2002-2022. Twentynine (29) articles met the inclusion criteria. Explicit content on defining S-FR terminologies were analyzed through thematic analysis. Results: Eight similar terminologies in the conceptualization of S-FR, namely teacher-student relationship, student-instructor relationship, caring relationship, advising, coaching, preceptorship, supervision, and mentorship, are identified. Inconsistent use of terminologies implies the lack of a universal framework for S-FR in HPEd. However, most of these terminologies similarly conceptualize S-FR as an interaction between students and faculty centering on faculty guidance and support for students to develop clinical knowledge, skills, and attitude for personal and professional development. Discussion: This review is the first report on the conceptualization of S-FR in HPEd. While several terminologies are used in the studies, conceptualizations are found to be comparable. The context-dependency of S-FR was remarkable among literature as differences in HPEd literature are seen in terms of time frame, degree of formality, setting, and persons involved. Although this may pose a challenge in establishing a universal framework for S-FR, it may also inform researchers to consider these as variables. The results provide a baseline for conceptualizing and operationalizing S-FR in HPEd. Further research is needed to facilitate the development of a universal framework to pave the way for improved academic policies, clinical training, and communication among health professionals and researchers.