Student support services: Perceptions and recommendations for the next generation

PURPOSE

Student support services/student affairs are central to the student academic experience and success at US and Canadian dental schools. This manuscript evaluates student and administrator perceptions of support services and offers recommendations for best practices in student services in predoctoral dental education to help institutions improve the student experience.

METHODS

A survey of administrators and dental students found perceptions of student support services vary between these groups.

RESULTS

Seventeen student services administrators and 263 students started the survey, and 12 administrators and 156 students completed the full survey. Survey comments indicated access to student support services is a concern. Results of the student survey, in conjunction with current literature, were utilized to develop recommendations for dental student support services.

CONCLUSION

Recommendations for student support services in dental schools include accessibility of student services, and ensuring students have access to support in the domains of wellness, academic support, and peer support as well as implementation of humanistic practices. Wellness supports should include behavioral health services, physical health services, and access to mindfulness interventions. Academic support services should include study skills, time management training, and academic supports such as tutoring. Structured peer support programs should also be implemented. Dental schools should also be mindful of the changing support needs of incoming dental students.

Considering Retention and Curricula in Reframing Pharmacy Enrollment Challenges

Enrollment in pharmacy education has been a topic of extensive discussions as the number of applications has declined. Some pharmacy programs have either not met enrollment goals or decreased incoming class sizes. This Commentary poses two questions that we must ask ourselves as an Academy. First, is it possible to realistically do more to recruit our way out of this situation in the next three to five years and beyond. Second, how, if possible, will pharmacy colleges and schools avoid the significant and transformative forces that could impact higher education in the future. Forces that are impacting higher education include changing demographics, transitioning from an industrial-based economy to a knowledge-based economy, and the continuing advances in technology with increased globalization as a component of all three of these forces. To address these questions, the concepts of student retention and success as well as considerations for reframing current curricular and pedagogical models and beliefs are challenged. In that pharmacy enrollment challenges are not likely to be easily resolved in the next few years, the Academy must place additional emphasis on issues related to student success and the design of our educational models and programs.

Through the Looking Glass: How the COVID-19 Pandemic Changed International Branch Campuses' Academic Experience and Home Campus Relationship

This study examines how the COVID-19 pandemic has impacted the academic experience at international branch campuses (IBCs) and has changed the relationship between the IBC and the home campus. Semi-structured interviews with 26 leaders, academic staff, and students at seven IBCs in Malaysia revealed that the COVID-19 pandemic has changed the experience at IBCs in unique ways, including collaboration and communication with the home campus; increasing campus-specific resources for student wellbeing; and playing a larger role in student enrollment, recruitment, and mobility initiatives. Findings provide useful insights for higher education institutions (HEIs) engaged in transnational education (TNE).

Supporting the future of medicine: Student mental health services in medical school

Background

Mental health issues are common among United States medical students, and the AAMC has established recommendations for student mental health services provided by medical schools. Few studies directly compare mental health services at medical schools across the United States and, to our knowledge, none analyze how well schools adhere to the established AAMC recommendations.

Objective

To determine whether mental health services at United States medical schools adhere to established guidelines.

Methods

From October 2021 to March 2022, we obtained student handbooks and policy manuals from 77% of the accredited LCME United States medical schools. The AAMC guidelines were operationalized and placed into a rubric format. Each set of handbooks was independently scored against this rubric. A total of 120 handbooks were scored and the results were compiled.

Results

Rates of comprehensive adherence were very low, with only 13.3% of schools displaying adherence to the full set of AAMC guidelines. Partial adherence was higher, with 46.7% of schools meeting at least one of three guidelines. Portions of guidelines whose requirements reflected a standard for LCME accreditation displayed a higher rate of adherence.

Conclusion

The low rates of adherence across medical schools, as measured by handbooks and Policies & Procedures manuals, represents an opportunity to improve the mental health services within United States allopathic schools. An increase in adherence could be a step towards improving the mental health of United States medical students.

Impact of Communication Method and Timeliness on Student and Faculty Perception of Professionalism and Value

Objective. This study sought to evaluate the impact of faculty, preceptor, and student preferences for type of communication received and timeliness of communication on their perceptions of professionalism and personal value.Methods. An anonymous questionnaire was designed to assess pharmacy faculty, preceptor, and students' preferred method of communication, response time expectations, impact on their perception of the sender's professionalism, and personal perception of being valued. The questionnaire was sent to 924 faculty, preceptors, and students.Results. Of the 253 responses received, 27 (11%) were from full-time faculty, 94 (37%) from part-time faculty preceptors, and 132 (52%) from students. Overall, email was the preferred communication method for receiving information that was not time sensitive (98%), with a majority of faculty, preceptors, and students indicating that 48 hours was a reasonable response time. Most participants felt that less than 24 hours was a reasonable response time for texts or phone calls. Most students indicated that response time was somewhat or not impactful (58%) on their view of the faculty or preceptor's professionalism, while faculty and preceptors indicated that response time was neutral or somewhat impactful on their view of the student's professionalism (60%). Most students (77%) indicated that a faculty or preceptor's response time to their text or phone call impacted their perceptions of feeling valued and important.Conclusion. Communication preferences among faculty, preceptors, and students differ. Professionalism related to communication was important to all groups, and timeliness of communication between faculty, preceptors, and students impacted their perception of their value and self-worth.

Veterinary Student Stress, the Benefit of Canine Pets, and Potential Institutional Support of Dog Ownership

The stress of veterinary school and the high prevalence of psychological distress among veterinary students have been well documented. Pet ownership is known to improve overall health and reduce stress among the public. Yet, for veterinary students, owning a pet (especially a dog) can offer both rewards and challenges. The academic schedule for veterinary students often comprises long hours that can make caring for a dog challenging. This study explores the area of veterinary students' dog care options and perspectives by examining two aspects of this issue: (a) currently available options, as reported by academic administrators, and (b) perceived need for these options, as reported by veterinary students. A survey of associate deans for academic affairs (n = 30) found that routine on-site kenneling options for student-owned dogs are available at eight (26.6%) veterinary schools. Simultaneously, results of a student survey (n = 768) revealed a great desire for on-campus services. Among students who did not have access to on-campus kenneling facilities, 71.5% (453 of 634) felt that creating these options would be important or very important. Across all students surveyed, 76% (581 of 764) felt it would be important to have on-site dog housing/care available. Students experience considerable stress over having to find accommodations or care for their dogs while engaged in academic activities. Thus, providing on-site boarding and care options for student-owned dogs can play an important role in both recruiting prospective veterinary students and enhancing the well-being of those currently in the program.

Sexual violence screening practices of student health centers located on universities in Florida

OBJECTIVE

The purpose of this study is to describe current sexual violence screening practices of student health centers located on universities in Florida.

PARTICIPANTS

Institutional level data was collected from 33 student health centers from November 2015 through January 2016. The student health centers were located on public or private universities.

METHODS

A cross-sectional descriptive study design was used. Data was collected from student health center representatives through use of a telephone administered survey.

RESULTS

Findings reveal that the majority of student health centers screen for sexual violence. However, not all use effective screening strategies. Further, the majority of screening questions used are not specific to sexual violence.

CONCLUSIONS

Findings can be used to assist universities with responding to campus sexual violence among the college population. Recommendations for strengthening sexual violence screening practices and future research are provided.

Weaving a wide net

SUMMARY Any single approach tostudents' heterosexism and homophobia, however well conceived and executed, is most successful when supported by an integrated campus approach to the problem. Taking as a model the multifaceted efforts at California State University, Fresno-a large public institution located in what can be considered the state's Bible Belt-this essay discusses the strengths and logistics of a campus-wide program to address homophobia and alleviate LGBTQ students' feelings of alienation from the institution and their oppression in society. The efforts of CSUF take place at a number of different levels-classroom, academic department, student services, faculty networking-and can be considered a successful work in progress.