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PERCEPTIONS OF STUDENT ENGAGEMENT IN MEDICAL EDUCATION: A CROSS-SECTIONAL STUDY OF STUDENTS AND FACULTY IN NIGERIA.

A A Adesola1,2, D M Akoki1,2, M I Abraham1,2

  • 1College of Medicine, University of Ibadan, Ibadan, Nigeria (COMUI).

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|March 25, 2026
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Summary

Student engagement in medical education requires aligned perceptions between students and faculty. This study found significant gaps in institutional governance, highlighting the need for improved faculty-student partnerships.

Keywords:
AMEE aspireFaculty perceptionMedical educationStudent engagementStudent perception

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Student Engagement

Background:

  • Student engagement in medical education involves participation in institutional management, educational processes, research, and community initiatives.
  • Alignment between student and faculty perceptions is crucial for effective engagement strategies.
  • The AMEE ASPIRE framework was used to assess perceptions across key domains.

Purpose of the Study:

  • To measure and compare student and faculty perceptions of student engagement in medical education.
  • To identify discrepancies in perceptions regarding various aspects of student involvement.
  • To inform strategies for enhancing student engagement in medical schools.

Main Methods:

  • A cross-sectional survey was conducted with 555 medical students and 65 faculty members.
  • Data were analyzed using IBM SPSS Statistics, employing frequencies, percentages, and Chi-square tests.
  • Statistical significance was set at p < 0.05 to compare perception differences between students and faculty.

Main Results:

  • Both students and faculty generally reported positive perceptions of student engagement.
  • Significant perception gaps were observed in institutional governance, with students reporting higher involvement.
  • Students perceived greater involvement in vision/mission development, committee representation, policy development, and curriculum leadership roles compared to faculty.

Conclusions:

  • Notable perception gaps exist between students and faculty, particularly concerning institutional governance.
  • Formalizing faculty-student partnerships and improving collaboration platforms are essential.
  • Addressing these disparities is key to optimizing student engagement in medical education.