Mind the gap: Teachers’ conceptions of student-staff partnership and its potential to enhance educational quality

<b>Introduction:</b> Student-staff partnerships as a concept to improve medical education have received a growing amount of attention. Such partnerships are collaborations in which students and teachers seek to improve education by each adding their unique contribution to decision-making and implementation processes. Although previous research has demonstrated that students are favourable to this concept, teachers remain hesitant. The present study investigated teachers’ conceptions of student-staff partnerships and of the prerequisites that are necessary to render such partnerships successful and enhance educational quality. <b>Method:</b> We conducted semi-structured interviews with 14 course coordinators who lead course design teams and also teach in 4 bachelor health programmes, using Bovill and Bulley’s levels of student participation as sensitising concepts during data analysis. <b>Results:</b> The results pointed to three different conceptions of student-staff partnerships existing among teachers: <i>Teachers teach and students study</i>; <i>teachers teach and value students’ feedback;</i> and <i>teachers and students co-create</i>. The prerequisites for effective co-creation teachers identified were: Teachers must be open to involve students and create dialogues; students must be motivated and have good communication skills; the organisation must be supportive; and teachers should have the final say. <b>Conclusion:</b> We conclude that teachers’ conceptions are consistent with Bovill and Bulley’s levels of student participation. Under certain conditions, teachers are willing to co-create and reach the highest levels of student participation.

**引言：** 以师生伙伴关系优化医学教育的理念，正受到日益广泛的关注。此类伙伴关系指师生通过各自为决策与实施流程贡献独特力量，共同致力于提升教育质量的协作模式。尽管既往研究表明学生对该理念持支持态度，教师群体却仍存在犹豫心态。本研究旨在探究教师对师生伙伴关系的认知，以及推动此类伙伴关系成功落地并提升教育质量所需的前置条件。
**研究方法：** 本研究对14名课程协调员开展半结构化访谈——这些协调员均牵头课程设计团队，同时在4个本科健康类专业授课。数据分析阶段，我们以鲍维尔（Bovill）与巴利（Bulley）提出的学生参与层级作为敏化概念（sensitizing concept）开展分析。
**研究结果：** 研究结果显示，教师群体对师生伙伴关系存在三种不同认知：其一为「教师授课、学生听课」；其二为「教师授课并重视学生反馈」；其三为「师生共同共创」。教师们提出的实现有效共创的前置条件包括：教师需乐于吸纳学生参与并搭建对话渠道；学生需具备积极性与良好沟通能力；组织方需给予支持；且教师应拥有最终决策权。
**研究结论：** 本研究表明，教师的认知与鲍维尔和巴利提出的学生参与层级理论相一致。在特定条件下，教师愿意开展共创，并实现最高层级的学生参与。