Faculty perspectives on student attendance in undergraduate medical education

Figures & data

Table 1 Demographic characteristics medical school faculty (N=26)

Demographic characteristics	No. (%)
Age, years
20–40	5 (19)
41–60	14 (54)
61 and over	7 (27)
Gender
Male	19 (73)
Female	7 (23)
Degree
DO	8 (31)
MD	5 (19)
PhD	11 (42)
PharmD	1 (4)
MD/PhD	1 (4)
Academic rank
Assistant professor	11 (42)
Associate professor	12 (46)
Professor	3 (12)
Status
Full time	25 (96)
Part time	1 (4)
Years teaching undergraduate medical education
Less than 2 years	5 (19)
2–5 years	11 (42)
6–10 years	7 (27)
More than 10 years	3 (12)
Years serving as an academic advisor
Less than 2 years	3 (12)
2–5 years	13 (50)
6–10 years	8 (31)
More than 10 years	2 (8)

Table 2 Factors that influenced faculty to advise students to attend or not attend class (N=26)

Survey question	Influence, No. (%)
	None	Mild	Moderate	Extreme
Factors for students to attend class
Student is struggling with material	4 (15)	9 (35)	9 (35)	7 (27)
Student is struggling with time management	5 (19)	7 (27)	10 (38)	4 (15)
Student has expressed stress/anxiety about the course	3 (12)	7 (27)	12 (46)	4 (15)
Student has expressed dissatisfaction with course	8 (31)	7 (27)	9 (35)	2 (7)
Student has poor performance on exams/assignments	4 (15)	6 (23)	9 (35)	7 (27)
Student has expressed loneliness	3 (12)	7 (27)	5 (19)	11 (41)
Factors for students to use lecture capture instead of attending class
Student is struggling with material	11 (42)	12 (46)	2 (8)	1 (4)
Student has expressed stress/anxiety about the course	14 (54)	10 (38)	1 (4)	1 (4)
Student is struggling with time management	10 (38)	9 (35)	6 (23)	1 (4)
Student has expressed dissatisfaction with course	13 (50)	9 (35)	2 (8)	1 (4)
Student has poor performance on exams/assignments	9 (35)	10 (38)	6 (23)	1 (4)
Student has expressed they are distracted in class	4 (15)	4 (15)	13 (50)	5 (19)
Student has indicated they have been ill	7 (27)	3 (12)	8 (30)	8 (30)
Student perceives low quality of the lecturer	8 (31)	6 (23)	8 (31)	4 (15)
Student perceives low value of lecture content	10 (38)	6 (23)	6 (23)	4 (15)
Student needs preparations for second-year podcast curriculum	10 (38)	10 (38)	5 (19)	1 (4)

Table 3 Faculty perspectives about student attendance, active learning, and job satisfaction (N=26)

Survey question	No. (%)
	Strongly disagree	Disagree	Neutral	Agree	Strongly agree
Student attendance at non-mandatory large group session indicates their level of professionalism	10 (38)	5 (19)	5 (19)	5 (19)	1 (4)
I feel more job satisfaction with higher attendance at large group sessions	2 (8)	2 (8)	3 (12)	12 (46)	7 (27)
I prefer to incorporate active learning in my large group sessions when attendance is mandatory	1 (4)	1 (4)	9 (35)	12 (46)	3 (12)
Students who attend large group sessions regularly have better academic performance	0 (0)	10 (38)	8 (31)	2 (8)	6 (23)
Lecture capture is an effective alternative to large group attendance	3 (12)	3 (12)	8 (31)	7 (27)	5 (19)
Lecture capture should not be used as a substitute for attending large group sessions	6 (23)	6 (23)	8 (31)	2 (8)	4 (15)
Lectures are more effective with higher attendance	5 (19)	4 (15)	6 (23)	8 (31)	3 (12)
Active-learning sessions are more effective with higher attendance	1 (4)	1 (4)	9 (35)	12 (46)	3 (12)
I prefer that all large group sessions have mandatory attendance	11 (42)	4 (15)	8 (31)	1 (4)	2 (8)
I prefer that all large group sessions with an active-learning component have mandatory attendance	5 (19)	3 (12)	5 (19)	8 (31)	5 (19)

Figure S1 Lecture capture technology, student attendance, and academic performance faculty survey.