Objective

2

To investigate the awareness and evaluation of the personal tutor system among students enrolled in the clinical medicine program in a Sino-foreign cooperative institute

clarify its current implementation status and major challenges

propose suggestions for improving personal tutor management in medical universities offering Sino-foreign cooperative programs

and provide a useful reference for student education management in medical universities.

Methods

2

The questionnaire survey method was adopted using a self-designed instrument. The survey collected data on the assignment of personal tutors

the provision of guidance services to students by personal tutors

and student evaluations of their tutors. The data were presented in numbers and percentages.

Results

2

Among the 83 students surveyed

one personal tutor was randomly assigned to every 6-8 students

with only one form of personal tutor assignment. There were 48 (57.83%) personal tutors with professional backgrounds in clinical medicine

indicating a concentration of professional expertise in this field. Among the students

73 (87.95%) reported receiving group-based communication and guidance from their tutors

and 45 (54.22%) indicated that they had not received one-on-one mentoring. Personal tutors mainly provided students with guidance services in small teams

and students received insufficient personalized guidance services. Students received guidance from personal tutors 1-2 times per semester. Personal tutors focused on guidance on ideological and academic research and development

with less emphasis on competitions

practical skills

and career planning. The frequency and content of guidance were limited

and the quality of guidance varied. Among the students

42 (50.60%) considered that the guidance from personal tutors was "very important"

and 25 (30.12%) were "very satisfied" with the overall guidance services provided by personal tutors. This indicates a high student valuation of the guidance provided by personal tutors but a relatively low overall satisfaction

highlighting a gap between student expectations and the actual guidance services received.

Conclusions

2

There are still many problems in the implementation of the personal tutor system. It is recommended that the allocation of personal tutor resources should be diversified

a student-centered approach should be adopted

personalized guidance should be provided to students

the management and incentive mechanism of personal tutors should be improved

personal tutor construction and training should be strengthened

and a good and effective teacher-student communication relationship should be established.