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ORIGINAL ARTICLES
Year : 2022  |  Volume : 5  |  Issue : 2  |  Page : 46-52

Faculty perceptions on academic entitlement in graduate health professional students


1 Department of Physician Assistant Studies, Grand Valley State University, Grand Rapids, MI, USA
2 Department of Physician Assistant Studies, College of Health Professions, Grand Valley State University, Grand Rapids, MI, USA
3 Department of Statistics, Grand Valley State University, Grand Rapids, MI, USA

Correspondence Address:
Dr. Jill M Ellis
Department of Physician Assistant Studies, Grand Valley State University, 301 Michigan St. NE, CHS 224, Grand Rapids, MI 49503
USA
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/EHP.EHP_11_22

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Objective: This descriptive study evaluates faculty perceptions of academic entitlement (AE) in graduate health professional students. Materials and Methods: A cross-sectional descriptive survey design was used. Demographic data and faculty perceptions on the prevalence of AE in physician assistant students using two validated surveys were collected. One survey assessed AE as a unidimensional construct, and the second used a two-factor scale to assess entitled expectations (EE) and externalized responsibility (ER). The EE subscale assessed student expectations of faculty, and the ER subscale pertained to student expectations of the educational system. Faculty were recruited via email. Survey data were analyzed using descriptive statistics. Results: One hundred sixty-eight faculty participated in the survey. On the Academic Entitlement Questionnaire and EE subscale score, faculty perceived high AE. They did not agree as strongly with items on the ER subscale. The highest AE perceptions were related to grades, professor roles, course delivery format, exam preparation, exam accommodations, and student responsibility to make up missed work. Faculty reported lower AE levels related to group work, university resources availability, consumerism, and professor knowledge. Conclusions: The sample population was well representative of graduate health faculty based on gender, ethnicity, race, age, years of experience, and tenure in education. Faculty reported high levels of AE in physician assistant students. Understanding faculty perception of students’ AE is essential because it can influence educators’ ability to create an environment for effective learning. Faculty should self-reflect and establish teaching strategies to mitigate AE and promote student learning.


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