Regards Croisés Sur Le Mémoire De Fin D’études En Santé : Perceptions Des Etudiants Et Des Enseignants

Abstract

Cross-Sectional Perspectives on the Final-Year Thesis in Health Sciences: Perceptions of Students and Teachers Introduction: The final-year thesis represents a key stage in health sciences education, promoting initiation into scientific research and the development of essential skills for professional practice. Objective: To explore and compare the perceptions of students and supervising teachers regarding the final-year thesis in health sciences. Materials and Methods: A descriptive study was conducted using two online questionnaires designed for health sciences students and supervising teachers. Results: A total of 170 participants were included in the study, comprising 115 students and 55 supervising teachers. The thesis was perceived as a tool for scientific training by 53.04% of students compared with 76.36% of teachers. A majority of students (85.22%) considered the thesis a source of stress, and 84.34% believed that the current system should be improved. Only 35.66% considered the thesis useful for their future professional careers, while 40% were opposed to it. The main obstacles reported by students included insufficient supervision (18.1%), literature review difficulties (15.8%), and stress (15.3%). On the teachers’ side, 58.18% reported providing regular follow-up to students, whereas only 44.35% of students shared this perception, highlighting a discrepancy regarding supervision. Teachers also reported a heavy supervisory workload and insufficient time dedicated to thesis supervision. Discussion: The findings highlight the educational value of the thesis while revealing several organizational and methodological challenges likely to affect its implementation and quality. Conclusion: The final-year thesis remains an essential educational component in health sciences. Improving supervision, resources, and institutional organization could optimize this formative experience.