Background: Medical schools have undergone a period of continual curricular change in recent years, particularly with regard to pre-clinical education. While these changes have many benefits for students, the impact on faculty is less clear.
Methods: In this study, faculty motivation to teach in the pre-clinical medical curriculum was examined using self-determination theory (SDT) as a framework. Basic science and clinical faculty were surveyed on factors impacting their motivation to teach using validated scales of motivation as well as open-ended questions which were coded using self-determination theory (SDT) as a guiding framework.
Results: Faculty reported that teaching activities often meet their basic psychological needs of competence, autonomy, and relatedness. Professors were more likely than associate professors to report that teaching met their need for autonomy. Faculty were more motivated by intrinsic as compared to external factors, although basic science faculty were more likely than clinical faculty to be motivated by external factors. Motivating and de-motivating factors fell into the themes Resources, Recognition and Rewards, Student Factors, Self-Efficacy, Curriculum, Contribution, and Enjoyment. The majority of factors tied to the faculty's need for relatedness. Based on these findings, a conceptual model for understanding medical school faculty motivation to teach was developed.
Conclusions: Assessing faculty motivation to teach provided valuable insights into how faculty relate to their teaching roles and what factors influence them to continue in those roles. This information may be useful in guiding future faculty development and research efforts.
Download full-text PDF |
Source |
---|---|
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC9096333 | PMC |
http://dx.doi.org/10.1186/s12909-022-03416-5 | DOI Listing |
J Autism Dev Disord
December 2024
Aspect Research Centre for Autism Practice, Autism Spectrum Australia, Level 5, Tower B, The Zenith, 821 Pacific Highway, Chatswood, NSW, 2067, Australia.
This study aimed to validate the Mandarin translation of the Stanford Social Dimensions Scale (SSDS). The initial validation sample consisted of 480 children with Autism Spectrum Disorder (ASD) (M = 9.35).
View Article and Find Full Text PDFJ Geriatr Phys Ther
December 2024
Roth McFarlane Hand and Upper Limb Center, St. Joseph's Health Centre, University of Western Ontario, London, Ontario, Canada.
Background And Purpose: Fear of falling (FoF) is a persistent anxiety regarding the risk of falling, which can even impact individuals without a history of falls. Fear of falling has been associated with decreased physical functioning and increased risk of falls. Most interventions have focused on reducing FoF in healthy older adults.
View Article and Find Full Text PDFJ Med Educ Curric Dev
December 2024
Learning and Teaching Enhancement, Learning and Teaching Academy, Heriot-Watt University, Edinburgh, UK.
Objectives: This qualitative study aimed to explore student perspectives toward extracurricular activities and motivating and/or demotivating factors of students for involvement with medical student association (MSA) at Alfaisal University, Riyadh, Saudi Arabia.
Methods: Qualitative analysis of focus group interviews was employed. Inclusion criteria required participants to be College of Medicine students in years 1-5 of undergraduate study and have been a member of the MSA for at least a year or more.
Health Care Transit
March 2024
Department of Pediatrics, University of Calgary, Calgary, Canada.
Background: Adolescents and emerging adults (AEA) with chronic health conditions may face numerous challenges when undergoing the transition from pediatric to adult health care. Despite the need for engagement with AEA in health research, little is known about how researchers operationalize this engagement. In an effort to enhance transparency in the practices of patient engagement, this commentary details the process of developing a pediatric-adult transition-specific youth advisory council in Alberta: the Transition Research Advisory Council (TRAC).
View Article and Find Full Text PDFFront Psychol
December 2024
Experimental and Applied Psychology Laboratory, Department of Human Sciences, Università Europea di Roma, Rome, Italy.
This paper describes the theoretical and practical aspects of Immersive Education, an educational methodology based on interactive narratives, articulated as emotional journeys, to develop competencies. It has been developed throughout three school years (2021-2024) with more than 400 students (8-12 years old) in Public Schools in Italy and Spain. Immersive Education can be integrated with curricular school activities and can be used to target both curricular and transversal learning objectives, specifically the ones connected with the Personal, Social and Learning to learn Key Competence (LifeComp European framework).
View Article and Find Full Text PDFEnter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!