Influence of motivational and demographic factors on performance in the medical course: a prospective study

Price, John; Williams, Gail M.; Wiltshire, E. Bevan

doi:10.1111/j.1365-2923.1994.tb02528.x

Cited by 11 publications

(10 citation statements)

References 20 publications

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“…The present results do support the findings from a number of other surveys of motivations for choice of medicine as a career. These surveys have not used precisely the same terminology, but it is clear that altruism and intellectual challenge have been consistently reported as the two most important motivations, whereas prestige and considerations of status have received low ratings (Allen, 1988;Price, et al, 1994;Redman, et al, 1994).…”

Section: Resultsmentioning

confidence: 97%

Career Motivations of Male and Female Medical Students

1995

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Australian medical students (N = 645) were asked at the beginning of their training to rank the importance of a list of motivations relevant to their choice of medicine as a career. Both male and female students ranked the desire to help others as the most important motivation, closely followed by the scientific nature and the intellectual challenge of the profession of medicine. Both genders rated considerations of status and prestige as of low importance. These findings are similar to surveys from other countries that have reported altruism and intellectual challenge as prime motivations for both genders.

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Section: Resultsmentioning

confidence: 97%

Career Motivations of Male and Female Medical Students

1995

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“…Tutorial group productivity was found to be significantly higher in the groups having students with higher motivation as compared to those with lower motivation (Dolmans et al 1998;Carlo et al 2003). Students entering medicine with intellectual challenge (SDT intrinsic goal content) as the most important motive were found to have higher GPAs (Price et al 1994). Academic performance other than grades/GPAs has also been studied.…”

Section: Motivation As An Independent Variablementioning

confidence: 99%

“…Females report helping people (Wierenga et al 2003) and having a career as the most important reasons (Robbins et al 1983;Vaglum et al 1999). Other studies found that ranking of motives like opportunity to help people (Kutner & Brogan 1980), scientific nature of medicine and intellectual challenge, in that order, by males and females was similar (Kutner & Brogan 1980;Price et al 1994;Todisco et al 1995); however, more females than males were oriented towards altruistic motives and more males than females were oriented towards financial security (Kutner & Brogan 1980;Price et al 1994) or prestige/status (Wierenga et al 2003). Others found that female medical students scored higher on the person-oriented motive (Vaglum et al 1999;McManus et al 2006), lower on natural science motive (McManus et al 2006) and opportunity for higher income (Vaglum et al 1999) and equal to male medical students on status-oriented motive (Vaglum et al 1999).…”

Section: Motivation As a Dependent Variablementioning

confidence: 99%

“…Similar motives (Karalliedde & Premadasa 1988) and intellectual content were found in other studies on pre-medical and medical students (Kutner & Brogan 1980;Harth et al 1990;Todisco et al 1995;Vaglum et al 1999;Lovecchio & Dundes 2002;Wierenga et al 2003;Rolfe et al 2004;Khater-Menassa & Major 2005). The ability to help people appears to be the strongest motive (Kutner & Brogan 1980;Price et al 1994;Todisco et al 1995;Vaglum et al 1999;Rolfe et al 2004;Millan et al 2005). Women over 30 chose medicine to find intellectual motivation, develop competence and feel achievement (Kaplan 1981 increased patient care responsibility, medical knowledge, personal challenge and status (Gussman 1982).…”

Section: Motivation As An Independent Variablementioning

confidence: 99%

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Motivation as an independent and a dependent variable in medical education: A review of the literature

et al. 2011

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Background: Motivation in learning behaviour and education is well-researched in general education, but less in medical education. Aim: To answer two research questions, 'How has the literature studied motivation as either an independent or dependent variable? How is motivation useful in predicting and understanding processes and outcomes in medical education?' in the light of the Self-determination Theory (SDT) of motivation. Methods: A literature search performed using the PubMed, PsycINFO and ERIC databases resulted in 460 articles. The inclusion criteria were empirical research, specific measurement of motivation and qualitative research studies which had well-designed methodology. Only studies related to medical students/school were included. Results: Findings of 56 articles were included in the review. Motivation as an independent variable appears to affect learning and study behaviour, academic performance, choice of medicine and specialty within medicine and intention to continue medical study. Motivation as a dependent variable appears to be affected by age, gender, ethnicity, socioeconomic status, personality, year of medical curriculum and teacher and peer support, all of which cannot be manipulated by medical educators. Motivation is also affected by factors that can be influenced, among which are, autonomy, competence and relatedness, which have been described as the basic psychological needs important for intrinsic motivation according to SDT. Conclusion: Motivation is an independent variable in medical education influencing important outcomes and is also a dependent variable influenced by autonomy, competence and relatedness. This review finds some evidence in support of the validity of SDT in medical education.

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“…We performed a review on research done on motivation in medical education (submitted) and found that motivation can be both, a dependent and an independent variable in medical education. As a dependent variable, motivation could be enhanced or manipulated by changes in the curriculum and learning environment (Von Below et al 2008; Diemers et al 2008; Cantillon and MacDermott 2008; McHarg et al 2007; White 2007; Williams et al 1997) and as an independent variable it does stimulate learning (Sobral 2004, 2008; Wilkinson et al 2007; Dolmans et al 1998) and academic success (Sobral 2004; Moulaert et al 2004; Hoschl and Kozeny 1997; Price et al 1994). The number of studies investigating motivation as a dependent variable was few.…”

Section: Introductionmentioning

confidence: 99%

Validity evidence for the measurement of the strength of motivation for medical school

Kusurkar

Croiset

Kruitwagen

et al. 2010

Adv in Health Sci Educ

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The Strength of Motivation for Medical School (SMMS) questionnaire is designed to determine the strength of motivation of students particularly for medical study. This research was performed to establish the validity evidence for measuring strength of motivation for medical school. Internal structure and relations to other variables were used as the sources of validity evidence. The SMMS questionnaire was filled out by 1,494 medical students in different years of medical curriculum. The validity evidence for the internal structure was analyzed by principal components analysis with promax rotation. Validity evidence for relations to other variables was tested by comparing the SMMS scores with scores on the Academic Motivation Scale (AMS) and the exhaustion scale of Maslach Burnout Inventory-Student Survey (MBI-SS) for measuring study stress. Evidence for internal consistency was determined through the Cronbach’s alpha for reliability. The analysis showed that the SMMS had a 3-factor structure. The validity in relations to other variables was established as both, the subscales and full scale scores significantly correlated positively with the intrinsic motivation scores and with the more autonomous forms of extrinsic motivation, the correlation decreasing and finally becoming negative towards the extrinsic motivation end of the spectrum. They also had significant negative correlations with amotivation scale of the AMS and exhaustion scale of MBI-SS. The Cronbach’s alpha for reliability of the three subscales and full SMMS scores was 0.70, 0.67, 0.55 and 0.79. The strength of motivation for medical school has a three factor structure and acceptable validity evidence was found in our study.

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Influence of motivational and demographic factors on performance in the medical course: a prospective study

Cited by 11 publications

References 20 publications

Career Motivations of Male and Female Medical Students

Career Motivations of Male and Female Medical Students

Motivation as an independent and a dependent variable in medical education: A review of the literature

Validity evidence for the measurement of the strength of motivation for medical school

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