Medical teachers' attitudes towards science and motivational orientation for medical research

Cvek, Mario; Hren, Darko; Sambunjak, Dario; Planinc, Mislav; Mačković, Maja; Marušić, Ana; Marušić, Matko

doi:10.1007/s00508-009-1148-0

Cited by 12 publications

(15 citation statements)

References 23 publications

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“…Bobo et al 2009 -motivation for rural practice), did not focus on students (61) (e.g. Cvek et al 2009 on medical faculty), weak or inadequately described methodology or analyses or reasoning (5) (e.g. Wormwald et al 2009 -conclusions not based on findings and not wellreasoned), focused on instrument construction/validation (3) (e.g.…”

Section: Resultsmentioning

confidence: 99%

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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Section: Resultsmentioning

confidence: 99%

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

et al. 2011

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“…Editors of Croatian journals are usually not professionals, but researchers and teaching staff from the universities, who typically volunteer their time and expertise for the benefit of the research community. It is important to mention that the advancement criteria in Croatian academic and research community are mostly based on the number of papers, favouring prestigious journals with high journal metrics indicators in general ( 27 ). The advancement criteria have a strong influence on the researchers’ publishing habits, and consequently on Croatian journals.…”

Section: Discussionmentioning

confidence: 99%

Does small equal predatory? Analysis of publication charges and transparency of editorial policies in Croatian open access journals

Stojanovski

Marušić

2017

Biochemia Medica

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IntroductionWe approach the problem of "predatory" journals and publishers from the perspective of small scientific communities and small journals that may sometimes be perceived as "predatory". Among other characteristics of "predatory" journals two most relevant are their business model and the quality of the editorial work.Materials and methodsWe analysed 444 Croatian open access (OA) journals in the Hrčak (portal of Croatian scientific journals) digital journal repository for the presence of article processing charges as a business model and the transparency of editorial policies.ResultsThe majority of journals do not charge authors or require submission or article processing charges, which clearly distinguishes them from “predatory” journals. Almost all Hrčak OA journals have publicly available information on editorial boards, including full names and affiliations, and detailed contact information for the editorial office at the Hrčak website. The journal names are unique and cannot be easily confused with another journal or intend to mislead about the journal’s origin. While most journals provide information on peer review process, many do not provide guidelines for reviewers or other editorial and publication ethics standards.ConclusionIn order to clearly differentiate themselves from predatory journals, it is not enough for journals from small research communities to operate on non-commercial bases, but also to have transparent editorial policies.

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“…Intrinsic motivation is defined as finding satisfaction or meaning in performing a task and enjoyment of the work itself. Extrinsic motivation is defined as finding satisfaction in external rewards such as promotion and financial remuneration . These constructs were measured using the 30‐item Work Preference Inventory, which is divided into two 15‐item sections focused on the two different constructs .…”

Section: Methodsmentioning

confidence: 99%

“…Extrinsic motivation is defined as finding satisfaction in external rewards such as promotion and financial remuneration. 27,28 These constructs were measured using the 30-item Work Preference Inventory, 29 which is divided into two 15-item sections focused on the two different constructs. 30 Respondents use a 4-point scale (0 = never or almost never true of me, 3 = always or almost always true of me) to report the degree to which each item describes them.…”

Section: Intrinsic and Extrinsic Motivationmentioning

confidence: 99%

Measurement of Social Capital among Clinical Research Trainees

Primack

Colditz

Cohen

et al. 2013

Clinical Translational Sci

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While physical- and human capital are established as important predictors of success among early-career clinical investigators, less is known about the role of social capital. The authors aimed to develop a brief scale to assess social capital in this population and test its reliability and validity. A three-item assessment was developed based on a conceptual framework and measures of social capital from other fields and was administered to 414 clinical research trainees at the University of Pittsburgh in 2007–2012. The measure exhibited good internal consistency reliability (α=0.71) and a normal distribution. On a 10-point scale, mean social capital was 6.4 (SD=1.7). Social capital was significantly associated with 7 of the 9 expected constructs: sex, age, confidence in research skills, work-related motivation, burnout, and social support. Exploratory multivariable regression analysis demonstrated that social capital was most strongly associated with higher research confidence (β=0.35, P<.001), higher extrinsic motivation (β=0.50, P=.003), and lower burnout (Ptrend=.02). This 3-item scale measures social capital in this population with adequate internal consistency reliability, face validity, and construct validity. This brief assessment provides a tool which may be valuable to benchmark social capital of clinical research trainees and to better contextualize programmatic and trainee outcomes.

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Medical teachers' attitudes towards science and motivational orientation for medical research

Cited by 12 publications

References 23 publications

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

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

Does small equal predatory? Analysis of publication charges and transparency of editorial policies in Croatian open access journals

Measurement of Social Capital among Clinical Research Trainees

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