“Teaching Is Like Nightshifts …”: A Focus Group Study on the Teaching Motivations of Clinicians

Dybowski, Christoph; Harendza, Sigrid

doi:10.1080/10401334.2014.910467

Cited by 23 publications

(27 citation statements)

References 36 publications

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“…However, we found a positive association between ratings of teaching quality and teachers’ perceptions of students’ previous knowledge and skills. Perception of adequate knowledge and skills might result in teachers’ stronger involvement, leading to higher teaching quality [23]. A reason could be that teachers who rate their students’ competencies highly might have assessed their students’ prior knowledge and skills and adapted their teaching strategies accordingly, leading to higher student ratings.…”

Section: Discussionmentioning

confidence: 99%

“…This validated scale consists of 16 items that represent typical critical situations regularly faced by medical teachers such as time strain, problems with patients and patient selection, interruptions of the lesson, short-term allocation of teachers to lessons, or unmotivated students [23, 24, 26, 27]. A five-point Likert-scale of agreement was used for the rating of these items.…”

Section: Methodsmentioning

confidence: 99%

“…After each lesson, physicians rated their perceptions concerning three situational student variables, which were identified as important in a previous study: students’ motivation and engagement, the appropriateness of students’ previous skills and knowledge with respect to the lessons content as well as students’ punctuality and other indicators of respect [23]. As studies suggest that workload can influence teaching quality [28, 29], we also included one item each for a) physicians’ perceptions of having had enough time to prepare the lesson and b) for having felt stressed before the lesson due to other work tasks as potentially confounding variables.…”

Section: Methodsmentioning

confidence: 99%

“…Two qualitative studies imply that teachers’ perceptions of their students within the teaching context might play an important role on their situational motivation [22, 23]. They identified two main categories of characteristics of “good students” from the perspective of educators: skills/competencies and conduct [22, 23]. Teachers prefer enthusiastic, motivated, proactive, respectful, and disciplined students [22, 23].…”

Section: Introductionmentioning

confidence: 99%

“…They identified two main categories of characteristics of “good students” from the perspective of educators: skills/competencies and conduct [22, 23]. Teachers prefer enthusiastic, motivated, proactive, respectful, and disciplined students [22, 23]. Based on these findings, we assume that teacher’ perceptions of student behavior within the teaching may also influence teaching behavior and quality.…”

Section: Introductionmentioning

confidence: 99%

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Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators

2017

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BackgroundBeing exposed to good teachers has been shown to enhance students’ knowledge and their clinical performance, but little is known about the underlying psychological mechanisms that provide the basis for being an excellent medical teacher. Self-Determination Theory (SDT) postulates that more self-regulated types of motivation are associated with higher performance. Social Cognitive Theory (SCT) focuses on self-efficacy that has been shown to be positively associated with performance. To investigate the influences of different types of teaching motivation, teaching self-efficacy, and teachers’ perceptions of students’ skills, competencies and motivation on teaching quality.MethodsBefore the winter semester 2014, physicians involved in bedside teaching in internal medicine at the University Medical Center Hamburg-Eppendorf completed a questionnaire with sociodemographic items and instruments measuring different dimensions of teaching motivation as well as teaching self-efficacy. During the semester, physicians rated their perceptions of the participating students who rated the teaching quality after each lesson. We performed a random intercept mixed-effects linear regression with students’ ratings of teaching quality as the dependent variable and students’ general interest in a subject as covariate. We explored potential associations between teachers’ dispositions and their perceptions of students’ competencies in a mixed-effects random intercept logistic regression.Results94 lessons given by 55 teachers with 500 student ratings were analyzed. Neither teaching motivation nor teaching self-efficacy were directly associated with students’ rating of teaching quality. Teachers’ perceptions of students’ competencies and students’ general interest in the lesson’s subject were positively associated with students’ rating of teaching quality. Physicians’ perceptions of their students’ competencies were significantly positively predicted by their teaching self-efficacy.ConclusionsTeaching quality might profit from teachers who are self-efficacious and able to detect their students’ competencies. Students’ general interest in a lesson’s subject needs to be taken into account when they are asked to evaluate teaching quality.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-017-0923-2) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators

2017

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Teacher Identity of pediatricians at university hospitals in Germany

von Kleist-Retzow,

Oberste-Frielinghaus,

Pudritz

et al. 2023

Monatsschr Kinderheilkd

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Zusammenfassung Hintergrund Die Lehre in der Kinderheilkunde ist hinsichtlich ihrer Qualität und ihres Gelingens wesentlich von den individuellen Einstellungen der Lehrenden zur Lehre, von ihren Kenntnissen und ihrem individuellen Engagement abhängig. Nicht zuletzt mit dem Ziel einer kontinuierlichen Verbesserung der Ausbildungsqualität sollten diese Einstellungen stärker wahrgenommen und reflektiert werden. Fragestellung und Methodik Diese Arbeit untersucht das Selbstbild von Kinderärzt:innen als Lehrende an 6 deutschen Universitätskliniken, ihre Einstellung zur Lehre und ihre Erwartungen an die Lehre. Hierfür wurde ein Fragebogen zur „teacher identity“ (TI) erstmalig aus dem Amerikanischen ins Deutsche übersetzt und eingesetzt. Der Fragebogen zur TI setzt sich aus 9 Subskalen zusammen: i) globale TI, ii) intrinsische Befriedigung durch Lehre, iii) Kenntnisse und Fertigkeiten, iv) Zugehörigkeit zu einer Gruppe von Lehrenden, v) Überzeugung, dass ein Mediziner immer ein Lehrender sein muss, vi) Verantwortlichkeit für Lehre, vii) Teilen klinischer Expertise, viii) Honorierung von Lehre und ix) Wünsche an die Lehre. Ergebnisse und Diskussion 252 Kolleg:innen haben an der Befragung teilgenommen. Es zeigten sich einerseits ein hohes Maß an Identifizierung mit der Lehre, aber ebenso auch Bereiche mit gewünschtem Verbesserungspotenzial. Männer zeigten höhere TI-Werte als Frauen. Eine angestrebte oder bereits eingeschlagene universitär-klinische Laufbahn korrelierte ebenfalls mit höheren TI-Werten. Es fanden sich keine Unterschiede zwischen den teilnehmenden Kliniken. Zusätzlich belegen Daten zur Lehrleistung und zu absolvierten Fortbildungen im Bereich der Lehre ein hohes Maß an Engagement der Kinder- und Jugendärzte:innen in der studentischen Lehre.

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Optimizing teacher basic need satisfaction in distributed healthcare contexts

Verhees

Engbers

Landstra³

et al. 2021

Adv in Health Sci Educ

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Optimizing teacher motivation in distributed learning environments is paramount to ensure high-quality education, as medical education is increasingly becoming the responsibility of a larger variety of healthcare contexts. This study aims to explore teaching-related basic need satisfaction, e.g. teachers’ feelings of autonomy, competence and relatedness in teaching, in different healthcare contexts and to provide insight into its relation to contextual factors. We distributed a digital survey among healthcare professionals in university hospitals (UH), district teaching hospitals (DTH), and primary care (PC). We used the Teaching-related Basic Need Satisfaction scale, based on the Self-Determination theory, to measure teachers’ basic needs satisfaction in teaching. We studied relations between basic need satisfaction and perceived presence of contextual factors associated with teacher motivation drawn from the literature. Input from 1407 healthcare professionals was analyzed. PC healthcare professionals felt most autonomous, UH healthcare professionals felt most competent, and DTH healthcare professionals felt most related. Regardless of work context, teachers involved in educational design and who perceived more appreciation and developmental opportunities for teaching reported higher feelings of autonomy, competence, and relatedness in teaching, as did teachers who indicated that teaching was important at their job application. Perceived facilitators for teaching were associated with feeling more autonomous and related. These results can be utilized in a variety of healthcare contexts for improving teaching-related basic need satisfaction. Recommendations for practice include involving different healthcare professionals in educational development and coordination, forming communities of teachers across healthcare contexts, and addressing healthcare professionals’ intentions to be involved in education during job interviews.

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“Teaching Is Like Nightshifts …”: A Focus Group Study on the Teaching Motivations of Clinicians

Cited by 23 publications

References 36 publications

Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators

Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators

Teacher Identity of pediatricians at university hospitals in Germany

Optimizing teacher basic need satisfaction in distributed healthcare contexts

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