What motivates senior clinicians to teach medical students?

Dahlstrom, Jane E.; Dorai-Raj, Anna; McGill, David; Owen, Cathy; Tymms, Kathleen; Watson, Ashley

doi:10.1186/1472-6920-5-27

Cited by 84 publications

(98 citation statements)

References 11 publications

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“…[3][4][5][6] Studies in medical education examined motives and incentives to teach as well as the barriers encountered. [7][8][9][10][11][12][13][14][15][16][17][18][19] In the light of the recent trend towards more generalist teach-ing, most of these studies aimed at improving recruitment of (volunteer) community physicians. [8][9][10][11][12]14,15,17,19 The predominant qualitative research method used is the questionnaire survey, 7,[9][10][11][13][14][15][16]18,19 while focus groups 12 and semistructured interviews 17 are less frequently employed.…”

Section: Introductionmentioning

confidence: 99%

A qualitative study of the intrinsic motivation of physicians and other health professionals to teach

Lochner¹,

Wieser²,

Mischo-Kelling³

2012

Int J Med Educ

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Objectives: To explore the intrinsic motivation of physicians and other health professionals to teach. Methods: Qualitative data from in-depth interviews were thematically analysed. A purposive opportunity sample of eight physicians and other healthcare professionals employed by our institution to teach Bachelor-level courses in health care participated in the study. Results: Four themes that suggested an internal desire to teach were identified: 1. Interest in the subject matter; 2. Interest in the students' development; 3. Interest in establishing rapport; and 4. Importance of students' feedback. Participants reported a strong interest in their field of practice and the subject matter of their instruction; they enjoyed their own learning while teaching. They stated an internal desire to impart knowledge for its own sake and showed concern for the effectiveness of their teaching. They also described a strong desire to establish teacher-student rapport and reported that feedback from students was crucial in maintaining their motivation to teach. Conclusions: This study has addressed a topic where research-based knowledge is limited: the intrinsic motiva-tion to teach. The findings contribute to a deeper under-standing of the internal desire of health professionals to engage in teaching and constitute a starting point for developing further research to explore these processes more fully. We believe that a better understanding of the factors that enhance a teacher's motivation can help to optimise educational environments

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Section: Introductionmentioning

confidence: 99%

A qualitative study of the intrinsic motivation of physicians and other health professionals to teach

Lochner¹,

Wieser²,

Mischo-Kelling³

2012

Int J Med Educ

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show abstract

“…From the scant literature available on the subject, the picture arises that both a feeling of responsibility for the training of future doctors and beliefs arising from the supervisors' achievement goal orientation play a role (Dahlstrom et al 2005;Dudek 2005;Cleveland et al 2007). This is in accordance with our finding that goal orientation is a main determinant of the assessment preference of both trainees and supervisors.…”

Section: Individual Perspective On Feedbackmentioning

confidence: 99%

A qualitative study on trainees’ and supervisors’ perceptions of assessment for learning in postgraduate medical education

et al. 2013

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Introduction: Recent changes in postgraduate medical training curricula usually encompass a shift towards more formative assessment, or assessment for learning. However, though theoretically well suited to postgraduate training, evidence is emerging that engaging in formative assessment in daily clinical practice is complex. Aim: We aimed to explore trainees' and supervisors' perceptions of what factors determine active engagement in formative assessment. Methods: Focus group study with postgraduate trainees and supervisors in obstetrics and gynaecology. Results: Three higher order themes emerged: individual perspectives on feedback, supportiveness of the learning environment and the credibility of feedback and/or feedback giver. Conclusion: Engaging in formative assessment with a genuine impact on learning is complex and quite a challenge to both trainees and supervisors. Individual perspectives on feedback, a supportive learning environment and credibility of feedback are all important in this process. Every one of these should be taken into account when the utility of formative assessment in postgraduate medical training is evaluated.

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“…So, what does motivate them? In a study of 75 senior clinicians from a variety of specialties, Dahlstrom et al [14] attempted to assess doctors' motivation to teach medical students. They reported that the main reasons for teaching amongst senior clinicians were altruistic.…”

Section: Motivating Medical Teachersmentioning

confidence: 99%

The doctor as a teacher: the place for professional development

Akkad

2006

Eur Clinics Obstet Gynecol

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What motivates senior clinicians to teach medical students?

Abstract: Background: This study was designed to assess the motivations of senior medical clinicians to teach medical students. This understanding could improve the recruitment and retention of important clinical teachers.

Cited by 84 publications

References 11 publications

A qualitative study of the intrinsic motivation of physicians and other health professionals to teach

A qualitative study of the intrinsic motivation of physicians and other health professionals to teach

A qualitative study on trainees’ and supervisors’ perceptions of assessment for learning in postgraduate medical education

The doctor as a teacher: the place for professional development

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