Tag : motivation

ABSTRACT: “Teaching is like nightshifts …”: a focus group study on the teaching motivations of clinicians.

BACKGROUND:To ensure the highest quality of education, medical schools have to be aware of factors that influence the motivation of teachers to perform their educational tasks. Although several studies have investigated motivations for teaching among community-based practitioners, there is little data available for hospital-based physicians.PURPOSES:This study aimed to identify factors

ABSTRACT: “Teaching is like nightshifts …”: a focus group study on the teaching motivations of clinicians.

BACKGROUND: To ensure the highest quality of education, medical schools have to be aware of factors that influence the motivation of teachers to perform their educational tasks. Although several studies have investigated motivations for teaching among community-based practitioners, there is little data available for hospital-based physicians. PURPOSES: This study aimed to identify factors

ABSTRACT: Motivating student learning using a formative assessment journey

Providing formative assessment opportunities has been recognised as a significant benefit to student learning. The outcome of any formative assessment should be one that ultimately helps improve student learning through familiarising students with the levels of learning required, informing them about gaps in their learning and providing feedback to guide

ABSTRACT: Engaging Residents and Fellows to Improve Institution-Wide Quality: The First Six Years of a Novel Financial Incentive Program.

PURPOSE: Teaching hospitals strive to engage physicians in quality improvement (QI), and graduate medical education (GME) programs must promote trainee competence in systems-based practice (SBP). The authors developed a QI incentive program that engages residents and fellows, providing them with financial incentives to improve quality while simultaneously gaining SBP experience. In

ABSTRACT: Believing is seeing: how people’s beliefs influence goals, emotions and behaviour.

INTRODUCTION: Health care professionals work and learn in complex environments. Some are able to continue learning from their practice and the challenges it presents, whereas others refrain from investing more effort when faced with setbacks. This paper discusses a social cognitive model of motivation that helps to explain the different kinds

ABSTRACT: Should we pay the student? A randomised trial of financial incentives in medical education

Background: Financial incentives are effective in moderating physician and patient behaviour, but they have not been studied in the context of medical education. Aim: This study assessed whether financial incentives can motivate students to acquire electrocardiogram (ECG) interpretation skills. Methods: Students enrolled for a cardio-respiratory teaching module (n = 121) were randomised

ABSTRACT: A qualitative analysis of faculty motivation to participate in otolaryngology simulation boot camps

OBJECTIVES/HYPOTHESIS: To characterize factors that motivate faculty to participate in Simulation-Based Boot Camps (SBBC); to assess whether prior exposure to Simulation-Based Medical Education (SBME) or duration (years) of faculty practice affects this motivation. STUDY DESIGN: Qualitative content analysis of semi-structured interviews of faculty. METHODS: Interviews of 35 (56%) of 62 eligible faculty including demographic questions,

MANUSCRIPT: Motivational profiles of medical students: Association with study effort, academic performance and exhaustion

Background Students enter the medical study with internally generated motives like genuine interest (intrinsic motivation) and/or externally generated motives like parental pressure or desire for status or prestige (controlled motivation). According to Self-determination theory (SDT), students could differ in their study effort, academic performance and adjustment to the study depending on