A qualitative analysis of statements on motivation of applicants for medical school

BMC Medical Education

Rashmi A Kusurkar²  Gerda Croiset²  Inge J van Wijk¹  Anneke H Bakker³  Anouk Wouters² 

[1] Department of Paediatrics, VU University Medical Center Amsterdam, Amsterdam, The Netherlands;LEARN! research institute for learning and education, Faculty of Psychology and Education, VU University, Amsterdam, The Netherlands;VUmc School of Medical Sciences, Institute for Education and Training, Post box 7057, 1007 MB Amsterdam, The Netherlands

关键词: Qualitative methods;    Self-determination theory;    Motivation;    Medical school selection;    Admissions;   

Others  :  1091109
DOI  :  10.1186/1472-6920-14-200

 received in 2014-05-27, accepted in 2014-09-16,  发布年份 2014

【 摘 要 】

Background

Selection committees try to ascertain that motivated students are selected for medical school. Self-determination theory stresses that the type of motivation is more important than the quantity of motivation. Autonomous motivation, compared to controlled motivation, in students leads to better learning outcomes. Applicants can express their motivation in written statements, a selection tool which has been found to elicit heterogeneous responses, hampering the comparison of applicants. This study investigates the content of applicants’ statements on motivation for medical school in particular, the possibility to distinguish the type of motivation and the differences between selected and non-selected applicants.

Methods

A thematic analysis was conducted on written statements on motivation (n = 96), collected as a part of the selection procedure for the graduate entry program for medicine and research at our institution. Themes were identified as motivation-related and motivation-unrelated (additional). The motivation-related themes were further classified as autonomous and controlled types of motivation. Group percentages for each theme were compared between selected and non-selected applicants using Chi-square test and Fisher exact test.

Results

Applicants mainly described reasons belonging to autonomous type of motivation and fewer reasons belonging to controlled type of motivation. Additional themes in the statements included previous work experience and academic qualifications, ambitions, expectations and descriptions of the program and profession, personal qualities, and personal history. Applicants used strong words to support their stories. The selected and non-selected applicants did not differ in their types of motivation. Non-selected applicants provided more descriptions of personal history than selected applicants (p < 0.05).

Conclusions

The statement on motivation does not appear to distinguish between applicants in selection for medical school. Both selected and non-selected applicants reported mainly autonomous motivation for applying, and included a lot of additional information, which was beyond the scope of what was asked from them. The findings raise a question mark on the validity and reliability of the statement on motivation as a tool for selection. It could however be of added value to enable applicants to tell their story, which they appreciate, and to create awareness of the program, resulting in an informed decision to apply.

【 授权许可】

   
2014 Wouters et al.; licensee BioMed Central Ltd.

【 图 表 】

Figure 1.

Figure 2.

【 参考文献 】

• [1]Turner R, Nicholson S: Reasons selectors give for accepting and rejecting medical applicants before interview. Med Educ 2011, 45:298-307.
• [2]Breland H, Maxey J, Gernand R, Cumming T, Trapani C: Trends in College Admission 2000. A Report of a Survey of Undergraduate Admissions Policies, Practices, and Procedures 2002.
• [3]Albanese MA, Snow MH, Skochelak SE, Huggett KN, Farrell PM: Assessing Personal Qualities in Medical School Admissions. Acad Med 2003, 78:313-321.
• [4]Guyaux J, oude Egbrink MGA, Heeneman S, Houben AJHM, Willekes C, Schuwirth LWT, de Goeij AFPM: Selectie op een combinatie van cognitieve en noncognitieve eigenschappen. Keuzes en ervaringen in de onderzoeksmaster Arts-Klinisch Onderzoeker (A-KO) te Maastricht. Tijdschrift voor Medisch Onderwijs 2010, 29:328-336.
• [5]O'Neill LD, Korsholm L, Wallstedt B, Eika B, Hartvigsen J: Generalisability of a composite student selection programme. Med Educ 2009, 43:58-65.
• [6]Kusurkar R, Croiset G, Kruitwagen C, Ten Cate TJ: Validity evidence for the measurement of the strength of motivation for medical school. Adv in Health Sci Educ 2011, 16:183-195.
• [7]Deci EL, Ryan R: Intrinsic motivation and self-determination in human behavior. New York and London: Plenum; 1985.
• [8]Ryan RM, Deci EL: Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemp Educ Psychol 2000, 25:54-67.
• [9]Ryan RM, Deci EL: Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol 2000, 55:68-78.
• [10]Sobral DT: What kind of motivation drives medical students' learning quests? Med Educ 2004, 38:950-957.
• [11]Kusurkar R, Croiset G, Galindo-Garre F, Ten Cate TJ: Motivational profiles of medical students: Association with study effort, academic performance and exhaustion. BMC Med Educ 2013, 13:87. BioMed Central Full Text
• [12]Vansteenkiste M, Zhou M, Lens W, Soenens B: Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? J Educ Psychol 2005, 97:468.
• [13]Artino AR, La Rochelle JS, Durning SJ: Second-year medical students's motivational beliefs, emotions, and achievement. Med Educ 2010, 44:1203-1212.
• [14]Kusurkar RA, Ten Cate TJ, Vos CMP, Westers P, Croiset G: How motivation affects academic performance: a structural equation modelling analysis. Adv Health Sci Educ 2013, 18:57-69.
• [15]Kusurkar RA, Ten Cate TJ: AM Last Page: Education is not filling a bucket, but lighting a fire: Self-Determination Theory and motivation in medical students. Acad Med 2013, 88:904.
• [16]Vallerand RJ, Fortier MS, Guay F: Self-determination and persistence in a real-life setting: toward a motivational model of high school dropout. J Pers Soc Psychol 1997, 72:1161.
• [17]Benbassat J, Baumal R: Uncertainties in the selection of applicants for medical school. Adv Health Sci Educ 2007, 12:509-521.
• [18]Hanson MD, Dore KL, Reiter HI, Eva KW: Medical school admissions: revisiting the veracity and independence of completion of an autobiographical screening tool. Acad Med 2007, 82:S8-S11.
• [19]Ferguson E, Sanders A, O'Hehir F, James D: Predictive validity of personal statements and the role of the five-factor model of personality in relation to medical training. J Occup Organ Psychol 2000, 73:321-344.
• [20]Ferguson E, James D, O'Hehir F, Sanders A, McManus IC: Pilot study of the roles of personality, references, and personal statements in relation to performance over the five years of a medical degree. Commentary: How to derive causes from correlations in educational studies. BMJ 2003, 326:429-432.
• [21]Dong T, Kay A, Artino AR, Gilliland WR, Waechter DM, Cruess D, DeZee KJ, Durning SJ: Application essays and future performance in medical school: Are they related? Teaching and learning in medicine 2013, 25:55-58.
• [22]Oosterveld P, Ten Cate TJ: Generalizability of a study sample assessment procedure for entrance selection for medical school. Med Teach 2004, 26:635-639.
• [23]Dore KL, Hanson M, Reiter HI, Blanchard M, Deeth K, Eva KW: Medical school admissions: enhancing the reliability and validity of an autobiographical screening tool. Acad Med 2006, 81:S70-S73.
• [24]Peskun C, Detsky A, Shandling M: Effectiveness of medical school admissions criteria in predicting residency ranking four years later. Med Educ 2007, 41:57-64.
• [25]White JS, Lemay JF, Brownell K, Lockyer J: "A Chance To Show Yourself" - how do applicants approach medical school admission essays? Med Teach 2011, 33:e541-e548.
• [26]Ng S, Lingard L, Kennedy TJ: Qualitative research in medical education: Methodologies and methods. In Understanding Medical Education: Evidence, Theory and Practice. Edited by Swanwick T. Oxford: John Wiley & Sons; 2013:371-384.
• [27]Braun V, Clarke V: Using thematic analysis in psychology. Qual Res Psychol 2006, 3:77-101.
• [28]Rolfe IE, Ringland C, Pearson S: Graduate entry to medical school? Testing some assumptions. Med Educ 2004, 38:778-786.
• [29]Ding H: Genre analysis of personal statements: Analysis of moves in application essays to medical and dental schools. Engl Specif Purp 2007, 26:368-392.
• [30]McManus IC, Livingston G, Katona C: The attractions of medicine: the generic motivations of medical school applicants in relation to demography, personality and achievement. BMC Med Educ 2006, 6:11. BioMed Central Full Text
• [31]Harrison R, Turney B, Blundell A: Motivation and insight of students considering a career in medicine. Med Teach 2003, 25:669.
• [32]White J, Brownell K, Lemay JF, Lockyer J: What Do They Want Me To Say? The hidden curriculum at work in the medical school selection process: a qualitative study. BMC Medical Education 2012, 12:17. BioMed Central Full Text
• [33]Kumwenda B, Dowell J, Husbands A: Is embellishing UCAS personal statements accepted practice in applications to medicine and dentistry? Med Teach 2013, 35:599-603.
• [34]Mueller-Hanson R, Heggestad ED, Thornton GC III: Faking and selection: Considering the use of personality from select-in and select-out perspectives. J Appl Psychol 2003, 88:348.
• [35]Griffin B, Wilson IG: Faking good: self-enhancement in medical school applicants. Med Educ 2012, 46:485-490.
• [36]Laurence CO, Zajac IT, Lorimer M, Turnbull DA, Sumner KE: The impact of preparatory activities on medical school selection outcomes: a cross-sectional survey of applicants to the university of Adelaide medical school in 2007. BMC Medical Education 2013, 13:159. BioMed Central Full Text