To teach or not to teach? Assessing medical school faculty motivation to teach in the era of curriculum reform

BMC Medical Education

Ameet S. Nagpal¹  Eric A. Gantwerker²  Elizabeth R. Hanson³  Deborah A. Chang⁴ 

[1] Department of Orthopaedics & Physical Medicine, Medical University of South Carolina;Department of Otolaryngology - Head and Neck Surgery, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell;Department of Pediatrics Joe R. and Teresa Lozano Long School of Medicine, UT Health San Antonio;Office for Undergraduate Medical Education, Joe R. and Teresa Lozano Long School of Medicine, UT Health San Antonio;

关键词: Medical education;    Faculty development;    Curriculum;    Pre-clinical;    Teaching motivation;    Self-determination theory;   

DOI  :  10.1186/s12909-022-03416-5

来源: DOAJ

【 摘 要 】

Abstract Background Medical schools have undergone a period of continual curricular change in recent years, particularly with regard to pre-clinical education. While these changes have many benefits for students, the impact on faculty is less clear. Methods In this study, faculty motivation to teach in the pre-clinical medical curriculum was examined using self-determination theory (SDT) as a framework. Basic science and clinical faculty were surveyed on factors impacting their motivation to teach using validated scales of motivation as well as open-ended questions which were coded using self-determination theory (SDT) as a guiding framework. Results Faculty reported that teaching activities often meet their basic psychological needs of competence, autonomy, and relatedness. Professors were more likely than associate professors to report that teaching met their need for autonomy. Faculty were more motivated by intrinsic as compared to external factors, although basic science faculty were more likely than clinical faculty to be motivated by external factors. Motivating and de-motivating factors fell into the themes Resources, Recognition and Rewards, Student Factors, Self-Efficacy, Curriculum, Contribution, and Enjoyment. The majority of factors tied to the faculty’s need for relatedness. Based on these findings, a conceptual model for understanding medical school faculty motivation to teach was developed. Conclusions Assessing faculty motivation to teach provided valuable insights into how faculty relate to their teaching roles and what factors influence them to continue in those roles. This information may be useful in guiding future faculty development and research efforts.

【 授权许可】

Unknown