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

BMC Medical Education

Research Article

Sigrid Harendza¹  Christoph Dybowski¹  Susanne Sehner² 

[1] Department of Internal Medicine, University Medical Center Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany;Institute for Biometrics and Epidemiology, University Medical Center Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany;

关键词: Teaching quality;    Clinical teaching;    Clinical teacher;    Undergraduate education;    Motivation;    Physician;    Self-determination theory;    Self-efficacy;    Student evaluation of teaching;   

DOI  :  10.1186/s12909-017-0923-2

 received in 2016-08-02, accepted in 2017-04-27,  发布年份 2017

来源: Springer

【 摘 要 】

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.

【 授权许可】

CC BY   
© The Author(s). 2017