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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.
Lukas Lochner, Claudiana – College of Healthcare Professions
Heike Wieser, Claudiana – College of Healthcare Professions
Maria Mischo-Kelling, Claudiana – College of Healthcare Professions
Although there is evidence that the ‚motivation to teach’ has a direct impact on student motivation and achievement, research in this area is scarce. In educational psychology literature, two sources of intrinsic motivation for the activity of teaching in higher education are proposed. One is the interest in the subject matter, and the second is the interest in the educational process. Studies in medical education have looked at motives, incentives and barriers for teaching of community-based preceptors. Overall, these studies reveal that physicians and other healthcare professionals regard internal factors, described as ‘enjoyment of teaching’, ‘feeling intrinsic satisfaction’, ‘intellectual satisfaction’, `self-expression’, ‘helping others’, or ‘personal satisfaction’, as much more relevant for engaging in teaching than financial compensations or other external rewards. These internal factors have not been further examined. Consequently, the motivation of healthcare faculty to teach remains an obscure territory.
To explore the intrinsic motivation of physicians and other health professionals to teach.
Semi-structured interviews will be conducted with physicians and other healthcare professionals teaching at Claudiana. Participants will be selected from a presumably highly motivated group of teachers who participated in one of Claudiana’s voluntary pedagogical workshops. Interviews will be transcribed and thematically analyzed.
A better understanding of the factors enhancing teacher motivation may provide information on how to optimize Claudiana’s educational environment and may be helpful in designing new staff development initiatives.