Dataset Information

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

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.

SUBMITTER: Hanson ER

PROVIDER: S-EPMC9096333 | biostudies-literature | 2022 May

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

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

Hanson Elizabeth R ER Gantwerker Eric A EA Chang Deborah A DA Nagpal Ameet S AS

BMC medical education 20220512 1

<h4>Background</h4>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.<h4>Methods</h4>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 ...[more]

PMID: 35549939

Similar Datasets

Project description:AudienceAlthough this lecture is aimed at medical students, it can also be utilized for residents, fellows, and junior faculty.BackgroundThe topic of teaching medical students about the fundamentals of creating a curriculum vitae (CV) is important because a CV serves as a record of scholastic and professional experiences.1 Thus, their CV will undoubtedly play a vital role in residency applications.2,3 Intentional instruction about the elements to incorporate in a CV are especially important for first-generation and underrepresented students in the medical field because they may not have had as much exposure to both the requirements of a residency application nor qualities of an effective CV.Educational objectivesAfter this lecture, learners should be able to: 1) elaborate on the significance of a CV for medical students and discuss its purpose, 2) outline the elements that should and should not be included on a CV, 3) integrate knowledge gleaned from basic principles with provided examples to establish the foundation of their own CV.Educational methodsA PowerPoint lecture was used to explain the purpose of a CV and the elements to include in a personal CV for medical students. The lecture took place via Zoom and was provided at no cost to all UCISOM medical students.Research methodsStudents were given a short survey after the session to assess their understanding of why it is important to create and maintain a CV, including an evaluation of their overall satisfaction with the lecture presentation.ResultsAll the respondents (n=10) found the workshop to be useful and enjoyed the ability to see student examples while 80% of the respondents (n=8) found their knowledge of CVs increased because of the session. On a Likert scale from 1-5, with a 1 indicating "very unconfident" and 5 indicating "very confident," 90% of respondents (n=9) indicated they are now confident or very confident in building or updating their CV after this session.DiscussionOverall, the educational content was found to be effective. Although the sample size from the survey was modest at best, we feel the survey data and comments from attendees during and after the session indicate the effectiveness of the content. From its initial implementation, we learned that this lecture can be given by any level of medical education professional (student, administrator, etc) due to the comprehensiveness of the presentation. We also learned that using video conferencing such as Zoom was an effective administration method but could also be replaced by in-person learning without much difficulty. Overall, we deem this presentation to be easy to administer, thorough, full of examples, and educationally effective.TopicsCurriculum vitae, CV, medical student, residency application, electronic residency application service, ERAS.

Project description:IntroductionMedical students often do not value attending in-person large group sessions. It is also not clear from prior research whether attendance at large group sessions impact on performance in medical school. The goal of this study was to assess the relationship between voluntary attendance in large group sessions organized as a "flipped classroom" in a new innovative curriculum and students' mastery of clinical applications of basic science knowledge.MethodologyOur students' ability to apply basic science knowledge to clinical problems is assessed via progress testing using three methodologies: a locally developed multiple-choice examination, written examination developed through the National Board of Medical Examiners (NBME) Customized Assessment Services Program and post encounter questions included in a clinical skills examination. We analyzed the relationship between voluntary attendance at weekly large group "flipped classroom" sessions and the students' performance on examinations given at four intervals over the initial 24-week module of the medical school curriculum.ResultsComplete data were available for 167 students. A total of 82 students (49.1%) attended all large group sessions, 65 students (38.9%) missed one or two sessions and 20 students (12.0%) missed three or more sessions. There were no difference between the students in the groups on their medical admission (MCAT) examination scores. The growth in performance from each time point until the next was statistically significant. There was no statistically significant difference in growth between the students who had no absences and those who had one or two absences. Students who missed three or more sessions performed significantly lower than their peers over the 24 week module and were more likely to score one or more standard deviations below the class mean on the assessments.ConclusionsWe found no relationship between attendance and MCAT scores suggesting the differences in performance on the progress tests was not due to initial differences in knowledge or reasoning skills. While the study was not experimental, it suggests large group sessions using a "flipped classroom" approach to provide reinforcement, feedback and practice may be effective for increasing learning and retention in the application of basic science knowledge among first year medical students.

Project description:The creation of technology that affords for the design of artificial enzymes is a new branch of biochemical engineering with the objective to solve the looming global catastrophe including food shortages, energy crisis, novel diseases, climate change and environmental degradation. However, the development of science and technology that will lead to the design of artificial enzymes depends on availability of scientists with a broad range of expertise including chemistry and physics of chemical bonding, structural biochemistry of macromolecular interactions, theoretical physics and mathematics with the focus on computer modeling of dynamic docking of macromolecules. Our previous experience in university STEM education led us to conclude that in order to train future scientists with a broad expertise in STEM, it is critical for high school students to learn interdisciplinary concepts of STEM courses at an earlier age. In this article, we describe the first phase of a STEM project that involved introducing students to STEM curriculum designed to steer high school students' interest towards biochemical engineering and pharmacology. In addition, we present the outline of the STEM curriculum, along with user-friendly tutorials of AutoDock Vina, AutoDock Tools and PyMol programs that we designed to teach secondary STEM students computer modeling and docking of macromolecules. STEM high school students performed multiple exercises to understand how the potential pharmacological agents, cardiotoxins from cobra venom, interact with mitochondrial phospholipids in order to gain a deep understanding of elevated biophysical and biochemical concepts in protein drug interactions with biomembranes. We also present the results of evaluative assessments that tested students' knowledge and skills that students gained following the completion of our pilot STEM course. In brief, the assessment results showed that the students successfully acquired a high level of understanding in structural biophysics and biochemistry. Importantly, this paper provides strong proof-of-concept that our pilot STEM curriculum can be successfully integrated in the traditional American and Chinese high school classroom. The curriculum and tutorials presented in this article could be used by college and high school teachers and students in STEM classes and to support undergraduate university courses in Pharmacology, Inorganic and Organic Chemistry, Biochemistry and Structural Biology for classroom instructions and homework assignments.

Dataset Information

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

Background

Methods

Results

Conclusions

Publications

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

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets