A qualitative study of the intrinsic motivation of physicians and other health professionals to teach

dc.creator	Lukas Lochner
dc.creator	Heike Wieser
dc.creator	Maria Mischo-Kelling
dc.date	2012-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:19:04Z
dc.date.available	2015-07-20T22:19:04Z
dc.identifier	10.5116/ijme.508b.98aa
dc.identifier	2042-6372
dc.identifier	https://doaj.org/article/bf03acbd25474b96af45efd6a1912f45
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/19617
dc.description	Objectives: To explore the intrinsic motivation of physicians and other health professionals to teach. Methods: Qualitative data from in-depth interviews were thematically analysed. A purposive opportunity sample of eight physicians and other healthcare professionals employed by our institution to teach Bachelor-level courses in health care participated in the study. Results: Four themes that suggested an internal desire to teach were identified: 1. Interest in the subject matter; 2. Interest in the students' development; 3. Interest in establishing rapport; and 4. Importance of students' feedback. Participants reported a strong interest in their field of practice and the subject matter of their instruction; they enjoyed their own learning while teaching. They stated an internal desire to impart knowledge for its own sake and showed concern for the effectiveness of their teaching. They also described a strong desire to establish teacher-student rapport and reported that feedback from students was crucial in maintaining their motivation to teach. Conclusions: This study has addressed a topic where research-based knowledge is limited: the intrinsic motiva-tion to teach. The findings contribute to a deeper under-standing of the internal desire of health professionals to engage in teaching and constitute a starting point for developing further research to explore these processes more fully. We believe that a better understanding of the factors that enhance a teacher's motivation can help to optimise educational environments.
dc.language	English
dc.publisher	IJME
dc.relation	http://www.ijme.net/archive/3/the-intrinsic-motivation-to-teach.pdf
dc.relation	https://doaj.org/toc/2042-6372
dc.rights	CC BY
dc.source	International Journal of Medical Education, Vol 3, Pp 209-215 (2012)
dc.subject	faculty development
dc.subject	health professionals
dc.subject	qualitative study
dc.subject	self-determination theory
dc.subject	teacher motivation
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	A qualitative study of the intrinsic motivation of physicians and other health professionals to teach
dc.type	article