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Relations between policy for medical teaching and basic need satisfaction in teaching.

Rik Engbers¹, Cornelia R M G Fluit², Sanneke Bolhuis²

¹Department for Evaluation, Quality and Development of Medical Education, Radboud University Medical Center, P.O. Box 9101, 6500 HB, Nijmegen, The Netherlands. rik.engbers@radboudumc.nl.

Advances in Health Sciences Education : Theory and Practice

|December 16, 2014

Summary

Policy initiatives like (Junior) Principal Lecturer positions and research grants can boost medical teachers' motivation by enhancing feelings of autonomy, competence, and relatedness. These programs positively impact psychological needs crucial for effective medical education.

Keywords:

Management and/or staff development Medical teaching Need satisfaction Organizational development Roles of teacher Self-determination theory Teaching motivation

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Area of Science:

Medical Education
Psychology
Organizational Behavior

Background:

Medical teaching is increasingly recognized, prompting policy initiatives to elevate its status alongside medical research.
Understanding factors influencing medical teacher motivation is crucial for effective educational strategies.
Basic psychological needs (autonomy, competence, relatedness) are key drivers of motivation.

Purpose of the Study:

To investigate the relationship between two policy initiatives and the satisfaction of basic psychological needs in medical teachers.
To explore how (Junior) Principal Lecturer positions and Subsidized Innovation and Research Projects in Medical Education (SIRPMEs) affect teacher motivation.

Main Methods:

An online questionnaire adapted from the Work-related Basic Need Satisfaction scale was administered.
Data were collected from 767 medical teachers at a university hospital.
Statistical analyses examined the associations between policy initiatives and psychological need satisfaction.

Main Results:

Both (Junior) Principal Lecturer positions and SIRPMEs showed associations with enhanced feelings of autonomy, competence, and relatedness.
(Junior) Principal Lecturer positions were linked to competence and relatedness.
SIRPMEs were associated with competence and autonomy.
The exact nature of these relationships (causal or interactive) requires further investigation.

Conclusions:

Policy initiatives in medical education can positively influence teachers' psychological needs and motivation.
Further research is needed to clarify causal pathways and optimize the implementation of these initiatives.
These findings have implications for designing effective policies to support and motivate medical educators.