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Student teacher training: participant motivation
Annette Burgess1, Christie van Diggele2, Craig Mellis1
1Central Clinical School, Sydney Medical School, University of Sydney, New South Wales, Australia.
The Clinical Teacher
|September 4, 2015
Summary
Medical students are motivated to attend teacher training due to enjoyment of teaching, desire for skill recognition, and career advancement. This highlights the importance of integrating teaching skills into medical education.
Area of Science:
- Medical Education
- Graduate Attributes
- Educational Scholarship
Background:
- Teaching, assessment, and feedback skills are essential graduate attributes for medical students globally.
- Integrating teacher training into medical curricula emphasizes the importance of teaching and educational scholarship.
- Self-determination theory (SDT) was employed to explore medical students' motivation for voluntary participation in teacher training.
Purpose of the Study:
- To investigate the motivational factors influencing medical students' voluntary participation in a teacher training program.
- To apply Self-Determination Theory (SDT) as a framework for understanding student engagement in teaching development.
Main Methods:
- Thirty-eight senior medical students were invited to a teacher training program at a tertiary teaching hospital.
- Participants responded to a survey question regarding their reasons for volunteering.
- Self-determination theory (SDT) was used to analyze qualitative data from student responses.
Main Results:
- 61% of invited students participated, with 91% of participants responding to the survey.
- Student motivation was linked to autonomy (enjoyment of current teaching), competence (need for formal training/certification for career progression), and relatedness (shared value of quality teaching).
Conclusions:
- Medical students are motivated by enjoyment of teaching, desire for skill recognition, and perceived career necessity.
- Integrating teacher training into medical education underscores the value of teaching and educational scholarship.
- Findings support the role of SDT in understanding student engagement in professional development programs.
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