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Motivation for feedback-seeking among pediatric residents: a mixed methods study
Duncan Henry1, Travis Vesel2, Christy Boscardin3
1Department of Pediatrics, University of California San Francisco, 550 16th Street, 5th Floor San Francisco, San Francisco, CA, 94143, USA. Duncan.Henry@ucsf.edu.
BMC Medical Education
|June 21, 2018
Summary
Physician residents
Area of Science:
- Medical Education Research
- Psychology in Medicine
- Physician Training
Background:
- Effective lifelong learning for physicians requires feedback-seeking behavior.
- Self-determination theory (SDT) suggests autonomy, relatedness, and competence foster intrinsic motivation.
- Optimizing these psychological needs in training may enhance feedback-seeking in residents.
Purpose of the Study:
- To examine residents' feedback-seeking behaviors using Self-determination Theory (SDT).
- To explore the association between feedback-seeking, intrinsic motivation, and career choice in medical residents.
Main Methods:
- Mixed-methods explanatory sequential design.
- Residents completed the Inventory of Intrinsic Motivation (IMI) and engaged in feedback-seeking scenarios.
- Interviews were conducted with high-effort feedback-seekers, followed by thematic analysis.
Main Results:
- No significant difference in IMI scores between feedback-seeking groups.
- Residents seeking high-effort feedback showed greater interest in critical care fields.
- Five themes emerged explaining residents' motivations for feedback-seeking, related to SDT constructs.
Conclusions:
- The link between motivation and feedback-seeking in residents is complex and not solely predicted by IMI scores.
- Career aspirations and relationships with feedback providers significantly influence feedback-seeking behavior.
- Findings can inform educational interventions to promote effective feedback-seeking in physician training.
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