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Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
Published on: July 1, 2015
'Rules of engagement': Does competition drive engagement in faculty development
Emily Buckley1, John Cooke1, Helen Whelton2
1Department of Geriatric Medicine, University Hospital Waterford, Waterford, Ireland.
The Clinical Teacher
|January 30, 2024
Summary
Competition may not motivate healthcare professionals in faculty development. Instead, opportunities for collaboration, skill development, and teamwork appear to be more effective drivers for engagement in continuing education initiatives.
Area of Science:
- Medical Education
- Healthcare Professional Development
- Simulation Training
Background:
- Faculty development (FD) is crucial for educational programs, but engaging new faculty is challenging.
- Competition is a known undergraduate motivator, but its role in faculty engagement for continued FD is unexplored.
- A new strategy to embed in situ simulation in postgraduate education prompted an investigation into competition's motivational impact.
Purpose of the Study:
- To explore whether competition drives engagement in new faculty development initiatives.
- To understand healthcare professionals' motivations for participating in a simulation competition.
- To examine the impact of competition on engagement in faculty development.
Main Methods:
- Semi-structured interviews were conducted with nine healthcare professionals (HCPs) who participated in an in situ simulation competition.
- Thematic analysis and constructivist grounded theory guided the exploration of participants' motivations and experiences.
- The study investigated participants' past experiences with competition and its effect on their engagement in FD.
Main Results:
- Three concepts emerged: 'Competition is a necessary evil,' 'It really is the taking part that counts,' and 'Teamwork makes the dream work.'
- Participants viewed competition negatively, seeing it primarily as a means for career progression.
- The opportunity to collaborate in interprofessional teams and develop new skills was more motivating than the prospect of winning.
Conclusions:
- Competition may act as a barrier rather than a motivator for healthcare professionals' engagement in faculty development.
- Enhancing engagement may be achieved through fostering collaboration, providing faculty coaching, and offering opportunities for skill development.
- The findings challenge the traditional view of competition as a universal motivator in professional education.
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