Wouters Anouk, Croiset Gerda, Isik Ulviye, Kusurkar Rashmi A
VUmc School of Medical Sciences, Research in Education, Amsterdam, The Netherlands.
LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, Amsterdam, The Netherlands.
BMJ Open. 2017 Jun 2;7(5):e014779. doi: 10.1136/bmjopen-2016-014779.
To explore high school students' motivation for applying to study medicine and the factors that influence this. To find explanations for under-representation of minority students in medical education, descriptions of motivation of students with different background characteristics were compared.
Qualitative phenomenological study using semistructured one-on-one interviews.
One predominantly white and one mixed high school in a large multicultural city in the Netherlands. The study was conducted in March-December 2015.
Twenty-four high school students, purposively sampled for demographic characteristics.
The analysis consisted of the coding of data using a template based on the motivation types (autonomous and controlled motivation) described by self-determination theory and open coding for factors that influence motivation.
The main reasons for pursuing a medical career pertained to autonomous motivation (interest in science and helping people), but controlled motivation (eg, parental pressure, prestige) was also mentioned. Experiences with healthcare and patients positively influenced students' autonomous motivation and served as a reality check for students' expectations. Having to go through a selection process was an important demotivating factor, but did not prevent most students from applying. Having medical professionals in their network also sparked students' interest, while facilitating easier access to healthcare experiences.
The findings showed a complex interplay between healthcare experiences, growing up in a medical family, selection processes and motivation. Healthcare experiences, often one of the selection criteria, help students to form autonomous motivation for studying medicine. However, such experiences as well as support in the selection process seem unequally accessible to students. As a result, under-represented students' motivation decreases. Medical schools should be aware of this and could create opportunities to acquire healthcare experiences. High schools could incorporate internships as part of their study counselling programmes and offer tailor-made guidance to each individual student.
探讨高中生申请医学专业学习的动机以及影响该动机的因素。为了解少数族裔学生在医学教育中代表性不足的原因，对不同背景特征学生的动机描述进行了比较。
采用半结构化一对一访谈的定性现象学研究。
荷兰一个多元文化大城市中的一所白人为主的高中和一所混合高中。研究于2015年3月至12月进行。
24名高中生，根据人口统计学特征进行目的抽样。
分析包括使用基于自我决定理论描述的动机类型（自主动机和受控动机）的模板对数据进行编码，以及对影响动机的因素进行开放编码。
追求医学职业的主要原因与自主动机（对科学的兴趣和帮助他人）有关，但也提到了受控动机（如父母压力、声望）。医疗保健和患者方面的经历对学生的自主动机有积极影响，并对学生的期望起到现实检验的作用。必须经历选拔过程是一个重要的消极动机因素，但并未阻止大多数学生申请。社交圈中有医学专业人士也激发了学生的兴趣，同时便于他们更轻松地获得医疗保健方面的经历。
研究结果表明，医疗保健经历、在医学家庭中成长经历、选拔过程和动机之间存在复杂的相互作用。医疗保健经历通常是选拔标准之一，有助于学生形成学习医学的自主动机。然而，这些经历以及选拔过程中的支持似乎并非所有学生都能平等获得。结果，代表性不足的学生的动机降低。医学院校应意识到这一点，并可以创造机会让学生获得医疗保健经历。高中可以将实习纳入其学习咨询计划，并为每个学生提供量身定制的指导。
Zotero 插件