医学专家的动机概况与终身学习动机
Motivational Profiles and Motivation for Lifelong Learning of Medical Specialists.
作者信息
van der Burgt Stéphanie M E, Kusurkar Rashmi A, Wilschut Janneke A, Tjin A Tsoi Sharon L N M, Croiset Gerda, Peerdeman Saskia M
机构信息
Ms. van der Burgt: Department of Research in Education, VUmc School of Medical Sciences, Amsterdam, the Netherlands, and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, the Netherlands. Dr. Kusurkar: Department of Research in Education, VUmc School of Medical Sciences, Amsterdam, the Netherlands, and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, the Netherlands. Dr. Wilschut: Department of Epidemiology & Biostatistics, VU University Medical Center, Amsterdam, the Netherlands. Dr. Tjin A Tsoi: Department of Research in Education, VUmc School of Medical Sciences, Amsterdam, the Netherlands, and Department of Epidemiology & Biostatistics, VU University Medical Center, Amsterdam, the Netherlands. Dr. Croiset: Department of Research in Education, VUmc School of Medical Sciences, Amsterdam, the Netherlands, LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, the Netherlands, and PAOFarmacie, the Netherlands Centre for Post-Academic Education in Pharmacy, Bilthoven, the Netherlands. Dr. Peerdeman: Department of Research in Education, VUmc School of Medical Sciences, Amsterdam, the Netherlands, and Department of Neurosurgery, VU University Medical Center, Amsterdam, the Netherlands.
出版信息
J Contin Educ Health Prof. 2018 Summer;38(3):171-178. doi: 10.1097/CEH.0000000000000205.
INTRODUCTION
Medical specialists face the challenge of maintaining their knowledge and skills and continuing professional development, that is, lifelong learning. Motivation may play an integral role in many of the challenges facing the physician workforce today including maintenance of a high performance. The aim of this study was to determine whether medical specialists show different motivational profiles and if these profiles predict differences in motivation for lifelong learning.
METHODS
An online questionnaire was sent to every medical specialist working in five hospitals in the Netherlands. The questionnaire included the validated Multidimensional Work Motivation Scale and the Jefferson Scale of Physician Lifelong Learning together with background questions like age, gender, and type of hospital. Respondents were grouped into different motivational profiles by using a two-step clustering approach.
RESULTS
Four motivational profiles were identified: (1) HAMC profile (for High Autonomous and Moderate Controlled motivation), (2) MAMC profile (for Moderate Autonomous and Moderate Controlled motivation), (3) MALC profile (for Moderate Autonomous and Low Controlled motivation), and (4) HALC profile (for High Autonomous and Low Controlled motivation). Most of the female specialists that work in an academic hospital and specialists with a surgical specialty were represented in the HALC profile.
DISCUSSION
Four motivational profiles were found among medical specialists, differing in gender, experience and type of specialization. The profiles are based on the combination of autonomous motivation (AM) and controlled motivation (CM) in the specialists. The profiles that have a high score on autonomous motivation have a positive association with lifelong learning.
引言
医学专家面临着保持其知识和技能以及持续专业发展（即终身学习）的挑战。动机可能在当今医师队伍面临的诸多挑战中发挥不可或缺的作用，包括维持高水平的工作表现。本研究的目的是确定医学专家是否表现出不同的动机特征，以及这些特征是否能预测终身学习动机的差异。
方法
向荷兰五家医院工作的每位医学专家发送了一份在线问卷。问卷包括经过验证的多维工作动机量表和杰斐逊医师终身学习量表，以及年龄、性别和医院类型等背景问题。通过两步聚类方法将受访者分为不同的动机特征组。
结果
确定了四种动机特征：（1）HAMC特征（高自主和适度控制动机），（2）MAMC特征（适度自主和适度控制动机），（3）MALC特征（适度自主和低控制动机），以及（4）HALC特征（高自主和低控制动机）。在学术医院工作的大多数女性专家和外科专科专家都属于HALC特征组。
讨论
在医学专家中发现了四种动机特征，在性别、经验和专业类型方面存在差异。这些特征基于专家自主动机（AM）和控制动机（CM）的组合。自主动机得分高的特征与终身学习呈正相关。
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