Orsini Cesar, Imafuku Rintaro, Jennings Barbara, Neufeld Adam, Tricio Jorge, Kusurkar Rashmi A
Department of Medical Education, Norwich Medical School, University of East Anglia, Norwich, UK.
Medical Education Development Centre, Gifu University, Gifu, Japan.
Med Teach. 2025 May;47(5):779-787. doi: 10.1080/0142159X.2024.2412166. Epub 2024 Oct 15.
Health professions learners are taught by full-time university faculty and by clinicians who teach alongside their clinical practice. This distributed healthcare education model ensures high-quality education but is at risk due to high learner demand, shortage of educators, and economic pressures. Understanding what factors influence clinical educators' motivation to teach may contribute to the model's sustainability and educator retention. The present review therefore aimed to systematically search and synthesise factors influencing clinical educators' motivation to teach.
Multiple databases, relevant journals, and the grey literature were searched for studies reporting on clinical educators' motivation to teach. Data were analysed using a framework synthesis method, based on self-determination theory's amotivation (e.g. disinterest or unachievable challenges), controlled (e.g. interest in rewards or pressure avoidance), and autonomous (e.g. personal importance and interest) concepts, and nested within a motivation from 'above' (i.e. interactions with stakeholders and societal expectations), 'within' (i.e. personal beliefs and personality dispositions), and 'below' (i.e. perception on learners' motivation and engagement) framework.
Twenty-nine studies were included, published between 1998 and 2022, which reported on educators from diverse disciplines and settings. Educators reported autonomous over controlled motivation to teach, favouring enjoyment, connectedness, professional development, feeling valued for their teaching efforts, and altruistic reasons to teach, over being motivated by incentives and rewards. These results are presented in relation to their origin, as factors influencing motivation 'above', 'within', and 'below'.
Results from this study have important implications for the development of contextual strategies to optimise learning/work environments and maximise autonomous reasons to teach, enhancing clinical educators' job satisfaction and retention.
健康专业学习者由大学全职教师以及在临床实践的同时进行教学的临床医生授课。这种分布式医疗教育模式确保了高质量教育，但由于学习者需求高、教育工作者短缺和经济压力而面临风险。了解哪些因素影响临床教育工作者的教学动机可能有助于该模式的可持续性和教育工作者的留用。因此，本综述旨在系统地搜索和综合影响临床教育工作者教学动机的因素。
检索了多个数据库、相关期刊和灰色文献，以查找关于临床教育工作者教学动机的研究报告。基于自我决定理论的无动机（例如不感兴趣或无法实现的挑战）、受控（例如对奖励的兴趣或避免压力）和自主（例如个人重要性和兴趣）概念，使用框架综合方法对数据进行分析，并嵌套在来自“上方”（即与利益相关者的互动和社会期望）、“内部”（即个人信念和个性倾向）和“下方”（即对学习者动机和参与度的看法）的动机框架内。
纳入了1998年至2022年间发表的29项研究，这些研究报告了来自不同学科和环境的教育工作者。教育工作者报告称，自主教学动机高于受控教学动机，他们更倾向于享受教学、建立联系、专业发展、因教学努力而感到被重视以及出于利他主义原因进行教学，而不是受激励和奖励的驱动。这些结果根据其来源呈现，作为影响“上方”、“内部”和“下方”动机的因素。
本研究结果对制定情境策略具有重要意义，以优化学习/工作环境并最大化自主教学的理由，提高临床教育工作者的工作满意度和留用率。
