Badeeb Nooran, Alsolami Yara, Alhamrani Miad, Hassanin Fadi, Aalam Waseem
Department of Surgery, Ophthalmology Devision, College of Medicine, University of Jeddah, Hamzah Ibn Al Qasim St, Al Sharafeyah, 23218, Jeddah, Saudi Arabia.
Faculty of Medicine, University of Jeddah, Jeddah, Saudi Arabia.
BMC Med Educ. 2025 Feb 13;25(1):229. doi: 10.1186/s12909-025-06842-3.
The retention of qualified faculty in medical colleges is hindered by low salaries and inadequate faculty-to-student ratios, despite intrinsic motivators like job satisfaction playing a critical role in faculty motivation. This study aims to understand and address the specific motivating factors and constraints within Saudi Arabia's medical education sector.
A cross-sectional, validated online survey was conducted from November 2023 to January 2024 among physicians in Saudi Arabia's governmental and private sectors. Participants ranked teaching motivators and challenges using a Likert scale ranging from 5 (very important) to 1 (not very important). The collected data were analyzed using descriptive statistics and Chi-square test.
Of the 145 respondents, 62.1% were male, with a mean age of 38.2 years (SD = 8.9). Saudi nationals comprised 54.5% of the sample. Sharing knowledge (64%) and educating the next generation (63%) were the top motivators. Notably, student preparedness was crucial for 45.5%. In contrast, extrinsic factors like financial gain (20%) and recognition events (9.7%) ranked lowest. The main challenges were heavy clinical workload (31.3%) and lack of time (28%).
Preceptors were primarily motivated by intrinsic factors, with student preparedness being the most significant external factor. Time constraints and clinical workload were the major challenges to teaching. These insights can guide strategies to better support clinical educators.
尽管诸如工作满意度等内在激励因素在教师激励中起着关键作用，但医学院校合格教师的留用仍受到低薪和师生比例不足的阻碍。本研究旨在了解并解决沙特阿拉伯医学教育部门内的具体激励因素和制约因素。
2023年11月至2024年1月，对沙特阿拉伯政府部门和私营部门的医生进行了一项经过验证的横断面在线调查。参与者使用从5（非常重要）到1（不太重要）的李克特量表对教学激励因素和挑战进行排名。使用描述性统计和卡方检验对收集到的数据进行分析。
在145名受访者中，62.1%为男性，平均年龄为38.2岁（标准差=8.9）。沙特国民占样本的54.5%。分享知识（64%）和教育下一代（63%）是首要激励因素。值得注意的是，45.5%的人认为学生的准备情况至关重要。相比之下，经济收益（20%）和表彰活动（9.7%）等外在因素排名最低。主要挑战是临床工作量大（31.3%）和时间不足（28%）。
带教教师主要受内在因素激励，学生的准备情况是最重要的外部因素。时间限制和临床工作量是教学的主要挑战。这些见解可为更好地支持临床教育工作者的策略提供指导。
