Schumann Marwa, Lehmann Martin, Peters Harm
Dieter Scheffner Center for Medical Education, Dean's Office of Study Affairs, Charité - Universitätsmedizin Berlin, Berlin, Germany.
Front Med (Lausanne). 2025 Mar 5;12:1554011. doi: 10.3389/fmed.2025.1554011. eCollection 2025.
Faculty development programs in the health professions are essential in addressing the evolving and expanding roles of educators. These programs have become a cornerstone of organizational development and contribute significantly to improving student learning. However, the motivation of faculty to engage in such programs is often challenged by the significant demands of their clinical responsibilities and already busy schedules. This study aims to explore the motivation of teaching health professionals to voluntarily participate in the Digital Health Professions Education (d-HPE) program, a 200-h certification program at the Charité - Universitätsmedizin Berlin to train digital teaching skills and competencies.
In this qualitative study, we analyzed the motivation letters from faculty members who volunteered to participate in the d-HPE program. We used coding based on Self-Determination Theory (SDT) as a framework for analysis with three main themes: autonomy, competence and relatedness. Within autonomy, the sub-themes were intrinsic motivation and self-directed choices. Competence included the sub-themes of mastery of teaching practices and digital skill development. Relatedness included the sub-themes of interprofessional collaboration and mentorship.
A total of 21 motivational letters were analyzed from two d-HPE cohorts, representing diverse health professional backgrounds and career stages. Analysis of the autonomy theme revealed an intrinsic motivation shaped by early teaching experiences and a self-directed decision to pursue advanced qualifications. The competence theme reflected the need to master evidence-based teaching practices and to develop advanced digital skills, with the COVID-19 pandemic as a driving factor. The relatedness theme demonstrated the importance of inter-professional collaboration and mentorship in promoting educational innovation across disciplines and institutions.
The motivation of health professions educators to participate in faculty development programs goes beyond the traditional 'carrots and sticks' of external rewards or punishments constellation; it is rooted in their intrinsic motivation to improve teaching qualifications and fulfill their role in digital education. Despite the demands of a busy clinical and professional work schedule, active engagement in intensive faculty development programs is aligned with the need for interprofessional networking and the evolving demands of digital education.
卫生专业的教师发展项目对于应对教育工作者不断演变和扩展的角色至关重要。这些项目已成为组织发展的基石，并为改善学生学习做出了重大贡献。然而，教师参与此类项目的积极性常常受到临床职责的重大需求和本就繁忙的日程安排的挑战。本研究旨在探讨卫生专业教师自愿参与数字卫生专业教育（d-HPE）项目的动机，该项目是柏林夏里特大学医学院的一个200小时认证项目，旨在培养数字教学技能和能力。
在这项定性研究中，我们分析了自愿参与d-HPE项目的教师的动机信。我们以自我决定理论（SDT）为基础进行编码，作为分析框架，有三个主要主题：自主性、能力和关联性。在自主性方面，子主题包括内在动机和自主选择。能力包括教学实践掌握和数字技能发展等子主题。关联性包括跨专业协作和指导等子主题。
从两个d-HPE队列中总共分析了21封动机信，这些教师代表了不同的卫生专业背景和职业阶段。对自主性主题的分析揭示了由早期教学经历塑造的内在动机以及追求高级资格的自主决定。能力主题反映了掌握循证教学实践和发展高级数字技能的需求，新冠疫情是一个推动因素。关联性主题表明跨专业协作和指导在促进跨学科和跨机构的教育创新方面的重要性。
卫生专业教育工作者参与教师发展项目的动机超越了传统的外部奖励或惩罚的“胡萝卜加大棒”模式；它源于他们提高教学资格和履行数字教育角色的内在动机。尽管临床和专业工作安排繁忙，但积极参与密集的教师发展项目与跨专业网络的需求以及数字教育不断变化的要求是一致的。
