What influences clinical educators' motivation to teach? A BEME systematic review and framework synthesis based on self-determination theory: BEME Review No. 90.
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| Title: | What influences clinical educators' motivation to teach? A BEME systematic review and framework synthesis based on self-determination theory: BEME Review No. 90. |
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| Authors: | Orsini, Cesar1 c.orsini-sanchez@uea.ac.uk, Imafuku, Rintaro2, Jennings, Barbara1, Neufeld, Adam3, Tricio, Jorge4, Kusurkar, Rashmi A.5,6,7 |
| Source: | Medical Teacher. May2025, Vol. 47 Issue 5, p779-787. 9p. |
| Subject Terms: | *Motivation (Psychology), *Clinical education, *ERIC (Information retrieval system), Medical information storage & retrieval systems, Research funding, CINAHL database, Descriptive statistics, Systematic reviews, MEDLINE, Psychology information storage & retrieval systems |
| Abstract: | Background: 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. Methods: 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. Results: 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'. Conclusions: 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184864318 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: What influences clinical educators' motivation to teach? A BEME systematic review and framework synthesis based on self-determination theory: BEME Review No. 90. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Orsini%2C+Cesar%22">Orsini, Cesar</searchLink><relatesTo>1</relatesTo><i> c.orsini-sanchez@uea.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Imafuku%2C+Rintaro%22">Imafuku, Rintaro</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Jennings%2C+Barbara%22">Jennings, Barbara</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Neufeld%2C+Adam%22">Neufeld, Adam</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Tricio%2C+Jorge%22">Tricio, Jorge</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Kusurkar%2C+Rashmi+A%2E%22">Kusurkar, Rashmi A.</searchLink><relatesTo>5,6,7</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. May2025, Vol. 47 Issue 5, p779-787. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Clinical+education%22">Clinical education</searchLink><br />*<searchLink fieldCode="DE" term="%22ERIC+%28Information+retrieval+system%29%22">ERIC (Information retrieval system)</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+information+storage+%26+retrieval+systems%22">Medical information storage & retrieval systems</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22CINAHL+database%22">CINAHL database</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22MEDLINE%22">MEDLINE</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+information+storage+%26+retrieval+systems%22">Psychology information storage & retrieval systems</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: 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. Methods: 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. Results: 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'. Conclusions: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/0142159X.2024.2412166 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 779 Subjects: – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Clinical education Type: general – SubjectFull: ERIC (Information retrieval system) Type: general – SubjectFull: Medical information storage & retrieval systems Type: general – SubjectFull: Research funding Type: general – SubjectFull: CINAHL database Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Systematic reviews Type: general – SubjectFull: MEDLINE Type: general – SubjectFull: Psychology information storage & retrieval systems Type: general Titles: – TitleFull: What influences clinical educators' motivation to teach? A BEME systematic review and framework synthesis based on self-determination theory: BEME Review No. 90. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Orsini, Cesar – PersonEntity: Name: NameFull: Imafuku, Rintaro – PersonEntity: Name: NameFull: Jennings, Barbara – PersonEntity: Name: NameFull: Neufeld, Adam – PersonEntity: Name: NameFull: Tricio, Jorge – PersonEntity: Name: NameFull: Kusurkar, Rashmi A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0142159X Numbering: – Type: volume Value: 47 – Type: issue Value: 5 Titles: – TitleFull: Medical Teacher Type: main |
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