Motivation of pediatricians in Lower Saxony to teach medical students in outpatient practices: A questionnaire-based study.

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
GMS Journal for Medical Education Pub Date : 2025-06-16 eCollection Date: 2025-01-01 DOI:10.3205/zma001760
Alexandros Rahn, Thomas Müller, Benjamin Stadlbauer, Anna-Lena Herbach, Lennart Greiner, Urs Mücke
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Abstract

Objective: This study examines the teaching motivation of pediatricians working in outpatient settings in Lower Saxony, aiming to promote medical student training in outpatient teaching practices. The focus lies on identifying motivating factors and barriers in order to develop concepts for establishing a "pediatric teaching network".

Methods: A digital, anonymous questionnaire survey was conducted between July and September 2024. The cross-sectional study, based on prior work from general practice, included 27 items addressing intrinsic and extrinsic motivation, as well as barriers related to student teaching. Responses were rated on a four-point Likert scale and supplemented with open-ended questions. Univariate analysis methods were applied, and factors influencing teaching motivation were explored.

Results: A total of 137 complete responses were evaluated. Given the total number of potential respondents, the generalizability of the results may be limited. The average teaching motivation was 7.5 out of 10 points. Intrinsic motives - such as promoting the next generation (99% agreement) and knowledge exchange (98% agreement) - were dominant. Extrinsic incentives, such as recognition as an "academic teaching practice" (78% agreement), were considered relevant, while financial incentives were of lesser importance. The main barrier identified was concern that students might disrupt practice operations (53% agreement).

Conclusion: The strong intrinsic teaching motivation of pediatricians indicates potential for developing pediatric teaching networks. However, targeted collaboration is needed to overcome structural barriers, such as integrating students into routine practice. Strategies to enhance teaching motivation include (medical) didactic training, flexible teaching models, and organizational support.

下萨克森州儿科医生在门诊实践中教授医学生的动机:一项基于问卷的研究。
目的:本研究考察下萨克森州门诊儿科医生的教学动机,旨在促进医学生在门诊教学实践中的培训。重点是识别激励因素和障碍,以形成建立“儿科教学网络”的概念。方法:于2024年7 - 9月采用数字、匿名问卷调查方法。横断面研究,基于以前的工作从一般实践,包括27项解决内在和外在动机,以及与学生教学相关的障碍。回答以李克特四分制打分,并辅以开放式问题。运用单因素分析方法,探讨影响教学动机的因素。结果:共评估了137例完整应答。考虑到潜在应答者的总数,结果的普遍性可能有限。教学动机的平均得分为7.5分(满分10分)。内在动机——例如促进下一代(99%同意)和知识交流(98%同意)——占主导地位。外在激励,如认可为“学术教学实践”(78%同意),被认为是相关的,而财务激励的重要性较低。确定的主要障碍是担心学生可能会干扰练习操作(53%的人同意)。结论:儿科医生具有较强的内在教学动机,具有发展儿科教学网络的潜力。然而,需要有针对性的合作来克服结构性障碍,例如让学生融入日常实践。提高教学动机的策略包括(医学)教学培训、灵活的教学模式和组织支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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