Achievement goals of medical students and physicians (original) (raw)
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BMC Medical Education, 2012
Background: Psychosocial competence and frustration tolerance are important characteristics of skilled medical professionals. In the present study we explored the usefulness of applying a comprehensive motivational theory (Goal orientations), for this purpose. According to goal orientation theory, learning motivation is defined as the general goals students pursue during learning (either mastery goals -gaining new knowledge; or performance goals -gaining a positive evaluation of competence or avoiding negative evaluation). Perceived psychosocial abilities are a desirable outcome, and low frustration tolerance (LFT), is a negative feature of student behavior. The hypothesis was that the mastery goal would be positively associated with psychosocial abilities while performance goals would be positively associated with LFT.
BMC medical education, 2016
The achievement goal theory defines two major foci of students' learning goals (1) primarily interested in truly mastering a task (mastery orientation), and (2) striving to show ones competences to others (performance orientation). The present study is undertaken to better understand if and how health profession students' goal orientations change during the undergraduate program and to what degree gender, academic achievement, and self-efficacy are associated with mastery and performance orientation between students and within students over time. By means of an online questionnaire, students of medical, pharmaceutical, and veterinary sciences (N = 2402) were asked to rate themselves on mastery orientation, performance orientation, and self-efficacy at the beginning of five consecutive semesters. Data on grades and gender were drawn from university's files. Multilevel analyses were used for data analysis. Students' goal orientations showed relative stability over time...
Medical Students and Faculty Perceptions of Importance of Academic Milestones and Markers
1982
Faculty and medical students' conceptions of an Optimal progression toward graduation as, defined by academic and psychosocial' markers were compared. Twenty-four academic indicators of success or difficulty, primarily examination scores or clerkship' t evaluations, and,10 other indicators of progress toward graduation were assessed by 23 faculty and 43 medical students. In general, the. examinakon-related indicators were estimated to have similar 4 ,imperti'nce by the students and the facUlty. Students placed their major emphasis on passing the major examinations,, while faculty gave egual,*value to evidence of academic excellence (e.g,.4 high scores; participation a paper, presenting'one's.own research)', and evidence of loarticiPation in academigt:or professional organizatiOns. It is suggested that these differences' probably rirlect the different career orientations of the facuAty aria students: Greater relative importance was placed.on the negiTiv,e indicators than the poiitive ones: Three items for whiefi, he faculty responded less homogeneously than did students were "atteinpted suicide,". "soughtlpsychiatric. help," and "sought.short-term counseling." Students, perceived these three indicatois more negatively ihandidlaculty. The imppcations for academic advising of students',. career orientfti.on and atitydes ,2toward grades are briefly addressed. Vw) .
Motivation in medical students
Background Educational psychology tells us that learning processes can be mapped on three dimensions: cognitive (what to learn), affective or motivational (why learn) and metacognitive regulation (how to learn). In a truly student centred medical curriculum, these dimensions should all guide curriculum developers in constructing learning environments. Aim The authors explored how the motivation dimension of learning has guided curriculum developments in medical education.
2016
Introduction: Academic achievement motivation is critical particularly among university students. With this motivation, individuals gain the essential momentum to successfully complete a task, achieve a goal or a certain degree of competence in their effort, so as to finally be able to acquire the required success in learning and academic achievement. Since making constructive changes requires descriptive information about the status quo and very few studies have been conducted in this area in Zahedan (Iran), it was decided to investigate the relationship between academic achievement motivation and academic performance among medical students. Methodology: This was across-sectional analytical study. The sample size was 200 students of medical sciences who selected randomly. Data were collected through a two-part questionnaire. The first part included demographic characteristics while the second part concerned about Harter’s academic motivation questionnaire. Finally, the data were an...
Medical Science Educator, 2013
The purpose of this study was to examine the achievement motivation perceptions of medical students in early clinical training, to find out if variations in such perceptions may relate to students' gender, age, ethnicity, or enrolment status (domestic or international). The participants were 272 4th and 5th year medical students who voluntarily completed the short version of the Motivated Strategies for Learning Questionnaire. The students' scores in self-efficacy, intrinsic value, test anxiety, cognitive strategy use, and self-regulation, derived from the questionnaire, were analyzed in relation to the students' gender, ethnicity, and enrolment status, along with their age as a possible covariate. Female students evidenced lower self-efficacy and higher test anxiety compared to their male counterparts. Likewise, international students were found to have lower self-efficacy and higher test anxiety compared to domestic students; the international students also scored lower in intrinsic value perception. Age was found to significantly correlate with self-efficacy, test anxiety, and intrinsic value perception. The findings suggest a need to use strategies like role-modeling to counteract the possible detrimental effects of negative gender stereotyping on female students' self-efficacy -especially female students from non-Western cultural backgrounds. The higher levels of test anxiety evidenced by some groups may be understandable in the context of clinical training, but nevertheless indicate a need for the formulation and provision of appropriate forms of skills training and support for students -including communication skills training and support for international students.
Asian Journal of Research in Medical and Pharmaceutical Sciences
Aims: This cross sectional study was conducted on students at Ras Al Khaimah Medical and Health Sciences University to analyze the motivation patterns in the health sciences university students. Methodology: Total number of students who participated were 145. Data was entered into SPSS 22 software and analyzed. Student ‘t’ test was used to compare among the groups. Results: The study results showed that all students exhibited highest scores of Mastery Approach goal motivation >10.62±4.24; but there was a decay in the later years of study and the Mastery Avoidance scores increased. This was more pronounced in the medical students (P =0.02). Conclusion: This work underscores the notion that health sciences students are highly motivated and strive hard to achieve their goals. This study can be used to develop teaching methodologies and assessments that promote deep approaches to learning.
Motivation in medical students: a PhD thesis report
Perspectives on medical education, 2012
The aims of this thesis were to gather insights and investigate the factors influencing, outcomes and applications of medical students' motivation. This thesis consists of three literature reviews, four research papers and two application papers. Two research studies investigated the relationships of student motivation with study strategy, effort and academic performance through structural equation modelling and cluster analysis. The relationships of age, maturity, gender and educational background with motivation were investigated through multiple regression analysis. The results of this thesis were 1. Developments in medical education appear to have undervalued student motivation. 2. Motivation is an independent variable in medical education; intrinsic motivation is significantly associated with deep study strategy, high study effort and good academic performance. 3. Motivation is a dependent variable in medical education and is significantly affected by age, maturity, gender,...
Goal orientation in surgical residents: a study of the motivation behind learning
Journal of Surgical Research, 2014
The subconscious way in which an individual approaches learning, goal orientation (GO), has been shown to influence job satisfaction, job performance, and burnout in nonmedical cohorts. The aim of this study was to adapt and validate an instrument to assess GO in surgical residents, so that in the future, we can better understand how differences in motivation affect professional development. Residents were recruited to complete a 17-item survey adapted from the Patterns of Adaptive Learning Scales (PALS). The survey included three scales assessing GO in residency-specific terms. Items were scored on a 5-point Likert scale, and the psychometric properties of the adapted and original PALS were compared. Ninety-five percent of residents (61/64) participated. Median age was 30 y and 33% were female. Mean (standard deviation) scale scores for the adapted PALS were: mastery 4.30 (0.48), performance approach (PAP) 3.17 (0.99), and performance avoid 2.75 (0.88). Mean (standard deviation) scale scores for the original PALS items were: mastery 3.35 (1.02), PAP 2.76 (1.15), and performance avoid 2.41 (0.91). Cronbach alpha were α = 0.89 and α = 0.84 for the adapted PAP and avoid scales, respectively, which were comparable with the original scales. For the adapted mastery scale, α = 0.54. Exploratory factor analysis revealed five factors, and factor loadings for individual mastery items did not load consistently onto a single factor. This study represents the first steps in the development of a novel tool to measure GO among surgical residents. Understanding motivational psychology in residents may facilitate improved education and professional development.