Stéphanie M E van der Burgt1, Rashmi A Kusurkar, Janneke A Wilschut, Sharon L N M Tjin A Tsoi, Gerda Croiset, Saskia M Peerdeman. 1. Ms. van der Burgt: Department of Research in Education, VUmc School of Medical Sciences, Amsterdam, the Netherlands, and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, the Netherlands. Dr. Kusurkar: Department of Research in Education, VUmc School of Medical Sciences, Amsterdam, the Netherlands, and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, the Netherlands. Dr. Wilschut: Department of Epidemiology & Biostatistics, VU University Medical Center, Amsterdam, the Netherlands. Dr. Tjin A Tsoi: Department of Research in Education, VUmc School of Medical Sciences, Amsterdam, the Netherlands, and Department of Epidemiology & Biostatistics, VU University Medical Center, Amsterdam, the Netherlands. Dr. Croiset: Department of Research in Education, VUmc School of Medical Sciences, Amsterdam, the Netherlands, LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, the Netherlands, and PAOFarmacie, the Netherlands Centre for Post-Academic Education in Pharmacy, Bilthoven, the Netherlands. Dr. Peerdeman: Department of Research in Education, VUmc School of Medical Sciences, Amsterdam, the Netherlands, and Department of Neurosurgery, VU University Medical Center, Amsterdam, the Netherlands.
Abstract
INTRODUCTION: Medical specialists face the challenge of maintaining their knowledge and skills and continuing professional development, that is, lifelong learning. Motivation may play an integral role in many of the challenges facing the physician workforce today including maintenance of a high performance. The aim of this study was to determine whether medical specialists show different motivational profiles and if these profiles predict differences in motivation for lifelong learning. METHODS: An online questionnaire was sent to every medical specialist working in five hospitals in the Netherlands. The questionnaire included the validated Multidimensional Work Motivation Scale and the Jefferson Scale of Physician Lifelong Learning together with background questions like age, gender, and type of hospital. Respondents were grouped into different motivational profiles by using a two-step clustering approach. RESULTS: Four motivational profiles were identified: (1) HAMC profile (for High Autonomous and Moderate Controlled motivation), (2) MAMC profile (for Moderate Autonomous and Moderate Controlled motivation), (3) MALC profile (for Moderate Autonomous and Low Controlled motivation), and (4) HALC profile (for High Autonomous and Low Controlled motivation). Most of the female specialists that work in an academic hospital and specialists with a surgical specialty were represented in the HALC profile. DISCUSSION: Four motivational profiles were found among medical specialists, differing in gender, experience and type of specialization. The profiles are based on the combination of autonomous motivation (AM) and controlled motivation (CM) in the specialists. The profiles that have a high score on autonomous motivation have a positive association with lifelong learning.
INTRODUCTION: Medical specialists face the challenge of maintaining their knowledge and skills and continuing professional development, that is, lifelong learning. Motivation may play an integral role in many of the challenges facing the physician workforce today including maintenance of a high performance. The aim of this study was to determine whether medical specialists show different motivational profiles and if these profiles predict differences in motivation for lifelong learning. METHODS: An online questionnaire was sent to every medical specialist working in five hospitals in the Netherlands. The questionnaire included the validated Multidimensional Work Motivation Scale and the Jefferson Scale of Physician Lifelong Learning together with background questions like age, gender, and type of hospital. Respondents were grouped into different motivational profiles by using a two-step clustering approach. RESULTS: Four motivational profiles were identified: (1) HAMC profile (for High Autonomous and Moderate Controlled motivation), (2) MAMC profile (for Moderate Autonomous and Moderate Controlled motivation), (3) MALC profile (for Moderate Autonomous and Low Controlled motivation), and (4) HALC profile (for High Autonomous and Low Controlled motivation). Most of the female specialists that work in an academic hospital and specialists with a surgical specialty were represented in the HALC profile. DISCUSSION: Four motivational profiles were found among medical specialists, differing in gender, experience and type of specialization. The profiles are based on the combination of autonomous motivation (AM) and controlled motivation (CM) in the specialists. The profiles that have a high score on autonomous motivation have a positive association with lifelong learning.
Authors: Parisa Moll-Khosrawi; Jonathan Steven Cronje; Christian Zöllner; Jens Christian Kubitz; Leonie Schulte-Uentrop Journal: Ann Med Surg (Lond) Date: 2021-04-29
Authors: Hsueh-Hsing Pan; Li-Fen Wu; Li-Fang Chang; Yu-Chun Hung; Chin Lin; Ching-Liang Ho Journal: Int J Environ Res Public Health Date: 2021-01-30 Impact factor: 3.390