Purpose Most research on service-learning in health professions education has concentrated on student experiences, with little emphasis on staff engagement. Understanding faculty motivations, challenges, and institutional support in service-learning remains an underexplored area. This study addresses this gap by exploring faculty experiences in an immunisation initiative for the displaced community and identifying factors influencing their participation and engagement.
Methods Using a qualitative research approach, focus group discussions were conducted with sixteen participants involved in the initiative.
Results Findings revealed that faculty engagement was driven by hands-on skill development, emotional connection, awareness of community needs, structured project goals, and institutional support. Balancing academic workloads and managing emotional demands hampered sustainable faculty involvement. An unexpected outcome was the depth of faculty members’ personal reflection, with many reviewing their privileges and developing a stronger sense of social responsibility.
Conclusion To enhance faculty engagement, this study introduces the HEART framework, which emphasises “hands-on experience, empathy, awareness of community needs, reflection, and teamwork.” While the framework provides a structured approach to supporting faculty involvement, further validation is necessary to evaluate its effectiveness across diverse educational settings. Future research should refine its components and explore long-term faculty engagement in service-learning.
Purpose This study aimed to identify the factors influencing premedical students’ satisfaction with early clinical experience and determine the mediating effect of self-efficacy on the relationship between learning motivation and satisfaction.
Methods This cross-sectional study included 35 second-year premedical students who completed the early clinical experience course and responded to course evaluation questionnaires on self-efficacy, transfer motivation, and student satisfaction. The data were analyzed using descriptive statistics, Pearson’s correlation, Baron and Kenny’s hierarchical multiple regression analyses, and the Sobel test.
Results Student satisfaction was significantly correlated with self-efficacy (r=0.724, p<0.01) and transfer motivation (r=0.538, p<0.01). Self-efficacy and transfer motivation were also highly correlated (r=0.789, p<0.01). Multiple regression analyses and Sobel test indicated that self-efficacy fully mediated the relationship between student satisfaction and transfer motivation (Z=2.704, p<0.01).
Conclusion In this study, early clinical experience program increased premedical students’ self-efficacy and transfer motivation for clinical knowledge and confirmed that self-efficacy mediated student satisfaction. These findings demonstrate the positive effects of early clinical experience on the medical school curriculum and suggest the need for educational strategies to increase self-efficacy in learning.
Purpose The decision to enroll in medical school is largely influenced by extrinsic motivation factors. It is necessary to explore the factors that affect pre-med students’ motivation to enter medical school and their college adjustment, and to develop measures to help them adjust.
Methods A total of 407 pre-med students were surveyed regarding their motivation to enter medical school, fear of failure, and college adjustment. We analyzed the latent profiles of extrinsic motivation factors using latent profile analysis. One-way analysis of variance was conducted to examine the differences in fear of failure and adaptation to university life according to the latent groups.
Results After analyzing the latent profiles of entrance motivation, three latent profiles were selected. They were divided into high, medium, and low extrinsic motivation groups. Three profiles scored the highest on job security, followed by good grades and social status. Sophomores were more likely to be high extrinsic motivators than freshmen were. Fear of failure was high in the group with high extrinsic motivation, and adaptation to college life was highest in the group with low extrinsic motivation.
Conclusion Job security was the most important extrinsic motivator for entering medical school, and extrinsic entrance motivation influenced fear of failure and college adjustment. Given the high level of extrinsic motivation among medical students, it is meaningful to analyze the extrinsic motivation profile of entering medical students and how it affects failure motivation and college adjustment.
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Purpose Learning motivation is an important factor in the teaching learning process in a digital environment. This study aims to examine self-determined motivation levels and associated factors among health professions students in distance learning activities.
Methods A cross-sectional, analytical, quantitative, multicenter study was conducted among health professions students from February 15, 2022, to July 31, 2022. Students’ self-determined motivation was assessed using a self-administered instrument. It consisted of 16 items categorized into four dimensions: intrinsic motivation, external regulation, identified regulation, and amotivation. It was based on 7-point Likert scale, ranging from 1 (strongly disagree) to 7 (strongly agree). Student engagement was examined using 15 items classified into the following subscales: behavioral, emotional, and cognitive engagement. A correlation between student motivation and engagement was performed. Univariate and multivariate logistic regression analyses were used to identify factors associated with students’ self-determined motivation in distance learning activities.
Results Of 1,121 students invited to the study, 1,061 valid questionnaires were received, giving a response rate of 94.6%; 595 participants (56.1%) were self-determined in distance pedagogical activities. Multiple regression analysis showed that ethnicity (adjusted odds ratio [aOR], 0.25; 95% confidence interval [CI], 0.08–0.73; p=0.012), educational level (aOR, 1.65; 95% CI, 1.16–2.34; p=0.005), distance learning environment (aOR, 1.65; 95% CI, 1.19–2.29; p=0.003), and student engagement: (aOR, 2.9; 95% CI, 2.21–3.80; p<0.001) were the significant factors associated with students’ self-determined motivation in distance learning.
Conclusion This study predicted some factors influencing students’ self-determined motivation. Health professions teachers need to be encouraged to adopt effective pedagogical practices in order to maintain and develop student motivation.
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Purpose The purpose of this study was to investigate the effect of motivational regulation strategies (MRSs) on cognitive learning and academic performance.
Methods The participants were a total of 510 pre-medical and medical students. Survey instruments assessed the use of MRSs and cognitive learning strategies. Students’ grade point averages were used for academic performance. Structural equation modeling was used to analyze data, using Mplus ver. 7.4 (Muthén & Muthén, Los Angeles, USA).
Results Confirming the measurement model validity, the results of structural model indicated the followings: (1) MRSs had a significant impact on cognitive learning, while these strategies negatively affected academic performance; (2) cognitive learning significantly influenced academic performance and mediated the effect of MRSs on academic performance; and (3) only academic levels had a significant effect on cognitive learning.
Conclusion The findings from this study confirmed that MRSs were highly influential to predicting students’ cognitive learning which affects their better learning performance. Thus, instructional design and practice to support learning motivation is needed to promote cognitive learning and training programs to practice the effective methods of using MRSs in learning need to be provided.
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Purpose Students joining medical studies may be motivated by many factors. However, there may also be some factors which may concern them. Although, it can be assumed that those joining medical studies would have largely been influenced positively, how the factors interact in different groups of students has not been studied adequately.
Methods We conducted a questionnaire-based survey in first-year medical students. Besides the demographics and intentions about their future career plans, students rated a list of positively influencing items and a list of negatively affecting items relevant to our context that influenced their decision. We performed factor analysis followed by clustering of study participants.
Results Ninety-seven students participated in the survey which comprised of 59% females with mean age of 18.6 years. The factors extracted were named as ‘personal growth factor,’ ‘professional calling factor,’ ‘personal concerns factor,’ and ‘professional concerns factor.’ Four distinct clusters of participants differing in their average ratings to each of the above factors were identified.
Conclusion This study provides information on the factors that influence students to join medical studies from an Indian context. The motivational patterns were varied in different sub-groups of students. The data obtained from this study may provide pointers to educators to plan training of students, changes in curricular structure that takes into account the expansion of medical education into specialties and beyond.
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Results Comparing the improvement and decline groups’ mean academic achievement fluctuation scores demonstrated that behavior and preferred task difficulty showed high scores whereas feeling scores were lower in the improvement group (p<0.05).
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PURPOSE The purpose of this study is to investigate the pursuit of achievement goals in medical students and to assess the relationship between achievement goals, learning strategy, and motivation.
METHODS Two hundred seventy freshman and sophomore premedical students and sophomore medical school students participated in this study, which used the Achievement Goals Scale and the Self-Regulated Learning Strategy Questionnaire.
RESULTS The achievement goals of medical students were oriented toward moderate performance approach levels, slightly high performance avoidance levels, and high mastery goals. About 40% of the students were high or low in all three achievement goals. The most successful adaptive learners in the areas of learning strategies, motivation, and school achievement were students from group 6, who scored high in both performance approach and mastery goals but low in performance avoidance goals. And goal achievement are related to the academic self-efficacy, learning strategies, and motivation in medical students.
CONCLUSION In the context of academic achievement, mastery goals and performance approach goals are adaptive goals.
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PURPOSE A task force identified 4 core properties of motivation-related improvement and developed a medical volunteer program for 63 medical freshmen in 2012. Three overarching topics were examined: What were the contents of the program? Did students' motivation improve? Were the students satisfied with the course? Pretest and posttest motivation levels and program evaluation forms were analyzed.
METHODS We organized a series of committee meetings and identified 4 core factors of motivation. The program was conducted for 63 medical freshmen in March 2012. The program evaluation form was analyzed using SPSS 17.0.
RESULTS The core factors of motivation were interest in medical studies, volunteer-mindedness, medical humanities, and self-management. The program was composed of lectures, medical volunteer hours, and program evaluation and feedback sessions. Students' motivation differed significantly with regard to interest in medical studies (t=-2.40, p=0.020) and volunteer-mindedness (t=-3.45, p=0.001). Ninety percent of students were satisfied with the program, 67.8% of students were satisfied with the medical volunteer activity, and the feedback session of the program was meaningful (66.1%).
CONCLUSION The medical volunteer program, held in the first month of the medical education year, was meaningful, but the reasons for dissatisfaction with the program should be examined. We should also develop a system that has lasting beneficial effects on academic achievement and career selection.
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PURPOSE This study aimed to develop a new course for Konyang University College of Medicine freshmen to motivate them with regard to their vision and medical professionalism and experience various learning methods of medical education.
METHODS The course was developed by 4 faculty members through several intensive meetings throughout the winter of 2010. A 4-credit course was designed for 61 freshmen of Konyang University College of Medicine to provide structured guidance and an introduction to their medical education and increase their motivation with regard to their studies and school life. The course lasted for 4 weeks (February 28 to March 25), and every session of the program was evaluated by the students.
RESULTS The 'motivation induction course' consisted of the following sessions: university-wide: 'leadership camp' and 'special lectures for future vision;' college-wide: 'major immersion session,' 'Enneagram workshop,' 'STRONG workshop,' 'medical professionalism,' and 'team-based learning.' The group results were presented in a poster and by oral presentation and were awarded prizes for the best performance. Special features included: group discussion session on medical ethics, which used scenarios that were developed by a medical humanity course committee and visiting all departments and mentors of the medical college to fulfill their curiosity of their future major or workplace. Overall, the course was evaluated as satisfactory (M=4.22, SD=0.81).
CONCLUSION Although there was some dissatisfaction, the overall experience of the "motivation induction course" was a success. The course will continue to be valuable for freshmen in adapting to medical school and its culture and in defining one's view of a good doctor.
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PURPOSE Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students.
METHODS The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week.
Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA.
RESULTS PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness.
CONCLUSION Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.
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PURPOSE The present study seeks to achieve two goals: to verify the correlation between achievement goal orientation, self-motivation, self-regulated learning strategies, and self-efficacy in students who are enrolled in preclinical practice instruction in a dental hygienist program; and to validate the effect of achievement goal orientation as an independent variable on self-motivation, self-regulated learning strategies, and self-efficacy. METHODS: The participants comprised 172 female students who were attending a dental hygienist program at S college, located in S city in Gyeonggi-do province. Pearson correlation was used to analyze the relationship between achievement goal orientation, self-regulated learning strategies, self-motivation, and self-efficacy. In addition, multiple regression analysis was used to confirm the effects of achievement goal orientation on self-motivation, self-regulated learning strategies, and self-efficacy.
RESULTS Our data showed that mastery goal and performance approach goal were positively correlated with achievement goal orientation, self-efficacy, and self-motivation, while performance avoidance goal was minimally correlated with them. Our multiple regression analysis revealed that the subcomponents of achievement goal orientation (i.e., mastery goal, performance approach goal, and performance avoidance goal) positively influenced metacognition (R2=.18) and behavior (R2=.35), the two domains of self-regulated learning strategy, and self-efficacy (R2=.17), as well as self-motivation (R2=.37). CONCLUSION: The achievement goal orientation of female students who attend a preclinical practice course in a dental hygienist program influences self-motivation, self-regulated learning strategies, and self-efficacy, similar to other findings in which subjects, from children to university students, have partaken in knowledge-based instruction.
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PURPOSE This study was performed to investigate the differences in career choice motives and moral reasoning ability between students in baccalaureate and graduate-entry medical programs.
METHODS Forty-five students from a baccalaureate program and thirty-eight students from a graduate-entry program participated in this study. The students were required to fill out both the Career Choice Motivation Inventory and Defining Issues Test(DIT). The Career Choice Motivation Inventory is a 20-item questionnaire, which investigates five dimensions: effect of others, job security, interest in science, service and working with people, and working condition. Independent t-test was performed to compare the two groups. Pearson correlation coefficients were calculated to investigate the relationship among variables.
RESULTS There were significant differences in career choice motivations between the two groups. Students in the graduate-entry program were more likely to be motivated by scientific interest and opportunities to care for people.
Status and job security were stronger factors in the baccalaureate students. For the students in this program, there were positive associations among their motives- interest in medical science, serving people, and working condition. There was no significant difference in moral reasoning ability between the two groups.
CONCLUSION Students in the graduate-entry medical program seem to have more professional and altruistic motivations for entering medicine. Although there is nostatistical significance, graduate students have numerically higher moral reasoning abilities compared to their counterparts.
These results validate that a graduate-entry program provides an important alternative for student selection.
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PURPOSE This study was to examine whether medical students' academic motivation, general academic stress influence their perceived academic performance.
METHODS Of the 606 medical students surveyed from two universities in Seoul and Incheon, 308 completed and returned the questionnaires yielding a total response rate of 50.8%. The final sample consisted of 129 premedical students (41.9%) and 179 medical students (58.1%). Of these, 189 were male (61.4%), 94 were female (30.5%), and 25 did not identify their gender (8.1%). Their average age was 22.43 years. Measures of students' academic motivation, general academic stress, medical stress, and their perceptions of academic performance were obtained.
RESULTS Pearson's correlations indicated that students' perceptions of academic performance were associated with academic motivation, general academic stress, and medical stress. It was observed that there were gender differences in 'perceptions of academic performance,' 'intrinsic academic motivation,' and 'extrinsic academic motivation.' Females scored themselves higher in 'perceptions of academic performance,'and 'ntrinsic academic motivation,'but lower in 'xtrinsic academic motivation'than did the males. Moreover, premedical students had higher 'perceptions of academic performance' and 'extrinsic academic motivation' scores, but lower 'eneral academic stress'and 'edical stress'scores than medical students. Hierarchical multiple regression analyses showed that the 'motivation'subscale from the academic motivation measure and 'social-psychological' subscale from the general academic stress measure predicted the perceptions of academic performances of the medical students after controlling for gender and education level.
CONCLUSION Medical educators need to be aware that medical students' perceived stress and their academic motivation affects their academic performance which can have a tremendous impact on their quality of life and psychological well-being. Perhaps an academic adjustment program needs to be developed to reduce students' perceived stress in medical training.
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PURPOSE To motivate students to participate in debates and to secure the quality of discussion, score-keeping team competition was introduced to middle- to large-sized discussion groups.
METHODS 95 students of a medical ethics class were divided into 20 teams. After each team presented its opinion on a few ethical issues debatable, all teams began debating on the issues. In each session, a certain number of points was given to the presenters. Randomly selected nine students made up a jury. The jury decided on the quality of the debate and judged whether the teams participated lost or kept their points. At the completion of the module, the students were surveyed about their experiences with the score-keeping competition.
RESULTS The motivation for participation from a score-keeping competition was so powerful that in most sessions, many students did not have a chance to speak due to overwhelming number of debaters. Students who participated less eagerly ascribed their experience to their lack of ability to speak out. A major problem expressed by many students was that they felt morally bad about taking away points from their friends. In actuality though, this moral inhibition was weaker than the motivation for competition they felt. The opinion survey showed that the students who felt moral inhibition participated even more eagerly in the debates than those who did not feel bad.
CONCLUSION In middle- to large-sized groups, score-keeping competition was a strong motivation for students to participate. And lessening the moral inhibition would lead to livelier debates. Thus, it would be helpful to develop modified methods of distributing points such as giving out new points and not simply relocating those already given out.
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The motivation and timing of the decision to be a physician were examined for premedical students of three universities in Taegu. The primary motivation for seeking a career in medicine was the spirit of service to mankind, but the economic reward was also important value. A number of students could not make a decision to enter a medical school just before admission test. There was a correlation between the motivation, timing and autonomy of decision to be a physician with the academic satisfaction of premedical students. The students who motivated by a spirit of service, made a decision earlier or got a autonomy in decision-making to enter a medical performed a better premedical preparation.
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