ArticleBMC medical education2017
Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators.
Article in BMC medical education, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
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17 citing papers in PubMed.
- Effective teaching behaviors of clinical nursing teachers: potential profile analysis.BMC medical education · 2026Article
- Medical Students' Perceptions of the Best Clinical Teaching.The clinical teacher · 2025Article
- Characteristic competencies for effective teachers in healthcare education.Einstein (Sao Paulo, Brazil) · 2025Review
- Validation of a didactic model evaluating the usability, usefulness and acceptability of psychological first aid teaching through simulation.BMC medical education · 2024Article
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- Being a physician: what messages have medical students received during the first month of medical school experience?BMC medical education · 2024Article
- Shaping teachers' organizational citizenship behavior through self-efficacy and trust in colleagues: moderating role of collective efficacy.BMC psychology · 2024Article
- [Success factors and obstacles in the implementation of competence-oriented teaching in surgery].Chirurgie (Heidelberg, Germany) · 2024Article
- Influence of medical didactic training on the self-efficacy and motivation of clinical teachers.Innovative surgical sciences · 2024Article
- Factors affecting the self-efficacy of medical teachers during a health crisis - a qualitative study on the example of the COVID-19 pandemic.BMC medical education · 2023Article
- Psychometric properties of the persian version of the physician teaching self-efficacy questionnaire.BMC medical education · 2023Article
- The effect of cadet resilience on self-efficacy and professional achievement: verification of the moderated mediating effect of vocational calling.Frontiers in psychology · 2023Article
- To teach or not to teach? Assessing medical school faculty motivation to teach in the era of curriculum reform.BMC medical education · 2022Article
- Teaching self-efficacy and its effects on quality of bedside teaching: Findings from a multi-center survey.Journal of advances in medical education & professionalism · 2022Article
- medPJplus - development and implementation of a concept for the acquisition and qualification of teaching practices for the final year in family medicine at the University Medical Center Göttingen.GMS journal for medical education · 2021Article
- Medical student experiences in prison health services and social cognitive career choice: a qualitative study.BMC medical education · 2018Article
- Student Perception of Case-based Teaching by Near-Peers and Faculty during the Internal Medicine Clerkship: A Noninferiority Study.Journal of medical education and curricular developmentArticle
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3 authors.
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Abstract
backgroundBeing exposed to good teachers has been shown to enhance students' knowledge and their clinical performance, but little is known about the underlying psychological mechanisms that provide the basis for being an excellent medical teacher. Self-Determination Theory (SDT) postulates that more self-regulated types of motivation are associated with higher performance. Social Cognitive Theory (SCT) focuses on self-efficacy that has been shown to be positively associated with performance. To investigate the influences of different types of teaching motivation, teaching self-efficacy, and teachers' perceptions of students' skills, competencies and motivation on teaching quality.
methodsBefore the winter semester 2014, physicians involved in bedside teaching in internal medicine at the University Medical Center Hamburg-Eppendorf completed a questionnaire with sociodemographic items and instruments measuring different dimensions of teaching motivation as well as teaching self-efficacy. During the semester, physicians rated their perceptions of the participating students who rated the teaching quality after each lesson. We performed a random intercept mixed-effects linear regression with students' ratings of teaching quality as the dependent variable and students' general interest in a subject as covariate. We explored potential associations between teachers' dispositions and their perceptions of students' competencies in a mixed-effects random intercept logistic regression.
results94 lessons given by 55 teachers with 500 student ratings were analyzed. Neither teaching motivation nor teaching self-efficacy were directly associated with students' rating of teaching quality. Teachers' perceptions of students' competencies and students' general interest in the lesson's subject were positively associated with students' rating of teaching quality. Physicians' perceptions of their students' competencies were significantly positively predicted by their teaching self-efficacy.
conclusionsTeaching quality might profit from teachers who are self-efficacious and able to detect their students' competencies. Students' general interest in a lesson's subject needs to be taken into account when they are asked to evaluate teaching quality.
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