ArticleThe clinical teacher2026
Inside Out: The Influence of Identity, Context and Time on Faculty Motivation and Engagement.
Article in The clinical teacher, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Inside Out: The Influence of Identity, Context and Time on Faculty Motivation and Engagement.The clinical teacher · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionUnderstanding why faculty engage in medical education is critical because it illuminates how to sustain faculty motivation and engagement. This study uses self-determination theory (SDT) and practice theory to examine how faculty perceptions of their own competence, autonomy and relatedness evolve as external perceptions of skills, meaning and practice also change.
methodsWe used longitudinal qualitative research to conduct a case study of nine faculty at one institution in the United States from AY2019-2020 through AY2023-24. Each faculty member was interviewed annually. Eight completed all interviews; one faculty left the study after the second year. After using reflexive thematic analysis to inductively code transcripts, we used theory to deductively code data.
resultsAs societal and institutional perceptions of competence, autonomy and relatedness changed over the 4 years of the study, faculty perspectives of these factors changed. As expertise in social determinants of health gained importance, faculty with this experience grew more confident about their teaching skills, while those with less lost confidence. All faculty experienced greater autonomy over drawing boundaries around personal lives with the advent of the COVID-19 pandemic, but only the women faculty reflected on this during interviews. All experienced a loss of relatedness but found ways to connect virtually with each other and with students.
conclusionExamining faculty engagement and motivation through SDT and practice theory with a longitudinal approach allowed us to understand how faculty perspectives about their roles as educators change over time and in relation to evolving contexts.
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Registered trials
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