Publication: Klinik eğitimde eğitici motivasyonunu etkileyen faktörler
Abstract
Amaç: Kamu ve vakıf üniversitelerine bağlı farklı iki tıp fakültesinde klinik eğitimde görev alan eğiticilerin eğiticilik motivasyonlarını etkileyen faktörleri ortaya çıkarmaktır. Gereç ve Yöntem: Nitel bir araştırma olan bu tez çalışmasında araştırma yöntemi olarak birebir derinlemesine görüşme yöntemi ve yarı yapılandırılmış görüşme formu kullanılmıştır. Çalışmaya bir vakıf ve bir devlet üniversitesinden amaçlı örneklem yöntemiyle dahili ve cerrahi bilimlerden, profesör, doçent ve doktor öğretim üyesi unvanlı kadın ve erkek akademisyenler alınmıştır. Her bir kurumdan 15 katılımcı olmak üzere toplam 30 görüşme gerçekleştirilmiştir. Alınan aydınlatılmış onam sonrasında katılımcılarla yapılan görüşmeler sırasında ses kaydı alınmıştır. Toplanan nitel verilerin tema analizi yapılmış, tema ve yan temalar belirlenmiştir. Bulgular: Analiz sonucunda klinik eğiticilik motivasyon kaynaklarına ilişkin bireysel ve öğrenci kaynaklı dörder, meslektaş ve hasta kaynaklı üçer olmak üzere toplam 14 tema belirlenmiştir. Eğiticilik motivasyonu üzerinde belirleyici olan bağlamsal unsurlar ise kurumsal faktörler (alt yapı ve donanım; sağlık bakım hizmeti şartları; eğitim ullar; eğitimin ve klinik hizmetin yönetimi, kurumun kültürü ve iklimi), akademik camianın etkisi (akademik kültür, ortam ve iklim; bilimsel çalışmalarda zorluklar) ve ülke koşulları (sağlık ve yükseköğretim politikaları; yıkıcı ekonomik koşullar; ülkedeki toplumsal, siyasi, ekonomik ortam ve ikim) olmak üzere üç ana unsur ve 10 tema üzerinden belirlenmiştir. Sonuç: Bu bulgular klinik eğiticiliğe ilişkin motivasyonunun çok kaynaklı (bireysel, meslektaşlar, öğrenciler, hastalar) ve çok unsurlu/ boyutlu (sistem, politika, program, işleyiş, ortam, iklim, kültür vb.) karmaşık doğasına işaret etmektedir. Eğiticilik motivasyonun gerek kurumsal gerek ulusal düzeyde ele alınması, bu yönde gerekli planlanmaların, düzenlemelerin ve iyileştirmelerin yapılması noktasında ortaya çıkan bu durumun dikkate alınması önemlidir.
Objective: To uncover the factors influencing educator motivation among clinical educators in two medical faculties affiliated with a public university and a foundation university. Materials and Methods: This qualitative study utilized in-depth individual interviews and a semi-structured interview form as research methods. Participants were selected through purposive sampling from the internal and surgical sciences departments of one foundation and one public university. The sample included male and female academics holding the titles of professor, associate professor, and assistant professor. A total of 30 interviews were conducted, with 15 participants from each institution. Informed consent was obtained, and audio recordings were made during the interviews. The qualitative data were analyzed using thematic analysis, and main themes and subthemes were identified. Results: The analysis revealed 14 themes related to sources of clinical educator motivation, categorized as follows: four themes related to individual factors, four to student-related factors, three to colleague-related factors, and three to patient-related factors. Contextual factors influencing educator motivation were grouped into three main categories and 10 themes were identified under these three categories; Institutional Factors: infrastructure and equipment, conditions of healthcare services, educational program and conditions, management of education and clinical services, institutional culture and climate; Impact of the Academic Community: academic culture, environment, and climate, challenges in conducting scientific research; Country’s Conditions: health and higher education policies, challenging economic conditions, societal, political, and economic environment in the country. Conclusion: These findings highlight the multifaceted and complex nature of motivation in clinical education, stemming from various sources (individual, colleagues, students, patients) and encompassing multiple dimensions (systems, policies, programs, operations, environment, climate, culture, etc.). Addressing educator motivation at both institutional and national levels, along with implementing necessary planning, regulations, and improvements, is crucial for enhancing motivation in clinical education.
Objective: To uncover the factors influencing educator motivation among clinical educators in two medical faculties affiliated with a public university and a foundation university. Materials and Methods: This qualitative study utilized in-depth individual interviews and a semi-structured interview form as research methods. Participants were selected through purposive sampling from the internal and surgical sciences departments of one foundation and one public university. The sample included male and female academics holding the titles of professor, associate professor, and assistant professor. A total of 30 interviews were conducted, with 15 participants from each institution. Informed consent was obtained, and audio recordings were made during the interviews. The qualitative data were analyzed using thematic analysis, and main themes and subthemes were identified. Results: The analysis revealed 14 themes related to sources of clinical educator motivation, categorized as follows: four themes related to individual factors, four to student-related factors, three to colleague-related factors, and three to patient-related factors. Contextual factors influencing educator motivation were grouped into three main categories and 10 themes were identified under these three categories; Institutional Factors: infrastructure and equipment, conditions of healthcare services, educational program and conditions, management of education and clinical services, institutional culture and climate; Impact of the Academic Community: academic culture, environment, and climate, challenges in conducting scientific research; Country’s Conditions: health and higher education policies, challenging economic conditions, societal, political, and economic environment in the country. Conclusion: These findings highlight the multifaceted and complex nature of motivation in clinical education, stemming from various sources (individual, colleagues, students, patients) and encompassing multiple dimensions (systems, policies, programs, operations, environment, climate, culture, etc.). Addressing educator motivation at both institutional and national levels, along with implementing necessary planning, regulations, and improvements, is crucial for enhancing motivation in clinical education.