Abstract
BackgroundIn the education field, learning experiences are considered learners’ properties and are viewed as a key determinant in explaining learners’ learning processes, especially for training novices such as clerks with varying levels of commitment to the medical profession. This study explored whether clerks’ achievement goal motivation orientations might buffer the negative well-being to a certain extent, considering their training demands during clinical training.MethodsNinety-four clerks at a tertiary medical center were longitudinally traced during their 2-year clerkship spanning from September 2013 to April 2015. Web-based, validated, structured, self-administered questionnaires were used to evaluate the clerks’ properties of achievement goal motivation orientation and personal background at the beginning of the clerkship. Regular surveys were conducted to evaluate their perceptions of training demands and burnout at each specialty rotation. Overall, 2230 responses were analyzed, and linear mixed-effects models were used to examine the repeated measures of the clerks.ResultsThe results revealed that higher perceived psychological and physical demands of training were related to higher perceived burnout during the 2-year clerkship. Although both the clerks’ task and ego orientations were related to reduced burnout (direct effects), only task orientation was indicated to exert a buffering effect on their perception of physical demands on burnout in the 1st year of the clerkship.ConclusionsConsidering the negative effects of training demands (psychological and physical), we observed a limited effect of the task achievement motivation orientation of medical students; therefore, additional studies might focus on strategies to facilitate medical students in clerkships in addressing both the psychological and physical demands inherent in training workplaces to improve their learning experience and well-being.
Highlights
In the education field, learning experiences are considered learners’ properties and are viewed as a key determinant in explaining learners’ learning processes, especially for training novices such as clerks with varying levels of commitment to the medical profession
This study proposed 2 research hypotheses: (1) Higher training demands for clerks in clinical workplaces are associated with poor well-being in those clerks, and (2) clerks’ achievement goal motivation orientations might buffer their negative well-being to an extent, considering their training demands in clinical workplaces
We obtained a total of 2230 responses from the 94 clerks; through the 2-year clerkship training on average, the score of the clerks’ perceived psychological demands for the individual rotated specialties was 2.56 and that for physical demands was 2.00, with a score of 3 representing a neural value (Table 1)
Summary
In the education field, learning experiences are considered learners’ properties and are viewed as a key determinant in explaining learners’ learning processes, especially for training novices such as clerks with varying levels of commitment to the medical profession. In the education field, learning experiences are regarded as learners’ properties and are considered a key determinant in explaining learners’ learning processes, for training novices such as clerks with varying levels of commitment to the medical profession [18]. The other school of scholars regards goals as ego orientation (performance goals) [20, 22], which center on learner abilities Such types of learners believe that outcomes are strongly related to abilities; they set goals from the perspective that their abilities are superior to those of others [20].
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