Motivation For Medical School Research Articles

The strength of motivation for medical school: A three-year longitudinal study

Based on longitudinal data collected in a sample of Chinese medical students, this study tested the measurement invariance of the strength of motivation for medical school framework and examined the growth trajectories of their motivation for medical school over time. Results revealed that the strength of motivation for medical school scale demonstrated longitudinal measurement invariance. Medical students in our sample showed an overall decline over time in all three types of motivation for medical school. Most of the drop occurred during the first year of medical study. Individual variability was observed in the initial levels and the growth rates of motivation for medical school. We advised medical educators to provide sustained support to help medical students (especially for those early in medical school) improve their learning experience.

Motivation and competence of participants in a learner-centered student-run clinic: an exploratory pilot study

BackgroundThe Learner-Centered Student-run Clinic (LC-SRC) was designed to teach and train prescribing skills grounded in a real-life context, to provide students with early clinical experience and responsibility. The current studies’ theoretical framework was based on the Self-determination Theory. According to the Self-determination Theory, early involvement in clinical practice combined with a high level of responsibility makes the LC-SRC an environment that can stimulate intrinsic motivation. We investigated the different types of motivation and the proficiency in CanMEDS competencies of the participating students.MethodType of motivation was measured using the Academic Motivation Scale and Intrinsic Motivation Inventory. CanMEDS competencies were evaluated by faculty using a mini-clinical examination and by the students themselves using a post-participation questionnaire.ResultsThe 29 participating students were highly intrinsic motivated for this project on all subscales of the Intrinsic Motivation Inventory. Motivation for medical school on the Academic Motivation Scale was high before and was not significantly changed after participation. Students considered that their CanMEDS competencies “Collaborator”, “Communicator”, “Academic”, and “Medical expert” had improved. Their actual clinical team competence was judged by faculty to be at a junior doctor level.ConclusionStudents showed a high level of intrinsic motivation to participate in the LC-SRC and perceived an improvement in competence. Furthermore their actual clinical competence was at junior doctor level in all CanMEDS competencies. The stimulating characteristics of the LC-SRC, the high levels of intrinsic motivation and the qualitative comments of the students in this study makes the LC-SRC an attractive place for learning.

A qualitative analysis of statements on motivation of applicants for medical school.

BackgroundSelection committees try to ascertain that motivated students are selected for medical school. Self-determination theory stresses that the type of motivation is more important than the quantity of motivation. Autonomous motivation, compared to controlled motivation, in students leads to better learning outcomes. Applicants can express their motivation in written statements, a selection tool which has been found to elicit heterogeneous responses, hampering the comparison of applicants. This study investigates the content of applicants’ statements on motivation for medical school in particular, the possibility to distinguish the type of motivation and the differences between selected and non-selected applicants.MethodsA thematic analysis was conducted on written statements on motivation (n = 96), collected as a part of the selection procedure for the graduate entry program for medicine and research at our institution. Themes were identified as motivation-related and motivation-unrelated (additional). The motivation-related themes were further classified as autonomous and controlled types of motivation. Group percentages for each theme were compared between selected and non-selected applicants using Chi-square test and Fisher exact test.ResultsApplicants mainly described reasons belonging to autonomous type of motivation and fewer reasons belonging to controlled type of motivation. Additional themes in the statements included previous work experience and academic qualifications, ambitions, expectations and descriptions of the program and profession, personal qualities, and personal history. Applicants used strong words to support their stories. The selected and non-selected applicants did not differ in their types of motivation. Non-selected applicants provided more descriptions of personal history than selected applicants (p < 0.05).ConclusionsThe statement on motivation does not appear to distinguish between applicants in selection for medical school. Both selected and non-selected applicants reported mainly autonomous motivation for applying, and included a lot of additional information, which was beyond the scope of what was asked from them. The findings raise a question mark on the validity and reliability of the statement on motivation as a tool for selection. It could however be of added value to enable applicants to tell their story, which they appreciate, and to create awareness of the program, resulting in an informed decision to apply.

Measuring Strength of Motivation for Medical School

Measuring Strength of Motivation for Medical School

Motivation for medical school: the relationship to gender and specialty preferences in a nationwide sample.

Motivation for going to medical school and career plans of a 1 year cohort of students entering medical school in Norway (n = 420 response rate: 90%, 54% women, mean age: 22 years) were surveyed by a postal questionnaire the first month after they had started. Motives for choosing medicine were categorized into three indexes: 'people orientated', 'status/security orientated' and 'natural science orientated' motives. University of Oslo. Medical students. Students picked out which they preferred among 53 specialties. The highest motivational scores were on the 'person orientated' index, female students scoring higher than men. Female students were, however, nearly as highly motivated by status/security and interests in natural science as were men. 'Person orientated' and 'natural science orientated' motives exerted the strongest influence on specialty preferences. Those who preferred family medicine were more person orientated and less natural science orientated, while those who preferred internal medicine were more natural science orientated. Father being a physician did not influence the motivational pattern, but increased the preference for laboratory and internal medicine. Frequently repeated upper secondary school exams for acceptance into medical school were negatively related to natural science motivation, and to increased preference for becoming a surgeon. In this first month of the curriculum students regarded person oriented motives as the most important for becoming a doctor.