Educators' consideration of learner motivation in ophthalmology education in medical school: Influences on teaching practice and course design.

Autor:	Dutt DDCS; Health Professions Education, The University of Western Australia, Perth, Western Australia, Australia., Carr SE; Health Professions Education, The University of Western Australia, Perth, Western Australia, Australia., Scott TM; Save Sight Institute, University of Sydney, Sydney, New South Wales, Australia., Petsoglou C; Save Sight Institute, University of Sydney, Sydney, New South Wales, Australia., Grigg J; Save Sight Institute, University of Sydney, Sydney, New South Wales, Australia.; The Children's Hospital at Westmead, Eye Genetics Research Group, Children's Medical Research Institute, Sydney, New South Wales, Australia.; Genetic Medicine and Child and Adolescent Health, Sydney Medical School, University of Sydney, Sydney, New South Wales, Australia., Razavi H; Centre for Ophthalmology and Visual Science, The University of Western Australia, Perth, Western Australia, Australia.; Department of Ophthalmology, Lions Eye Institute, Perth, Western Australia, Australia.
Jazyk:	angličtina
Zdroj:	Medical teacher [Med Teach] 2024 Mar; Vol. 46 (3), pp. 387-398. Date of Electronic Publication: 2023 Sep 13.
DOI:	10.1080/0142159X.2023.2256956
Abstrakt:	Background: Ophthalmology education in medical school has historically neglected the impact of autonomous motivation on student learning and wellbeing. This study aimed to understand ophthalmology educators' consideration and application of student motivation in ophthalmology medical education. Material and Methods: Lead ophthalmology educators from Australian and New Zealand medical schools participated in an online semi-structured in-depth interview. Interview transcripts were analysed using thematic analysis. Codes were generated and aligned into overarching themes. Findings: Six educators participated in the study. Five main themes arose from the transcripts: the lack of explicit consideration of student motivation, implicit consideration of motivation in curriculum design and in teaching practices, the impact of innovation on motivation and the relationship between teacher and student motivation. Participants also commented on trends in ophthalmology education including generalists' confidence in managing ophthalmic disease, the role of fundoscopy in medical education and time pressure on ophthalmology in medical schools. Conclusion: There has only been an implicit instead of explicit consideration of motivation in ophthalmology education in medical school, which leaves an unfulfilled potential for teaching practices to impact the affective along with cognitive and metacognitive aspects of learning. This study highlights the need for motivation to be explicitly incorporated into the development of teaching practices and curriculum reform.
Databáze:	MEDLINE
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