Motivation for Teaching and Evaluation – an Explorative Cross Sectional Study Among FP-Preceptors
DOI: 10.3238/zfa.2011.175german translation / full article
Background: Quality management of teaching quality in decentralized networks of teaching practices is carried out by academic training coordinators. Students’ ratings about their achievements during clerkships represent a frequently used instrument for the assessment of teaching quality. Only a few universities offer their tutors a comparative analysis of individual evaluations („Benchmarking“), possibly because individual criticism contains the risk of demotivating effects. In the context of a multi-step consent process of evaluation criteria we asked for occupational and biographic characteristics of our FP-tutors and analyzed their correlations with training motivation and willingness for evaluation.
Method: Means of qualitative content analysis using focus-group-methodology and in-dept-telephone interviews were used to generate items for a quantitative questionnaire (containing 45 items in 8 categories using uniformly polarized 5 point Likert scales) which was subsequently sent to all 180 FP-preceptors involved in undergraduate training in Saxony-Anhalt.. Mean values and standard deviations were determined by a descriptive-comparative data analysis. Kendall’s Tau rank correlation coefficient was used to produce bivariate correlations.
Results: Preceptors´ interest to teach practical skills and knowledge to students as well as financial incentive and the female gender correlated positively with the motivation for undergraduate teaching. Contrary to the duration of professional experience occupational satisfaction and interest in „teach-the-teacher“-training was positively correlated –with the motivation for evaluation. The motivation for undergraduate teaching showed no correlation with the motivation for individual evaluation.
Conclusions: Evaluations are an important mean for targeted promotion and „teach-the-teacher“ training. However, the motivation to teach undergraduate medical students showed no connection with the motivation for individual evaluation by students. Although motivation for individual evaluation could clearly be recognized among almost all tutors, the more experienced colleagues still have to be convinced about the advantages oft he procedure. It remains a challenging task to avoid discouraging effects by evaluation measures.