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MacSERG. Exploring how Surgeon Teachers Motivate Learners in the Operating Room. Deepak Dath Jen Hoogenes Edward Matsumoto David Szalay ASE 2012. MacSERG. RESEARCH OBJECTIVE. exploratory, qualitative study to find out what surgeon teachers do especially with regard to MOTIVATION.
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Deepak Dath Jen Hoogenes
Edward Matsumoto David Szalay
study to find out
what surgeon teachers do
especially with regard to
Process that initiates, guides and maintains goal-oriented behaviors
What causes us to act
Biological, emotional, social and cognitive
Describes why a person does something
candidates with the appropriate motivational, cognitive, and motor skills to become competent surgeons
surgical residents will respond to positive and negative motivational influences as would anyone else
(Chalabian & Bremner)
widely acknowledged as being central to meaningful learning (Cook et al)
assessment can be a strong motivating factor for learners — providing a visible result that motivates towards improvement (Dankelman)
Motivation as one factor of teaching
Large qualitative study
Asking Surgeon Teachers how they taught learners
Note: this design explores Intention to Teach
Nine, 1h long Focus Groups
40 Surgeons, from 7 specialties
“if we have to motivate someone, they should not, I repeat, they should not be there”.
“ I think the best motivator for them is when they do a case and they do it well.”
“When they’re juniors they’re very excited to do anything. When they’re chiefs, they’re afraid of having to practice on their own in 6 months, which is a great motivator. And the people in between are very hard to motivate. They’re sort of in the doldrums where things aren’t really exciting anymore. ”
“ if they know more about the patient, the problem, and [we] point out the interesting parts, I think we can really motivate them to take an interest in what they are doing...”
“All we have to do as instructors is take a little time to say “what are the characteristics of the student we are teaching? What teaching styles ... would be most appropriate to help the student along?” And I think if we all take a minute, I’d bet we’d become more adaptable.”
Motivation is not an explicit process
Good teachers motivate automatically
Teachers and learners interact
It’s a relationship
7 different disciplines and 40 surgeon teachers But, a single institution
Considers intention – can’t extrapolate to outcomes
No measures of motivation to check or correlate
Motivation as a technique is an important part of the teaching that surgeon teachers do in the operating room