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Exploring how Surgeon Teachers Motivate Learners in the Operating Room

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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Exploring how Surgeon Teachers Motivate Learners in the Operating Room

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  1. MacSERG Exploring howSurgeon Teachers Motivate Learners in the Operating Room Deepak Dath Jen Hoogenes Edward Matsumoto David Szalay ASE 2012

  2. MacSERG

  3. RESEARCH OBJECTIVE exploratory,qualitative study to find out what surgeon teachers do especially with regard to MOTIVATION

  4. WHAT IS MOTIVATION? Process that initiates, guides and maintains goal-oriented behaviors What causes us to act Biological, emotional, social and cognitive (affects behavior) Describes why a person does something Kendra Cherry

  5. MOTIVATION Reason Interest Enthusiasm Incentive ...

  6. MOTIVATION Intrinsic Extrinsic

  7. Motivational Theories – Owen

  8. MotivationalTheories – Bentham

  9. Motivational Theories – Maslow

  10. LITERATURE Selection: candidates with the appropriate motivational, cognitive, and motor skills to become competent surgeons Similarity: surgical residents will respond to positive and negative motivational influences as would anyone else (Chalabian & Bremner)

  11. LITERATURE Necessary: widely acknowledged as being central to meaningful learning (Cook et al) Outcomes: assessment can be a strong motivating factor for learners — providing a visible result that motivates towards improvement (Dankelman)

  12. METHODS Ethics Board Motivation as one factor of teaching Large qualitative study Asking Surgeon Teachers how they taught learners Note: this design explores Intention to Teach

  13. METHODS Nine, 1h long Focus Groups 40 Surgeons, from 7 specialties Technique: Standardized Guide Field Notes Recordings Transcribed

  14. METHODS • Analysis: • 3 surgeons read, coded • Themes agreed on by consensus • Processes for validity • member checking • data and investigator triangulation • field notes • audit trail

  15. Method-Result Transition Slide Focus Groups I Motivation E Motivation Find Themes

  16. RESULTS

  17. Results: Intrinsic

  18. Results: Extrinsic

  19. examples from the surgeon teachers themselves...

  20. “if we have to motivate someone, they should not, I repeat, they should not be there”.

  21. “ I think the best motivator for them is when they do a case and they do it well.”

  22. “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. ”

  23. “ 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...”

  24. “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.”

  25. DISCUSSION Motivation is not an explicit process

  26. DISCUSSION Good teachers motivate automatically

  27. DISCUSSION Teachers and learners interact It’s a relationship

  28. LIMITATIONS 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

  29. DISCUSSION Motivation as a technique is an important part of the teaching that surgeon teachers do in the operating room

  30. MacSERG THANK YOUCOMMENTS & QUESTIONS

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