|
|
توسعه آموزش در علوم پزشکی، جلد ۱۴، شماره ۴۲، صفحات ۱۱-۱۹
|
|
|
| عنوان فارسی |
آیا دانشکده ها پس از شرکت در کارگاه های آموزش پزشکی با انگیزه باقی می مانند و چه نوآوری هایی در محل کار ایجاد می کنند؟ |
|
| چکیده فارسی مقاله |
|
|
| کلیدواژه‌های فارسی مقاله |
|
|
| عنوان انگلیسی |
Do faculties remain motivated after attending medical education workshops and what innovations do they bring about at workplace? |
|
| چکیده انگلیسی مقاله |
Background & Objective: Faculties attend medical education workshops to gain knowledge and skills. A need was felt to assess the sustainability and type of motivation status of the participants and whether they brought about a change in their workplace over a period of 6 months after the training. Materials & Methods: A longitudinal prospective, analytic, questionnaire based follow up study was conducted in 60 faculty volunteers who attended a revised basic course workshop on medical education technology. The motivation status was recorded post workshop baseline (0 months), at 2 and 6 months after the workshop. They were also asked to report any innovations initiated in their workplace. Results: The motivation parameters of External regulation increased from Mean (SD) of 1.89(1.14) to 2.84(1.59), p=0.001 and 3.07(1.55), p< 0.001 at 2 months and 6 months. Amotivation increased from 2.37(1.43) to 3.15(1.47), p=0.012 and 3.10(1.53), p=0.020 at 2 and 6 months respectively. Work self-determination index (WSDI) decreased from baseline to 6 months from 17.69(7.65) to 14.02(8.51), p=0.046. Work non self-determined motivation (W-NSDM) increased from baseline, 2.86(1.09), to 3.56(1.24) p=0.004 at 2 months and 3.63(1.19), p=0.001 after 6 months. There was significant correlation between innovation scores and Intrinsic Motivation, Integrated Regulation, Identified Regulation, Work Self-Determination Index and Work Self-Determined Motivation at 2 and 6 months and Introjected Regulation at 2 months. Conclusion: The faculty's change in motivation status suggests that it was related to goals, targets and awards. Perceived changes related to teaching and assessment methods in workplace was also reported. |
|
| کلیدواژه‌های انگلیسی مقاله |
Faculty development, Motivation, Innovation, Self-determination, Teacher training, Academic training, Medical faculty |
|
| نویسندگان مقاله |
| Aarti Sood Mahajan
Department of Physiology and Department of Medical Education, Maulana Azad Medical College, New Delhi, India.
گروه فیزیولوژی و گروه آموزش پزشکی ، کالج پزشکی مولانا آزاد ، دهلی نو ، هند.
|
|
| نشانی اینترنتی |
http://zums.ac.ir/edujournal/browse.php?a_code=A-12-1485-1&slc_lang=en&sid=1 |
| فایل مقاله |
فایلی برای مقاله ذخیره نشده است |
| کد مقاله (doi) |
|
| زبان مقاله منتشر شده |
en |
| موضوعات مقاله منتشر شده |
آموزش پزشکی |
| نوع مقاله منتشر شده |
پژوهشی اصیل |
|
|
|
برگشت به:
صفحه اول پایگاه |
نسخه مرتبط |
نشریه مرتبط |
فهرست نشریات
|