OBJECTIVES Participants in faculty development workshops often comment that 'those who need faculty development the most attend the least'. The goals of this study were to explore the reasons why some clinical teachers do not participate in centralised faculty development activities and to learn how we can make faculty development programmes more relevant to teachers' needs.METHODS In 2006, we conducted focus groups with 16 clinical teachers, who had not participated in faculty development activities, to ascertain their perceptions of faculty development, reasons for non-participation and perceived barriers to involvement. Content analysis and team consensus guided the data interpretation.RESULTS Focus group participants were aware of faculty development offerings and valued the goals of these activities. Important reasons for non-participation emerged: clinical reality, which included volume of work and lack of (protected) time; logistical issues, such as timing and the central location of organised activities; a perceived lack of financial reward and recognition for teaching, and a perceived lack of direction from, and connection to, the university.CONCLUSIONS Clinical reality and logistical issues appeared to be greater deterrents to participation than faculty development goals, content or strategies. Moreover, when asked to discuss faculty development, teachers referred to their development as faculty members in the broadest sense, which included personal and career development. They also expressed the desire for clear guidance from the university, financial rewards and recognition for teaching, and a sense of 'belonging'. Faculty development programmes should try to address these organisational issues as well as teachers' personal and professional needs.faculty development
The conceptualisation of faculty development as a means to achieve specific objectives and the desire for relevant programming that addresses current needs (i.e., expectancies), together with an appreciation of learning, self-improvement and networking with colleagues (i.e., values), were highlighted as reasons for participation by regular attendees. Medical educators should consider these 'lessons learned' in the design and delivery of faculty development offerings. They should also continue to explore the notion of faculty development as a social practice and the application of motivational theories that include expectancy-value constructs to personal and professional development.
Residents in the medical field work to fulfil their clinical duties and study to pass exams at the same time. Thus, they need to continuously learn and acquire knowledge in a self-regulated manner that accommodates their busy work schedule. The importance of self-regulated learning (SRL) and its relation to motivation is widely recognized in educational literature, yet it is still not sufficiently explored in medical education literature. The relationship between self-regulated learning (SRL) and motivation has not been sufficiently explored among medical residents. A total of 160 residents from different medical departments at McGill University were asked to complete a questionnaire about their psychological needs satisfaction, motivation to learn, and use of SRL strategies. Our results showed that residents who are more intrinsically motivated reported more utilization of SRL strategies. Results are discussed in terms of their impact on medical education practice as well as their theoretical implications.
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