Extrinsic motives to encourage extracurricular research activities: a reminder call to medical schools in Saudi Arabia

Abu‐Zaid, Ahmed; BaHammam, Leenh O.; Hijji, Talal; Shakir, Ismail; Eshaq, Abdulaziz M; Alawadi, Mohammed; Alkhateeb, Abdulrahman; Khan, Tehreem A.; Obeidat, Akef; Alkattan, Khaled

doi:10.5116/ijme.58bb.e1d6

Cited by 6 publications

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“…Extrinsic motives such as financial rewards 28 and academic recognition 9 are plausible means to guarantee a continuum of participation in EAs by students. 29 …”

Section: Discussionmentioning

confidence: 99%

Perceptions of preclinical medical students towards extracurricular activities

et al. 2017

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ObjectivesTo determine the percentage of students involved in extracurricular activities (EAs), explore relationships between participation in EAs and students’ characteristics, and investigate students’ perceptions (i.e., motives and barriers) towards participation in EAs. MethodsAn online, anonymous, random, cross-sectional, self-rating survey was administered during spring 2015-2016 to second-year and third-year students (n=340). Chi-square test was used to explore relationships between participation in EAs and students’ characteristics. Mann-Whitney U-test was used to compare the mean 5-point Likert scale responses according to students’ characteristics. Statistical significance was determined as p<0.05. ResultsTwo hundred thirty-seven students participated in the survey (n=237/340, response rate: 69.7%). Only 143 students (60.3%, n=140/237) participated in EAs, and this percentage significantly differed by gender (χ2(1, N=237)=4.3205, p<0.037), nationality (χ2(1, N=237)=18.7069, p<0.000) and cumulative grade point average (cGPA, χ2(1, N=237)=17.8296, p<0.000). The top three motives towards participation in EAs were: “improve resume” (83.5%, n=198), “improve networking skills” (82.7%, n=196) and “improve teamwork skills” (76.8%, n=182). The top three barriers towards participation in EAs were: “lack of time” (61.2%, n=145), “lack of equal opportunities in EAs” (57.8%, n=137) and “lack of curricular emphasis of EAs” (52.7%, n=125). There was a statistically significant difference of means between male (mean=2.8) and female (mean=3.2) students regarding the following barrier: “affect academic performance negatively” (U=5389.5, p<0.002). ConclusionsThe participation rate in EAs was satisfactory, and positively related to students’ characteristics of male gender, non-Saudi nationality and high cGPA. Medical schools should facilitate all potential motives and resolve all associated barriers towards participation in EAs.

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“…Extrinsic motives such as financial rewards 28 and academic recognition 9 are plausible means to guarantee a continuum of participation in EAs by students. 29 …”

Section: Discussionmentioning

confidence: 99%

Perceptions of preclinical medical students towards extracurricular activities

et al. 2017

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“…O incentivo financeiro propiciado por tais programas configura-se como um relevante fator para motivação dos graduandos, na medida em que permite os jovens pesquisadores prosseguir e manter a regularidade das atividades, além de oferecer sentimento de satisfação emocional e realização 31 . Segundo Mileder 32 , o envolvimento de acadêmicos em atividades científicas, não só promoveria resultados científicos em curto prazo, mas também o potencial de melhorar a saúde em longo prazo, garantindo motivação e competência aos médico-cientistas do futuro.…”

Section: Pesquisa E Iniciação Científicasunclassified

“…Nesse sentido, o papel da universidade diante da flexibilidade curricular propiciada pelas atividades extracurriculares pode se consolidar através do apoio e estímulo a estas iniciativas. Este incentivo pode se constituir por meio de espaços físicos, créditos curriculares, patrocínio a eventos científicos e culturais, estágios e programas de intercâmbio 16,31,45 .…”

Section: Papel Das Universidadesunclassified

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Atividades extracurriculares e formação médica: diversidade e flexibilidade curricular

Ferreira¹,

Carreira²,

Botelho³

et al. 2016

Interdiscip. J. Health Educ.

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“…In general, the participation of students in research is wheeled by intrinsic and extrinsic motivations. [3]The intrinsic motivations are internally self-driven by students, for example, improving their resume. Conversely, extrinsic motivations are externally stimulated by schools through financial and nonfinancial awards.…”

mentioning

confidence: 99%

Extrinsic motives to encourage extracurricular research activities: a reminder call to medical schools in Saudi Arabia

Cited by 6 publications

References 8 publications

Perceptions of preclinical medical students towards extracurricular activities

Perceptions of preclinical medical students towards extracurricular activities

Atividades extracurriculares e formação médica: diversidade e flexibilidade curricular

Research dean's list: A novel proposal to encourage academic research and scholarly publishing by pharmD students

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