Relations between policy for medical teaching and basic need satisfaction in teaching

Engbers, Rik; Fluit, Cornelia; Bolhuis, Sanneke; Sluiter, Roderick; Stuyt, P.M.J.; Laan, Roland

doi:10.1007/s10459-014-9575-8

Cited by 13 publications

(17 citation statements)

References 15 publications

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“…Initiatives have recently been taken in this direction, like the introduction of a teaching portfolio for tenure and promotion, teaching fellowships (Engbers et al 2015; Lown et al 2009; Steinert et al 2010), grants for educational innovation, and educational research (Adler et al 2015). It would be interesting to investigate whether these initiatives change the collective stories about teaching and thus make better and more suitable identity narratives available.…”

Section: Discussionmentioning

confidence: 99%

Integrating the teaching role into one’s identity: a qualitative study of beginning undergraduate medical teachers

Lankveld

Schoonenboom

Kusurkar

et al. 2016

Adv in Health Sci Educ

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Beginning medical teachers often see themselves as doctors or researchers rather than as teachers. Using both figured worlds theory and dialogical self theory, this study explores how beginning teachers in the field of undergraduate medical education integrate the teacher role into their identity. A qualitative study was performed, involving 18 beginning medical teachers at a Dutch medical school. The teachers were interviewed twice and kept a logbook over a period of 7 months. The study shows that the integration of the teacher role into the teachers’ identity was hampered by the idea that teaching is perceived by others as a low status occupation. Some teachers experienced significant tension because of this, while others showed resilience in resisting the negative associations that were thought to exist regarding teaching. The teachers used five different identity narratives in order to integrate the teacher role into their identity, in which the positions of teacher and doctor or researcher were found to be combined, adopted or rejected in diverse ways. The five identity narratives were: (1) coalition between the I-position of teacher and other I-positions; (2) no integration of the I-position of teacher: holding on to other I-positions; (3) construction of the I-position of teacher and other I-positions as opposites; (4) coalition between the I-position of teacher and a third position of coordinator; and (5) meta-position: trivialising the importance of status. These identity narratives offer starting points for supporting undergraduate teachers during their early professional years.

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Section: Discussionmentioning

confidence: 99%

Integrating the teaching role into one’s identity: a qualitative study of beginning undergraduate medical teachers

Lankveld

Schoonenboom

Kusurkar

et al. 2016

Adv in Health Sci Educ

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“…Lastly, our model does not show the possible effects of obtaining a TQ, (J)PL status, or a SIRPME because we only asked our interviewees about the factors that promoted or inhibited individual teachers in a university hospital in making use of teaching policy incentives. It is conceivable that the actual use faculty make of teaching policy incentives affects individual teachers’ strategy and their motivation for medical teaching, as some studies have shown relations between policy initiatives and individual teachers’ motivation for medical teaching (as an outcome measure for the quality of medical teaching) (Engbers et al 2014 , 2015 ), and other outcomes such as educational leadership (Newman et al 2015 ). Further research, therefore, could usefully explore the effects of the use faculty make of teaching policy incentives.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…The literature describes different policy initiatives aimed at developing careers in academic medical teaching (AMEE; AERA; Engbers et al 2013 , 2014 , 2015 ; Jaarsma 2012 ; RCPSC; Schofield et al 2010 ; Sorinola et al 2013 ; Steinert et al 2012 ). Successful implementation depends on faculty making use of these teaching policy incentives.…”

Section: Introductionmentioning

confidence: 99%

“…The TQ system has four qualification levels Start Teaching Qualification (STQ) Basic Teaching Qualification (BTQ) Extended Teaching Qualification (ETQ) Full Teaching Qualification (FTQ). (Engbers et al 2013 ; Engbers et al 2015 ) ( b ) (Junior) Principal Lecturer statuses Teachers at the RUMC with a leading role in education can be awarded a (Junior) Principal Lecturer ((J)PL) status (Engbers et al 2013 , 2014 ). (J)PL statuses involve a financial bonus being granted to the teacher’s department and also serve as criteria for professorship appointments ( c ) Subsidized Innovation and Research Projects in Medical Education Subsidized Innovation and Research Projects in Medical Education (SIRPMEs) are granted annually to encourage innovations and research projects in medical education (Engbers et al 2013 , 2014 ) …”

Section: Introductionmentioning

confidence: 99%

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Implementing medical teaching policy in university hospitals

Engbers

Fluit

Bolhuis

et al. 2016

Adv in Health Sci Educ

Self Cite

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Within the unique and complex settings of university hospitals, it is difficult to implement policy initiatives aimed at developing careers in and improving the quality of academic medical teaching because of the competing domains of medical research and patient care. Factors that influence faculty in making use of teaching policy incentives have remained underexplored. Knowledge of these factors is needed to develop theory on the successful implementation of medical teaching policy in university hospitals. To explore factors that influence faculty in making use of teaching policy incentives and to develop a conceptual model for implementation of medical teaching policy in university hospitals. We used the grounded theory methodology. We applied constant comparative analysis to qualitative data obtained from 12 semi-structured interviews conducted at the Radboud University Medical Center. We used a constructivist approach, in which data and theories are co-created through interaction between the researcher and the field and its participants. We constructed a model for the implementation of medical teaching policy in university hospitals, including five factors that were perceived to promote or inhibit faculty in a university hospital to make use of teaching policy incentives: Executive Board Strategy, Departmental Strategy, Departmental Structure, Departmental Culture, and Individual Strategy. Most factors we found to affect individual teachers’ strategies and their use of medical teaching policy lie at the departmental level. If an individual teacher’s strategy is focused on medical teaching and a medical teaching career, and the departmental context offers support and opportunity for his/her development, this promotes faculty’s use of teaching policy incentives.

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“…Experience in the position [8,18]. The longer a worker performs certain functions, with the more confidence he or she can be called a professional.…”

Section: Non-financial Incentivesmentioning

confidence: 99%

Pattern of the rational worker incentive system

Kopytova

2017

MATEC Web Conf.

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Abstract.The article presents a model of rational incentive system with the structure consisting of three blocks. The first block (financial incentives) provides monetary compensation to a worker. The second block (stimulating by comfortable living conditions) is aimed to regulate the quality of a worker's life in and outside the place he works. The third block (non-financial incentives) takes into account cultural and social worker's needs. The proposed structure of incentive system provides the most comprehensive coverage to the employee's needs and organizes them in the way accessible both for specialists of labor economics and human resource management and for ordinary workers.

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Relations between policy for medical teaching and basic need satisfaction in teaching

Cited by 13 publications

References 15 publications

Integrating the teaching role into one’s identity: a qualitative study of beginning undergraduate medical teachers

Integrating the teaching role into one’s identity: a qualitative study of beginning undergraduate medical teachers

Implementing medical teaching policy in university hospitals

Pattern of the rational worker incentive system

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