Investigation of academic motivation in medical students and its association with clinical education quality, academic achievement, and academic burnout
Improving the quality of clinical education requires continuous review of the current situation, identifying strengths, and correcting weaknesses. This study aimed to investigate the association between academic motivation with quality of clinical education, academic achievement, and burnout. This c...
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Published in | Journal of Education and Health Promotion Vol. 11; no. 1; p. 376 |
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Format | Journal Article |
Language | English |
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Wolters Kluwer - Medknow
01.01.2022
Wolters Kluwer Medknow Publications |
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Abstract | Improving the quality of clinical education requires continuous review of the current situation, identifying strengths, and correcting weaknesses. This study aimed to investigate the association between academic motivation with quality of clinical education, academic achievement, and burnout.
This cross-sectional study was done in 2020 on all of the 140 internship students of Shahrekord University of Medical Sciences, using the consensus method. The data collection tools included standard questionnaires such as Herman's Academic Motivation, Clinical Education Quality, Maslach Modified Academic Burnout, Pham and Taylor Academic Achievement, Satisfaction of Educational Welfare Facilities. Data were analyzed using SPSS (ver. 22) software and descriptive statistics (mean, standard deviation, frequency and percentage of frequency), Spearman rank, correlation coefficient and Mann-Whitney and Kruskal-Wallis statistical tests.
< 0.05 is considered statistically significant.
The mean ± SD of age was 25.68±2.03. 86 (61.4%) of the internship were female and 87 (62.1%) were single. Mean± SD of academic motivation and quality of clinical education were 81.51± 8.73 and 28/99± 11/52 respectively. Also, the Mean± SD of academic achievement and academic burnouts were 147/61± 14/94 and 42/37± 10/42 respectively.
Academic motivation had a meaningful and positive relationship with academic achievement and satisfaction of welfare facilities but a negative correlation with academic burnout. Also, academic achievement and academic burnout had a negative correlation but a positive correlation was seen between the quality of clinical education and satisfaction of welfare facilities.
Considered the results, recommended improving welfare education facilities by using up-to-date training aids, upgrading educational infrastructure, and employ young staff in the education office. For improving the quality of clinical education, appropriate educational methods, conducting developmental assessments continuously, using simulated environments, and improving students' motivation. |
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AbstractList | Improving the quality of clinical education requires continuous review of the current situation, identifying strengths, and correcting weaknesses. This study aimed to investigate the association between academic motivation with quality of clinical education, academic achievement, and burnout.
This cross-sectional study was done in 2020 on all of the 140 internship students of Shahrekord University of Medical Sciences, using the consensus method. The data collection tools included standard questionnaires such as Herman's Academic Motivation, Clinical Education Quality, Maslach Modified Academic Burnout, Pham and Taylor Academic Achievement, Satisfaction of Educational Welfare Facilities. Data were analyzed using SPSS (ver. 22) software and descriptive statistics (mean, standard deviation, frequency and percentage of frequency), Spearman rank, correlation coefficient and Mann-Whitney and Kruskal-Wallis statistical tests.
< 0.05 is considered statistically significant.
The mean ± SD of age was 25.68±2.03. 86 (61.4%) of the internship were female and 87 (62.1%) were single. Mean± SD of academic motivation and quality of clinical education were 81.51± 8.73 and 28/99± 11/52 respectively. Also, the Mean± SD of academic achievement and academic burnouts were 147/61± 14/94 and 42/37± 10/42 respectively.
Academic motivation had a meaningful and positive relationship with academic achievement and satisfaction of welfare facilities but a negative correlation with academic burnout. Also, academic achievement and academic burnout had a negative correlation but a positive correlation was seen between the quality of clinical education and satisfaction of welfare facilities.
Considered the results, recommended improving welfare education facilities by using up-to-date training aids, upgrading educational infrastructure, and employ young staff in the education office. For improving the quality of clinical education, appropriate educational methods, conducting developmental assessments continuously, using simulated environments, and improving students' motivation. BACKGROUND: Improving the quality of clinical education requires continuous review of the current situation, identifying strengths, and correcting weaknesses. This study aimed to investigate the association between academic motivation with quality of clinical education, academic achievement, and burnout. MATERIALS AND METHODS: This cross-sectional study was done in 2020 on all of the 140 internship students of Shahrekord University of Medical Sciences, using the consensus method. The data collection tools included standard questionnaires such as Herman's Academic Motivation, Clinical Education Quality, Maslach Modified Academic Burnout, Pham and Taylor Academic Achievement, Satisfaction of Educational Welfare Facilities. Data were analyzed using SPSS (ver. 22) software and descriptive statistics (mean, standard deviation, frequency and percentage of frequency), Spearman rank, correlation coefficient and Mann–Whitney and Kruskal–Wallis statistical tests. P < 0.05 is considered statistically significant. FINDINGS: The mean ± SD of age was 25.68±2.03. 86 (61.4%) of the internship were female and 87 (62.1%) were single. Mean± SD of academic motivation and quality of clinical education were 81.51± 8.73 and 28/99± 11/52 respectively. Also, the Mean± SD of academic achievement and academic burnouts were 147/61± 14/94 and 42/37± 10/42 respectively. RESULTS: Academic motivation had a meaningful and positive relationship with academic achievement and satisfaction of welfare facilities but a negative correlation with academic burnout. Also, academic achievement and academic burnout had a negative correlation but a positive correlation was seen between the quality of clinical education and satisfaction of welfare facilities. CONCLUSION: Considered the results, recommended improving welfare education facilities by using up-to-date training aids, upgrading educational infrastructure, and employ young staff in the education office. For improving the quality of clinical education, appropriate educational methods, conducting developmental assessments continuously, using simulated environments, and improving students' motivation. BACKGROUNDImproving the quality of clinical education requires continuous review of the current situation, identifying strengths, and correcting weaknesses. This study aimed to investigate the association between academic motivation with quality of clinical education, academic achievement, and burnout. MATERIALS AND METHODSThis cross-sectional study was done in 2020 on all of the 140 internship students of Shahrekord University of Medical Sciences, using the consensus method. The data collection tools included standard questionnaires such as Herman's Academic Motivation, Clinical Education Quality, Maslach Modified Academic Burnout, Pham and Taylor Academic Achievement, Satisfaction of Educational Welfare Facilities. Data were analyzed using SPSS (ver. 22) software and descriptive statistics (mean, standard deviation, frequency and percentage of frequency), Spearman rank, correlation coefficient and Mann-Whitney and Kruskal-Wallis statistical tests. P < 0.05 is considered statistically significant. FINDINGSThe mean ± SD of age was 25.68±2.03. 86 (61.4%) of the internship were female and 87 (62.1%) were single. Mean± SD of academic motivation and quality of clinical education were 81.51± 8.73 and 28/99± 11/52 respectively. Also, the Mean± SD of academic achievement and academic burnouts were 147/61± 14/94 and 42/37± 10/42 respectively. RESULTSAcademic motivation had a meaningful and positive relationship with academic achievement and satisfaction of welfare facilities but a negative correlation with academic burnout. Also, academic achievement and academic burnout had a negative correlation but a positive correlation was seen between the quality of clinical education and satisfaction of welfare facilities. CONCLUSIONConsidered the results, recommended improving welfare education facilities by using up-to-date training aids, upgrading educational infrastructure, and employ young staff in the education office. For improving the quality of clinical education, appropriate educational methods, conducting developmental assessments continuously, using simulated environments, and improving students' motivation. |
Author | Kabiri, Majid Shahraki, Hadi Raeisi Rostami, Najmeh Pourafzali, Seyed Mehdi Hosseini, Seyede Mahboobeh |
AuthorAffiliation | 1 Department of Epidemiology and Biostatistics, School of Health, Shahrekord University of Medical Sciences, Shahrekord, Iran Clinical Research Development Unit, Ayatollah Kashsni Hospital, Shahrekord University of Medical Science, Shahrekord, Iran |
AuthorAffiliation_xml | – name: 1 Department of Epidemiology and Biostatistics, School of Health, Shahrekord University of Medical Sciences, Shahrekord, Iran – name: Clinical Research Development Unit, Ayatollah Kashsni Hospital, Shahrekord University of Medical Science, Shahrekord, Iran |
Author_xml | – sequence: 1 givenname: Seyede Mahboobeh surname: Hosseini fullname: Hosseini, Seyede Mahboobeh organization: Clinical Research Development Unit, Ayatollah Kashsni Hospital, Shahrekord University of Medical Science, Shahrekord, Iran – sequence: 2 givenname: Seyed Mehdi surname: Pourafzali fullname: Pourafzali, Seyed Mehdi organization: Clinical Research Development Unit, Ayatollah Kashsni Hospital, Shahrekord University of Medical Science, Shahrekord, Iran – sequence: 3 givenname: Hadi Raeisi surname: Shahraki fullname: Shahraki, Hadi Raeisi organization: Department of Epidemiology and Biostatistics, School of Health, Shahrekord University of Medical Sciences, Shahrekord, Iran – sequence: 4 givenname: Majid surname: Kabiri fullname: Kabiri, Majid organization: Clinical Research Development Unit, Ayatollah Kashsni Hospital, Shahrekord University of Medical Science, Shahrekord, Iran – sequence: 5 givenname: Najmeh surname: Rostami fullname: Rostami, Najmeh organization: Clinical Research Development Unit, Ayatollah Kashsni Hospital, Shahrekord University of Medical Science, Shahrekord, Iran |
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Cites_doi | 10.12811/kshsm.2012.6.1.195 10.4103/2277-9531.94412 10.5005/jp-journals-10082-03119 10.4103/jehp.jehp_1070_20 10.1016/j.adolescence.2012.02.016 10.1037/h0029675 10.1016/j.sbspro.2010.03.888 10.1186/s12909-015-0358-6 10.21315/eimj2021.13.1.4 10.1007/s11423-009-9147-4 10.1093/fampra/cmn038 10.1016/j.burn.2014.04.002 10.22555/joeed.v6i1.1782 10.1016/j.amsu.2016.01.090 10.18869/acadpub.rme.7.1.35 10.1037/0022-0663.93.1.3 10.1016/j.sbspro.2011.03.111 10.1016/j.sbspro.2012.06.150 10.52547/rme.12.4.70 |
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Keywords | welfare facilities academic success academic motivation Academic burnout clinical education satisfaction internship |
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SubjectTerms | academic burnout academic motivation academic success clinical education internship Original satisfaction welfare facilities |
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Title | Investigation of academic motivation in medical students and its association with clinical education quality, academic achievement, and academic burnout |
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