Professional Identity and Motivation for Medical School in First-Year Medical Students: A Cross-sectional Study

医学院 身份(音乐) 心理学 横断面研究 医学教育 队列 正相关 联想(心理学) 医学 内科学 声学 物理 病理 心理治疗师
作者
Valentina Faihs,Susanne Heininger,Stuart McLennan,Martin Gartmeier,Pascal O. Berberat,Marjo Wijnen‐Meijer
出处
期刊:Medical science educator [Springer Science+Business Media]
卷期号:33 (2): 431-441 被引量:4
标识
DOI:10.1007/s40670-023-01754-7
摘要

Abstract Background Professional identity formation (PIF) is a life-long process, starting even before professional education. High levels of motivation for medical school are essential for effective learning and academic success. Both are key factors in future physicians’ professional and personal development, and according to self-determination theory, professional identity (PI) and students’ levels of motivation could be closely linked. Therefore, we sought to investigate whether PI and strength of motivation for medical school are associated in new medical students. Methods In a cross-sectional survey, all new medical students in Munich, Germany, were asked to complete the Macleod Clark Professional Identity Scale (MCPIS-9) and the Strength of Motivation for Medical School-Revised questionnaire (SMMS-R) as well as to provide information about age, gender, and waiting time before starting medical school. Results Eight hundred eleven out of 918 new medical students participated in the survey. A positive correlation between the MCPIS-9 and the SMMS-R ( p < 0.001) was found. Female students showed higher scores in the SMMS-R ( p < 0.05) and the SMMS-R-subscale Readiness to Start ( p < 0.001) . The amount of waiting semesters showed a positive correlation with the total SMMS-R score ( p < 0.01) as well as with the subscales Readiness to Start and Persistence (both p < 0.001). Discussion We found an association between PI and strength of motivation for medical school in a large cohort of new medical students. Female gender and more waiting semesters were associated with higher levels of self-perceived motivation and higher scores on the SMMS-R-subscale Readiness to Start . More research is needed to better understand this topic to further improve medical education.
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