What Motivates Occasional Faculty Developers to Lead Faculty Development Workshops? A Qualitative Study
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Summary
Four of the themes the authors found are well addressed in motivation theory literature: mastery, relatedness, duty, and purpose; it is the fifth theme—satisfaction—that the authors feel is foundational and links the others together.
- Type
- article
- Published
- 2015-11-01
- Cited by
- 17
- References
- 18
- OpenAlex
- https://openalex.org/W26017353
- Semantic Scholar
- https://api.semanticscholar.org/CorpusID:22634053
Keywords
Art
References
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- Research University STEM Faculty Members’ Motivation to Engage in Teaching Professional Development: Building the Choir Through an Appeal to Extrinsic Motivation and Ego
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- An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research.
- Have Motivation Theories Guided the Development and Reform of Medical Education Curricula? A Review of the Literature
- Identity Formation of Occasional Faculty Developers in Medical Education: A Qualitative Study
- Social Foundations of Thought and Action: A Social Cognitive Theory
- Motivation and Personality
Cited by
- Identity formation and motivation of new faculty developers: A replication study in a resource constrained university
- Realist evaluation of faculty development for medical educators: What works for whom and why in the long-term
- Retaining talent at academic medical centers
- Strengthening Teachers' Professional Identities Through Faculty Development.
- How Medical Educators Can Foster Equity and Inclusion in Their Teaching: A Faculty Development Workshop Series.
- Educator Identity Formation: A Faculty Development Workshop
- Evolving from Didactic to Dialogic: An Action Research for Improving Teaching Practices in the mini-CEX Workshops
- Faculty motivations for leading clinical clerkship electives: A qualitative study
- Participation in a Resident-as-Teacher Rotation: Motivations of and Impacts on Faculty Coaches
- Faculty Development for Academic Emergency Physicians: A Focus Group Analysis
- Evolving from Didactic to Dialogic: How to Improve Faculty Development and Support Faculty Developers by Using Action Research
- The Impact of Facilitators’ Competencies and Characteristics on Faculty Enhancement Activities in Saudi Arabia: A Mixed-Methods Research
- Preparing Institutions to Implement Harmonized Medicine and Nursing Curricula Through the Use of Cross-Institutional Faculty Developers
- From hesitation to participation: a narrative review of facilitators and barriers for healthcare professionals’ engagement in medical education research
- Beyond carrots and sticks. Exploring faculty motivation to join a digital health professions educator program
- Professional identity formation of clinician-educators through contributions to staff development in neonatology: a qualitative thematic analysis
- The faculty-focused model of information literacy: Insights from the faculty development literature
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