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Objective <p>This study was conducted to determine the factors that motivate emergency physicians (assistant, associate, and consultant) to teach to residents in the adult and pediatric emergency departments.</p> Methods <p>The research was conducted in both the adult and pediatric emergency departments at tertiary hospital. Overall 52 physicians, including all emergency physicians from assistant consultant level and higher were invited to participate. The study utilized the Q method, which enables quantitative representation and ranking of the general public’s views. Participants completed open-ended and demographic questions as well as sorted and rated comments on their level of agreement with statements about motivation for clinical teaching. The information was entered into the PQ-method software to do a Q-factor analysis. Principal component analysis and varimax rotation were used in the Q-factor study for three factors.</p> Results <p>Total 40 EM doctors participated. Majority of doctors fall in factor1 where they agreed with positive statements and shared similar views regarding their motivators. The highly ranked positive statements were the present of interesting finding during the shift, if interesting questions was raised by the residents, and when they saw the impact of their teaching within the residents. While total of 13 doctor’s fall in factors 2 and 3 which reflected barriers or negative influences on their motivation to teach. Their motivation negatively affected by the patients’ number of attendants, feeling unwell, and number of shifts.</p> Conclusion <p>Emergency physician motivation for clinical teaching was influenced by multiple factors. The opportunity to teach residents is the strongest motivator. It is considered interesting, in particular if residents raise interesting questions. The motivation to teach decreases if the teacher’s wellbeing is affected. Work load and administrative burden act negatively on the willingness to teach. Financial compensation and other rewards increase the motivation to teach.</p>

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Assessing emergency physicians’ motivation to conduct clinical teaching using the Q-methodology approach

  • 期刊论文

  • 发表日期：

    2025年6月23日

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  • Sajida Agha,
  • Maha Al Fayad,
  • Sultan Alqahtani

摘要

Objective

This study was conducted to determine the factors that motivate emergency physicians (assistant, associate, and consultant) to teach to residents in the adult and pediatric emergency departments.

Methods

The research was conducted in both the adult and pediatric emergency departments at tertiary hospital. Overall 52 physicians, including all emergency physicians from assistant consultant level and higher were invited to participate. The study utilized the Q method, which enables quantitative representation and ranking of the general public’s views. Participants completed open-ended and demographic questions as well as sorted and rated comments on their level of agreement with statements about motivation for clinical teaching. The information was entered into the PQ-method software to do a Q-factor analysis. Principal component analysis and varimax rotation were used in the Q-factor study for three factors.

Results

Total 40 EM doctors participated. Majority of doctors fall in factor1 where they agreed with positive statements and shared similar views regarding their motivators. The highly ranked positive statements were the present of interesting finding during the shift, if interesting questions was raised by the residents, and when they saw the impact of their teaching within the residents. While total of 13 doctor’s fall in factors 2 and 3 which reflected barriers or negative influences on their motivation to teach. Their motivation negatively affected by the patients’ number of attendants, feeling unwell, and number of shifts.

Conclusion

Emergency physician motivation for clinical teaching was influenced by multiple factors. The opportunity to teach residents is the strongest motivator. It is considered interesting, in particular if residents raise interesting questions. The motivation to teach decreases if the teacher’s wellbeing is affected. Work load and administrative burden act negatively on the willingness to teach. Financial compensation and other rewards increase the motivation to teach.