Med Teach May 2025 PMID 39402983

What influences clinical educators' motivation to teach? A BEME systematic review and framework synthesis based on self-determination theory: BEME Review No. 90.

Cesar Orsini, Rintaro Imafuku, Barbara Jennings, Adam Neufeld, Jorge Tricio, Rashmi A Kusurkar

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The overall tone reflects a positive reception, with users emphasizing appreciation and interest through phrases like 'great discussion' and 'open access,' which foster community engagement. The tone and references to media coverage show appreciation for knowledge dissemination, indicating a moderate but meaningful impact on the academic community.

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Abstract in brief

The review explores what motivates clinical educators to teach, emphasizing factors like personal interest, professional development, feeling valued, and altruism, rather than just incentives or rewards.
Using self-determination theory, the study categorizes motivation into amotivation, controlled, and autonomous types, analyzing how interactions with stakeholders, societal expectations, and personal beliefs influence educators' motivation.
Findings suggest that understanding these motivating factors is crucial for sustaining healthcare education models, improving educator retention, and addressing challenges like high learner demand, educator shortages, and economic pressures.

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