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• W2034628044 abstract "This was the first study to focus on what factors may motivate clinical teachers in Sports Medicine Schools. These findings would be of particular interest at a time of decreasing resources for Schools of Sports Medicine to reward teaching. A total of 32 clinical teachers (13 females [40%]; 19 males [60%]) volunteered for this observational, cross-sectional study. Conventional Q-methodology so that participants rank-ordered 69 numbered statements according to the extent to which these reflected their motivation to teach at School of Sports Medicine. The sorted statements were factor-analyzed to provide clusters of similar experiences. In accordance with recommended practice, two factors emerged: factor 1 “I teach for helping others” included 23 (72%) participant's sorts (13 males; 10 females) whereas factor 2 “I teach for improving myslef” included just 9 (28%) participants (6 males; 3 females). The statement that received the highest average score for factor 1 was “I want to help my students become good doctors”. Regarding factor 2, the statement that received the highest average score was “I teach because of the intellectual stimulation”. A ranked-pool of factors that motivate clinicians to teach in Schools of Sports Schools has been proposed. By identifying them, these factors can be reinforced by motivational strategies at Schools of Sports Medicine in order to enhance teacher cooperation and compliance, thereby reducing drop-out rates. Este estudio fue el primero en abordar los factores que pueden motivar a los docentes clínicos en las Escuelas de Medicina Deportiva. Estos hallazgos podrían ser de interés particular en un momento en el que van disminuyendo los recursos para recompensar la enseñanza en las escuelas deportivas. Se incluyó a un total de 32 docentes clínicos voluntarios (13 mujeres [40%], 19 varones [60%]) en este estudio observacional y transversal. Se utilizó la metodología Q convencional para que los participantes clasificaran en orden 69 aseveraciones, en función del modo en que éstas reflejaran su motivación para impartir la docencia en una Escuela de Medicina Deportiva. Las aseveraciones clasificadas fueron analizadas utilizando factores, para obtener así grupos de experiencias similares. De acuerdo a la práctica recomendada, surgieron dos factores: el factor 1 “Yo enseño para ayudar a los demás” incluyó a 23 (72%) tipos de participantes (13 varones y 10 mujeres), mientras que el factor 2 “Yo enseño para mejorarme a mí mismo” incluyó únicamente a 9 (28%) participantes (6 varones y 3 mujeres). La aseveración que recibió una mayor puntuación media para el factor 1 fue: “Quiero ayudar a mis estudiantes a convertirse en buenos doctores”. En cuanto al factor 2, la afirmación que recibió la mayor puntuación media fue: “Yo enseño movido por la estimulación intelectual”. Se ha propuesto un pool de factores clasificados que motivan a los facultativos a la enseñanza en las Escuelas de Medicina Deportiva. Al identificarlos, estos factores pueden reforzarse mediante estrategias de motivación en las Escuelas de Medicina Deportiva, a fin de realzar la cooperación y el cumplimiento de los profesores, reduciendo así los porcentajes de abandono." @default.
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• W2034628044 date "2013-10-01" @default.
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• W2034628044 title "Motivation of clinical teachers at Schools of Sports Medicine: Taking part is what really counts?" @default.
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• W2034628044 doi "https://doi.org/10.1016/j.apunts.2013.07.003" @default.
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