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Medical Teacher Volume 39, 2017 - Issue 2
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Original Articles

Why do surgeons teach? A qualitative analysis of motivation in excellent surgical educators

Curtis R. BuddenDepartment of Surgery, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, CanadaCorrespondence[email protected]
,
Ksenia SvechnikovaDepartment of Surgery, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Canada
&
Jonathan WhiteDepartment of Surgery, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Canada
Pages 188-194 | Published online: 10 Nov 2016

Citations (16)

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Read on this site (2)

Leslie Sheu, Leslie Bernal Charondo & Patricia S. O’Sullivan. (2022) Faculty motivations for leading clinical clerkship electives: A qualitative study. Medical Teacher 44:10, pages 1109-1115.
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Thea van Lankveld, Harish Thampy, Peter Cantillon, Jo Horsburgh & Manon Kluijtmans. (2021) Supporting a teacher identity in health professions education: AMEE Guide No. 132. Medical Teacher 43:2, pages 124-136.
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Articles from other publishers (14)

Cintia Pereira de Araujo & Clarice Rosa Olivo. (2023) Preocupações pedagógicas do fisioterapeuta professor e suas percepções sobre a pandemia de COVID-19. Fisioterapia e Pesquisa 30.
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Cintia Pereira de Araujo & Clarice Rosa Olivo. (2023) Pedagogical concerns of physical therapist professors and their perceptions of the COVID-19 pandemic. Fisioterapia e Pesquisa 30.
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Carolyn H. Marcus, Catherine D. Michelson, Donna Luff & Lori R. Newman. (2022) Participation in a Resident-as-Teacher Rotation: Motivations of and Impacts on Faculty Coaches. Academic Medicine 97:12, pages 1832-1840.
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H Beale, A Gizzi, K Webster, J Forty & GJR Slater. (2021) Lost faculty: a quantitative study exploring why Advanced Trauma Life Support instructors stop teaching. The Bulletin of the Royal College of Surgeons of England 103:7, pages 362-367.
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Chung-Hsien Chaou, Shiuan-Ruey Yu, Roy Yi Ling Ngerng, Lynn Valerie Monrouxe, Li-Chun Chang & Yu-Che Chang. (2021) Clinical teachers’ motivations for feedback provision in busy emergency departments: a multicentre qualitative study. Emergency Medicine Journal 38:8, pages 624-629.
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Michael Kochis, Kristen Jogerst, Sophia K. McKinley, Matthew Sandler, Emil R. Petrusa & Roy Phitayakorn. (2021) “Fighting an uphill battle”: A mixed methods exploration of surgeon involvement in medical schools’ preclinical curricula. The American Journal of Surgery 221:2, pages 315-322.
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Aakanksha Gupta, Cassandra V. Villegas, Anthony C. Watkins, Christopher Foglia, James Rucinski, Robert J. Winchell, Philip S. Barie & Mayur Narayan. (2020) General Surgery Residents’ Perception of Feedback: We Can Do Better. Journal of Surgical Education 77:3, pages 527-533.
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Joydeep Dutta Chaudhuri. (2019) Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach. Anatomical Sciences Education 13:2, pages 250-271.
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Lily C. Pien & Colleen Y. Colbert. (2020) Time to develop more clinician-educators in allergy and immunology. Journal of Allergy and Clinical Immunology 145:2, pages 456-462.
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Andrzej Żyluk. (2019) Teaching surgery – a review. Pomeranian Journal of Life Sciences 64:4, pages 25-29.
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Mao Ding, Oksana Babenko, Sudha Koppula, Anna Oswald & Jonathan White. (2019) Physicians as Teachers and Lifelong Learners. Journal of Continuing Education in the Health Professions 39:1, pages 2-6.
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Linda M. Love, Faye L. Haggar, Sarah B. McBrien, Russell J. Buzalko, Teresa L. Hartman, Ron J. Shope & Gary L. Beck Dallaghan. (2018) Supporting the Professional Identity of Medical Science Educators: Understanding Faculty Motivations for Quality Improvement in Teaching. Medical Science Educator 28:4, pages 655-665.
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Katherine M. WisenerKevin W. Eva. (2018) Incentivizing Medical Teachers: Exploring the Role of Incentives in Influencing Motivations. Academic Medicine 93:11S, pages S52-S59.
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Christopher P. Brandt. (2018) Why teach? Why ASE?. The American Journal of Surgery 215:2, pages 205-208.
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