Students’ motivation toward feedback-seeking in the clinical workplace

Figures & data

Table

Practice points

High performing students are more motivated compared to low performing students in seeking feedback in the clinical workplace. High performing students are higher self-determined compared to low performing students in seeking feedback in the clinical workplace.

Figure 1. Boxplot number of Mini-CEXs from supervisor and peer comparing low, average, and high performing students. The y-axis reflects the number of Mini-CEXs collected compared to the minimum requirements as recorded in the exam regulations. Regarding Mini-CEXs from supervisor, the median value in low, average, and high performing students is 4, 6, and 7, respectively. For example, a median value of four represents students collecting four more Mini-CEXs than minimally required. Regarding Mini-CEXs from peer, the median value in low, average, and high performing students is 1, 2, and 2, respectively.

Table 1. Mean and SD values of the orientation of motivation compared between low, average, and high performing students on a 1- to 5-point Likert scale.

Orientation of motivation	Mean (SD) Low performing students (n = 15)	Mean (SD) Average performing students (n = 9)	Mean (SD) High performing students (n = 16)
Autonomous motivation	2.54 (0.64)	2.69 (0.39)	3.31 (0.65)
Intrinsic motivation	2.18 (0.80)	2.33 (0.47)	2.98 (0.83)
Identified regulation	2.90 (0.55)	3.06 (0.37)	3.64 (0.57)
Controlled motivation	3.03 (0.54)	2.86 (0.63)	2.63 (0.70)
Introjected regulation	2.38 (0.91)	2.17 (0.54)	2.30 (1.08)
External regulation	3.68 (0.55)	3.56 (0.87)	2.95 (0.74)
Amotivation	2.83 (1.07)	2.56 (0.66)	2.27 (0.65)

Table 2. p Values post-hoc Dunn’s test with Holm correction. The (sub)scales autonomous motivation, intrinsic motivation, identified regulation, and external regulation were compared between low, average, and high performing students.

Orientation of motivation	Low performing versus Average performing	Average performing versus High performing	Low performing versus High performing
Autonomous motivation	0.74 (NS)	0.03*	<0.01*
Intrinsic motivation	0.86 (NS)	0.04*	0.01*
Identified regulation	0.57 (NS)	0.05 (NS)	<0.01*
External regulation	0.54 (NS)	0.16 (NS)	0.02*

* Significant <0.05; NS: non-significant >0.05.