Associations between Motivational Factors for Studying Medicine, Learning Approaches and Empathy among Medical School Candidates

Autor/inn/en	Piumatti, Giovanni; Abbiati, Milena; Baroffio, Anne; Gerbase, Margaret W.
Titel	Associations between Motivational Factors for Studying Medicine, Learning Approaches and Empathy among Medical School Candidates
Quelle	In: Advances in Health Sciences Education, 24 (2019) 2, S.287-300 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Piumatti, Giovanni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-018-9866-6
Schlagwörter	Correlation; Student Motivation; Cognitive Style; Empathy; Medical Education; Medical Schools; Medical Students; Role; Teaching Methods; Educational Environment; Caring; Physician Patient Relationship; Student Attitudes; Admission (School); Path Analysis; Social Status; Salaries + Suchen Sie Ihr Suchwort? Korrelation; Schulische Motivation; Cognitive styles; Kognitiver Stil; Empathie; Medizinische Ausbildung; Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Care; Pflege; Sorge; Betreuung; Arzt-Patient-Beziehung; Schülerverhalten; Pfadanalyse; Sozialer Status; Entlohnung; Gehalt
Abstract	Previous research highlighted associations between students' motivation for medical studies and their learning approaches on the one hand and empathy on the other. Internal motivational factors for studying medicine (e.g., care for patients, save lives) coupled with a deep approach to learning have been positively related to empathy in contrast to external motivational factors (e.g., future earning potential, prestige) and surface learning. However, assessments of these assumptions among medical school candidates are scarce. This study examined the relationship between different motivational factors and empathy among students enrolled in a selection year in medicine by testing the mediating role of learning approaches. A sample of 572 candidates for medical studies answered a self-reported questionnaire half way through their selection year. Measures included internal and external motivational factors for studying medicine, deep and surface learning approaches and empathy. Path-analysis tested the mediation effects of deep and surface approaches to learning on the relationship of internal and external motivational factors with empathy. The deep learning approach partially mediated the significant positive association between internal motivational factors and empathy, while the surface learning approach fully mediated the significant negative association between external motivational factors and empathy. These results suggest that learning approaches could be a pathway by which internal and external motives for studying medicine are related to empathy among medical school candidates. Pedagogical strategies and educational environments accounting for individual differences in motivation and learning may contribute to training students to become professional and caring doctors in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01