Motivation in clinical teachers: an exploratory study

Abstract

This qualitative study examined the factors which influence clinical teaching delivered in the Intensive Care Unit (ICU) workplace in New Zealand. Aim: To explore aspects of clinical teachers’ motivation in this specific workplace setting. Background: Teaching in ICU is undertaken by clinicians whose primary focus is patient care, in an environment which poses unique challenges to both teachers and learners. Design: A qualitative case study approach conducted over two years. Methods: Data were collected from 20 semi-structured interviews with a purposive sample of Intensive Care Senior Medical Officers (SMOs), which took place over a period of 18 months. The interviews explored individuals’ personal experiences, philosophies of teaching and current teaching practices. Data were analysed using a general inductive technique, which aimed to produce thematic descriptions whose manifest meanings could be connected directly to the data. Findings: Key themes were identified relating to the barriers and enablers for motivation. These included misaligned expectations between teachers and others, systems factors such as rostering and staffing issues and limited availability of training opportunities for clinician teachers. Despite the contextual challenges, clinical teachers devised innovative strategies for success in this high acuity environment. Conclusion: Based on the resulting themes, suggestions are made to improve the clinical learning environment and enhance sustainability for teachers in the Intensive Care medical workforce.