EDUCATIONAL ADMINISTRATION FACTORS AFFECTING EDUCATOR MOTIVATION IN CLINICAL EDUCATION: A QUALITATIVE STUDY

Abstract

Objective: This study aims to investigate and compare the educational management factors that affect the motivation of educators involved in clinical education at two medical faculties-one from a public university and the other from a foundation university. Material and Method: This study is based on a doctoral dissertation in Medical Education. Qualitative research methods were applied in the study. Participants were recruited from both-a foundation and a state university using the purposeful sampling method. Male and female faculty with the titles of professor, associate professor, and assistant professor from internal and surgical departments were included in the study. A total of 30 in-depth one-on-one interviews were conducted with 15 participants from each institution. Informed consent was obtained from all participants. Semi-structured forms were used during the interviews. All interviews were audio and video recorded. Thematic analysis method was employed to analyze the data. Results: Injustice in management and education administration; uncertainty and double standards in the rules, unclarity in operation and management processes, delayed decision-making, conflict between education and patient care services, lack of communication between the management and the faculty, lack of faculty and support staff in education, and a performance system that causes disadvantage to the educator are negative motivation factors. Conclusion: Ensuring justice in management and education administration; determining and complying with the rules, operation and management processes, fast and effective decision-making, organizing education and patient care services in a way that they do not hinder each other, a participatory and communicative approach in management, providing sufficient workforce at all levels in education, preventing the disadvantage of providing training in the performance system are among the first steps that should be taken to increase educator motivation in clinical education.