do faculties remain motivated after attending medical education workshops and what innovations do they bring about at workplace?

Background objective: faculties attend medical education workshops to gain knowledge and skills. a need was felt to assess the sustainability and type of motivation status of the participants and whether they brought about a change in their workplace over a period of 6 months after the training.materials methods: a longitudinal prospective, analytic, questionnaire based follow up study was conducted in 60 faculty volunteers who attended a revised basic course workshop on medical education technology. the motivation status was recorded post workshop baseline (0 months), at 2 and 6 months after the workshop. they were also asked to report any innovations initiated in their workplace.results: the motivation parameters of external regulation increased from mean (sd) of 1.89(1.14) to 2.84(1.59), p=0.001 and 3.07(1.55), p<0.001 at 2 months and 6 months. amotivation increased from 2.37(1.43) to 3.15(1.47), p=0.012 and 3.10(1.53), p=0.020 at 2 and 6 months respectively. work selfdetermination index (wsdi) decreased from baseline to 6 months from 17.69(7.65) to 14.02(8.51), p=0.046. work non selfdetermined motivation (wnsdm) increased from baseline, 2.86(1.09), to 3.56(1.24) p=0.004 at 2 months and 3.63(1.19), p=0.001 after 6 months. there was significant correlation between innovation scores and intrinsic motivation, integrated regulation, identified regulation, work selfdetermination index and work selfdetermined motivation at 2 and 6 months and introjected regulation at 2 months.conclusion: the faculty rsquo;s change in motivation status suggests that it was related to goals, targets and awards. perceived changes related to teaching and assessment methods in workplace was also reported.

Do faculties remain motivated after attending medical education workshops and what innovations do they bring about at workplace?

Background Objective: Faculties attend medical education workshops to gain knowledge and skills. A need was felt to assess the sustainability and type of motivation status of the participants and whether they brought about a change in their workplace over a period of 6 months after the training.Materials Methods: A longitudinal prospective, analytic, questionnaire based follow up study was conducted in 60 faculty volunteers who attended a revised basic course workshop on medical education technology. The motivation status was recorded post workshop baseline (0 months), at 2 and 6 months after the workshop. They were also asked to report any innovations initiated in their workplace.Results: The motivation parameters of External regulation increased from Mean (SD) of 1.89(1.14) to 2.84(1.59), p=0.001 and 3.07(1.55), p<0.001 at 2 months and 6 months. Amotivation increased from 2.37(1.43) to 3.15(1.47), p=0.012 and 3.10(1.53), p=0.020 at 2 and 6 months respectively. Work selfdetermination index (WSDI) decreased from baseline to 6 months from 17.69(7.65) to 14.02(8.51), p=0.046. Work non selfdetermined motivation (WNSDM) increased from baseline, 2.86(1.09), to 3.56(1.24) p=0.004 at 2 months and 3.63(1.19), p=0.001 after 6 months. There was significant correlation between innovation scores and Intrinsic Motivation, Integrated Regulation, Identified Regulation, Work SelfDetermination Index and Work SelfDetermined Motivation at 2 and 6 months and Introjected Regulation at 2 months.Conclusion: The faculty rsquo;s change in motivation status suggests that it was related to goals, targets and awards. Perceived changes related to teaching and assessment methods in workplace was also reported.