Motivations for a Career in Teaching: Medical Students’ Projections towards their Future Role

Motivations for a Career in Teaching: Medical Students’ Projections towards their Future Role | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Motivations for a Career in Teaching: Medical Students’ Projections towards their Future Role Pilar González-Amarante, Manuel A. Romero-Padrón This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4719327/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 24 Jan, 2025 Read the published version in BMC Medical Education → Version 1 posted 4 You are reading this latest preprint version Abstract Background Medical educators play a crucial role in the perpetuation of the medical profession. Recent concerns have arisen regarding the quality and quantity of current teachers. To comprehend this shortage, it is key to understand future physicians’ attitudes towards venturing in education, their motivations and possible detracting factors. This study aims to explore graduating students' attitudes towards a future teaching role and identify motivating and hindering factors. Methods Sixty-eight students in their final year of medical training answered a digital questionnaire. Responses were processed using descriptive statistics and qualitative coding for the open-ended questions. Results Teaching was the second most prevalent aspiring role (59%) after the clinical one. Motivations included the following themes: Contribution to the Future of Medicine, Self-Centered Motivations, Non-Economical Advantages, Sense of Duty and Economical Advantages. Conversely, hindering factors revealed consistent themes: Non-Economical Disadvantages, Economical Disadvantages, Cost-Benefit Rationale, Disadvantages Related to Teaching, and Self-Centered Demotivation. Students’ recent experience across the undergraduate path provided insights about the influence of different agents, teachers’ exemplary attributes, and their own confidence and projection for their future role. Teaching is predominantly viewed as an honorable and aspirational role but constrained by inadequate economic compensation. Students feel confident on this path, with limited understanding of teacher professionalization. Conclusions Exploring the perspectives of graduating students, delving into their motivations and demotivations, holds the potential to tackle issues from a deeper perspective. This understanding can be instrumental in strategically prioritizing efforts to meet the increasing demand for both quantity and quality in educating future professionals. medical education medical students motivations teaching and learning educational innovation higher education Figures Figure 1 Background Medical educators are key in the reproduction of the profession as they fuel the training of medical students, junior doctors and even throughout continuing professional development [ 1 ]. It is highly important to have talented, devoted, and well-prepared teachers. Even though the medical profession has had an inherent commitment to teaching, there is a claim that acknowledging medical expertise as a guarantee for teaching proficiency is not enough. Untrained teachers often face difficulties understanding how to convey the knowledge that they learned, sometimes effortlessly and subconsciously [ 2 ]. This is reflected in medical education in Mexico, as 'teacher’s excellence' is the most deficient aspect of its structural elements [ 3 ]. The aforementioned can be explained partly by the low professionalization of medical education, as only 20% of teachers in the basic sciences area and 17% in the clinical area have pedagogical training [ 3 ]. Aside from this issue, there is increasing concern about medical educators shortage as detected on dropping applications [ 1 , 4 , 5 ], which may also put pressure on the quality of available candidates. This arises the need to recruit, retain and prepare the next generation of medical teachers [ 6 ]. In this context, understanding both motivators and demotivators is key. In an attempt to attract prospects, studies have focused on unveiling the benefits of developing teaching skills and trying to understand what could drive a medical doctor to a path in academia. Other’s initiatives involve programs that introduce, promote, integrate and prepare students, motivating them to become teachers in graduate and postgraduate contexts [ 5 , 6 , 7 , 8 ]. From the perspective of current teachers, the primary motivation for clinicians to engage in teaching is the desire to help educate the next generation of doctors [ 1 ]. Also, most enunciate intrinsic factors along the path of altruism, intellectual satisfaction and personal skills as their motivators [ 1 , 9 ]. Moreover, intrinsic types of motivation (derived from the self) have been found to be more prevalent than those influenced by external factors [ 10 ]. The challenge with motivations towards an educator profile is to differentiate whether they are aspirational or if they are recognized when individuals are already embodying the role. Within the spectrum of medical trajectories, equally important to the drivers is the analysis of what could make individuals avoid going through any of these paths. With regards to teaching, identified obstacles include clinical workload, lack of strong involvement in course design and lack of pleasure in teaching [ 1 , 9 ]. Other frequent disincentives account for lower financial rewards and bureaucracy [ 11 ]. Little has been explored about motivations of medical students to aspire to a teaching role in their future plans. When approaching career intentions in medical students, there is considerable fluctuation as they discover new interests and likings throughout, however extrinsic factors play a more prominent role than personal characteristics [ 11 ]. Understanding the interplay of variables such as gender, culture, country, and even immediate context like institution or medical school is key to assess motivating factors [ 5 ]. Also, generational differences must be weighed, as motivations and perceptions of the millennial student generation regarding their studies and future career plans have already defied educational policies and generation Z will probably twist the game again [ 12 ]. The purpose of this study is to explore the attitudes of medical graduates towards practicing a teaching role in the future and to identify factors that may either motivate or hinder such aspirations. Additionally, the study aims to explore their concept of an exemplary teacher and how their experiences throughout their education may influence their decision to consider such a career path. Methods Based on a literature review, a hybrid survey was designed to explore the graduates’ career plans and particularly their motivations to aspire to a teaching role (which can be found as a supplementary document). Their perception of the ideal teacher and the most important attributes were explored as well as their own sense of preparedness for the role. The survey was administered to graduating medical students from the School of Medicine and Health Sciences of Tecnologico de Monterrey in Mexico, currently engaged in their social service year program. This phase is a mandatory period per Mexican law to receive their grade and occurs upon graduation from a 6-year program. Interns practice academic, research and mostly clinical activities in urban and rural areas. This one-year phase marks an intermediate status where they've completed their academic path and are planning future steps in their careers. The questionnaire had 16 multiple choice items and 6 open questions. The anonymous questionnaires were distributed digitally and self-administered online. A total of 68 subjects from three different campuses of the same medical school completed the survey, which represents 28.69% (N = 237) of the class. The sample comprised 44 (65%) women, 23 (34%) men and one person who identified as nonbinary. Responses underwent processing using descriptive statistics and qualitative coding for the open-ended questions. Potential correlations were explored in terms of campus and gender. The manuscript passed through a thorough proofreading process utilizing artificial intelligence tools to assess and correct grammar, writing style, and other potential errors in accordance with standard scientific writing conventions. Results Future Plans Regarding medical students' plans about their future, most students (84%) are clear on their next step after graduation. However, this tends to lower when students are asked about their plans in the following 5–10 years (67%) and their vision in the long run (76%). On the opposite end, 6% (4) of students are uncertain about their plans across the three-time frames. When applying the gender variable, men are consistently clearer of their future plans than women. The least difference is noted in the immediate steps for postgraduate training, however in medium- and long-term plans, women score consistently lower (a differential of 18%) in projecting their career plan. As expected in this profession, 99% of the students plan to continue their academic training. The vast majority (82%) opt for a clinical residency either in Mexico (63%) or in another country (19%). Only 10% are planning on pursuing research as an intermediate step. A minority are looking for a non-clinical degree (3%) and only 1 student is planning to start working as a general practitioner. The most notorious difference in terms of gender has to do with pursuing research after graduation, which occurs in 20% of males and only 2% of females. When asked about their future professional facets, most students choose 3 or more roles. The most prominent choice is clinical activity (CA) in a hospital environment (90%), followed by teaching (59%). Among the different roles and trajectories, the most popular options are also the most egalitarian in terms of gender; as shown in Fig. 1. Men are more prominent in their choice of entrepreneurship (54.1%), research (54.1%), administrative role in school of medicine (ARSOM) (20.8%) and administrative role in hospital (ARH) (16.6%). Meanwhile, women surpassed men in roles in public service (22.7%), philanthropic projects (20.8%) and non-governmental organizations (NGO) (6.8%). Teacher-Role Model In order to explore their concept about the ideal teacher, students were openly asked about the 3 main traits that a good teacher should have. Afterwards they were expected to choose the most important assets from 4 main domains: professional, teaching, interpersonal and personal domain from Kiani et al. [ 13 ]. With the open question, 57 different attributes emerged. The top 10 qualities represent 137 mentions (67%) and are listed in Table 1 . In regard to gender, the same top 5 options were chosen; although patience was outnumbered by women, and men gave more importance to empathy and knowledge. Table 1 Top 10 main qualities that a good teacher should have according to respondents, as a percentage for each gender. Qualities Female Male Patience (n = 30) 54% (n = 24) 26% (n = 6) Empathy (n = 23) 25% (n = 11) 52% (n = 12) Passion (n = 20) 25% (n = 11) 39% (n = 9) Teaching skills (n = 18) 29.5% (n = 13) 21.7% (n = 5) Knowledge (n = 17) 15.9% (n = 7) 43.4% (n = 10) Availability (n = 7) 11.3% (n = 5) 8.6% (n = 2) Responsibility (n = 6) 4.5% (n = 2) 17.3% (n = 4) Motivating attitude(n = 6) 4.5% (n = 2) 17.3% (n = 4) Respect (n = 5) 9% (n = 4) 4.3% (n = 1) Committed (n = 5) 9% (n = 4) 4.3% (n = 1) When processing the intuitive responses, the responders elicited traits under the 4 domains, the most prominent being under the interpersonal and personal scope. Results are presented in Table 2 . Table 2 Attributes that a good teacher should have according to respondents, based on categories by Kiani et al. Professional Teaching Interpersonal Personal Disciplined 73.5% Enthusiastic for teaching 79.4% Respectful 91.2% Intelligent 80.9% Hard W orking 69.1% Evidence-based teaching 55.9% Approachable and available for students 75% Organized 79.4% Works also as a clinician 69.1% Open to questions 51.5% Effective use of teaching aids 72.1% Trustworthy 63.2% Innovative 58.8% Humble 41.2% Tolerant to disagreements with students 60.3% Punctual 54.4% Does research 19.1% Encourages students for sesearch 36.8% Good body language and eye contact 45.6% Confident 52.9% Altruistic 13.2% Develops rapport with students 30.9% Shows no preferences (religious, ethical, gender) 38.2% Honest 47.1% Encourage ethical thinking 17.6% Sincere to students 33.8% Versatile 38.2% Exam-oriented teaching 7.4% Cooperative 32.4% Charismatic 30.9% Friendly 29.4% Good sense of humor 20.6% Speaks loud and clear 23.5% Modest about his or her achievements 19.1% optimistic 11.8% Well groomed 8.8% Students were asked to picture an exemplary teacher and then elicit the qualities to support their fine performance. The same attributes emerged, reflected in passion being the top choice. On the other hand, they were also asked to describe attributes of teachers who fell short in their performance, for which they consistently described opposing characteristics. However, when exposing characteristics of a bad teacher they tended to use traits under the teaching domain (uninterested, lacking teaching skills and intolerant to questions) followed by professional aspects (irresponsible). Impact and Experience of their Teachers When assessing the impact of different agents in their learning, students recognized teachers that intervened during their medical courses to have the most impact (7.4/10), followed by teachers in clinical clerkships (7.2/10) and finally basic science professors (6.8/10). Interestingly, they recognized their peers as having a similar impact as the formal educators (7.3/10). Residents scored 6.9 and teachers from non-medical courses scored 5.9, being the lowest. Motivations and Demotivations for Aspiring to be Teachers The future doctors were queried about the motivating factors for taking on a teaching role. Most students prompted 1 or 2 reasons, a few gave 3 or more, and 5 students abstained from giving an answer. The themes that emerged in order of prevalence were along the following: contribute to the future of medicine (66%), self-centered motivations (48.5%), non-economical advantages (30%), sense of duty (13.2%) and economical advantages (3%). Table 3 displays the themes and subthemes along with illustrative quotes from the students' narratives. Regarding gender, women provided more reasons (n = 1.6) compared to men (n = 1.2) behind their motivations for a teaching role. The most mentioned by them was contribution to the future of medicine (50%) followed by passion (31.8%) and social duty (18%). On the other side, men elicit passion as the main reason (50%), contribution as second (29.1%), and a faint 4% in social duty. Table 3 Motivating factors, subthemes and illustrative quotes. Themes Subthemes Illustrative Quotes Contribute to the future of medicine (Healthcare) Contribute to medical education “Help the next generation in their professional development“. Integral training "...I would like to emotionally support medical students through this arduous process." “Inspire, educate, challenge and motivate new generations without ceasing to be empathetic”. Pass down knowledge "Transmit knowledge to future doctors". Self-centered motivations Self assertion of power "The satisfaction of knowing that I can facilitate someone's understanding of a topic". Recognizes own talent “I have the ease to explain and I like to do it”. Be a role model "... and being a good example and guide, as many of my professors within the career were for me." Personal challenge "... besides that it allows me a new challenge as a doctor." Passion “I would love to be a preceptor of medical students in clerkship. I had very good teachers and I would love to be that for the new students”. Non economical advantages Staying up-to-date "It keeps you studying and updated." Curricular advantage “To be able to further develop my professional experience in my CV…”. Communication skills “Improving the way in which I express my ideas and explain things, teaching for me requires a higher level of understanding of the topics and that is what I aspire to”. Development of interpersonal relationships “Keep in touch with young medical trainees”. Sense of duty "The need to return to the students what the teachers have done for me." Economical advantages “Salary and benefits”. Meanwhile, when they were asked about obstacles or unmotivating factors to fulfill a role in teaching, consistent themes emerged (as shown in Table 4 ): non-economical disadvantages (85%), economical disadvantages (39.7%), cost-benefit rationale (11.7%), disadvantages related to teaching (7.3%) and self-centered demotivation (4.4%). Table 4 Demotivating factors, subthemes and illustrative quotes. Themes Subthemes Illustrative Quotes Non economical disadvantanges Time restraints "I believe that time is something that must be considered, since being a teacher requires a lot of time and if you want to work outside of teaching, it is difficult to manage time." Bureaucracy “The administrative steps that hinder the teaching processes”. Lack of appreciation/interest from students “The attitude of the students and the disinterest in reading […] and they don't make the attempt to read a book. They are arrogant and very disrespectful to the teachers.” Difficulties in labor market “Difficulty finding a good position”. “I wouldn’t know where to start looking”. Incompatible lifestyle “...the balancing of classes with the medical agenda” Economical disadvantage "Besides, the pay is usually not much." "Underpaid salary." "... very bad financial compensation." Cost-benefit "The financial remuneration is usually not very good and many hours are required". Disadvantages related to teaching Learning/adapting to teaching methods "the educational model at the university". Generational gap “The challenges of the new generations”. Content dependent “The type of subject that I would have to teach”. Self-centered demotivation Doubts of having the ability "I think I'm not good at explaining and I feel embarrassed when speaking in public". Personal beliefs “University policies contrary to my beliefs”. Stress trigger "... it's only going to bring me stress". It's worth highlighting that “lack of appreciation/interest from the students” was the fourth most mentioned reason, just behind the time restraints, economical disadvantages and bureaucracy. Most of the mentions involve apathy and lack of interest of actual students in learning, however other specific attitudes were mentioned: “The attitude of the students…They are arrogant and very disrespectful to the teachers” and “little tolerance for frustration from the students”. This may show a concern emerging from interpersonal aspects, as they aspire for being respectfully treated, they might be able to sense or empathize with teachers that are not being fully respected or acknowledged. This aspect can also be weighed with the “generational gap” if that accounts for a distinct prioritization of values and professionalism. Undergrad Teaching Experience Students were asked about how capable they feel of performing a teaching role. More than half of them (57%) expressed feeling very confident. The final question inquired how medical students have honed their teaching skills. Near-peer mentorship emerged as the most common (44%), followed by experiences in social service (30.8%), during clinical practice (13.2%), giving class presentations (11.7%), experiences not related to medicine (8.8%) and finally, in patient-care teaching experience (4.4%). Discussion As medical students approach graduation, they are already envisioning their future careers. Even though the clinical role is prime, teaching is a very popular aspirational role. Teaching, along with other career plans, is possibly perceived as a complementary role linked to their clinical profile. Since most students are driven to explore the teaching role secondarily, it is particularly important to address in depth what could be the obstacles that may make them detract. It is also very important to assess what is their real understanding and knowledge of the implications of performing as a teacher. In 2023, college professors averaged earnings of $ 9,780.00 (Mexican peso)/month for almost 30 hours of working per week [ 14 ]. This is equivalent to earning $ 18.11 dollars per day, being slightly above from the daily minimum wage, which is $ 13.83 dollars per day, in Mexico [ 15 ]. Students unanimously cite economic factors as a major disadvantage, a consideration that may be balanced against the time, effort, and responsibility involved in a cost-benefit analysis. This sounding obstacle may have been transmitted through the hidden curriculum, although it is worth exploring if they picture accurate expectations in terms of retribution. Another aspect that entails further exploration has to do with the prestige associated with teaching and the fact that it was only summoned as a secondary role (aside clinical practice). Medical students are acutely aware of societal perceptions regarding the prestige of medical professionals [ 16 ]. Prestige tends to be valued by graduates of high reputation postgraduate programs, while those of lower status programs value salary more highly [ 17 ]. In this case there is a tension between the aspiration of such an “honorable” role which may provide status and prestige, conflicting with a low economic retribution. Beyond personal traits, an exploration of students’ social dominance orientation—defined as an individual’s preference for hierarchy and, therefore, prestige within a social system—may be crucial for a comprehensive understanding of how it shapes their motivation for further career decisions [ 18 ]. With regard to the motivations, there is a prominent idealistic perspective that has been assumed in the professional ethos about training the next generation of medical doctors. This perceived social and professional debt is prominent in the medical profession narrative but may not suffice to support realistic implications of devoting to a teaching career. Students’ perceptions and their idea of an exemplary teacher are important as they may relate to their own projections. Students highlight numerous desirable qualities, with the most valued often falling on the personal or interpersonal side. This contrasts with other studies that emphasize performance [ 19 ]. However, when judging bad teachers, they tend to point to the failures in the teaching domain. In other words, medical students demand respect and good treatment from the already competent and proficient teachers. Their explicit demand for respect was surprising and may relate to a normalized culture of mistreatment in medical education that is being summoned [ 19 ]. It is estimated that between 40 to 60% of medical students have experienced some form of mistreatment, some teachers may think that this “ritual of humiliation” was effective in making them learn, which can perpetuate this vicious cycle [ 21 , 22 ]. When judging the impact of different agents in their learning, the fact that students considered their peers to be almost equally significant than their medical teachers is something worth scrutinizing. Explanations can be sought by reflecting to what extent it can mean a low performance from their teachers, or a highly appreciated lateral apprenticeship. The fact that most students feel confident in their teaching skills resonates with their recognition of informal opportunities for development, such as tutoring, study sessions, and taking charge of delivering classes or presentations throughout their academic journey. Another possible explanation is that they interiorized the myth of the 'bright person', which assumes that being expert in a field is enough to teach what they know to someone else. However, these perceptions can fall short on the real underpinnings of the teaching competencies expected in the professional realm, particularly if their models are not providing a high enough standard in teaching performance. Further investigation can be conducted by assessing skills and correlating them with reported informal experiences and perceptions. The fact that no agent scored higher than 7.4/10 in their perception of impact in learning may also signal the extent on which this career relies on self-learning, which could be addressed in another opportunity. Examining the differences that emerged based on gender may provide insights into how social expectations and gender roles could influence career decisions and warrants further exploration. Limitations to this study include a low response rate, and possible bias concerning voluntary participation from students that are more prone to abide by academic motivations. Conclusions As information in the medical sciences becomes increasingly vast, it is evident that medical education encompasses much more than the mere transmission of data. The skills required to prepare future doctors may challenge the paradigm through which traditional educators were trained, given the evolving landscape of technology, knowledge, and professional values. Within this highly competitive career, expertise in the field is essential, but the ability to impart knowledge and cultivate competencies in students is imperative. To address the demand for an adequate quantity and quality of medical educators, incentives must be carefully considered to attract well-suited candidates for the role. The hidden curriculum within institutions often diminishes the status of teachers who are distant from the clinical role. The paradigm of teaching as a complimentary role can work better if professionals are mindful and responsible about teaching as a matching career. This entails being a teacher while also being an expert in a particular domain, rather than being solely an expert clinician who teaches. To regard teaching as a highly honorable and prestigious profession, would require recognizing the transcendence and impact, pairing it up with the typically asserted recognition that clinicians have for “saving lives” and aligning it with proper retribution. Failure in aligning these aspects poses the risk of losing talent to other more rewarding paths. There is yet to determine if the path of professionalization in the teaching domain is worth instilling during postgraduate education, or even acknowledging it from the undergraduate level. After all, at least in the vast clinical training for this profession, students and residents rely on fellow colleagues for learning as well. It would be interesting to reflect on the best approach, if only deriving students who are explicitly interested in the path or to sprinkle some of these premises in the general curriculum. Another less explored avenue is to heighten other possible applications of pedagogical training, aside from the labor needed to train future doctors. Exploration is needed to determine whether these skills could enhance performance with patients, especially in times when education for autonomous decision-making is crucial, as well as in other settings where physicians can make an impact. Given the traditional role of physicians in fostering the development of the next generation of medical professionals, it is imperative to recognize that evolving times demand clear delineation of skills in this field. This, in turn, may involve contributing to academic medicine beyond the transmission or facilitation of the learning process in a classroom or clinical setting. Abbreviations Non-governmental organizations: NGOs Clinical activity: CA Administrative role in school of medicine: ARSOM Administrative role in hospital: ARH Declarations Ethics Approval and Consent to Participate: This research was not submitted to an ethics committee. Respondents were invited through passive recruitment, in an anonymous fashion and with no pressure to participate. Respondents were asked in the survey whether they consented (or not) to the use of their responses for academic research purposes. The responses used for this study, consented to such use. Consent for Publication: Both authors, Pilar González-Amarante and Manuel Angel Romero-Padron consent the publication of this research paper call “Motivations for a Career in Teaching: Medical Students’ Projections towards their Future Role”. Availability of Data and Materials: We provide the survey and its results/data in the supplementary information files. We do authorize the survey for its publication and/or use. The results/data document is solely and exclusively to demonstrate the validity of the results. Competing Interests: The authors declare the are no financial or non-financial conflict of interest in relation to this research. Contributions: PGA: Conceptualization, instrument design, data analysis and interpretation, writing and drafting, and data visualization. MARP: Data Collection, instrument design, participant recruitment, data analysis and interpretation, writing and drafting, and literature review. All authors read and approved the final manuscript. Funding: The authors would like to acknowledge the financial support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work. Acknowledgements: We would like to thank graduating students that volunteered and generously shared their perspectives. Also Dr. Adelaida Caicedo Fajardo and Dr. Xiomara Hinojosa for their review and recommendations on the final version of the manuscript. References Bartle E, Thistlethwaite J. Becoming a medical educator: motivation, socialization and navigation. BMC Med Educ. 2014;14(1). https://doi.org/10.1186/1472-6920-14-110 Darling-Hammond L. How Teacher Education Matters. J Teach Educ. 2000;51(3):166-73. https://doi.org/10.1177/0022487100051003002 Fajardo-Dolci GE, Santacruz-Varela J, Lara-Padilla E, García-Luna Martínez E, Zermeño-Guerra A, Gómez JC. Características generales de la educación médica en México. Una mirada desde las escuelas de medicina. Salud Publica Mex. 2019;61(5, sep-oct):648. https://doi.org/10.21149/10149 AAMC. Graduation Questionnaire (GQ); 2023. https://www.aamc.org/data-reports/students-residents/report/graduation-questionnaire-gq Granat LM, Weinstein A, Seltzer E, Goldstein L, Mihlbachler M, Chan T, Saggio G. Developing Future Academic Physicians: the Academic Medicine Scholars Program. Med Sci Educ. 2020;30(2):705-11. https://doi.org/10.1007/s40670-020-00935-y Brueckner-Collins JK, Stratton TD, Conigliaro RL. Inspiring the next generation of academic physicians: the academic health careers program. Med Educ Online. 2018;23(1):1530559. https://doi.org/10.1080/10872981.2018.1530559 Padmavathi R, Dilara K, Maheshkumar K, Anandan S, Vijayaraghavan P. Evaluation of workshop on teaching skills for medical postgraduates (Ramachandra Annual Postgraduate Teaching Skills). J Educ Health Promot. 2021;10(1):292. https://doi.org/10.4103/jehp.jehp_449_20 Marton GE, McCullough B, Ramnanan CJ. A review of teaching skills development programmes for medical students. Med Educ. 2015;49(2):149-60. https://doi.org/10.1111/medu.12571 Dahlstrom J, Dorai-Raj A, McGill D, Owen C, Tymms K, Watson DA. What motivates senior clinicians to teach medical students? BMC Med Educ. 2005;5(1). https://doi.org/10.1186/1472-6920-5-27 Gartmeier M, Coppi R, Zehner F, Koumpouli K, Wijnen-Meijer M, Berberat P. Physicians as clinical teachers: Motivation and attitudes. Beiträge zur Hochschulforschung. 2021; 43. 74-95. https://www.researchgate.net/publication/359711141_Physicians_as_clinical_teachers_Motivation_and_attitudes Pfarrwaller E, Voirol L, Karemera M, Guerrier S, Baroffio A. Dynamics of career intentions in a medical student cohort: a four-year longitudinal study. BMC Med Educ. 2023;23(1). https://doi.org/10.1186/s12909-023-04102-w Gillissen A, Kochanek T, Zupanic M, Ehlers JP. Millennials Medical Students Generation at the Crosswalks: Motivations and Attitudes Towards Study and Future Career – A Mixed-Method Study. Adv Med Educ Pract. 2022;Volume 13:1305-19. https://doi.org/10.2147/amep.s368128 Kiani Q, Umar S, Iqbal M. What do medical students expect in a teacher? Clin Teach. 2014;11(3):203-8. https://doi.org/10.1111/tct.12109 Gobierno de México. Secretaria de Economia de México. Profesores Universitarios y de Enseñanza Superior: Salarios, diversidad, industrias e informalidad laboral. 2023. https://www.economia.gob.mx/datamexico/es/profile/occupation/profesores-universitarios-y-de-ensenanza-superior?employSelector1=salaryOption Gobierno de México/CONASAMI: Incremento a los Salarios Mínimos para 2024. https://www.gob.mx/conasami/articulos/incremento-a-los-salarios-minimos-para-2024?idiom=es (2023). Accessed 24 May 2024. Creed PA, Searle J, Rogers ME. Medical specialty prestige and lifestyle preferences for medical students. Soc Sci Amp Med. 2010;71(6):1084-8. https://doi.org/10.1016/j.socscimed.2010.06.027 Morrison E, Rudd E, Picciano J, Nerad M. Are You Satisfied? PhD Education and Faculty Taste for Prestige: Limits of the Prestige Value System. Res High Educ. 2010;52(1):24-46. https://doi.org/10.1007/s11162-010-9184-1 Lepièce B, Reynaert C, van Meerbeeck P, Dory V. Social dominance theory and medical specialty choice. Adv Health Sci Educ. 2015 ;21(1):79-92. https://doi.org/10.1007/s10459-015-9612-2 Al-Mohaimeed A, Khan N. Perceptions of Saudi medical students on the qualities of effective teachers. Saudi Med J. 2014;35.2: 183-188. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=535f3436a49464ae10d4d3d07178f908d50b201a Bastías-Vega N, Pérez-Villalobos C, Alvarado-Figueroa D, Schilling-Norman MJ, Espinoza-Riffo M, Parra-Ponce P, Matus-Betanocurt O, Toirkens-Niklitschek J. Maltrato en el pregrado de la carrera de Medicina: percepción de los estudiantes. Rev Medica Chile. 2021;149(4):617-25. https://doi.org/10.4067/s0034-98872021000400617 Villanueva Lozano M. Discriminación, maltrato y acoso sexual en una institución total: la vida secreta de los hospitales escuela. Rev Interdiscip Estud Genero El Col Mex. 2019;5:1. https://doi.org/10.24201/reg.v5i0.366 Mendoza-Sigala Marcela. Maltrato en la educación médica: un enfoque desde la bioética. AEB Medicine. 2023;1.S1 : 9-14. https://aebmedicine.com/index.php/aebmedicine/article/view/7747/6205 Additional Declarations No competing interests reported. Supplementary Files SurveyMedicalStudentsMotivationsandDemotivations.docx Cite Share Download PDF Status: Published Journal Publication published 24 Jan, 2025 Read the published version in BMC Medical Education → Version 1 posted Editorial decision: Revision requested 16 Jul, 2024 Editor assigned by journal 15 Jul, 2024 Submission checks completed at journal 15 Jul, 2024 First submitted to journal 10 Jul, 2024 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4719327","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":327615761,"identity":"30c51d8f-e9b9-4e31-a97b-129485733ca9","order_by":0,"name":"Pilar González-Amarante","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAuklEQVRIiWNgGAWjYDACZuYGMM1PghZGiBbJNuL1QLUYHCNWgzk7Y+Pnil919sb3mw9+YMw5TFiLZTNjs+TZPjZms2NsyRKM29IIazE4zNgg2djDw2Z2jMeMgXGbDVFamn829kjwGLfxfwNqkSBKS5tkww8DCQM2HjbibAH6pc2ysSHBQOJYmrFEIjF+Mec/fPhmw586e/7mww8/fNxGRIgZgAhGWDQmENYA1cLwhxilo2AUjIJRMGIBAB43M0Iy0NQPAAAAAElFTkSuQmCC","orcid":"","institution":"Tecnologico de Monterrey. Monterrey","correspondingAuthor":true,"prefix":"","firstName":"Pilar","middleName":"","lastName":"González-Amarante","suffix":""},{"id":327615762,"identity":"4c2fbc97-14fd-44a3-aaa6-75583b34cc67","order_by":1,"name":"Manuel A. Romero-Padrón","email":"","orcid":"","institution":"Tecnologico de Monterrey. Monterrey","correspondingAuthor":false,"prefix":"","firstName":"Manuel","middleName":"A.","lastName":"Romero-Padrón","suffix":""}],"badges":[],"createdAt":"2024-07-10 16:36:05","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4719327/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4719327/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1186/s12909-024-06536-2","type":"published","date":"2025-01-24T15:58:06+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":61926240,"identity":"0a6e4943-f442-4723-9262-8423d57bdcaa","added_by":"auto","created_at":"2024-08-07 07:12:23","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":30035,"visible":true,"origin":"","legend":"\u003cp\u003eInterests of Medical Students in Different Paths\u003c/p\u003e\n\u003cp\u003e*Numbers shown in percentage\u003c/p\u003e","description":"","filename":"Figure.jpg","url":"https://assets-eu.researchsquare.com/files/rs-4719327/v1/89379cccf0e27eff68f06afa.jpg"},{"id":74858636,"identity":"b09ad62e-acdf-4925-a0cb-7e28eeb31e78","added_by":"auto","created_at":"2025-01-27 16:12:26","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":620232,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4719327/v1/e33ed03c-1b7a-41ac-a1bc-f675ff351e8d.pdf"},{"id":61926238,"identity":"6554d51a-ede4-442e-8982-ce4516c90f2c","added_by":"auto","created_at":"2024-08-07 07:12:23","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":19644,"visible":true,"origin":"","legend":"","description":"","filename":"SurveyMedicalStudentsMotivationsandDemotivations.docx","url":"https://assets-eu.researchsquare.com/files/rs-4719327/v1/19243064e2b1bfc63ecf721e.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Motivations for a Career in Teaching: Medical Students’ Projections towards their Future Role","fulltext":[{"header":"Background","content":"\u003cp\u003eMedical educators are key in the reproduction of the profession as they fuel the training of medical students, junior doctors and even throughout continuing professional development [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. It is highly important to have talented, devoted, and well-prepared teachers. Even though the medical profession has had an inherent commitment to teaching, there is a claim that acknowledging medical expertise as a guarantee for teaching proficiency is not enough.\u003c/p\u003e \u003cp\u003eUntrained teachers often face difficulties understanding how to convey the knowledge that they learned, sometimes effortlessly and subconsciously [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. This is reflected in medical education in Mexico, as 'teacher\u0026rsquo;s excellence' is the most deficient aspect of its structural elements [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. The aforementioned can be explained partly by the low professionalization of medical education, as only 20% of teachers in the basic sciences area and 17% in the clinical area have pedagogical training [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Aside from this issue, there is increasing concern about medical educators shortage as detected on dropping applications [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e], which may also put pressure on the quality of available candidates. This arises the need to recruit, retain and prepare the next generation of medical teachers [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn this context, understanding both motivators and demotivators is key. In an attempt to attract prospects, studies have focused on unveiling the benefits of developing teaching skills and trying to understand what could drive a medical doctor to a path in academia. Other\u0026rsquo;s initiatives involve programs that introduce, promote, integrate and prepare students, motivating them to become teachers in graduate and postgraduate contexts [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eFrom the perspective of current teachers, the primary motivation for clinicians to engage in teaching is the desire to help educate the next generation of doctors [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Also, most enunciate intrinsic factors along the path of altruism, intellectual satisfaction and personal skills as their motivators [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Moreover, intrinsic types of motivation (derived from the self) have been found to be more prevalent than those influenced by external factors [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. The challenge with motivations towards an educator profile is to differentiate whether they are aspirational or if they are recognized when individuals are already embodying the role.\u003c/p\u003e \u003cp\u003eWithin the spectrum of medical trajectories, equally important to the drivers is the analysis of what could make individuals avoid going through any of these paths. With regards to teaching, identified obstacles include clinical workload, lack of strong involvement in course design and lack of pleasure in teaching [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Other frequent disincentives account for lower financial rewards and bureaucracy [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eLittle has been explored about motivations of medical students to aspire to a teaching role in their future plans. When approaching career intentions in medical students, there is considerable fluctuation as they discover new interests and likings throughout, however extrinsic factors play a more prominent role than personal characteristics [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Understanding the interplay of variables such as gender, culture, country, and even immediate context like institution or medical school is key to assess motivating factors [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Also, generational differences must be weighed, as motivations and perceptions of the millennial student generation regarding their studies and future career plans have already defied educational policies and generation Z will probably twist the game again [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe purpose of this study is to explore the attitudes of medical graduates towards practicing a teaching role in the future and to identify factors that may either motivate or hinder such aspirations. Additionally, the study aims to explore their concept of an exemplary teacher and how their experiences throughout their education may influence their decision to consider such a career path.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eBased on a literature review, a hybrid survey was designed to explore the graduates\u0026rsquo; career plans and particularly their motivations to aspire to a teaching role (which can be found as a supplementary document). Their perception of the ideal teacher and the most important attributes were explored as well as their own sense of preparedness for the role. The survey was administered to graduating medical students from the School of Medicine and Health Sciences of Tecnologico de Monterrey in Mexico, currently engaged in their social service year program. This phase is a mandatory period per Mexican law to receive their grade and occurs upon graduation from a 6-year program. Interns practice academic, research and mostly clinical activities in urban and rural areas. This one-year phase marks an intermediate status where they've completed their academic path and are planning future steps in their careers.\u003c/p\u003e \u003cp\u003eThe questionnaire had 16 multiple choice items and 6 open questions. The anonymous questionnaires were distributed digitally and self-administered online. A total of 68 subjects from three different campuses of the same medical school completed the survey, which represents 28.69% (N\u0026thinsp;=\u0026thinsp;237) of the class. The sample comprised 44 (65%) women, 23 (34%) men and one person who identified as nonbinary. Responses underwent processing using descriptive statistics and qualitative coding for the open-ended questions. Potential correlations were explored in terms of campus and gender.\u003c/p\u003e \u003cp\u003eThe manuscript passed through a thorough proofreading process utilizing artificial intelligence tools to assess and correct grammar, writing style, and other potential errors in accordance with standard scientific writing conventions.\u003c/p\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\n \u003ch2\u003eFuture Plans\u003c/h2\u003e\n \u003cp\u003eRegarding medical students\u0026apos; plans about their future, most students (84%) are clear on their next step after graduation. However, this tends to lower when students are asked about their plans in the following 5\u0026ndash;10 years (67%) and their vision in the long run (76%). On the opposite end, 6% (4) of students are uncertain about their plans across the three-time frames. When applying the gender variable, men are consistently clearer of their future plans than women. The least difference is noted in the immediate steps for postgraduate training, however in medium- and long-term plans, women score consistently lower (a differential of 18%) in projecting their career plan.\u003c/p\u003e\n \u003cp\u003eAs expected in this profession, 99% of the students plan to continue their academic training. The vast majority (82%) opt for a clinical residency either in Mexico (63%) or in another country (19%). Only 10% are planning on pursuing research as an intermediate step. A minority are looking for a non-clinical degree (3%) and only 1 student is planning to start working as a general practitioner. The most notorious difference in terms of gender has to do with pursuing research after graduation, which occurs in 20% of males and only 2% of females.\u003c/p\u003e\n \u003cp\u003eWhen asked about their future professional facets, most students choose 3 or more roles. The most prominent choice is clinical activity (CA) in a hospital environment (90%), followed by teaching (59%). Among the different roles and trajectories, the most popular options are also the most egalitarian in terms of gender; as shown in Fig. 1. Men are more prominent in their choice of entrepreneurship (54.1%), research (54.1%), administrative role in school of medicine (ARSOM) (20.8%) and administrative role in hospital (ARH) (16.6%). Meanwhile, women surpassed men in roles in public service (22.7%), philanthropic projects (20.8%) and non-governmental organizations (NGO) (6.8%).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\n \u003ch2\u003eTeacher-Role Model\u003c/h2\u003e\n \u003cp\u003eIn order to explore their concept about the ideal teacher, students were openly asked about the 3 main traits that a good teacher should have. Afterwards they were expected to choose the most important assets from 4 main domains: professional, teaching, interpersonal and personal domain from Kiani et al. [\u003cspan class=\"CitationRef\"\u003e13\u003c/span\u003e].\u003c/p\u003e\n \u003cp\u003eWith the open question, 57 different attributes emerged. The top 10 qualities represent 137 mentions (67%) and are listed in Table \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e. In regard to gender, the same top 5 options were chosen; although patience was outnumbered by women, and men gave more importance to empathy and knowledge.\u003c/p\u003e\n \u003cp\u003e\u003c/p\u003e\u0026nbsp;\u003ctable id=\"Tab1\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eTop 10 main qualities that a good teacher should have according to respondents, as a percentage for each gender.\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eQualities\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePatience (n\u0026thinsp;=\u0026thinsp;30)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e54% (n\u0026thinsp;=\u0026thinsp;24)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e26% (n\u0026thinsp;=\u0026thinsp;6)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEmpathy (n\u0026thinsp;=\u0026thinsp;23)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e25% (n\u0026thinsp;=\u0026thinsp;11)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e52% (n\u0026thinsp;=\u0026thinsp;12)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePassion (n\u0026thinsp;=\u0026thinsp;20)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e25% (n\u0026thinsp;=\u0026thinsp;11)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e39% (n\u0026thinsp;=\u0026thinsp;9)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTeaching skills (n\u0026thinsp;=\u0026thinsp;18)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e29.5% (n\u0026thinsp;=\u0026thinsp;13)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e21.7% (n\u0026thinsp;=\u0026thinsp;5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eKnowledge (n\u0026thinsp;=\u0026thinsp;17)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e15.9% (n\u0026thinsp;=\u0026thinsp;7)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e43.4% (n\u0026thinsp;=\u0026thinsp;10)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAvailability (n\u0026thinsp;=\u0026thinsp;7)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e11.3% (n\u0026thinsp;=\u0026thinsp;5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8.6% (n\u0026thinsp;=\u0026thinsp;2)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eResponsibility (n\u0026thinsp;=\u0026thinsp;6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.5% (n\u0026thinsp;=\u0026thinsp;2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e17.3% (n\u0026thinsp;=\u0026thinsp;4)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMotivating attitude(n\u0026thinsp;=\u0026thinsp;6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.5% (n\u0026thinsp;=\u0026thinsp;2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e17.3% (n\u0026thinsp;=\u0026thinsp;4)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eRespect (n\u0026thinsp;=\u0026thinsp;5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e9% (n\u0026thinsp;=\u0026thinsp;4)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.3% (n\u0026thinsp;=\u0026thinsp;1)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCommitted (n\u0026thinsp;=\u0026thinsp;5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e9% (n\u0026thinsp;=\u0026thinsp;4)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.3% (n\u0026thinsp;=\u0026thinsp;1)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003cp\u003e\u003c/p\u003e\n \u003cp\u003eWhen processing the intuitive responses, the responders elicited traits under the 4 domains, the most prominent being under the interpersonal and personal scope. Results are presented in Table \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e\n \u003cp\u003e\u003c/p\u003e\u0026nbsp;\u003ctable id=\"Tab2\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eAttributes that a good teacher should have according to respondents, based on categories by Kiani et al.\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eProfessional\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eTeaching\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eInterpersonal\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003ePersonal\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDisciplined\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e73.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEnthusiastic for teaching\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e79.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eRespectful\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e91.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIntelligent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e80.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHard \u003cstrong\u003eW\u003c/strong\u003eorking\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e69.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEvidence-based teaching\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e55.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eApproachable and available for students\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e75%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOrganized\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e79.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eWorks also as a clinician\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e69.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOpen to questions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e51.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEffective use of teaching aids\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e72.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTrustworthy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e63.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eInnovative\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e58.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHumble\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e41.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTolerant to disagreements with students\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e60.3%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePunctual\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e54.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDoes research\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e19.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEncourages students for sesearch\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e36.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eGood body language and eye contact\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e45.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eConfident\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e52.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAltruistic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e13.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDevelops rapport with students\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e30.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eShows no preferences (religious, ethical, gender)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e38.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHonest\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e47.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\" rowspan=\"6\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEncourage ethical thinking\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e17.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSincere to students\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e33.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eVersatile\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e38.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eExam-oriented teaching\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e7.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCooperative\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e32.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCharismatic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e30.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\" rowspan=\"4\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFriendly\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e29.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eGood sense of humor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e20.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSpeaks loud and clear\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e23.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eModest about his or her achievements\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e19.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eoptimistic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e11.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eWell groomed\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003cp\u003e\u003c/p\u003e\n \u003cp\u003eStudents were asked to picture an exemplary teacher and then elicit the qualities to support their fine performance. The same attributes emerged, reflected in passion being the top choice. On the other hand, they were also asked to describe attributes of teachers who fell short in their performance, for which they consistently described opposing characteristics. However, when exposing characteristics of a bad teacher they tended to use traits under the teaching domain (uninterested, lacking teaching skills and intolerant to questions) followed by professional aspects (irresponsible).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\n \u003ch2\u003eImpact and Experience of their Teachers\u003c/h2\u003e\n \u003cp\u003eWhen assessing the impact of different agents in their learning, students recognized teachers that intervened during their medical courses to have the most impact (7.4/10), followed by teachers in clinical clerkships (7.2/10) and finally basic science professors (6.8/10). Interestingly, they recognized their peers as having a similar impact as the formal educators (7.3/10). Residents scored 6.9 and teachers from non-medical courses scored 5.9, being the lowest.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\n \u003ch2\u003eMotivations and Demotivations for Aspiring to be Teachers\u003c/h2\u003e\n \u003cp\u003eThe future doctors were queried about the motivating factors for taking on a teaching role. Most students prompted 1 or 2 reasons, a few gave 3 or more, and 5 students abstained from giving an answer. The themes that emerged in order of prevalence were along the following: contribute to the future of medicine (66%), self-centered motivations (48.5%), non-economical advantages (30%), sense of duty (13.2%) and economical advantages (3%). Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e displays the themes and subthemes along with illustrative quotes from the students\u0026apos; narratives.\u003c/p\u003e\n \u003cp\u003eRegarding gender, women provided more reasons (n\u0026thinsp;=\u0026thinsp;1.6) compared to men (n\u0026thinsp;=\u0026thinsp;1.2) behind their motivations for a teaching role. The most mentioned by them was contribution to the future of medicine (50%) followed by passion (31.8%) and social duty (18%). On the other side, men elicit passion as the main reason (50%), contribution as second (29.1%), and a faint 4% in social duty.\u003c/p\u003e\n \u003cp\u003e\u003c/p\u003e\u0026nbsp;\u003ctable id=\"Tab3\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eMotivating factors, subthemes and illustrative quotes.\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eThemes\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSubthemes\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eIllustrative Quotes\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003eContribute to the future of medicine (Healthcare)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eContribute to medical education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026ldquo;Help the next generation in their professional development\u0026ldquo;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIntegral training\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026quot;...I would like to emotionally support medical students through this arduous process.\u0026quot;\u003c/p\u003e\n \u003cp\u003e\u0026ldquo;Inspire, educate, challenge and motivate new generations without ceasing to be empathetic\u0026rdquo;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePass down knowledge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026quot;Transmit knowledge to future doctors\u0026quot;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"5\"\u003e\n \u003cp\u003eSelf-centered motivations\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSelf assertion of power\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026quot;The satisfaction of knowing that I can facilitate someone\u0026apos;s understanding of a topic\u0026quot;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eRecognizes own talent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026ldquo;I have the ease to explain and I like to do it\u0026rdquo;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eBe a role model\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026quot;... and being a good example and guide, as many of my professors within the career were for me.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePersonal challenge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026quot;... besides that it allows me a new challenge as a doctor.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePassion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026ldquo;I would love to be a preceptor of medical students in clerkship. I had very good teachers and I would love to be that for the new students\u0026rdquo;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"4\"\u003e\n \u003cp\u003eNon economical advantages\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStaying up-to-date\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026quot;It keeps you studying and updated.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCurricular advantage\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026ldquo;To be able to further develop my professional experience in my CV\u0026hellip;\u0026rdquo;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCommunication skills\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026ldquo;Improving the way in which I express my ideas and explain things, teaching for me requires a higher level of understanding of the topics and that is what I aspire to\u0026rdquo;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDevelopment of interpersonal relationships\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026ldquo;Keep in touch with young medical trainees\u0026rdquo;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eSense of duty\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026quot;The need to return to the students what the teachers have done for me.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eEconomical advantages\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026ldquo;Salary and benefits\u0026rdquo;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003cp\u003e\u003c/p\u003e\n \u003cp\u003eMeanwhile, when they were asked about obstacles or unmotivating factors to fulfill a role in teaching, consistent themes emerged (as shown in Table \u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e): non-economical disadvantages (85%), economical disadvantages (39.7%), cost-benefit rationale (11.7%), disadvantages related to teaching (7.3%) and self-centered demotivation (4.4%).\u003c/p\u003e\n \u003cp\u003e\u003c/p\u003e\u0026nbsp;\u003ctable id=\"Tab4\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eDemotivating factors, subthemes and illustrative quotes.\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eThemes\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSubthemes\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eIllustrative Quotes\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"5\"\u003e\n \u003cp\u003eNon economical disadvantanges\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTime restraints\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026quot;I believe that time is something that must be considered, since being a teacher requires a lot of time and if you want to work outside of teaching, it is difficult to manage time.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eBureaucracy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026ldquo;The administrative steps that hinder the teaching processes\u0026rdquo;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLack of appreciation/interest from students\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026ldquo;The attitude of the students and the disinterest in reading [\u0026hellip;] and they don\u0026apos;t make the attempt to read a book. They are arrogant and very disrespectful to the teachers.\u0026rdquo;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDifficulties in labor market\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026ldquo;Difficulty finding a good position\u0026rdquo;.\u003c/p\u003e\n \u003cp\u003e\u0026ldquo;I wouldn\u0026rsquo;t know where to start looking\u0026rdquo;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIncompatible lifestyle\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026ldquo;...the balancing of classes with the medical agenda\u0026rdquo;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eEconomical disadvantage\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026quot;Besides, the pay is usually not much.\u0026quot;\u003c/p\u003e\n \u003cp\u003e\u0026quot;Underpaid salary.\u0026quot;\u003c/p\u003e\n \u003cp\u003e\u0026quot;... very bad financial compensation.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eCost-benefit\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026quot;The financial remuneration is usually not very good and many hours are required\u0026quot;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003eDisadvantages related to teaching\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLearning/adapting to teaching methods\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026quot;the educational model at the university\u0026quot;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eGenerational gap\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026ldquo;The challenges of the new generations\u0026rdquo;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eContent dependent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026ldquo;The type of subject that I would have to teach\u0026rdquo;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003eSelf-centered demotivation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDoubts of having the ability\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026quot;I think I\u0026apos;m not good at explaining and I feel embarrassed when speaking in public\u0026quot;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePersonal beliefs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026ldquo;University policies contrary to my beliefs\u0026rdquo;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStress trigger\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026quot;... it\u0026apos;s only going to bring me stress\u0026quot;.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003cp\u003e\u003c/p\u003e\n \u003cp\u003eIt\u0026apos;s worth highlighting that \u0026ldquo;lack of appreciation/interest from the students\u0026rdquo; was the fourth most mentioned reason, just behind the time restraints, economical disadvantages and bureaucracy. Most of the mentions involve apathy and lack of interest of actual students in learning, however other specific attitudes were mentioned: \u0026ldquo;The attitude of the students\u0026hellip;They are arrogant and very disrespectful to the teachers\u0026rdquo; and \u0026ldquo;little tolerance for frustration from the students\u0026rdquo;. This may show a concern emerging from interpersonal aspects, as they aspire for being respectfully treated, they might be able to sense or empathize with teachers that are not being fully respected or acknowledged. This aspect can also be weighed with the \u0026ldquo;generational gap\u0026rdquo; if that accounts for a distinct prioritization of values and professionalism.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\n \u003ch2\u003eUndergrad Teaching Experience\u003c/h2\u003e\n \u003cp\u003eStudents were asked about how capable they feel of performing a teaching role. More than half of them (57%) expressed feeling very confident. The final question inquired how medical students have honed their teaching skills. Near-peer mentorship emerged as the most common (44%), followed by experiences in social service (30.8%), during clinical practice (13.2%), giving class presentations (11.7%), experiences not related to medicine (8.8%) and finally, in patient-care teaching experience (4.4%).\u003c/p\u003e\n\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eAs medical students approach graduation, they are already envisioning their future careers. Even though the clinical role is prime, teaching is a very popular aspirational role. Teaching, along with other career plans, is possibly perceived as a complementary role linked to their clinical profile.\u003c/p\u003e \u003cp\u003eSince most students are driven to explore the teaching role secondarily, it is particularly important to address in depth what could be the obstacles that may make them detract. It is also very important to assess what is their real understanding and knowledge of the implications of performing as a teacher. In 2023, college professors averaged earnings of \u003cspan\u003e$\u003c/span\u003e9,780.00 (Mexican peso)/month for almost 30 hours of working per week [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. This is equivalent to earning \u003cspan\u003e$\u003c/span\u003e18.11 dollars per day, being slightly above from the daily minimum wage, which is \u003cspan\u003e$\u003c/span\u003e13.83 dollars per day, in Mexico [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. Students unanimously cite economic factors as a major disadvantage, a consideration that may be balanced against the time, effort, and responsibility involved in a cost-benefit analysis. This sounding obstacle may have been transmitted through the hidden curriculum, although it is worth exploring if they picture accurate expectations in terms of retribution.\u003c/p\u003e \u003cp\u003eAnother aspect that entails further exploration has to do with the prestige associated with teaching and the fact that it was only summoned as a secondary role (aside clinical practice). Medical students are acutely aware of societal perceptions regarding the prestige of medical professionals [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Prestige tends to be valued by graduates of high reputation postgraduate programs, while those of lower status programs value salary more highly [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. In this case there is a tension between the\u003c/p\u003e \u003cp\u003easpiration of such an \u0026ldquo;honorable\u0026rdquo; role which may provide status and prestige, conflicting with a low economic retribution. Beyond personal traits, an exploration of students\u0026rsquo; social dominance orientation\u0026mdash;defined as an individual\u0026rsquo;s preference for hierarchy and, therefore, prestige within a social system\u0026mdash;may be crucial for a comprehensive understanding of how it shapes their motivation for further career decisions [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eWith regard to the motivations, there is a prominent idealistic perspective that has been assumed in the professional ethos about training the next generation of medical doctors. This perceived social and professional debt is prominent in the medical profession narrative but may not suffice to support realistic implications of devoting to a teaching career.\u003c/p\u003e \u003cp\u003eStudents\u0026rsquo; perceptions and their idea of an exemplary teacher are important as they may relate to their own projections. Students highlight numerous desirable qualities, with the most valued often falling on the personal or interpersonal side. This contrasts with other studies that emphasize performance [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. However, when judging bad teachers, they tend to point to the failures in the teaching domain. In other words, medical students demand respect and good treatment from the already competent and proficient teachers. Their explicit demand for respect was surprising and may relate to a normalized culture of mistreatment in medical education that is being summoned [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. It is estimated that between 40 to 60% of medical students have experienced some form of mistreatment, some teachers may think that this \u0026ldquo;ritual of humiliation\u0026rdquo; was effective in making them learn, which can perpetuate this vicious cycle [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eWhen judging the impact of different agents in their learning, the fact that students considered their peers to be almost equally significant than their medical teachers is something worth scrutinizing. Explanations can be sought by reflecting to what extent it can mean a low performance from their teachers, or a highly appreciated lateral apprenticeship.\u003c/p\u003e \u003cp\u003eThe fact that most students feel confident in their teaching skills resonates with their recognition of informal opportunities for development, such as tutoring, study sessions, and taking charge of delivering classes or presentations throughout their academic journey. Another possible explanation is that they interiorized the myth of the 'bright person', which assumes that being expert in a field is enough to teach what they know to someone else. However, these perceptions can fall short on the real underpinnings of the teaching competencies expected in the professional realm, particularly if their models are not providing a high enough standard in teaching performance. Further investigation can be conducted by assessing skills and correlating them with reported informal experiences and perceptions.\u003c/p\u003e \u003cp\u003eThe fact that no agent scored higher than 7.4/10 in their perception of impact in learning may also signal the extent on which this career relies on self-learning, which could be addressed in another opportunity. Examining the differences that emerged based on gender may provide insights into how social expectations and gender roles could influence career decisions and warrants further exploration.\u003c/p\u003e \u003cp\u003eLimitations to this study include a low response rate, and possible bias concerning voluntary participation from students that are more prone to abide by academic motivations.\u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003eAs information in the medical sciences becomes increasingly vast, it is evident that medical education encompasses much more than the mere transmission of data. The skills required to prepare future doctors may challenge the paradigm through which traditional educators were trained, given the evolving landscape of technology, knowledge, and professional values. Within this highly competitive career, expertise in the field is essential, but the ability to impart knowledge and cultivate competencies in students is imperative.\u003c/p\u003e \u003cp\u003eTo address the demand for an adequate quantity and quality of medical educators, incentives must be carefully considered to attract well-suited candidates for the role. The hidden curriculum within institutions often diminishes the status of teachers who are distant from the clinical role. The paradigm of teaching as a complimentary role can work better if professionals are mindful and responsible about teaching as a matching career. This entails being a teacher while also being an expert in a particular domain, rather than being solely an expert clinician who teaches.\u003c/p\u003e \u003cp\u003eTo regard teaching as a highly honorable and prestigious profession, would require recognizing the transcendence and impact, pairing it up with the typically asserted recognition that clinicians have for \u0026ldquo;saving lives\u0026rdquo; and aligning it with proper retribution. Failure in aligning these aspects poses the risk of losing talent to other more rewarding paths.\u003c/p\u003e \u003cp\u003eThere is yet to determine if the path of professionalization in the teaching domain is worth instilling during postgraduate education, or even acknowledging it from the undergraduate level. After all, at least in the vast clinical training for this profession, students and residents rely on fellow colleagues for learning as well. It would be interesting to reflect on the best approach, if only deriving students who are explicitly interested in the path or to sprinkle some of these premises in the general curriculum.\u003c/p\u003e \u003cp\u003eAnother less explored avenue is to heighten other possible applications of pedagogical training, aside from the labor needed to train future doctors. Exploration is needed to determine whether these skills could enhance performance with patients, especially in times when education for autonomous decision-making is crucial, as well as in other settings where physicians can make an impact.\u003c/p\u003e \u003cp\u003eGiven the traditional role of physicians in fostering the development of the next generation of medical professionals, it is imperative to recognize that evolving times demand clear delineation of skills in this field. This, in turn, may involve contributing to academic medicine beyond the transmission or facilitation of the learning process in a classroom or clinical setting.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cul\u003e\n \u003cli\u003eNon-governmental organizations: NGOs\u003c/li\u003e\n \u003cli\u003eClinical activity: CA\u003c/li\u003e\n \u003cli\u003eAdministrative role in school of medicine: ARSOM\u003c/li\u003e\n \u003cli\u003eAdministrative role in hospital: ARH\u003c/li\u003e\n\u003c/ul\u003e"},{"header":"Declarations","content":"\u003cul\u003e\n \u003cli\u003eEthics Approval and Consent to Participate: This research was not submitted to an ethics committee. Respondents were invited through passive recruitment, in an anonymous fashion and with no pressure to participate. Respondents were asked in the survey whether they consented (or not) to the use of their responses for academic research purposes. The responses used for this study, consented to such use.\u003c/li\u003e\n \u003cli\u003eConsent for Publication: Both authors, Pilar Gonz\u0026aacute;lez-Amarante and Manuel Angel Romero-Padron consent the publication of this research paper call \u0026ldquo;Motivations for a Career in Teaching: Medical Students\u0026rsquo; Projections towards their Future Role\u0026rdquo;.\u003c/li\u003e\n \u003cli\u003eAvailability of Data and Materials: We provide the survey and its results/data in the supplementary information files. We do authorize the survey for its publication and/or use. The results/data document is solely and exclusively to demonstrate the validity of the results.\u003c/li\u003e\n \u003cli\u003eCompeting Interests: The authors declare the are no financial or non-financial conflict of interest in relation to this research.\u003c/li\u003e\n \u003cli\u003eContributions:\u003cul\u003e\n \u003cli\u003ePGA: Conceptualization, instrument design, data analysis and interpretation, writing and drafting, and data visualization.\u003c/li\u003e\n \u003cli\u003eMARP: Data Collection, instrument design, participant recruitment, data analysis and interpretation, writing and drafting, and literature review.\u003c/li\u003e\n \u003cli\u003eAll authors read and approved the final manuscript.\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/li\u003e\n \u003cli\u003eFunding: The authors would like to acknowledge the financial support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work.\u003c/li\u003e\n \u003cli\u003eAcknowledgements: We would like to thank graduating students that volunteered and generously shared their perspectives. Also Dr. Adelaida Caicedo Fajardo and Dr. Xiomara Hinojosa for their review and recommendations on the final version of the manuscript.\u003c/li\u003e\n\u003c/ul\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eBartle E, Thistlethwaite J. Becoming a medical educator: motivation, socialization and navigation. BMC Med Educ. 2014;14(1). https://doi.org/10.1186/1472-6920-14-110\u003c/li\u003e\n\u003cli\u003eDarling-Hammond L. How Teacher Education Matters. J Teach Educ. 2000;51(3):166-73. https://doi.org/10.1177/0022487100051003002\u003c/li\u003e\n\u003cli\u003eFajardo-Dolci GE, Santacruz-Varela J, Lara-Padilla E, Garc\u0026iacute;a-Luna Mart\u0026iacute;nez E, Zerme\u0026ntilde;o-Guerra A, G\u0026oacute;mez JC. Caracter\u0026iacute;sticas generales de la educaci\u0026oacute;n m\u0026eacute;dica en M\u0026eacute;xico. Una mirada desde las escuelas de medicina. Salud Publica Mex. 2019;61(5, sep-oct):648. https://doi.org/10.21149/10149\u003c/li\u003e\n\u003cli\u003eAAMC. Graduation Questionnaire (GQ); 2023. https://www.aamc.org/data-reports/students-residents/report/graduation-questionnaire-gq\u003c/li\u003e\n\u003cli\u003eGranat LM, Weinstein A, Seltzer E, Goldstein L, Mihlbachler M, Chan T, Saggio G. Developing Future Academic Physicians: the Academic Medicine Scholars Program. Med Sci Educ. 2020;30(2):705-11. https://doi.org/10.1007/s40670-020-00935-y\u003c/li\u003e\n\u003cli\u003eBrueckner-Collins JK, Stratton TD, Conigliaro RL. Inspiring the next generation of academic physicians: the academic health careers program. Med Educ Online. 2018;23(1):1530559. https://doi.org/10.1080/10872981.2018.1530559\u003c/li\u003e\n\u003cli\u003ePadmavathi R, Dilara K, Maheshkumar K, Anandan S, Vijayaraghavan P. Evaluation of workshop on teaching skills for medical postgraduates (Ramachandra Annual Postgraduate Teaching Skills). J Educ Health Promot. 2021;10(1):292. https://doi.org/10.4103/jehp.jehp_449_20\u003c/li\u003e\n\u003cli\u003eMarton GE, McCullough B, Ramnanan CJ. A review of teaching skills development programmes for medical students. Med Educ. 2015;49(2):149-60. https://doi.org/10.1111/medu.12571\u003c/li\u003e\n\u003cli\u003eDahlstrom J, Dorai-Raj A, McGill D, Owen C, Tymms K, Watson DA. What motivates senior clinicians to teach medical students? BMC Med Educ. 2005;5(1). https://doi.org/10.1186/1472-6920-5-27\u003c/li\u003e\n\u003cli\u003eGartmeier M, Coppi R, Zehner F, Koumpouli K, Wijnen-Meijer M, Berberat P. Physicians as clinical teachers: Motivation and attitudes. Beitr\u0026auml;ge zur Hochschulforschung. 2021; 43. 74-95. https://www.researchgate.net/publication/359711141_Physicians_as_clinical_teachers_Motivation_and_attitudes \u003c/li\u003e\n\u003cli\u003ePfarrwaller E, Voirol L, Karemera M, Guerrier S, Baroffio A. Dynamics of career intentions in a medical student cohort: a four-year longitudinal study. BMC Med Educ. 2023;23(1). https://doi.org/10.1186/s12909-023-04102-w\u003c/li\u003e\n\u003cli\u003eGillissen A, Kochanek T, Zupanic M, Ehlers JP. Millennials Medical Students Generation at the Crosswalks: Motivations and Attitudes Towards Study and Future Career \u0026ndash; A Mixed-Method Study. Adv Med Educ Pract. 2022;Volume 13:1305-19. https://doi.org/10.2147/amep.s368128\u003c/li\u003e\n\u003cli\u003eKiani Q, Umar S, Iqbal M. What do medical students expect in a teacher? Clin Teach. 2014;11(3):203-8. https://doi.org/10.1111/tct.12109\u003c/li\u003e\n\u003cli\u003eGobierno de M\u0026eacute;xico. Secretaria de Economia de M\u0026eacute;xico. Profesores Universitarios y de Ense\u0026ntilde;anza Superior: Salarios, diversidad, industrias e informalidad laboral. 2023. https://www.economia.gob.mx/datamexico/es/profile/occupation/profesores-universitarios-y-de-ensenanza-superior?employSelector1=salaryOption\u003c/li\u003e\n\u003cli\u003eGobierno de M\u0026eacute;xico/CONASAMI: Incremento a los Salarios M\u0026iacute;nimos para 2024. https://www.gob.mx/conasami/articulos/incremento-a-los-salarios-minimos-para-2024?idiom=es (2023). Accessed 24 May 2024.\u003c/li\u003e\n\u003cli\u003eCreed PA, Searle J, Rogers ME. Medical specialty prestige and lifestyle preferences for medical students. Soc Sci Amp Med. 2010;71(6):1084-8. https://doi.org/10.1016/j.socscimed.2010.06.027\u003c/li\u003e\n\u003cli\u003eMorrison E, Rudd E, Picciano J, Nerad M. Are You Satisfied? PhD Education and Faculty Taste for Prestige: Limits of the Prestige Value System. Res High Educ. 2010;52(1):24-46. https://doi.org/10.1007/s11162-010-9184-1\u003c/li\u003e\n\u003cli\u003eLepi\u0026egrave;ce B, Reynaert C, van Meerbeeck P, Dory V. Social dominance theory and medical specialty choice. Adv Health Sci Educ. 2015 ;21(1):79-92. https://doi.org/10.1007/s10459-015-9612-2\u003c/li\u003e\n\u003cli\u003eAl-Mohaimeed A, Khan N. Perceptions of Saudi medical students on the qualities of effective teachers. Saudi Med J. 2014;35.2: 183-188. https://citeseerx.ist.psu.edu/document?repid=rep1\u0026amp;type=pdf\u0026amp;doi=535f3436a49464ae10d4d3d07178f908d50b201a \u003c/li\u003e\n\u003cli\u003eBast\u0026iacute;as-Vega N, P\u0026eacute;rez-Villalobos C, Alvarado-Figueroa D, Schilling-Norman MJ, Espinoza-Riffo M, Parra-Ponce P, Matus-Betanocurt O, Toirkens-Niklitschek J. Maltrato en el pregrado de la carrera de Medicina: percepci\u0026oacute;n de los estudiantes. Rev Medica Chile. 2021;149(4):617-25. https://doi.org/10.4067/s0034-98872021000400617\u003c/li\u003e\n\u003cli\u003eVillanueva Lozano M. Discriminaci\u0026oacute;n, maltrato y acoso sexual en una instituci\u0026oacute;n total: la vida secreta de los hospitales escuela. Rev Interdiscip Estud Genero El Col Mex. 2019;5:1. https://doi.org/10.24201/reg.v5i0.366\u003c/li\u003e\n\u003cli\u003eMendoza-Sigala Marcela. Maltrato en la educaci\u0026oacute;n m\u0026eacute;dica: un enfoque desde la bio\u0026eacute;tica. AEB Medicine. 2023;1.S1 : 9-14. https://aebmedicine.com/index.php/aebmedicine/article/view/7747/6205\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"medical education, medical students, motivations, teaching and learning, educational innovation, higher education","lastPublishedDoi":"10.21203/rs.3.rs-4719327/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4719327/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eMedical educators play a crucial role in the perpetuation of the medical profession. Recent concerns have arisen regarding the quality and quantity of current teachers. To comprehend this shortage, it is key to understand future physicians\u0026rsquo; attitudes towards venturing in education, their motivations and possible detracting factors. This study aims to explore graduating students' attitudes towards a future teaching role and identify motivating and hindering factors.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eSixty-eight students in their final year of medical training answered a digital questionnaire. Responses were processed using descriptive statistics and qualitative coding for the open-ended questions.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eTeaching was the second most prevalent aspiring role (59%) after the clinical one. Motivations included the following themes: Contribution to the Future of Medicine, Self-Centered Motivations, Non-Economical Advantages, Sense of Duty and Economical Advantages. Conversely, hindering factors revealed consistent themes: Non-Economical Disadvantages, Economical Disadvantages, Cost-Benefit Rationale, Disadvantages Related to Teaching, and Self-Centered Demotivation. Students\u0026rsquo; recent experience across the undergraduate path provided insights about the influence of different agents, teachers\u0026rsquo; exemplary attributes, and their own confidence and projection for their future role. Teaching is predominantly viewed as an honorable and aspirational role but constrained by inadequate economic compensation. Students feel confident on this path, with limited understanding of teacher professionalization.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003eExploring the perspectives of graduating students, delving into their motivations and demotivations, holds the potential to tackle issues from a deeper perspective. This understanding can be instrumental in strategically prioritizing efforts to meet the increasing demand for both quantity and quality in educating future professionals.\u003c/p\u003e","manuscriptTitle":"Motivations for a Career in Teaching: Medical Students’ Projections towards their Future Role","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-08-07 07:12:18","doi":"10.21203/rs.3.rs-4719327/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-07-16T10:09:49+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-07-15T11:41:13+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-07-15T11:41:01+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2024-07-10T16:33:04+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"c746ebea-a149-450b-9c49-f0d8d251517c","owner":[],"postedDate":"August 7th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-01-27T16:07:14+00:00","versionOfRecord":{"articleIdentity":"rs-4719327","link":"https://doi.org/10.1186/s12909-024-06536-2","journal":{"identity":"bmc-medical-education","isVorOnly":false,"title":"BMC Medical Education"},"publishedOn":"2025-01-24 15:58:06","publishedOnDateReadable":"January 24th, 2025"},"versionCreatedAt":"2024-08-07 07:12:18","video":"","vorDoi":"10.1186/s12909-024-06536-2","vorDoiUrl":"https://doi.org/10.1186/s12909-024-06536-2","workflowStages":[]},"version":"v1","identity":"rs-4719327","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4719327","identity":"rs-4719327","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}