Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators

BMC Medical Education

Table 4 Logistic regression of physicians’ perceptions of their students’ competences on physicians’ dispositions

Physicians’ dispositions	OR	95%C		p
Demographics
Age	1.17	0.85	1.61	.334
Sex (ref. “female”)	0.57	0.14	2.34	.439
Teaching experience (years)	0.80	0.53	1.21	.297
Participation in teacher training (ref. “no”)	0.37	0.07	1.85	.225
Teaching motivation (PTMQ)
Intrinsic	0.92	0.24	3.56	.903
Identified	2.19	0.43	11.16	.345
Introjected	0.27	0.07	1.00	.050
External	1.66	0.47	5.79	.428
Amotivation	5.61	1.12	28.17	.036
Teaching self-efficacy	24.66	1.45	418.18	.026

OR Odd’s Ratio
The unit “physician” was modeled as a random intercept and physicians’ motivation and self-efficacy scores as fixed effects.

ISSN: 1472-6920