Table 1 Application of themes and subthemes to Self-Determination Theory and the practical implications
From: Motivations of assessment item writers in medical programs: a qualitative study
Motivation | Illustrative Theme | Illustrative subtheme/quote | Practical implication |
|---|---|---|---|
Extrinsic motivation | Who’s responsible? | Because I was asked | Item writing clearly specified as role for teaching academics and clinicians. Training informed by shared values of delivering quality education, and thus the need to necessity produce quality assessment items |
Intrinsic motivation | |||
• Autonomy | Barriers (System) Enabler | It’s not a priority It’s time consuming Because I was asked Organisational processes I enjoy writing about this topic/being able to select topics that I enjoy writing on | Improved communication of expectations, allocation of time for item writing, recognition of contributions. Scheduling of requests for items, acceptance of items throughout the year. |
• Competence | How much expertise Enabler Clinician/non-clinician Barriers | Writing outside of discipline Certainty about what to assess Content expertise Organisational processes Feedback (lack of) | Increase item writing expertise – training in various and flexible formats to suit busy clinicians Processes to induct new writers to university curriculum, given examples of previous items, directed to item writing guidelines Procedures for feedback to writers |
• Relatedness | Enablers Barriers | Link with future practice Student interaction Peer review It’s a team effort Mentorship Non-medical health background Based at clinical school | Informal and formal processes for peer review New writers are paired with experienced writers for peer support and review Item review meetings and peer group discussionss Support medical educators from different backgrounds to write items through item writer training, access to content experts for consultation at clinical school |