Students’ motivation towards seeking feedback in the clinical workplace: A comparison between high and low performing students

Abstract

Background: In the assessment of workplace based learning (WBL) the monitoring of relevant competencies is important. This is done by providing feedback through the use of feedback tools. In this matter, the ability of actively seeking feedback is important. Therefore, it could be worthwhile to explore the difference in motivation between high (HP) and low (LP) performing students towards seeking feedback. The objectives of this study were to evaluate the difference in quantity and quality of motivation towards seeking feedback in the clinical workplace between HP and LP students. Methods: Participating students in their final years of their study at the Faculty of Veterinary Medicine, Utrecht University were used in this study (n=87). These students collected feedback in a portfolio on their performance in clinical workplace. Using a mixed method study, the quantity of motivation was measured through counting the amount of mini-CEX forms a student collected (experiment 1). The quality of motivation was measured in a questionnaire based on the Self Determination Theory (experiment 2), combined with semi-structured interviews (experiment 3) to gain more in depth insights. HP and LP students were differentiated using the received grade on their portfolio assessment. Results: The multiple regression model showed that HP students collected significant more mini-CEX forms form both supervisors and peers (p<0,01; experiment 1). The questionnaire (response rate: 54%; experiment 2) had sufficient reliability and represented the experimental group. The Kruskal-Wallis test found a significant difference concerning autonomous motivation (p=0,003), intrinsic motivation (p=0,007), identified regulation (p=0,003) and external regulation (p=0,017). No difference was found concerning controlled regulation, introjected regulation and amotivation. The post hoc Wilcoxon rank sum test corrected with a Holm-Bonferroni test showed that HP students were significant higher autonomous motivated (p=0,008), intrinsic motivated (p=0,02) and identified regulated (p=0,006) compared to LP students; while LP students were more external regulated compared to HP students (p=0,014). The interview (experiment 3) provided further insights into these outcomes. Conclusions: HP students experienced a higher quantity of motivation compared to LP students. Furthermore, HP students were higher autonomous motivated, intrinsic motivated and identified regulated, while LP students were higher external regulated. No difference was found in amotivation, controlled regulation and introjected regulation.