Advances in medical education and practice · 2026
Unpacking Factors Affecting Medical Students' Engagement in Educational Activities at University: A Mixed-Method Study.
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Golbaf Reyhane, Mafinejad Mahboobeh Khabaz, Taji Morteza, Hosseini Dolama Reza, Kachur Elizabeth Krajic
Аннотация
INTRODUCTION: A key component of engaging students in educational activities is identifying the factors that influence their motivation. This practice is particularly useful given the crucial role the educational system plays in student support.
METHODS AND MATERIALS: This multi-phase mixed-methods study in Tehran University of Medical Sciences consisted of three sequential phases: In the first phase, a literature review was conducted to identify factors reported in the literature that affect student involvement in university educational programs. In the second phase, a focus group discussion was carried out with 10 health professions students to learn about students' views and the motivating factors affecting them. In the third phase, a three-round modified Delphi study was conducted among health professions students at TUMS to determine which of the identified factors met the a priori ≥4 inclusion threshold. In this phase, 45 students take part in round 1. 41 and 39 students took part in round 2 and 3.
RESULTS: Based on the extracted codes from the focus group meeting and the first round of Delphi, the factors were categorized into five areas: "Providing opportunities for gaining personal and professional benefits", "Providing opportunities for encouragement and appreciation", "Providing opportunities for collaboration and receiving support", "Providing opportunities for personal and professional development" and "having a sense of interest, autonomy, and usefulness". In the second Delphi round out of different domains, "feeling useful" was rated as the most important motivational factor, followed by "impacting the future career" and "having the opportunity to learn and strengthen the acquisition of skills", while "gaining fame" and "availability of educational materials" received the lowest ratings. In the third round, 73% of participants agreed with the final list of motivational factors without modification.
CONCLUSION: One of the most important responsibilities of health professions education institutions is motivating students during the educational process through the identification of proper motivational factors. Our results can offer a guide to educational policymakers and administrators.
METHODS AND MATERIALS: This multi-phase mixed-methods study in Tehran University of Medical Sciences consisted of three sequential phases: In the first phase, a literature review was conducted to identify factors reported in the literature that affect student involvement in university educational programs. In the second phase, a focus group discussion was carried out with 10 health professions students to learn about students' views and the motivating factors affecting them. In the third phase, a three-round modified Delphi study was conducted among health professions students at TUMS to determine which of the identified factors met the a priori ≥4 inclusion threshold. In this phase, 45 students take part in round 1. 41 and 39 students took part in round 2 and 3.
RESULTS: Based on the extracted codes from the focus group meeting and the first round of Delphi, the factors were categorized into five areas: "Providing opportunities for gaining personal and professional benefits", "Providing opportunities for encouragement and appreciation", "Providing opportunities for collaboration and receiving support", "Providing opportunities for personal and professional development" and "having a sense of interest, autonomy, and usefulness". In the second Delphi round out of different domains, "feeling useful" was rated as the most important motivational factor, followed by "impacting the future career" and "having the opportunity to learn and strengthen the acquisition of skills", while "gaining fame" and "availability of educational materials" received the lowest ratings. In the third round, 73% of participants agreed with the final list of motivational factors without modification.
CONCLUSION: One of the most important responsibilities of health professions education institutions is motivating students during the educational process through the identification of proper motivational factors. Our results can offer a guide to educational policymakers and administrators.