What influences clinical educators’ motivation to teach? A BEME systematic review and framework synthesis based on self-determination theory: BEME Review No. 90

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dc.contributor.authorCésar Orsini
dc.contributor.authorRintarō Imafuku
dc.contributor.authorBarbara Jennings
dc.contributor.authorAdam Neufeld
dc.contributor.authorJorge Tricio
dc.contributor.authorRashmi A. Kusurkar
dc.coverage.spatialBolivia
dc.date.accessioned2026-03-22T21:03:42Z
dc.date.available2026-03-22T21:03:42Z
dc.date.issued2024
dc.descriptionCitaciones: 12
dc.description.abstractResults from this study have important implications for the development of contextual strategies to optimise learning/work environments and maximise autonomous reasons to teach, enhancing clinical educators' job satisfaction and retention.
dc.identifier.doi10.1080/0142159x.2024.2412166
dc.identifier.urihttps://doi.org/10.1080/0142159x.2024.2412166
dc.identifier.urihttps://andeanlibrary.org/handle/123456789/85698
dc.language.isoen
dc.publisherTaylor & Francis
dc.relation.ispartofMedical Teacher
dc.sourceUniversity of East Anglia
dc.subjectPsychology
dc.subjectMedical education
dc.subjectMathematics education
dc.subjectPedagogy
dc.titleWhat influences clinical educators’ motivation to teach? A BEME systematic review and framework synthesis based on self-determination theory: BEME Review No. 90
dc.typereview

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