Trainee‐environment interactions that stimulate motivation: A rich pictures study.

DRAWING; GROUNDED theory; HOSPITAL medical staff; INTERPERSONAL relations; INTERPROFESSIONAL relations; INTERVIEWING; LEARNING strategies; MEDICAL appointments; MOTIVATION (Psychology); WORK environment; CONTINUING medical education; DATA analysis; ACQUISITION of data; MEDICAL coding

Context: Staying motivated when working and learning in complex workplaces can be challenging. When complex environments exceed trainees' aptitude, this may reduce feelings of competence, which can hamper motivation. Motivation theories explain how intrapersonal and interpersonal aspects influence motivation. Clinical environments include additional aspects that may not fit into these theories. We used a systems approach to explore how the clinical environment influences trainees' motivation and how they are intertwined. Methods: We employed the rich pictures drawing method as a visual tool to capture the complexities of the clinical environment. A total of 15 trainees drew a rich picture representing a motivating situation in the workplace and were interviewed afterwards. Data collection and analysis were performed iteratively, following a constructivist grounded theory approach, using open, focused and selective coding strategies as well as memo writing. Both drawings and the interviews were used to reach our results. Results: Trainees drew situations pertaining to tasks they enjoyed doing and that mattered for their learning or patient care. Four dimensions of the environment were identified that supported trainees' motivation. First, social interactions, including interpersonal relationships, supported motivation through close collaboration between health care professionals and trainees. Second, organisational features, including processes and procedures, supported motivation when learning opportunities were provided or trainees were able to influence their work schedule. Third, technical possibilities, including tools and artefacts, supported motivation when tools were used to provide trainees with feedback or trainees used specific instruments in their training. Finally, physical space supported motivation when the actual setting improved the atmosphere or trainees were able to modify the environment to help them focus. Conclusions: Different clinical environment dimensions can support motivation and be modified to create optimal motivating situations. To understand motivational dynamics and support trainees to navigate through postgraduate medical education, we need to take all clinical environment dimensions into account. Various aspects of the clinical environment (and their interplay) influence trainees' motivations. In this article, van der Groot et al. explore how learners and supervisors can modify these dimensions to create optimal learning opportunities. [ABSTRACT FROM AUTHOR]

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