# Motivation of pediatricians in Lower Saxony to teach medical students in outpatient practices: A questionnaire-based study

## TL;DR

This study explores what motivates pediatricians in Lower Saxony to teach medical students in outpatient settings and identifies barriers to their involvement.

## Contribution

The study provides insights into intrinsic and extrinsic motivators and barriers for pediatricians in outpatient teaching, specific to Lower Saxony.

## Key findings

- Intrinsic motivation, such as promoting the next generation and knowledge exchange, was strongly reported.
- Extrinsic incentives like recognition as an academic teaching practice were valued, but financial incentives were less important.
- The main barrier was concern that students might disrupt practice operations.

## Abstract

This study examines the teaching motivation of pediatricians working in outpatient settings in Lower Saxony, aiming to promote medical student training in outpatient teaching practices. The focus lies on identifying motivating factors and barriers in order to develop concepts for establishing a “pediatric teaching network”.

A digital, anonymous questionnaire survey was conducted between July and September 2024. The cross-sectional study, based on prior work from general practice, included 27 items addressing intrinsic and extrinsic motivation, as well as barriers related to student teaching. Responses were rated on a four-point Likert scale and supplemented with open-ended questions. Univariate analysis methods were applied, and factors influencing teaching motivation were explored.

A total of 137 complete responses were evaluated. Given the total number of potential respondents, the generalizability of the results may be limited. The average teaching motivation was 7.5 out of 10 points. Intrinsic motives – such as promoting the next generation (99% agreement) and knowledge exchange (98% agreement) – were dominant. Extrinsic incentives, such as recognition as an “academic teaching practice” (78% agreement), were considered relevant, while financial incentives were of lesser importance. The main barrier identified was concern that students might disrupt practice operations (53% agreement).

The strong intrinsic teaching motivation of pediatricians indicates potential for developing pediatric teaching networks. However, targeted collaboration is needed to overcome structural barriers, such as integrating students into routine practice. Strategies to enhance teaching motivation include (medical) didactic training, flexible teaching models, and organizational support.