THE ROLE OF MOTIVATION IN THE PROFESSIONAL DEVELOPMENT OF PHARMACEUTICAL STUDENTS

• Gulshat S. Kemelova
• Irina V. Loseva
• Zeinab M. Asadullaeva
• Zhasmin A. Boyaubaeva

Abstract

Current trends in pharmaceutical education require the development of approaches that help maintain students’ sustainable motivation, since their professional interest has a significant impact on their academic success and readiness for their future profession. However, the key factors influencing the motivation of students in pharmaceutical specialties have not been sufficiently studied, especially in the context of various pedagogical and educational strategies. The relevance of this study is due to the need to identify the determinants of motivation and develop recommendations for optimizing the educational process, which will increase the professional interest and academic success of students in pharmaceutical specialties.

The aim of the study is to identify the key factors influencing the motivation of students in pharmaceutical specialties and to develop recommendations for improving the educational process to increase their professional interest and academic success.

Material and methods. The study reviewed existing models for motivating students, and also conducted a survey involving students of different courses of pharmaceutical specialties in order to take into account motivational changes at different stages of training. The questionnaire included scales for assessing intrinsic and extrinsic motivation, the level of satisfaction with the educational process and students’ expectations from training. Quantitative data were analyzed to identify relationships between motivation levels and academic performance.

Results. Data analysis showed that key motivation factors include teaching methods, availability of practical classes, and the ability to provide timely feedback. Interactive teaching methods and mentoring development were found to be the most motivating for students. It was noted that students satisfied with the teaching conditions demonstrated higher academic performance and professional interest.

Conclusion. Based on the data obtained, recommendations were proposed to improve the educational process, including the introduction of interactive teaching methods and the development of an effective feedback system. These recommendations help maintain and increase student motivation, which is important for the formation of professionally trained specialists in the field of pharmacy.

Keywords: motivation; student; education; pharmacy; active teaching methods

References

1.Onbysh T.E., Sergeev N.S. Studying the motivation of educational activity among second-year students of the medical and pharmaceutical faculties. Mezhdunarodnyj zhurnal jeksperimental’nogo obrazovanija [International Journal of Experimental Education]. 2013; (4-1): 212–4. (in Russian)

2.Ignatiev V.M. Motivation: types, functions and factors. Ekonomika i sotsium [Economy and society]. 2014; 4 (13): 119–35. (in Russian)

3.Podgorny N.A., Ivanova T.A. Motivation of educational and industrial activities. Vestnik MFYUA [Bulletin of the MFUA]. 2018; (4): 217–23. (in Russian)

4.Dolgopolova S.V., Nazarova N.E. Educational and professional motivation of students as a factor of readiness for work. Chelovek i obrazovanie [Man and education]. 2020; 2 (43): 87–98. (in Russian)

5.Kemelova G.S., Gazalieva M.A., Akhmetova N.S., Makarenko T.V., Najaryan L.K. Science-oriented education in medical education. Mehzdunarodnyy zhurnal prikladnykh i fundamental`nykh issledovaniy [International journal of applied and fundamental research]. 2015; (12-10): 1866–9. (in Russian)

6.Sushkova M.S., Tupikina V.A. Analysis of the motivation structure of representatives of generations Y and Z – students of a pharmaceutical university. Juvenis scientia. 2021; 7. (3): 11–8. (in Russian)

7.Kaitov A.P. Theoretical aspects of the problem of the development of educational motivation among students of higher education in foreign studies. Vestnik Tambavskogo universiteta. Seriya: Gumanitarnye nauki [Bulletin of the Tambov University. Series: Humanities]. 2023; 28 (1): 24–38. (in Russian)

8.Ntoumanis N., Ng J.Y.Y., Prestwich A., Quested E., Hancox J.E., Thøgersen-Ntoumani C., Deci E.L., Ryan R.M., Lonsdale C., Williams G.C. A meta-analysis of self-determination theory-informed intervention studies in the health domain: effects on motivation, health behavior, physical, and psychological health. Health Psychol Rev. 2021; 15 (2): 214–44. DOI: https://doi.org/10.1080/17437199.2020.1718529 Epub 2020 Feb 3. PMID: 31983293.

9.Bandhu D., Mohan M.M., Nittala N.A.P., Jadhav P., Bhadauria A., Saxena K.K. Theories of motivation: A comprehensive analysis of human behaveior drivers. Acta Psychol (Amst). 2024; 244: 104177. DOI: https://doi.org/10.1016/j.actpsy.2024.104177 Epub 2024 Feb 13. PMID: 38354564.

10. Kritikou M., Giovazolias T. Emotion regulation, academic buoyancy, and academic adjustment of university students within a self-determination theory framework: A systematic review. Front Psychol. 2022; 13: 1057697. DOI: https://doi.org/10.3389/fpsyg.2022.1057697 PMID: 36524164; PMCID: PMC 9746693.

11. Smith M.A. Social Learning and Addiction. Behav Brain Res. 2021; 398: 112954. DOI: https://doi.org/10.1016/j.bbr.2020.112954 Epub 2020 Oct 11. PMID: 33053384; PMCID: PMC 7719575.

12. Ansar A., Rafi A., Rizvi R.M. Is behaviourism really dead? A scoping review to document the presence of behaviourism in current medical education. J Pak Med Assoc. 2021; 71 (4): 1214–20. DOI: https://doi.org/10.47391/JPMA.830 PMID: 34125774.

13. Jiang J., Zheng L., Lu C. A hierarchical model for interpersonal verbal communication. Soc Cogn Affect Neurosci. 2021; 16 (1-2): 246–55. DOI: https://doi.org/10.1093/scan/nsaa151 PMID: 33150951; PMCID: PMC 7812628.

14. D’Souza K.A., Maheshwari S.K. Factors influencing student performance in the introductory management science course. Acad Educ Leadersh J. 2010; 14: 99–119.

15. Kerr A., O’Connor H. A scoping review of health professional curricula: Implications for developing integration in pharmacy. Research in Social and Administrative Pharmacy. 2020; 16 (1): 1–16.

16. Allen R.E., Copeland J., Franks A.S., Karimi R., McCollum M., Riese 2^nd D.J., Lin A.Y.F. Team-Based Learning in US Colleges and Schools of Pharmacy. American Journal of Pharmaceutical Education. 2013; 77 (6): Article 115: 35–48.

17. Artino A.R. Academic self-efficacy: from educational theory to instructional practice. Perspect Med Educ Acta Neurochir (Wien). 2012; 76 (1): 85. DOI: https://doi.org/10.1007/s40037-012-0012-5

18. Bate E., Gomez J., Taylor D. Problem-oriented learning: how to achieve maximum results for your students. AMEE Handbook No. 84. Meditsinskoe obrazovanie i professional’noe razvitie [Medical education and professional development]. 2019; (2): 1–25. (in Russian)

19. Ahmedova U.K. The importance of using project-based learning. European Journal of Research and Reflection in Educational Sciences. 2020; 8 (9): 43–9.

20. Mahmutova A.S., Sarsenbekova А. Zh., Medeshova А.Т. Active training methods at the lessons on quality control of drug substances. Medicina i ecologiya [Medicine and ecology]. 2017; (2): 109–15. (in Russian)

21. Engle J.P., Boyer J.G., Travlos D.V., Rouse M.J. Accreditation Council for Pharmacy Education: 2022 Annual Report. Am J Pharm Educ. 2023; 87 (9): 100570. DOI: https://doi.org/10.1016/j.ajpe.2023.100570 Epub 2023 Jul 11. PMID: 37442438.

22. Farah N., Pee N.C., Ahmad I. The Implementation of Augmented Reality in Increasing Student Motivation. IOP Conf. Series: Materials Science and Engineering. 2021; 854: 5–10.

23. Essel D., Thompson J., Chapman S. The effect of an augmented reality educational tool on the motivation towards learning in pharmacy students: an evaluative survey. International Journal of Pharmacy Practice. 2022; 30 (Supp. 1): i30–i31. DOI: https://doi.org/10.1093/ijpp/riac019.041

24. Allan C., Richard H. Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America. 2^nd Ed. New York and London: Teachers College Press. 2018, pp. 246–311.

25. Yamamura Sh., Takehira R. An Analysis of the Relationship between the Learning Process and Learning Motivation Profiles of Japanese Pharmacy Students Using Structural Equation Modeling. Pharmacy journal. 2018; (6): 20–34.

26. Yamamura Sh., Takehira R. Effect of practical training on the learning motivation profile of Japanese pharmacy students using structural equation modeling. Journal of Educational Evaluation for Health Professions. 2017; 18: 1–6.

27. Kieser J., Dall’Alba G., Livingstone V. Impact of curriculum on understanding of professional practice: A longitudinal study of students commencing dental education. Adv Health Sci Educ. 2015; 14: 303–14.

28. Garavalia L.S., Scheuer D.A., Carroll C.A. Comparative analysis of first- and third-year pharmacy students’ perceptions of student-regulated learning strategies and motivation. Am J Pharm Educ. 2010; 66: 219–23.

29. Ten Cate T.J., Kusurkar R.A., Williams, G.C. How self-determination theory can assist our understanding of the teaching and learning processes in medical education. Amee guide # 59. Med. Teach. 2011; 33: 961–73.

All articles in our journal are distributed under the Creative Commons Attribution 4.0 International License (CC BY 4.0 license)