CLINICIAN PERSPECTIVE, MOTIVATIONAL FACTORS AND PERCIEVED BARRIERS ON MEDICAL STUDENTS TEACHING: A MULTI-CENTERED CROSSECTIONAL STUDY

Abstract

Background: Clinical educators are pivotal in medical students training, balancing teaching with clinical care and research. Understanding their motivations, perspectives and perceived barriers is essential to optimize teaching effectiveness and inform targeted interventions.

Methods:  A multi-centered cross sectional study was conducted in 2025 at Khyber Teaching Hospital and Northwest General Hospital Peshawar. A structured self-administrated questionnaire assessed motivational factors, teaching perspectives and perceived barriers among 115 clinicians engaged in undergraduate medical education. Items were rated on a 5-point likert scale. Data were analyzed descriptively to identified patterns of motivation, institutional support and challenges.

Results: Participants (Median age was 31 years) represented diverse specialities. Intrinsic motivators predominated with skill enhancement, clinical knowledge retention and personal satisfaction as leading drivers. Clinicians largely integrated teaching into their clinical role and felt confident in student assessment, yet only 36.6% received regular feedback and 51.3% report adequate institutional support. Key barriers included clinical workload/time constraints and student disengagement while burnout was less prominent. Extrinsic motivators such as academic promotion were less influential.