Motivation in the context of the teaching-learning process in specialties of the Medical Sciences

Abstract

Motivation is an important element to take into consideration in the teaching-learning process. It is understood as the intention of producing in the student the conscious and desired performance of an activity.  With this article we pretended to assess motivation in the context of the teaching-learning process in specialties of the Medical Sciences.  The main elements of the motivation are identified and we took a hard look on the factors striking on the student and also on those elements that have to be taken into account at the time of dealing with the teaching activity. The interaction between the contexts created by the teaching staff and the characteristics of the student’s approach to school work, and also  the implication between the teacher’s performance, the students’ answer and the effects, step by step, of the forms in which the latter undertake their tasks, are questions to take into account when dealing with motivation.
We approached the concern of managers and teachers in the curricular design offering alternatives of action to teachers, including the motivation to the chosen profession as social task; we affirm that the future health professional should be deeply motivated when choosing this profession demanding perpetual love, dedication and devotion to work. Therefore, the teacher should direct the practice to the attainment of the motivation to learning, as a way of training a future health professional competent, able of affronting dissimilar difficulties beyond our borders, and of contributing to increase the patients’ life quality.