Encouraging intrinsic motivation in the clinical setting: teachers' perspectives from the self‐determination theory

Orsini, César; Evans, Peter; Binnie, Vivian; Ledezma, Priscilla; Fuentes, Fernando

doi:10.1111/eje.12147

Cited by 52 publications

(50 citation statements)

References 42 publications

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“…The final aim should be to create a learning climate that fosters the conditions for students to become self-motivated rather than trying to control their behaviour. 19,36,37 On the other hand, feedback, which is an external input, should be given in a way that supports students' needs so it is accepted and internalised and serves as a nutrient for students' autonomous moti- be based on empathy and assertiveness. 9,19 In this investigation, we have focused on the predictive value of the learning climate and the quantity and quality of feedback; however, there is abundant room for future research to test other variables that may favourably influence dental students' needs and autonomous motivation.…”

Section: Discussionmentioning

confidence: 99%

“…18 The need for relatedness means being accepted and valued; it is a feeling of belongingness or connectedness with others as well as with a significant community, eg teachers, fellow students or patients. 16 Despite the importance placed by dental educators on the satisfaction of students' basic psychological needs, 19 a recent systematic review revealed that no study so far had tested the mediating role of these needs between different social factors and dental students' motivation and that little attention has been paid to which variables influence students' motivation. 20 Therefore, the purpose of this study was to test the mediating role of basic psychological needs on the relation between learning climate and feedback and dental students' motivation.…”

Section: Introductionmentioning

confidence: 99%

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Learning climate and feedback as predictors of dental students' self‐determined motivation: The mediating role of basic psychological needs satisfaction

Orsini

Binnie

Wilson

et al. 2017

Eur J Dental Education

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Aim The aim of this study was to test the mediating role of the satisfaction of dental students' basic psychological needs of autonomy, competence and relatedness on the association between learning climate, feedback and student motivation. The latter was based on the self‐determination theory's concepts of differentiation of autonomous motivation, controlled motivation and amotivation. Methods A cross‐sectional correlational study was conducted where 924 students completed self‐reported questionnaires measuring motivation, perception of the learning climate, feedback and basic psychological needs satisfaction. Descriptive statistics, Cronbach's alpha scores and bivariate correlations were computed. Mediation of basic needs on each predictor‐outcome association was tested based on a series of regression analyses. Finally, all variables were integrated into one structural equation model, controlling for the effects of age, gender and year of study. Results Cronbach's alpha scores were acceptable (.655 to .905). Correlation analyses showed positive and significant associations between both an autonomy‐supportive learning climate and the quantity and quality of feedback received, and students' autonomous motivation, which decreased and became negative when correlated with controlled motivation and amotivation, respectively. Regression analyses revealed that these associations were indirect and mediated by how these predictors satisfied students' basic psychological needs. These results were corroborated by the structural equation analysis, in which data fit the model well and regression paths were in the expected direction. Conclusion An autonomy‐supportive learning climate and the quantity and quality of feedback were positive predictors of students' autonomous motivation and negative predictors of amotivation. However, this was an indirect association mediated by the satisfaction of students' basic psychological needs. Consequently, supporting students' needs of autonomy, competence and relatedness might lead to optimal types of motivation, which has an important influence on dental education.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning climate and feedback as predictors of dental students' self‐determined motivation: The mediating role of basic psychological needs satisfaction

Orsini

Binnie

Wilson

et al. 2017

Eur J Dental Education

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“…This individual is motivated by enjoyment, satisfaction and an inherent interest in the activity. 19 Orsini and colleagues 36 have also identified the importance of an autonomy-supportive approach in clinical teaching with benefits for professional practice. The authors explained that this technique represents a 'human-centered' approach to teaching, which equips students with the skills to offer autonomy-support to patients, thus improving healthcare delivery.…”

Section: A J P E a C C E P T E D D R A F Tmentioning

confidence: 99%

Design and Evaluation of a Professional Identity Development Program for Pharmacy Students

Mylrea

Gupta

Glass

2019

American Journal of Pharmaceutical Education

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Objective. The purpose of this study was to design and evaluate a Professional Identity Program (PIP), based on Self-determination theory (SDT), for commencing pharmacy students.Methods. The PIP, featuring autonomy-supportive teaching approaches, was delivered as ten workshops, integrated into the existing pharmacy course structure over four, thirteen-week semesters (2 years). The program was evaluated using a student satisfaction survey and two previously validated tools, measuring professional identity (MCPIS-9) and motivation to study pharmacy (Pharm-S). Non-parametric statistical techniques were used to analyze group scores before and after the PIP. Baseline data were collected by surveying a cohort of commencing students, who would not receive the PIP.Results. Scores on the motivation-based tool (Pharm-S) increased between the end of the first and second year of participation in the PIP, indicating an increase in student autonomy levels. There was however no change in scores on the professional identity measure (MCPIS-9). This suggests that while student perceived professional identity remains unchanged, the underlying motivation regulators governing identity formation are transitioning to a more autonomous state, which is increasingly intrinsic in nature. Conclusion.Students responded positively to the introduction of the PIP into their program of study. They valued opportunities to engage in activities and discussions relating to professional development and identity formation. The use of SDT-based instruction in professional identity education, facilitated increased autonomy levels in pharmacy students, with the potential to impact positively on their individual professional identity development and future professional practice.

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“…The majority are extremely motivated (Nuffer et al, 2017;Khalil et al, 2018), and believe that they need a college education to achieve their career goals (Ottenberg et al, 2016;Worly et al, 2018). These individuals consider all aspects of life from a global perspective (Fryer et al, 2016;Berger et al, 2019), tend to adopt technology at its highest levels (Hennessy et al, 2016;Shatto and Erwin, 2017), expect on-demand services (Orsini et al, 2016b) that are always available (Woolley and Fishbach, 2018;Manspeaker et al, 2019) and easily accessible (Fond et al, 2018;Lysak et al, 2018). Hence, they prefer educational opportunities that allow them to stay connected with technology (Agius et al, 2018), and expect their educators to do the same (Joshi et al, 2017;Mor et al, 2018).…”

Section: Generational Characteristics Of Present-day Health Care Profmentioning

confidence: 99%

“…In addition, millennial students often feel that they are not provided with enough justifications for the learning activities that are expected of them (Brass et al, 2017;Manzi et al, 2017;Mabel and Britton, 2018), or sufficient explanations of how these activities align with the overall academic goals (Tai et al, 2016;Chen et al, 2017). This is in marked contrast to the mind-set of educators from earlier generations who expect their students to unquestioningly follow instructions (Orsini et al, 2016b;de Paiva et al, 2017). This can lead to feelings of apprehension (Wilkinson et al, 2014;Bhagat et al, 2015) and distrust (Rogers and Tutty, 2016;Persky and McLaughlin, 2017) in the learning environment.…”

Section: Challenges Of Present-day Health Care Educationmentioning

confidence: 99%

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Chaudhuri

2019

Anatomical Sciences Ed

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There has been a fundamental change in health care pedagogy to address the demands and challenges posed by the present generation of millennial students. There is also a growing recognition of the role of intrinsic motivation as a catalyst in a positive learning experience. The term intrinsic motivation refers to energizing behavior that comes from within an individual and develops due to an inherent interest in the activity at hand. However, stimulating intrinsic motivation in the present generation of millennial health care students is a daunting task, considering their diverse and disparate nature. In addition, the inherent generational differences between educators and students, and an increasing emphasis on technological tools have resulted in a dichotomy in the educational environment leading to the development of a greater incidence of burnouts among students. Hence, numerous innovative techniques have been introduced in health care education to enhance the levels of intrinsic motivation in these students. Unfortunately, most of these approaches have only been moderately successful due to their limited ability to address the unique educational expectations of millennial students. The cumulative evidence suggests that specific approaches to stimulate intrinsic motivation should aim at nurturing the learning efforts of students, bridging the generational barriers between educators and students, and ameliorating the stress associated with health care education. Hence, the specific aim of this narrative review is to suggest empirically proven curricular strategies and institutional reforms to enhance intrinsic motivation in health care students belonging to the Millennial Generation.

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Encouraging intrinsic motivation in the clinical setting: teachers' perspectives from the self‐determination theory

Cited by 52 publications

References 42 publications

Learning climate and feedback as predictors of dental students' self‐determined motivation: The mediating role of basic psychological needs satisfaction

Learning climate and feedback as predictors of dental students' self‐determined motivation: The mediating role of basic psychological needs satisfaction

Design and Evaluation of a Professional Identity Development Program for Pharmacy Students

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

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