2012
DOI: 10.3109/0142159x.2012.701025
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Selection of student-selected component [SSCs] modules across the medical undergraduate curriculum: Relationship with motivational factors

Abstract: Student-selected components (SSCs) encourage the following within the undergraduate medical curriculum: greater exploration of core curriculum topics; exploration of non-core subjects/experiences; research and self-directed learning; and personal and professional development opportunities. This study examined the motivational factors which influence SSC choice to assess (a) SSC selection patterns across each year of the curriculum (direct and graduate entry) and (b) motivation underlying SSC selection across t… Show more

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Cited by 14 publications
(11 citation statements)
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“…For analysis of responses to open-ended questions, analysis was restricted to a thematic analysis and constant comparison of written comments provided by students, as described previously. 20 …”
Section: Methodsmentioning
confidence: 99%
“…For analysis of responses to open-ended questions, analysis was restricted to a thematic analysis and constant comparison of written comments provided by students, as described previously. 20 …”
Section: Methodsmentioning
confidence: 99%
“…For students, there are a complex series of motivations that are involved in decision-making as to the choice of project [23, 38]. Self-selection of a medical speciality and project often reflects a possible career interest, so they are motivated, enthusiastic, and want to impress their faculty supervisor who may become a potential mentor, referee or colleague.…”
Section: Student and Faculty Aspirations: Alignment To Ensure Sustainmentioning
confidence: 99%
“…Based on the studies undertaken by Vygotsky [11] in ‘meta-cognition’ and ‘self-regulated learning’, the UoW medical students are encouraged to create their own area of inquiry, affording them the opportunity to be exposed to ‘situated learning’ [12] and thus allowing them to further develop a deep learning and understanding [13] about research and critical appraisal. Furthermore, engagement in a research project of their own choice that deals with real world problems [14] helps to foster ‘authentic’ learning [15,16] and motivation [17] because students view the task as relevant and interesting. Then, as the research project builds upon and incorporates the RCA principles learnt in earlier phases of the program, the project becomes a conduit for ‘meaningful learning’ [18].…”
Section: Introductionmentioning
confidence: 99%