Purpose:Internalization of students’ motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment.Methods:Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC), relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. Results:Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy students’ basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more ‘human centred’ teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them.Conclusion:This review identified actions that clinical teachers could implement in their daily work to support students’ self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery.

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Since the motivation to study and engage in academic activities plays a key role in students' learning experience and well‐being, gaining a better understanding of dental students' motivations can help educators implement interventions to support students' optimal motivations. The aim of this study, grounded in self‐determination theory, was to determine the predictive role of different types of motivation (autonomous motivation, controlled motivation, and amotivation) in the affective and behavioral outcomes of dental students. Amotivation is the absence of drive to pursue an activity due to a failure to establish relationships between activity and behavior; controlled motivation involves behaving under external pressure or demands; and autonomous motivation is an internalized behavior with a full sense of volition, interest, choice, and self‐determination. A cross‐sectional correlational study was conducted in 2016, in which 924 students (90.2% response rate) from years one to six agreed to participate, granting permission to access their current GPAs and completing four self‐reported questionnaires on academic motivation, study strategies, vitality, and self‐esteem. The results showed that self‐determined motivation (i.e., autonomous over controlled motivation) was positively associated with vitality, self‐esteem, and deep study strategies and negatively associated with surface study strategies. The contrary results were found for amotivation. In the motivational model, deep study strategies showed a positive association with students' academic performance. Contrary results were found for surface study strategies. This study extends understanding of the differentiation of motivation based on its quality types and suggests that being motivated does not necessarily lead to positive educational outcomes. Autonomous motivation, in contrast to controlled motivation and amotivation, should be supported to benefit students with regard to their approaches to learning and well‐being since it can promote students' vitality, self‐esteem, deep over surface study strategies, and enhanced academic performance.

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The importance of developing good dentist-patient relationships has been well documented, but previous studies have focused on social techniques, not considering the psychological and behavioral characteristics of patients, and have used deinitions and instruments that were not dental-speciic. Therefore, the aims of this study were to propose a deinition of dentistpatient relationship skills, derived from dental faculty members' criteria and informed by Emotional Intelligence concepts, and to propose a preliminary dental-speciic, face-valid, and reliable self-assessment instrument. The study was conducted in three phases. Phases I and II deined dentist-patient relationship competence through literature analysis and semi-structured interviews with expert key informants, establishing the outcome skills. In Phase III, the instrument was constructed and piloted. Communication skills and basic psychological tools resulted in core topics for use in practice. The deinition both speciies and broadens social interactions in dentistry by including dental faculty members' criteria and topics such as psychological tools and pre-, intra-, and postoperative topics appropriate for use during consultation, examination, and treatment. The instrument was found suitable, reasonable, and accessible with a Cronbach's alpha level of 0.95. Future studies are needed to conirm the deinition, as well as the instrument's validity, reliability, transference, and sensitivity to the dental educational environment.

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During the COVID-19 pandemic, most Higher Education Institutions (HEIs) across the globe moved towards “emergency online education”, experiencing a metamorphosis that advanced their capacities and competencies as never before. Teaching and Learning Centers (TLCs), the internal units that promote sustainable transformations, can play a key role in making this metamorphosis last. Existing models for TLCs have defined the competencies that they could help develop, focusing on teachers’, students’, and managers’ development, but have mislead aspects such as leadership, organizational processes, and infrastructures. This paper evaluates the PROF-XXI framework, which offers a holistic perspective on the competencies that TLCs should develop for supporting deep and sustainable transformations of HEIs. The framework was evaluated with 83 participants from four Latin American institutions and used for analyzing the transformation of their teaching and learning practices during the pandemic lockdown. The result of the analysis shows that the PROF-XXI framework was useful for identifying the teaching and learning competencies addressed by the institutions, their deficiencies, and their strategic changes. Specifically, this study shows that most institutions counted with training plans for teachers before this period, mainly in the competencies of digital technologies and pedagogical quality, but that other initiatives were created to reinforce them, including students’ support actions.