Motivação Intrínseca do Estudante de Medicina de uma Faculdade com Metodologia Ativa no Brasil: Estudo Transversal

Abstract

A cross-sectional study based on the Self Determination Theory to identify intrinsic motivation in the tutorial group scenario, and its associated factors in 276 medical students from a college in the Northeast of Brazil between October and December 2016. The Intrinsic Motivation Inventory was utilized following its adaptation and cross-cultural translation. Variables studied: age, gender, marital status, financial dependents, number of attempts at the university entrance exam for the medical course, current semester of study, previous undergraduate training, living with parents, choice of course by parental influence or pressure. Uni and multivariate Poisson analysis were carried out to assess the factors associated with intrinsic motivation; p <0.05 was considered as the significance level for statistical purposes. Average motivation score was 3.8, which indicates motivation. In 2 nd , 6 th and 10 th semester medicine students, the final model maintained as the variable associated with intrinsic motivation those who attempted the medical school entrance exam once or twice compared to those who had had three or more attempts (PR = 0.88, 95% CI (0.79-0.97), p = 0.011). In the analyses assessed by semester, in the second semester, students who had prior undergraduate training before medical school compared to those who had not was the remaining variable (PR = 0.92, 95% IC (0.87-0.97), p = 0.005). In the sixth semester, no statistically significant difference was found, and in the tenth semester the variable of those who attempted the medical school entrance exam once or twice remained (PR = 0.65, 95% IC (0.47-0.88), p = 0.006). The students seemed to be motivated in the group tutorial activity. The fewer number of medical school entry exam attempts and having previous undergraduate training were variables that showed association with intrinsic motivation.

Medical students’ academic motivation: an analysis from the perspective of the Theory of Self-Determination

“…Unlike the results obtained by Azevedo 27 , it was observed that students who lived without their parents had higher levels of motivation. In an attempt to explain this fact, one can infer that the new social reality experienced by students who are far from their families stimulates the development of autonomy, which is one of the bases of the Theory of Self-Determination.…”

“…The items shown in Tables 1 to 3 were analyzed through the scores obtained using the Likert scale, with a score ranging from 1 to 7. Therefore, adapted from the study by Azevedo et al 27 , the following cutoff points were used: ≤ 3.0 (low…”

Análise da motivação intrínseca de estudantes de nutrição em uma faculdade com metodologia ativa no Brasil

“…Foram adotados os devidos termos, respeitadas suas singularidades, após esclarecimento sobre a natureza da pesquisa, justificativa, objetivos, métodos, potenciais benefícios e riscos aos participantes. Foi esclarecida a total liberdade do voluntário da pesquisa em recusar-se a 25,26 Em seguida, cada subescala/domínio foi definida por meio da média aritmética do conjunto de itens que a compunha. Foram consideradas as sete opções de respostas (1 a 7), que Considerando os fatores que influenciam a motivação intrínseca do estudante, foi comparada a motivação dos estudantes dos primeiros períodos do curso (1º, 2º e 3º) e dos últimos períodos (4º, 5º e 6º).…”

“…No presente estudo, para todas as subescalas avaliados foram atribuídas notas >3. 26 Quanto à subescala pressão/tensão, considerada preditora negativa, a média de todos os escores foi 4,2. Presume-se que mesmo sendo uma preditora negativa, os estudantes avaliam como um ponto positivo para o método.…”

Tradução e Adaptação Transcultural do Instructional Materials Motivation Survey (IMMS) para o Português do Brasil

“…No ambiente educacional, a motivação está diretamente relacionada ao esforço que os estudantes decidem imprimir para aprender, ao tempo que dispensam para realização de tarefas e a seu envolvimento com as atividades instrucionais. Assim, estudantes altamente motivados se engajam espontaneamente nos estudos, sem a necessidade de recompensas externas (motivação intrínseca) 2 . Por sua vez, aqueles pouco motivados dependem de recompensas externas, como o sucesso nas avaliações ou o reconhecimento de suas competências e habilidades (motivação extrínseca) 3 .…”