Applying motivational framework in medical education: a self-determination theory perspectives

Abstract

Background The application of self-determination theory in explaining student achievement has been well-established in various contexts. However, its application to medical education, particularly in interprofessional education (IPE) remains underexplored. Understanding how students’ motivation plays a role in students’ engagement and achievement is essential to optimize efforts to improve learning and instruction. Objective This two-stage study aims to contextualize the SDT framework to IPE through the adaptation of the Basic Psychological Need Satisfaction to IPE (Study 1) and to demonstrate how SDT can be applied in IPE by examining a model of SDT constructs (Study 2) in predicting outcomes (behavioral engagement, team effectiveness, collective dedication, goal achievement). Design In Study 1 ( n =996), we adapted and validated BPNS-IPE using confirmatory factor analysis and multiple linear regression using data from 996 IPE students (Chinese Medicine, Medicine, Nursing, and Pharmacy). In Study 2 ( n =271), we implemented an IPE program where we integrated SDT approaches and examined the relationship of SDT constructs with IPE outcomes using multiple linear regression. Results Our data supported the three-factor structure (autonomy, competence, and relatedness) of BPNS-IPE, meeting the required model fit. Autonomy predicted team effectiveness (F=51.290, p <.05, R 2 =.580); competence predicted behavioral engagement (F=55.181, p <.05, R 2 =.598); while relatedness predicted significantly four IPE outcomes: behavioral engagement (F=55.181, p <.01, R 2 =.598), team effectiveness (F=51.290, p <.01, R 2 =.580), collective dedication (F=49.858, p <.01, R 2 =.573), goal achievement (F=68.713, p <.01, R 2 =.649). Conclusions The SDT motivational framework can be adapted and applied in the IPE context to understand and enhance student motivation in medical education. Potential studies with the use of the scale are provided to guide researchers.

Final-year nursing students’ perceptions of humanistic education in nursing: a cross-sectional descriptive study

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Progressive muscle relaxation in pandemic times: bolstering medical student resilience through IPRMP and Gagne's model

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Digital learning space experience and learner continuous use in institutions of higher learning: a moderated-mediation model

“…The study draws on the cognitive assumptions of self-determination theory (Ryan and Deci, 2000), which posits that a learner's intrinsic motivation to acquire knowledge is premised on psychological needs of autonomy, relatedness and competence. Further, the theory posits that self-determined behaviors lead to effective and lasting behavioral changes, better performance and adaptive attitudes (Ganotice et al, 2023). Within context, the study asserts that the more learners feel actively engaged, the more satisfied and motivated they are to learn and increase performance in online learning environments (Martin and Bolliger, 2018).…”

“…Conversely, this outcome does not corroborate prior empirical findings undertaken by Bervell et al (2020), as well as Lin et al (2022), where these studies argue that real-time interactions between educators and learners is a key determinant of learner continuous use of digital spaces. Inability of synchronous learning to mediate between DLSE and learner continuous use in the study could be explained from a theoretical stance of SDT, where learner intrinsic motivation is deemed as prerequisite for continuous use of digital learning spaces (Ganotice et al, 2023). Further, the continuous use of real-time tools may be JRIT hindered by Internet cost and network challenges particularly among rural learners (Shen et al, 2022).…”