Autonomy support for autonomous motivation in medical education

Abstract

BackgroundMedical students often study only to fare well in their examinations or pursue a specific specialty, or study only those topics that they perceive to be useful in medical practice. The motivation for study in these cases comes from external or internal pressures or from the desire to obtain rewards. Self-determination theory (SDT) classifies this type of motivation as controlled motivation and the type of motivation that comes from genuine interest or personal value as autonomous motivation. Autonomous motivation, in comparison with controlled motivation, has been associated with better learning, academic success, and less exhaustion. SDT endorses autonomous motivation and suggests that autonomy support is important for autonomous motivation. The meaning of autonomy is misinterpreted by many. This article tries to focus on how to be autonomy-supportive in medical education.DiscussionAutonomy support refers to the perception of choice in learning. Some of the ways of supporting autonomy in medical education are small group teaching, problem-based learning, and gradual increase in responsibility of patients. Autonomy-supportive teaching behavior is not a trait and can be learned. Autonomy support in medical education is not limited to bringing in changes in the medical curriculum for students; it is about an overall change in the way of thinking and working in medical schools that foster autonomy among those involved in education. Research into autonomy in medical education is limited. Some topics that need to be investigated are the ideas and perceptions of students and teachers about autonomy in learning.ConclusionAutonomy support in medical education can enhance autonomous motivation of students for medical study and practice and make them autonomy-supportive in their future medical practice and teaching.

A Longitudinal Approach to Changes in the Motivation of Dutch Pharmacists in the Current Continuing Education System

“…For example, identifying the learning needs of the health care professionals and providing opportunities for charting personal learning journeys within the CE/CPD structure can help nurture the self-determined motivation of pharmacists. [29][30][31]42 The findings of this study imply that in the current CE system and in pharmacy practice, the self-determined motivation of pharmacists to participate in CE activities is decreasing. Because traditional CE does not seem to meet professional development needs adequately, a CPD approach is being implemented in a growing number of countries like Canada, Australia and the United Kingdom.…”

“…Autonomysupportive teaching has been reported to produce optimal learning outcomes. [29][30][31] An effective CE/CPD model requires pharmacists to have self-regulation skills and to spend time and effort in continuing to update their knowledge. 3,4 As motivation seems to affect all stages of self-regulated learning, an effective CE/CPD model needs to stimulate and foster the AM of pharmacists.…”

Creating the perfect intern anaesthesia rotation: a survey using feedback from past interns

“…14 Autonomy with structure and support is important in medical education as it can lead to greater work satisfaction and confidence. 15 Autonomy should be graded to enable junior doctors to take increasingly more ownership of patient management. 16 As seen in Figure 2, the interns should start with maximum supervision and very little autonomy.…”

Learner-Driven Synthesis of Assessment Data: Engaging and Motivating Residents in Their Milestone-Based Assessments

“…Stated differently, when learners are allowed to make decisions of their own volition, feel competent in their knowledge and abilities, and feel connected in their environment, they are more likely to be internally motivated to strive to perform at more advanced competency levels [25,26]. Indeed, early evidence suggests the efficacy of SDT-based education for medical learners [27,28].…”