Engaging students and faculty: implications of self-determination theory for teachers and leaders in academic medicine

Abstract

BackgroundMuch of the work of teachers and leaders at academic health centers involves engaging learners and faculty members in shared goals. Strategies to do so, however, are seldom informed by empirically-supported theories of human motivation.DiscussionThis article summarizes a substantial body of motivational research that yields insights and approaches of importance to academic faculty leaders. After identification of key limitations of traditional rewards-based (i.e., incentives, or 'carrots and sticks’) approaches, key findings are summarized from the science of self-determination theory. These findings demonstrate the importance of fostering autonomous motivation by supporting the fundamental human needs for autonomy, competence, and relatedness. In turn, these considerations lead to specific recommendations about approaches to engaging autonomous motivation, using examples in academic health centers.SummarySince supporting autonomous motivation maximizes both functioning and well-being (i.e., people are both happier and more productive), the approaches recommended will help academic health centers recruit, retain, and foster the success of learners and faculty members. Such goals are particularly important to address the multiple challenges confronting these institutions.

How to deal with the unmotivated medical student in small group sessions?

“…Problem-based learning (PBL) is an educational method that gives the students a lot of freedom in the choices they make. Lyness et al, 2013;Ten Cate et al, 2011) Students in a PBL curriculum are reportedly more intrinsically motivated compared to students in a traditional curriculum. The perceptions of students can also be taken into account by letting them participate in evaluating the success of a curriculum.…”

“…The perceptions of students can also be taken into account by letting them participate in evaluating the success of a curriculum. (Lyness et al, 2013) Unfortunately, not all activities are interesting and enjoyable for all students and choices cannot always be given. In case the teacher explains the value of the subject for their future profession, the students can internalize the motivation for these activities or subjects.…”

“…This means that the challenges should not be too hard and not too easy. (Lyness et al, 2013) An option could be to let the student prepare topics in groups and let them present their part. This can help the students to feel competent in their learning as they will also explain their results to the other students.…”

“…A really practical advice for teachers to stimulate the autonomous feeling of students is to use words like can, may and could instead of using controlling words like must, should, need. Lyness et al, 2013) At last, it is important to avoid external rewards. As discussed extensively, rewards can undermine the intrinsic motivation.…”

“…What teachers regularly do in education to increase the motivation of students is reward the well prepared students and punish those who did not prepare. (Deci, Koestner, & Ryan, 2001;Lyness, Lurie, Ward, Mooney, & Rambert, 2013) This can be done by grades for participation, best student awards, sending nonparticipating students out of the classroom, making classes mandatory, and requiring a mandatory e-module as preparation.…”