Intrinsic motivation of preclinical medical students participating in high-fidelity mannequin simulation

Thoma, Brent; Hayden, Emily M.; Wong, Nelson; Sanders, Jason L.; Malin, Greg; Gordon, James A.

doi:10.1136/bmjstel-2015-000019

Cited by 6 publications

(10 citation statements)

References 27 publications

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“…The 13 articles included (16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28) in this study were published from 2015 to 2022, all in English. Regarding their origin, with seven (54%) were from Europe, four (31.0%) from Asia, and two (15.0%) from North America.…”

Section: ❚ Resultsmentioning

confidence: 99%

Implications of clinical simulation in motivation for learning: scoping review

Henrique-Sanches,

Cecilio-Fernandes,

Costa

et al. 2024

Einstein (São Paulo)

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Objective: To identify, synthesize, and analyze the scientific knowledge produced regarding the implications of using clinical simulation for undergraduate nursing or medical students' motivation for learning. Methods: The search for articles was conducted between July 28 and August 3, 2022, on the PubMed/MEDLINE, Scopus, Web of Science, and SciELO databases. The following was used for the search: P -undergraduate students attending Nursing or Medicine courses; C -motivation for learning, and C -skills and clinical simulation laboratory. The following research question guided the study: "What are the implications of clinical simulation on the motivation for learning of undergraduate students of nursing and medicine?" Of the 1,783 articles found, 13 were included in the sample for analysis. All stages of the selection process were carried out by two independent evaluators. The results were presented as charts and a discursive report. Results:The studies analyzed indicated the beneficial effects of clinical simulation on students' motivation, in addition to other gains such as competencies, technical and non-technical skills, knowledge, belonging, autonomy, clinical judgment, critical and reflective thinking, self-efficacy and decreased anxiety, self-management, and improvements in learning and learning climate. Conclusion: Clinical simulation provides a positive learning environment favorable to the development of technical and interpersonal skills and competencies, and raising the level of motivational qualities.

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Section: ❚ Resultsmentioning

confidence: 99%

Implications of clinical simulation in motivation for learning: scoping review

Henrique-Sanches,

Cecilio-Fernandes,

Costa

et al. 2024

Einstein (São Paulo)

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“…(2015) [ 26 ] USA Mixed 44 1 st ~ 4 th Chapman et al (2015) [ 27 ] UK Quantitative 273 All years Almeida et al (2015) [ 28 ] Ukraine Quantitative 140 N/A Chapman & Bottentuit-Rocha. (2016) [ 29 ] Dominican Rep. Qualitative 5 N/A Thoma et al (2015) [ 30 ] USA Quantitative 22 1 st Fares et al (2016) [ 2 ] Lebanon Quantitative 165 1 st & 2 nd Ayuob, Sayes & Deek. (2016) [ 31 ] Saudi Arabia Mixed 55 2 nd ~ 5 th Bridgeman et al (2016) [ 32 ] UK Quantitative 50 N/A Beigy et al (2016) [ 33 ] Iran Quantitative 355 3 rd & 4 th Raulkar & Saks.…”

Section: Resultsmentioning

confidence: 99%

“…A DEA is an EA that is closely related to the learners’ major or formal curriculum, while an IEA is relatively unassociated with them [ 10 ]. The former included 18 articles [ 25 , 30 , 33 , 39 , 44 , 46 , 48 , 49 , 51 , 57 – 60 , 66 , 69 , 71 , 73 , 76 ] and the latter comprised 47 articles.…”

Section: Resultsmentioning

confidence: 99%

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Extracurricular activities in medical education: an integrative literature review

et al. 2023

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Background The importance of extracurricular activities (EAs) has been emphasized in medical education. These activities could enhance medical students’ emotional and physical health and afford them developmental opportunities. Despite the growing amount of research related to this theme, few studies review and synthesize the existing literature. This study aims to provide an understanding of the educational implications of EAs in medical colleges and constructs an integrated conceptual framework concerning their types and learning outcomes by literature review. Methods An integrative literature review was conducted following Torraco’s method, with the aim to generate a new framework for the given topic. The authors utilized Scopus and PubMed as databases, using search terms “extracurricular,” “medical,” and “students.” Initially, titles and abstracts were screened to include relevant studies, and the researchers verified the eligibility of the articles by following the inclusion and exclusion criteria. Of the 263 articles identified, 64 empirical studies were selected for further review. Results EAs in undergraduate medical education can be classified into direct extracurricular activities and indirect extracurricular activities, the latter of which is sorted into nine sub-categories. We identified seven main categories regarding the learning outcomes of EAs. In addition to general activities (e.g., pro-social activities, team sports), some distinctive activities such as research have been largely addressed in previous studies. The results of EAs were discussed in relation to academic growth, career development, and psychological experiences. Conclusions This review identified the types and learning outcomes of EAs in the context of medical education, thereby suggesting ways to improve the quality of EAs and maximize their educational effects.

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“…High motivation has been one of the vital components during selections or interviews for the course of medicine [34-36]. Previously, it has also been reported that there was no significant difference in the level of intrinsic motivation among medical students who participated in high-fidelity mannequin simulation, as the medical students were found to be originally highly intrinsically motivated [37]. This was well reflected by our medical students who portrayed intrinsic motivation, mainly self-motivation, and self-discipline in coping with this tough time.…”

Section: Discussionmentioning

confidence: 99%

Reflection of connectivism in medical education and learning motivation during COVID-19

Lee

et al. 2020

Preprint

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The COVID-19 pandemic has not only affected the global healthcare and economy but threatened the world of education altogether. Malaysia is not spared from this pandemic as all universities were forced to close and initiate online learning with the implementation of Movement Control Order since mid-March 2020.The abrupt shift from conventional medical education to fully virtual learning definitely deserves a reflection on how it affects the learning motivation among medical students. Hence, this is the first study that compares the effect of digital learning on learning motivation among medical students in Universiti Kebangsaan Malaysia (UKM) prior to and during the COVID-19 pandemic period. A modified Students Motivation towards Science Learning (SMTSL) was used to assess the learning motivation of UKM medical students throughout Year 1-5. The number of students that use digital learning during COVID-19 is significantly higher compared to before COVID-19 (p<0.05). However, there is no significant difference (p=0.872) in learning motivation among medical students before and during COVID-19 crisis. Higher frequency in digital learning usage frequency does not exert a great impact on learning motivation. Reflections from each participant were collated to justify the current situation. This could be due to motivation coming from the very choice to pursue medicine as a doctor, which is mainly influenced by intrinsic motivation, and ability to adapt in difficult situations. Thus, medical educators should be creative in enhancing extrinsic motivation by making use of digital learning as a platform so that medical students are able to independently fish for information in the vast pool of digital information and apply in actual medical practice in the future for life-long learning.

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Intrinsic motivation of preclinical medical students participating in high-fidelity mannequin simulation

Cited by 6 publications

References 27 publications

Implications of clinical simulation in motivation for learning: scoping review

Implications of clinical simulation in motivation for learning: scoping review

Extracurricular activities in medical education: an integrative literature review

Reflection of connectivism in medical education and learning motivation during COVID-19

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