How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59
- PMID: 22225433
- DOI: 10.3109/0142159X.2011.595435
How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59
Abstract
Self-determination Theory (SDT), designed by Edward Deci and Richard Ryan, serves among the current major motivational theories in psychology. SDT research has been conducted in many areas, among which are education and health care, but its applications in medical education are rare. The potential of SDT to help understand processes in medical education justifies this Guide. SDT is explained in seven principles, one of which is the distinction of three innate psychological needs of human beings: for competence, for autonomy and for relatedness. Further, SDT elaborates how humans tend to internalise regulation of behaviour that initially has been external, in order to develop autonomous, self-determined behaviour. Implications of SDT for medical education are discussed with reference to preparation and selection, curriculum structure, classroom teaching, assessments and examinations, self-directed learning, clinical teaching, students as teachers and researchers, continuing professional development, faculty development and stress among trainees.
Similar articles
-
Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory.Med Teach. 2011;33(12):978-82. doi: 10.3109/0142159X.2011.599896. Med Teach. 2011. PMID: 22225435
-
Have motivation theories guided the development and reform of medical education curricula? A review of the literature.Acad Med. 2012 Jun;87(6):735-43. doi: 10.1097/ACM.0b013e318253cc0e. Acad Med. 2012. PMID: 22534597 Review.
-
Motivating children with developmental coordination disorder in school physical education: the self-determination theory approach.Res Dev Disabil. 2011 Nov-Dec;32(6):2674-82. doi: 10.1016/j.ridd.2011.06.005. Epub 2011 Jul 13. Res Dev Disabil. 2011. PMID: 21742467 Review.
-
Autonomy support for autonomous motivation in medical education.Med Educ Online. 2015 May 6;20:27951. doi: 10.3402/meo.v20.27951. eCollection 2015. Med Educ Online. 2015. PMID: 25953033 Free PMC article.
-
Evolution of the New Pathway curriculum at Harvard Medical School: the new integrated curriculum.Perspect Biol Med. 2011 Winter;54(1):36-54. doi: 10.1353/pbm.2011.0003. Perspect Biol Med. 2011. PMID: 21399382
Cited by
-
An elective entrustable professional activity-based thematic final medical school year: an appreciative inquiry study among students, graduates, and supervisors.Adv Med Educ Pract. 2018 Nov 15;9:837-845. doi: 10.2147/AMEP.S176649. eCollection 2018. Adv Med Educ Pract. 2018. PMID: 30532611 Free PMC article.
-
Teaching and learning lifestyle medicine during COVID-19: how has living during a pandemic influenced students' understanding and attitudes to self-care and population health? A qualitative analysis.BMC Med Educ. 2022 Jul 8;22(1):532. doi: 10.1186/s12909-022-03590-6. BMC Med Educ. 2022. PMID: 35804335 Free PMC article.
-
Qualitative Analysis of a Virtual Near-Peer Pediatric Boot Camp Elective.Med Sci Educ. 2022 Jan 17;32(2):473-480. doi: 10.1007/s40670-021-01466-w. eCollection 2022 Apr. Med Sci Educ. 2022. PMID: 35070488 Free PMC article.
-
Digital learning in medical education: comparing experiences of Malaysian and Japanese students.BMC Med Educ. 2021 Aug 4;21(1):418. doi: 10.1186/s12909-021-02855-w. BMC Med Educ. 2021. PMID: 34344388 Free PMC article.
-
Self-regulated learning of anatomy during the COVID-19 lockdown period in a low-income setting.BMC Med Educ. 2024 May 17;24(1):548. doi: 10.1186/s12909-024-05329-x. BMC Med Educ. 2024. PMID: 38760738 Free PMC article.
Publication types
MeSH terms
LinkOut - more resources
Full Text Sources