Medical student motivation in specialised contexts.
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| Title: | Medical student motivation in specialised contexts. |
|---|---|
| Authors: | Frumm, Stacey M.1 (AUTHOR) sfrumm@mgb.org, Brondfield, Sam2 (AUTHOR) Sam.Brondfield@ucsf.edu |
| Source: | Clinical Teacher. Aug2024, Vol. 21 Issue 4, p1-11. 11p. |
| Subject Terms: | *Academic motivation, *Medical students, *Autodidacticism, *Vocational guidance, *Team learning approach in education, Self-determination theory |
| Company/Entity: | University of California, San Francisco |
| Abstract: | Purpose: During their clinical years, medical students rotate in diverse environments, each with unique factors motivating or demotivating learning. Student motivation to learn in specialised clinical settings has not been robustly described. One framework to understand motivation to learn is self‐determination theory (SDT), which posits that intrinsic motivation requires fulfilment of three innate psychological needs: competence, relatedness and autonomy. Referencing SDT, the authors aimed to understand factors influencing student motivation to learn in the specialised context of internal medicine (IM) subspecialty consult services, with the goal of optimising teaching and learning during these experiences. Method: Focus groups were conducted with 12 fourth‐year medical students who had completed at least one inpatient IM subspecialty consult elective at the University of California, San Francisco, in 2020–2021. Students discussed factors that promoted and hindered their learning and motivation. The authors performed abductive thematic analysis using SDT as a sensitising framework. Results: Three themes were identified and provided insight into how student motivation to learn can be supported: teaching at the appropriate level; integration into the team and workflow; and self‐directed learning and career exploration. These themes were overlaid onto the needs of SDT, demonstrating that, in specialised clinical contexts, fulfilment of the needs is interconnected. Conclusion: This study provided insight into how students' innate needs can be satisfied in the learning environment of IM subspecialty consult electives, thereby promoting students' intrinsic motivation. Based on insights from the study, the authors offer recommendations for how educators can optimise student motivation to learn. [ABSTRACT FROM AUTHOR] |
| Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 178296802 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Medical student motivation in specialised contexts. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Frumm%2C+Stacey+M%2E%22">Frumm, Stacey M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sfrumm@mgb.org</i><br /><searchLink fieldCode="AR" term="%22Brondfield%2C+Sam%22">Brondfield, Sam</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> Sam.Brondfield@ucsf.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Clinical+Teacher%22">Clinical Teacher</searchLink>. Aug2024, Vol. 21 Issue 4, p1-11. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br />*<searchLink fieldCode="DE" term="%22Autodidacticism%22">Autodidacticism</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocational+guidance%22">Vocational guidance</searchLink><br />*<searchLink fieldCode="DE" term="%22Team+learning+approach+in+education%22">Team learning approach in education</searchLink><br /><searchLink fieldCode="DE" term="%22Self-determination+theory%22">Self-determination theory</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22University+of+California%2C+San+Francisco%22">University of California, San Francisco</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: During their clinical years, medical students rotate in diverse environments, each with unique factors motivating or demotivating learning. Student motivation to learn in specialised clinical settings has not been robustly described. One framework to understand motivation to learn is self‐determination theory (SDT), which posits that intrinsic motivation requires fulfilment of three innate psychological needs: competence, relatedness and autonomy. Referencing SDT, the authors aimed to understand factors influencing student motivation to learn in the specialised context of internal medicine (IM) subspecialty consult services, with the goal of optimising teaching and learning during these experiences. Method: Focus groups were conducted with 12 fourth‐year medical students who had completed at least one inpatient IM subspecialty consult elective at the University of California, San Francisco, in 2020–2021. Students discussed factors that promoted and hindered their learning and motivation. The authors performed abductive thematic analysis using SDT as a sensitising framework. Results: Three themes were identified and provided insight into how student motivation to learn can be supported: teaching at the appropriate level; integration into the team and workflow; and self‐directed learning and career exploration. These themes were overlaid onto the needs of SDT, demonstrating that, in specialised clinical contexts, fulfilment of the needs is interconnected. Conclusion: This study provided insight into how students' innate needs can be satisfied in the learning environment of IM subspecialty consult electives, thereby promoting students' intrinsic motivation. Based on insights from the study, the authors offer recommendations for how educators can optimise student motivation to learn. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/tct.13717 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 1 Subjects: – SubjectFull: Academic motivation Type: general – SubjectFull: Medical students Type: general – SubjectFull: Autodidacticism Type: general – SubjectFull: Vocational guidance Type: general – SubjectFull: Team learning approach in education Type: general – SubjectFull: Self-determination theory Type: general – SubjectFull: University of California, San Francisco Type: general Titles: – TitleFull: Medical student motivation in specialised contexts. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Frumm, Stacey M. – PersonEntity: Name: NameFull: Brondfield, Sam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 17434971 Numbering: – Type: volume Value: 21 – Type: issue Value: 4 Titles: – TitleFull: Clinical Teacher Type: main |
| ResultId | 1 |
