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Why Respect for Learner Autonomy Is an Ethical Priority.

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Title: Why Respect for Learner Autonomy Is an Ethical Priority.
Authors: Neufeld, Adam1 (AUTHOR) adam.neufeld@ucalgary.ca, Kassam, Aliya2 (AUTHOR)
Source: Clinical Teacher. Apr2025, Vol. 22 Issue 2, p1-5. 5p.
Subject Terms: *Career development, *Learner autonomy, *Clinical medical education, *Medical education, *Moral education
Abstract: Learner autonomy is essential in medical education, not just as an educational goal but as an ethical priority. Drawing on self‐determination theory (SDT), this Viewpoint differentiates autonomy from independence and emphasizes the need for autonomy support throughout medical training. We explore the ethical imperative of supporting autonomy in medical learners, why current educational models are often inadequate and how educators can adopt practices that respect learner autonomy. The paper concludes with a call for structural changes in medical education, to better align with evidence‐based approaches that foster motivation, professional development and ultimately well‐being. [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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  Data: Why Respect for Learner Autonomy Is an Ethical Priority.
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  Data: Learner autonomy is essential in medical education, not just as an educational goal but as an ethical priority. Drawing on self‐determination theory (SDT), this Viewpoint differentiates autonomy from independence and emphasizes the need for autonomy support throughout medical training. We explore the ethical imperative of supporting autonomy in medical learners, why current educational models are often inadequate and how educators can adopt practices that respect learner autonomy. The paper concludes with a call for structural changes in medical education, to better align with evidence‐based approaches that foster motivation, professional development and ultimately well‐being. [ABSTRACT FROM AUTHOR]
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  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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