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Putting Self‐Determination Theory Into Practice: A Practical Tool for Supporting Medical Learners' Motivation.

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Bibliographic Details
Title: Putting Self‐Determination Theory Into Practice: A Practical Tool for Supporting Medical Learners' Motivation.
Authors: Neufeld, Adam1 (AUTHOR) adam.neufeld@ucalgary.ca
Source: Clinical Teacher. Aug2025, Vol. 22 Issue 4, p1-5. 5p.
Subject Terms: *Motivation (Psychology), *Medical education, *Classroom environment, *Curriculum implementation, *Educators, Self-determination theory, Patient-centered communication, Need (Psychology)
Abstract: Self‐determination theory (SDT) is a well‐established framework that identifies three basic psychological needs—autonomy, competence and relatedness—as essential for motivation, engagement and well‐being. Despite increasing recognition of SDT's relevance in medical education, educators lack practical tools to translate theory into daily teaching practice. This paper addresses that gap by offering a concise, evidence‐informed table of actionable strategies for educators to support learners' psychological needs in routine interactions. Targeted at clinical teachers and program leaders, the tool is designed to guide real‐time application of SDT principles, fostering learning environments where motivation and thriving can take root. A key feature of the tool is its inclusion of specific, example language that educators can use to support autonomy, competence and relatedness in everyday clinical interactions. In addition, I present a single‐page visual summary (Figure 1) that brings together the highest‐yield SDT strategies in a concise, accessible reference. This diagram serves as a practical checkpoint and reminder for educators to align their daily interactions with SDT principles. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Self‐determination theory (SDT) is a well‐established framework that identifies three basic psychological needs—autonomy, competence and relatedness—as essential for motivation, engagement and well‐being. Despite increasing recognition of SDT's relevance in medical education, educators lack practical tools to translate theory into daily teaching practice. This paper addresses that gap by offering a concise, evidence‐informed table of actionable strategies for educators to support learners' psychological needs in routine interactions. Targeted at clinical teachers and program leaders, the tool is designed to guide real‐time application of SDT principles, fostering learning environments where motivation and thriving can take root. A key feature of the tool is its inclusion of specific, example language that educators can use to support autonomy, competence and relatedness in everyday clinical interactions. In addition, I present a single‐page visual summary (Figure 1) that brings together the highest‐yield SDT strategies in a concise, accessible reference. This diagram serves as a practical checkpoint and reminder for educators to align their daily interactions with SDT principles. [ABSTRACT FROM AUTHOR]
ISSN:17434971
DOI:10.1111/tct.70140