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

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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]
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: Putting Self‐Determination Theory Into Practice: A Practical Tool for Supporting Medical Learners' Motivation.
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  Data: 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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  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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186772832
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              Text: Aug2025
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