View in EDS HTML Full Text PDF Full Text

Staged-release problem-based learning revitalizes medical students' intrinsic motivation and clinical reasoning.

Saved in:
Bibliographic Details
Title: Staged-release problem-based learning revitalizes medical students' intrinsic motivation and clinical reasoning.
Authors: Elhassan, Yasir Hassan1,2 (AUTHOR) yasir.elhassan@maastrichtuniversity.nl, Sieben, Judith M.3,4 (AUTHOR), Köhler, S. Eleonore1,3 (AUTHOR), Brinke, Desirée Joosten-ten1,5 (AUTHOR), Dolmans, Diana H. J. M.1,5 (AUTHOR)
Source: Medical Teacher. Jul2026, Vol. 48 Issue 7, p1180-1192. 13p.
Subject Terms: *Student satisfaction, *Philosophy of education, *Focus groups, *Autonomy (Psychology), *Decision making, *Motivation (Psychology), *Problem-based learning, *Research methodology, *Medical schools, *Clinical competence, *Psychology of medical students, *Theory, Medical logic, Scale analysis (Psychology), Cronbach's alpha, Interviewing, Descriptive statistics, Mann Whitney U Test, Mental fatigue, Psychology, Data analysis software
Geographic Terms: Saudi Arabia
Abstract: Introduction: Problem-based learning (PBL) is central to many curricula, yet reports of 'PBL fatigue' and inconsistent gains in clinical reasoning suggest room for improvement. Grounded in Self-Determination Theory, we designed a Staged-Release Model (SRM) to enhance students' intrinsic motivation and refine clinical reasoning. This study evaluated the SRM's initial implementation by examining its association with medical students' intrinsic motivation and perceived clinical reasoning ability. Methods: A mixed-methods study was conducted at the College of Medicine, Taibah University, Saudi Arabia. Third-year medical students (N = 151) participated in the new 7-step model (SRM). Quantitative data were collected using the 24-item Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS), which assessed, on a 5-point Likert scale, students' basic needs for intrinsic motivation. Qualitative data were collected through semi-structured focus group interviews. Results: Median scores for satisfaction with autonomy, relatedness, and competence were positive, accompanied by very low frustration scores. Qualitative analysis suggested that using the model enhanced students' learning of clinical reasoning, provided effective group interaction and engagement in the clinical context, and offered suggestions for improving consolidation sessions and tutor facilitation. Disscussion: This study suggests that SRM may enhance students' intrinsic motivation, potentially alleviating PBL fatigue, and may support the development of clinical reasoning by meeting students' basic psychological needs. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd 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
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 194783044
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Staged-release problem-based learning revitalizes medical students' intrinsic motivation and clinical reasoning.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Elhassan%2C+Yasir+Hassan%22">Elhassan, Yasir Hassan</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> yasir.elhassan@maastrichtuniversity.nl</i><br /><searchLink fieldCode="AR" term="%22Sieben%2C+Judith+M%2E%22">Sieben, Judith M.</searchLink><relatesTo>3,4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Köhler%2C+S%2E+Eleonore%22">Köhler, S. Eleonore</searchLink><relatesTo>1,3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Brinke%2C+Desirée+Joosten-ten%22">Brinke, Desirée Joosten-ten</searchLink><relatesTo>1,5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dolmans%2C+Diana+H%2E+J%2E+M%2E%22">Dolmans, Diana H. J. M.</searchLink><relatesTo>1,5</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Jul2026, Vol. 48 Issue 7, p1180-1192. 13p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Student+satisfaction%22">Student satisfaction</searchLink><br />*<searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Focus+groups%22">Focus groups</searchLink><br />*<searchLink fieldCode="DE" term="%22Autonomy+%28Psychology%29%22">Autonomy (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+schools%22">Medical schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Clinical+competence%22">Clinical competence</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+medical+students%22">Psychology of medical students</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory%22">Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+logic%22">Medical logic</searchLink><br /><searchLink fieldCode="DE" term="%22Scale+analysis+%28Psychology%29%22">Scale analysis (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Cronbach's+alpha%22">Cronbach's alpha</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Mann+Whitney+U+Test%22">Mann Whitney U Test</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+fatigue%22">Mental fatigue</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Introduction: Problem-based learning (PBL) is central to many curricula, yet reports of 'PBL fatigue' and inconsistent gains in clinical reasoning suggest room for improvement. Grounded in Self-Determination Theory, we designed a Staged-Release Model (SRM) to enhance students' intrinsic motivation and refine clinical reasoning. This study evaluated the SRM's initial implementation by examining its association with medical students' intrinsic motivation and perceived clinical reasoning ability. Methods: A mixed-methods study was conducted at the College of Medicine, Taibah University, Saudi Arabia. Third-year medical students (N = 151) participated in the new 7-step model (SRM). Quantitative data were collected using the 24-item Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS), which assessed, on a 5-point Likert scale, students' basic needs for intrinsic motivation. Qualitative data were collected through semi-structured focus group interviews. Results: Median scores for satisfaction with autonomy, relatedness, and competence were positive, accompanied by very low frustration scores. Qualitative analysis suggested that using the model enhanced students' learning of clinical reasoning, provided effective group interaction and engagement in the clinical context, and offered suggestions for improving consolidation sessions and tutor facilitation. Disscussion: This study suggests that SRM may enhance students' intrinsic motivation, potentially alleviating PBL fatigue, and may support the development of clinical reasoning by meeting students' basic psychological needs. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd 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=194783044
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/0142159X.2025.2610409
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 1180
    Subjects:
      – SubjectFull: Student satisfaction
        Type: general
      – SubjectFull: Philosophy of education
        Type: general
      – SubjectFull: Focus groups
        Type: general
      – SubjectFull: Autonomy (Psychology)
        Type: general
      – SubjectFull: Decision making
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Problem-based learning
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Medical schools
        Type: general
      – SubjectFull: Clinical competence
        Type: general
      – SubjectFull: Psychology of medical students
        Type: general
      – SubjectFull: Theory
        Type: general
      – SubjectFull: Medical logic
        Type: general
      – SubjectFull: Scale analysis (Psychology)
        Type: general
      – SubjectFull: Cronbach's alpha
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Mann Whitney U Test
        Type: general
      – SubjectFull: Mental fatigue
        Type: general
      – SubjectFull: Psychology
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Saudi Arabia
        Type: general
    Titles:
      – TitleFull: Staged-release problem-based learning revitalizes medical students' intrinsic motivation and clinical reasoning.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Elhassan, Yasir Hassan
      – PersonEntity:
          Name:
            NameFull: Sieben, Judith M.
      – PersonEntity:
          Name:
            NameFull: Köhler, S. Eleonore
      – PersonEntity:
          Name:
            NameFull: Brinke, Desirée Joosten-ten
      – PersonEntity:
          Name:
            NameFull: Dolmans, Diana H. J. M.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: Jul2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0142159X
          Numbering:
            – Type: volume
              Value: 48
            – Type: issue
              Value: 7
          Titles:
            – TitleFull: Medical Teacher
              Type: main
ResultId 1