Article: Applying motivational framework in medical education: a self-determination theory perspectives

TitleApplying motivational framework in medical education: a self-determination theory perspectives
Authors
Keywordsconstruct validity
interprofessional education
medical education
scale application
self-determination theory
Issue Date22-Feb-2023
PublisherTaylor and Francis Group
Citation
Medical Education Online, 2023, v. 28, n. 1 How to Cite?
Abstract

Background: The application of self-determination theory in explaining student achievement has been well-established in various contexts. However, its application to medical education, particularly in interprofessional education (IPE) remains underexplored. Understanding how students’ motivation plays a role in students’ engagement and achievement is essential to optimize efforts to improve learning and instruction. Objective: This two-stage study aims to contextualize the SDT framework to IPE through the adaptation of the Basic Psychological Need Satisfaction to IPE (Study 1) and to demonstrate how SDT can be applied in IPE by examining a model of SDT constructs (Study 2) in predicting outcomes (behavioral engagement, team effectiveness, collective dedication, goal achievement). Design: In Study 1 (n=996), we adapted and validated BPNS-IPE using confirmatory factor analysis and multiple linear regression using data from 996 IPE students (Chinese Medicine, Medicine, Nursing, and Pharmacy). In Study 2 (n=271), we implemented an IPE program where we integrated SDT approaches and examined the relationship of SDT constructs with IPE outcomes using multiple linear regression. Results: Our data supported the three-factor structure (autonomy, competence, and relatedness) of BPNS-IPE, meeting the required model fit. Autonomy predicted team effectiveness (F=51.290, p<.05, R2=.580); competence predicted behavioral engagement (F=55.181, p<.05, R2=.598); while relatedness predicted significantly four IPE outcomes: behavioral engagement (F=55.181, p<.01, R2=.598), team effectiveness (F=51.290, p<.01, R2=.580), collective dedication (F=49.858, p<.01, R2=.573), goal achievement (F=68.713, p<.01, R2=.649). Conclusions: The SDT motivational framework can be adapted and applied in the IPE context to understand and enhance student motivation in medical education. Potential studies with the use of the scale are provided to guide researchers. 


Persistent Identifierhttp://hdl.handle.net/10722/337171
ISSN
2023 Impact Factor: 3.1
2023 SCImago Journal Rankings: 1.012
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorGanotice, Fraide A-
dc.contributor.authorChan, Karen MK-
dc.contributor.authorChan, Siu Ling-
dc.contributor.authorChan, Sarah so Ching-
dc.contributor.authorFan, Kelvin Kai Hin-
dc.contributor.authorLam, May PS-
dc.contributor.authorLiu, Rebecca Ka Wai-
dc.contributor.authorWong, Gloria HY-
dc.contributor.authorYuen, Grace Wai Yee-
dc.contributor.authorYuen, Jacqueline K-
dc.contributor.authorYeung, Susanna Siu Sze-
dc.contributor.authorNalipay, Ma Jenina N-
dc.contributor.authorTsoi, Francis Hang Sang-
dc.contributor.authorTipoe, George L-
dc.date.accessioned2024-03-11T10:18:38Z-
dc.date.available2024-03-11T10:18:38Z-
dc.date.issued2023-02-22-
dc.identifier.citationMedical Education Online, 2023, v. 28, n. 1-
dc.identifier.issn1087-2981-
dc.identifier.urihttp://hdl.handle.net/10722/337171-
dc.description.abstract<p> <span>Background: The application of self-determination theory in explaining student achievement has been well-established in various contexts. However, its application to medical education, particularly in interprofessional education (IPE) remains underexplored. Understanding how students’ motivation plays a role in students’ engagement and achievement is essential to optimize efforts to improve learning and instruction. Objective: This two-stage study aims to contextualize the SDT framework to IPE through the adaptation of the Basic Psychological Need Satisfaction to IPE (Study 1) and to demonstrate how SDT can be applied in IPE by examining a model of SDT constructs (Study 2) in predicting outcomes (behavioral engagement, team effectiveness, collective dedication, goal achievement). Design: In Study 1 (n=996), we adapted and validated BPNS-IPE using confirmatory factor analysis and multiple linear regression using data from 996 IPE students (Chinese Medicine, Medicine, Nursing, and Pharmacy). In Study 2 (n=271), we implemented an IPE program where we integrated SDT approaches and examined the relationship of SDT constructs with IPE outcomes using multiple linear regression. Results: Our data supported the three-factor structure (autonomy, competence, and relatedness) of BPNS-IPE, meeting the required model fit. Autonomy predicted team effectiveness (F=51.290, p<.05, R</span><sup>2</sup><span>=.580); competence predicted behavioral engagement (F=55.181, p<.05, R</span><sup>2</sup><span>=.598); while relatedness predicted significantly four IPE outcomes: behavioral engagement (F=55.181, p<.01, R</span><sup>2</sup><span>=.598), team effectiveness (F=51.290, p<.01, R</span><sup>2</sup><span>=.580), collective dedication (F=49.858, p<.01, R</span><sup>2</sup><span>=.573), goal achievement (F=68.713, p<.01, R</span><sup>2</sup><span>=.649). Conclusions: The SDT motivational framework can be adapted and applied in the IPE context to understand and enhance student motivation in medical education. Potential studies with the use of the scale are provided to guide researchers. </span> <br></p>-
dc.languageeng-
dc.publisherTaylor and Francis Group-
dc.relation.ispartofMedical Education Online-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectconstruct validity-
dc.subjectinterprofessional education-
dc.subjectmedical education-
dc.subjectscale application-
dc.subjectself-determination theory-
dc.titleApplying motivational framework in medical education: a self-determination theory perspectives-
dc.typeArticle-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1080/10872981.2023.2178873-
dc.identifier.scopuseid_2-s2.0-85148551041-
dc.identifier.volume28-
dc.identifier.issue1-
dc.identifier.eissn1087-2981-
dc.identifier.isiWOS:000935230800001-
dc.identifier.issnl1087-2981-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats