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

Fraide A Ganotice Jr; Karen M K Chan; Siu Ling Chan; Sarah So Ching Chan; Kelvin Kai Hin Fan; May P S Lam; Rebecca Ka Wai Liu; Gloria H Y Wong; Grace Wai Yee Yuen; Jacqueline K Yuen; Susanna Siu Sze Yeung; Ma Jenina N Nalipay; Francis Hang Sang Tsoi; George L Tipoe

doi:10.1080/10872981.2023.2178873

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

Med Educ Online. 2023 Dec;28(1):2178873. doi: 10.1080/10872981.2023.2178873.

Authors

Affiliations

¹ Bau Institute of Medical and Health Sciences Education, the University of Hong Kong, Hong Kong SAR, China.
² Division of Speech and Hearing Sciences, the University of Hong Kong, Hong Kong SAR, China.
³ School of Nursing, the University of Hong Kong, Hong Kong SAR, China.
⁴ Department of Pharmacology and Pharmacy, the University of Hong Kong, Hong Kong SAR, China.
⁵ Department of Social Work and Social Administration, the University of Hong Kong, Hong Kong SAR, China.
⁶ Department of Medicine and Therapeutics, the Chinese University of Hong Kong, Hong Kong SAR, China.
⁷ Department of Psychology, the Education University of Hong Kong, Hong Kong SAR, China.
⁸ Department of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong SAR, China.

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.

Keywords: construct validity; interprofessional education; medical education; scale application; self-determination theory.

MeSH terms

Education, Medical*
Humans
Interprofessional Relations
Learning
Motivation
Personal Autonomy
Students, Health Occupations* / psychology

Grants and funding

The author(s) reported there is no funding associated with the work featured in this article.