How Do Clinical Tutors Encourage Intrinsic Motivation In Undergraduate Students? A Systematic Review
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Presented at the 4th National Scottish Medical Education Conference, Edinburgh, U.K. May 6, 2014 Orsini C, Evans P, Ledezma P, Fuentes F. (2014) How Do Clinical Tutors Encourage Intrinsic Motivation In Undergraduate Students? A Systematic Review. In: 4th National Scottish Medical Education Conference, Edinburgh, U.K.
![How
Do
Clinical
Tutors
Encourage
Intrinsic
Mo6va6on
In
Undergraduate
Students?
A
Systema6c
Review.
C
Orsini1,
P
Evans1,
P
Ledezma2,
F
Fuentes2.
1Department
of
Health
Professions
Educa7on,
CMVLS,
University
of
Glasgow,
UK.
2Dental
School,
University
San
Sebas7an,
San7ago
Chile.
Contact:
cesar.orsini@gmail.com
Background
and
Purpose
Clinical
teaching
has
been
suggested
as
an
important
factor
influencing
students
intrinsic
mo7va7on
and
performance1,2.
Internalisa7on
of
students
mo7va7on
towards
an
intrinsic
form
is
associated
with
increased
interest,
commitment,
effort,
learning,
and
sa7sfac7on
with
educa7on3–5.
Self-‐Determina7on
theory
(SDT)3
postulates
that
Intrinsic
mo7va7on
and
autonomous
forms
of
self-‐regula7on
are
the
desired
type
of
mo7va7on
in
students,
as
they
have
been
associated
with
deep
learning,
befer
performance
and
well-‐being.
SDT
claims
three
basic
psychological
needs
that
have
to
be
sa7sfied
in
order
to
achieve
intrinsic
mo7va7on
and
internalisa7on
of
autonomous
self-‐regula7on.
These
are
the
needs
for
autonomy,
competence
and
relatedness.
The
aim
of
this
study
is
to
provide
a
cri6cal
appraisal
of
what
is
known
on
how
clinical
teachers
promote
intrinsic
mo6va6on
in
their
students.
Methods
Results
Conclusions
Electronic
searches
were
performed
across
four
databases
(Medline,
Embase,
PsycINFO,
and
ERIC),
relevant
journals,
grey
literature,
and
retrieved
bibliography
of
selected
ar7cles.
The
quality
of
each
study
was
assessed
using
the
Cri7cal
Appraisal
Skills
Programme.
In
total,
searches
produced
28,273
references,
from
which
16
studies
met
the
inclusion
criteria.
Main
themes
were
iden7fied
in
three
categories:
The
support
of
autonomy,
competence
and
relatedness.
Major
findings
are
outlined
in
Table
1.
Table 1.- Clinical Tutors Supporting Students’ Intrinsic Motivation
Supporting Autonomy Supporting Competence Supporting Relatedness
Identify what students want
Provide Optimal Challenges Provide different learning Respect Students
approaches
Give value to uninteresting
tasks Provide Structured
Guidance Give Emotional Support
Promote Active Participation
Give Choice
Value Students’ Work
Give learning responsibility Acknowledge students’
expressions of negative
effect
Provide Freedom Give Positive and
Avoid External Reward Constructive Feedback
References
3.
Ryan
RM,
Deci
EL.
Self-‐determina7on
theory
and
the
facilita7on
of
intrinsic
mo7va7on,
social
development,
and
well-‐being.
Am
Psychol.
American
Psychological
Associa7on;
2000;55(1):68.
4.
Vallerand
RJ,
Blssonnefe
R.
Intrinsic,
extrinsic,
and
amo7va7onal
styles
as
predictors
of
behavior:
A
prospec7ve
study.
J
Pers.
Wiley
Online
Library;
1992;60(3):599–620.
5.
Ryan
R,
Deci
E.
Intrinsic
and
Extrinsic
Mo7va7ons:
Classic
Defini7ons
and
New
Direc7ons.
Contemp
Educ
Psychol.
2000
Jan;25(1):54–67.
1.
Davies
B,
Leung
A,
Dunne
S.
So
how
do
you
see
our
teaching?
Some
observa7ons
received
from
past
and
present
students
at
the
Maurice
Wohl
Dental
Centre.
Eur
J
Dent
Educ
[Internet].
Blackwell
Publishing
Ltd;
2012
Aug
1;16(3):138–43.
2.
Jahangiri
L,
McAndrew
M,
Muzaffar
A,
Mucciolo
TW.
Characteris7cs
of
effec7ve
clinical
teachers
iden7fied
by
dental
students:
a
qualita7ve
study.
Eur
J
Dent
Educ.
2013
Feb
1;17(1):10–8.
The
res ea r ch-‐based
evidence
indicates
that
teachers
should
work
to
sa7sfy
students’
basic
psychological
needs
to
foster
internalisa7on
of
self-‐regula7on.
These
resul t s
sugges t
that
teachers
should
interact
with
students
in
a
more
‘human
centred’
teaching
style,
as
these
ac7ons
pred i c t
mo7va7onal
internalisa7on.
Several
themes
emerged
from
different
contexts
and
further
inves7ga7on
should
expand
them.
Autonomy
suppor7ve
t e a c h i n g
in
h e a l t h
professions
educa7ons
would
benefit
students
and
may
actually
result
in
more
effec7ve
health
care
delivery.](https://image.slidesharecdn.com/posternsmcv2copia-140912101305-phpapp02/85/how-do-clinical-tutors-encourage-intrinsic-motivation-in-undergraduate-students-a-systematic-review-1-320.jpg)
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How Do Clinical Tutors Encourage Intrinsic Motivation In Undergraduate Students? A Systematic Review
- 1. How Do Clinical Tutors Encourage Intrinsic Mo6va6on In Undergraduate Students? A Systema6c Review. C Orsini1, P Evans1, P Ledezma2, F Fuentes2. 1Department of Health Professions Educa7on, CMVLS, University of Glasgow, UK. 2Dental School, University San Sebas7an, San7ago Chile. Contact: cesar.orsini@gmail.com Background and Purpose Clinical teaching has been suggested as an important factor influencing students intrinsic mo7va7on and performance1,2. Internalisa7on of students mo7va7on towards an intrinsic form is associated with increased interest, commitment, effort, learning, and sa7sfac7on with educa7on3–5. Self-‐Determina7on theory (SDT)3 postulates that Intrinsic mo7va7on and autonomous forms of self-‐regula7on are the desired type of mo7va7on in students, as they have been associated with deep learning, befer performance and well-‐being. SDT claims three basic psychological needs that have to be sa7sfied in order to achieve intrinsic mo7va7on and internalisa7on of autonomous self-‐regula7on. These are the needs for autonomy, competence and relatedness. The aim of this study is to provide a cri6cal appraisal of what is known on how clinical teachers promote intrinsic mo6va6on in their students. Methods Results Conclusions Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC), relevant journals, grey literature, and retrieved bibliography of selected ar7cles. The quality of each study was assessed using the Cri7cal Appraisal Skills Programme. In total, searches produced 28,273 references, from which 16 studies met the inclusion criteria. Main themes were iden7fied in three categories: The support of autonomy, competence and relatedness. Major findings are outlined in Table 1. Table 1.- Clinical Tutors Supporting Students’ Intrinsic Motivation Supporting Autonomy Supporting Competence Supporting Relatedness Identify what students want Provide Optimal Challenges Provide different learning Respect Students approaches Give value to uninteresting tasks Provide Structured Guidance Give Emotional Support Promote Active Participation Give Choice Value Students’ Work Give learning responsibility Acknowledge students’ expressions of negative effect Provide Freedom Give Positive and Avoid External Reward Constructive Feedback References 3. Ryan RM, Deci EL. Self-‐determina7on theory and the facilita7on of intrinsic mo7va7on, social development, and well-‐being. Am Psychol. American Psychological Associa7on; 2000;55(1):68. 4. Vallerand RJ, Blssonnefe R. Intrinsic, extrinsic, and amo7va7onal styles as predictors of behavior: A prospec7ve study. J Pers. Wiley Online Library; 1992;60(3):599–620. 5. Ryan R, Deci E. Intrinsic and Extrinsic Mo7va7ons: Classic Defini7ons and New Direc7ons. Contemp Educ Psychol. 2000 Jan;25(1):54–67. 1. Davies B, Leung A, Dunne S. So how do you see our teaching? Some observa7ons received from past and present students at the Maurice Wohl Dental Centre. Eur J Dent Educ [Internet]. Blackwell Publishing Ltd; 2012 Aug 1;16(3):138–43. 2. Jahangiri L, McAndrew M, Muzaffar A, Mucciolo TW. Characteris7cs of effec7ve clinical teachers iden7fied by dental students: a qualita7ve study. Eur J Dent Educ. 2013 Feb 1;17(1):10–8. The res ea r ch-‐based evidence indicates that teachers should work to sa7sfy students’ basic psychological needs to foster internalisa7on of self-‐regula7on. These resul t s sugges t that teachers should interact with students in a more ‘human centred’ teaching style, as these ac7ons pred i c t mo7va7onal internalisa7on. Several themes emerged from different contexts and further inves7ga7on should expand them. Autonomy suppor7ve t e a c h i n g in h e a l t h professions educa7ons would benefit students and may actually result in more effec7ve health care delivery.