Applying motivational framework in medical education: a self-determination theory perspectives
ABSTRACTBackground 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’ motivat...
| Main Authors: | , , , , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2023-12-01
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| Series: | Medical Education Online |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/10872981.2023.2178873 |
| _version_ | 1797450003343474688 |
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| author | Fraide A. Ganotice 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 |
| author_facet | Fraide A. Ganotice 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 |
| author_sort | Fraide A. Ganotice |
| collection | DOAJ |
| description | ABSTRACTBackground 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. |
| first_indexed | 2024-03-09T14:33:18Z |
| format | Article |
| id | doaj.art-0261466fc7a94f41ad74bf56e4dc0399 |
| institution | Directory Open Access Journal |
| issn | 1087-2981 |
| language | English |
| last_indexed | 2024-03-09T14:33:18Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Medical Education Online |
| spelling | doaj.art-0261466fc7a94f41ad74bf56e4dc03992023-11-27T16:01:59ZengTaylor & Francis GroupMedical Education Online1087-29812023-12-0128110.1080/10872981.2023.2178873Applying motivational framework in medical education: a self-determination theory perspectivesFraide A. Ganotice0Karen M. K. Chan1Siu Ling Chan2Sarah so Ching Chan3Kelvin Kai Hin Fan4May P. S. Lam5Rebecca Ka Wai Liu6Gloria H. Y. Wong7Grace Wai Yee Yuen8Jacqueline K. Yuen9Susanna Siu Sze Yeung10Ma Jenina N. Nalipay11Francis Hang Sang Tsoi12George L. Tipoe13Bau Institute of Medical and Health Sciences Education, the University of Hong Kong, Hong Kong SAR, ChinaDivision of Speech and Hearing Sciences, the University of Hong Kong, Hong Kong SAR, ChinaSchool of Nursing, the University of Hong Kong, Hong Kong SAR, ChinaBau Institute of Medical and Health Sciences Education, the University of Hong Kong, Hong Kong SAR, ChinaBau Institute of Medical and Health Sciences Education, the University of Hong Kong, Hong Kong SAR, ChinaDepartment of Pharmacology and Pharmacy, the University of Hong Kong, Hong Kong SAR, ChinaBau Institute of Medical and Health Sciences Education, the University of Hong Kong, Hong Kong SAR, ChinaDepartment of Social Work and Social Administration, the University of Hong Kong, Hong Kong SAR, ChinaSchool of Nursing, the University of Hong Kong, Hong Kong SAR, ChinaDepartment of Medicine and Therapeutics, the Chinese University of Hong Kong, Hong Kong SAR, ChinaDepartment of Psychology, the Education University of Hong Kong, Hong Kong SAR, ChinaDepartment of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong SAR, ChinaBau Institute of Medical and Health Sciences Education, the University of Hong Kong, Hong Kong SAR, ChinaBau Institute of Medical and Health Sciences Education, the University of Hong Kong, Hong Kong SAR, ChinaABSTRACTBackground 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.https://www.tandfonline.com/doi/10.1080/10872981.2023.2178873self-determination theoryinterprofessional educationscale applicationconstruct validitymedical education |
| spellingShingle | Fraide A. Ganotice 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 Applying motivational framework in medical education: a self-determination theory perspectives Medical Education Online self-determination theory interprofessional education scale application construct validity medical education |
| title | Applying motivational framework in medical education: a self-determination theory perspectives |
| title_full | Applying motivational framework in medical education: a self-determination theory perspectives |
| title_fullStr | Applying motivational framework in medical education: a self-determination theory perspectives |
| title_full_unstemmed | Applying motivational framework in medical education: a self-determination theory perspectives |
| title_short | Applying motivational framework in medical education: a self-determination theory perspectives |
| title_sort | applying motivational framework in medical education a self determination theory perspectives |
| topic | self-determination theory interprofessional education scale application construct validity medical education |
| url | https://www.tandfonline.com/doi/10.1080/10872981.2023.2178873 |
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