MOTIVATION IN
MEDICAL EDUCATIONGULMETOVA KOMOLA
Master of ICME,The Graduate School of Medicine
The University of Tokyo

Content:
1

MOTIVATION FACTORS

2

MEDICAL CURRICULA

3SELF DETERMINATION THEORY

4STRATEGIES

5IMPORTANCE OF MOTIVATION

Motivation- the reason why somebody
does something or behaves in aparticular way.

Motivation. motivation noun - Definition, pictures, pronunciation and usage notes | Oxford Advanced
Learner's Dictionary at OxfordLearnersDictionaries.com. (n.d.). Retrieved December 7, 2021, fromhttps://www.oxfordlearnersdictionaries.com/definition/english/motivation.
Premium vector: Man with a backpack full of books climbs a mountain of books for a prize goal:
Powerpoint background design, Cute Cartoon Wallpapers, personalised Childrens books. Pinterest.
(2021, September 22). Retrieved December 9, 2021, from https://pin.it/4dAxBaj.

FACTORS THAT MOTIVATE STUDENTS TO OPTMEDICAL STUDIES.
• Scientific:
Interest in medicine
Flexible work hours
Work independence• Societal
Prestige
Job security
Financial security• Humanitarian
Serving the poor and under privileged
Goel S;Angeli F;Dhirar N;Singla N;Ruwaard D; (n.d.). What motivates medical students to select medicalstudies: A Systematic Literature Review. BMC medical education. Retrieved December 4, 2021, fromhttps://pubmed.ncbi.nlm.nih.gov/29343262/.

EDUCATIONAL PSYCHOLOGY BASEDON 3 DIMENSIONS:COGNITIVE(WHAT TOLEARN)METACOGNITIVE(HOW TO LEARN)BESTPOSSIBLE
CURRICULA

MOTIVATIONAL(WHY LEARN)

Vermunt JD. Metacognitive, cognitive and affective aspects oflearning styles and strategies: A phenomenographic analysis.
Higher Educ. 1996;31:25–50

Curricular trends in medical education and how
they are oriented towards different componentsof learning, as suggested by the LOT model

Ten Cate TJ, Snell L, Mann KV, Vermunt J. Orienting teaching
toward the learning process. Acad Med. 2004;79:219–228

SELF DETERMINATION THEORY• Founded by Edward Deci and Richard Ryan inthe 1980 (University of Rochester, New York)Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation,social development and well-being. American Psychologist. 2000;55:68–78.
Motivation can be split into intrinsic (passion or self expression) and extrinsic (money or social status)....: Teaching motivation, intrinsic
motivation, motivation. Pinterest. (n.d.). Retrieved December 9, 2021, from https://pin.it/4DntOAJ.

De Loof, Haydée & Struyf, Annemie & Boeve-de Pauw, Jelle & Van Petegem, Peter. (2021). Teachers’ Motivating
Style and Students’ Motivation and Engagement in STEM: the Relationship Between Three Key EducationalConcepts. Research in Science Education. 51. 10.1007/s11165-019-9830-3.
Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development
and well-being. American Psychologist. 2000;55:68–78.

SDT holds that three basic psychological needs
must be fulfilled to stimulate and sustain
intrinsic motivation:

Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development and well-being.
American Psychologist. 2000;55:68–78.
Ryan & Deci, self-determination theory, Autonomiamotiivi: Determination quotes inspiration, Self Determination,Motivation Theory. Pinterest. (n.d.). Retrieved December 9, 2021, from https://pin.it/71Ge8Le.

Examples of SDT Applied to MedicalEducation
A selection procedure for medical school that creates a feeling of“I’ve really proven to be competent enough to start medical school!”or “This school really wants me to be a part of its community!”
among the students is likely to boost intrinsic motivation to study,
as it satisfies the needs of competence and relatedness.
If, during their clerkships, medical students are trusted to perform
small but meaningful tasks without direct supervision, their intrinsic
motivation is likely to increase through satisfaction of all three SDTneeds—autonomy, competence, and relatedness—as they arelegitimately participating in the medical community.
Opportunities for enrolling in elective modules that students
identify, shape, and even organize themselves are likely to boost
students’ intrinsic motivation through valuing their autonomy.
Mentoring during all phases of medical education, including
residency training, can stimulate intrinsic motivation by supporting
trainees’ feelings of relatedness.

Kusurkar, R., & Cate, O. ten. (2013, June). AM Last Page: Education Is Not Filling a Bucket, but Lighting a Fire: SelfDetermination Theory and Motivation in Medical Students. Academic Medicine, Vol. 88, No. 6 . Retrieved December 9, 202from https://selfdeterminationtheory.org/wp-content/uploads/2020/10/2013_KusurkarTenCate_AMLastPage.pdf.

Strategies positively effecting to medicalstudents intrinsic motivation to learn
 Enhance the perception of the value of the activity
1.

Explore students’ expectations and projects

2.

Explain the purpose of the material taught

3.

Promote activities that challenge students

4.

Make learning a problem-solving task

5.

Strengthen the links between theory and practiceEnhance perceived self-efficacy
1.

Promote success and motivating assessments, and support failure

2.

Take into account the consequences of vicarious experience

3.

Provide well-meaning feedback

4.

Allow students to undertake teaching duties

 Enhance the perception of controllability
1.

To give them the opportunity to make choices.
Motivation in medical education - edisciplinas.usp.br. (n.d.). Retrieved December 7, 2021, fromhttps://edisciplinas.usp.br/pluginfile.php/5619517/mod_folder/content/0/2017%20Motivation%20in%20medical%20education.pdf?forcedownload=1.

MOTIVATION IN EDUCATION IS
IMPORTANT FOR:
• Deep learning• Good academic performance• Positive well-being• Satisfaction of the student• In the case of medical education the intrinsic
motivational reforms will contribute toward
students’ becoming good doctors who areinterested on medicine and lifelong learning.
Kusurkar, Rashmi A. MD, PhD; Croiset, Gerda MD, PhD; Mann, Karen V. MSc, PhD; Custers, Eugene PhD;
ten Cate, Olle PhD Have Motivation Theories Guided the Development and Reform of Medical Education
Curricula? A Review of the Literature, Academic Medicine: June 2012 - Volume 87 - Issue 6 - p 735-743
doi: 10.1097/ACM.0b013e318253cc0e
Moll-Khosrawi, P., Cronje, J. S., Zöllner, C., Kubitz, J. C., & Schulte-Uentrop, L. (2021, April 29).
Understanding how the motivational dimension of learning is influenced by clinical teaching in medical
education: A prospective cohort study. Annals of Medicine and Surgery. Retrieved December 4, 2021,
from https://www.sciencedirect.com/science/article/pii/S2049080121003162.