期刊名称：Journal of Educational Evaluation for Health Professions
电子版ISSN：1975-5937
出版年度：2015
卷号：12
期号：1
页码：1-10
DOI：10.3352/jeehp.2015.12.8
语种：English
出版社：Korea Health Insurance Licensing Examination Institute
摘要：Purpose:Internalization of students’ motivation towards an intrinsic form is associated with increased interest,commit_x0002_ment,learning,and satisfaction with education.Self-Determination theory postulates that intrinsic motivation and au?tonomous forms of self-regulation are the desired type of motivation;as they have been associated with deep learning,better performance and well-being.It claims three basic psychological needs have to be satisfied in order to achieve in?trinsic motivation.These are the needs for autonomy,competence and relatedness.This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment.Methods:Electronic searches were performed across four databases (Medline,Embase,PsycINFO,and ERIC),relevant journals,and retrieved bibliography of selected articles.In total,searches produced 4,869 references,from which 16 studies met the inclusion criteria.Results:Main themes were coded in three categories:The support of autonomy,competence and relatedness.The research-based evidence appears to be of reasonable quality,and indicates that teachers should work to satisfy students’ basic psychological needs to foster internalization of self-reg?ulation.Our findings suggest that teachers should interact with students in a more 'human centred’ teaching style,as these actions predict motivational internalization.Several themes emerged from different contexts and further investi?gation should expand them.Conclusion:This review identified actions that clinical teachers could implement in their daily work to support students’ self-determination.Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery.
关键词：Purpose:Internalization of students’ motivation towards an intrinsic form is associated with increased interest,commit_x0002_ment,learning,and satisfaction with education.Self-Determination theory postulates that intrinsic motivation and au?tonomous forms of self-regulation are the desired type of motivation;as they have been associated with deep learning,better performance and well-being.It claims three basic psychological needs have to be satisfied in order to achieve in?trinsic motivation.These are the needs for autonomy,competence and relatedness.This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment.Methods:Electronic searches were performed across four databases (Medline,Embase,PsycINFO,and ERIC),relevant journals,and retrieved bibliography of selected articles.In total,searches produced 4,869 references,from which 16 studies met the inclusion criteria.Results:Main themes were coded in three categories:The support of autonomy,competence and relatedness.The research-based evidence appears to be of reasonable quality,and indicates that teachers should work to satisfy students’ basic psychological needs to foster internalization of self-reg?ulation.Our findings suggest that teachers should interact with students in a more 'human centred’ teaching style,as these actions predict motivational internalization.Several themes emerged from different contexts and further investi?gation should expand them.Conclusion:This review identified actions that clinical teachers could implement in their daily work to support students’ self-determination.Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery.
