Mann K V
Division of Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada.
Acad Med. 1999 Mar;74(3):237-9. doi: 10.1097/00001888-199903000-00011.
Medical educators seek to understand and facilitate learners' motivations to acquire the skills, knowledge, values, and attitudes that will prepare them for life-times of learning and providing care to their patients and communities. Yet faculty are often challenged by experiences with learners who appear unmotivated, or who seem to value goals other than those the faculty espouse. Understanding what motivates learners may help educators appreciate the complex environment in which motivations are formed, and the sometimes-hidden influences upon motivation that may explain learners' attitudes and behaviors. In this brief essay, the author discusses some of the current theories about motivation and describes how they might relate to the education of physicians. She also explores the too-frequent disparities between medical schools' stated goals for learners and what is actually taught or rewarded by faculty. Although motivation is multifaceted, involving learners and the entire learning environment, there are strategies that may be used to strengthen students' motivations to achieve important goals.
医学教育工作者致力于理解并促进学习者获取技能、知识、价值观和态度的动机，这些将使他们为终身学习以及为患者和社区提供护理做好准备。然而，教师常常面临挑战，因为他们接触到的一些学习者似乎缺乏动力，或者他们所重视的目标与教师所倡导的目标不同。了解激发学习者动力的因素，可能有助于教育工作者认识到形成动机的复杂环境，以及那些可能解释学习者态度和行为的、有时隐藏的动机影响因素。在这篇短文中，作者讨论了一些当前关于动机的理论，并描述了它们与医生教育可能存在的关联。她还探讨了医学院校为学习者设定的既定目标与教师实际教授或奖励内容之间过于频繁的差异。尽管动机是多方面的，涉及学习者和整个学习环境，但仍有一些策略可用于增强学生实现重要目标的动力。
