Center for Research and Development of Education, University Medical Center Utrecht, The Netherlands.
Med Teach. 2011;33(12):961-73. doi: 10.3109/0142159X.2011.595435.
Self-determination Theory (SDT), designed by Edward Deci and Richard Ryan, serves among the current major motivational theories in psychology. SDT research has been conducted in many areas, among which are education and health care, but its applications in medical education are rare. The potential of SDT to help understand processes in medical education justifies this Guide. SDT is explained in seven principles, one of which is the distinction of three innate psychological needs of human beings: for competence, for autonomy and for relatedness. Further, SDT elaborates how humans tend to internalise regulation of behaviour that initially has been external, in order to develop autonomous, self-determined behaviour. Implications of SDT for medical education are discussed with reference to preparation and selection, curriculum structure, classroom teaching, assessments and examinations, self-directed learning, clinical teaching, students as teachers and researchers, continuing professional development, faculty development and stress among trainees.
自我决定理论（SDT）由爱德华·德西和理查德·瑞安设计，是心理学中当前主要的动机理论之一。SDT 的研究已经在许多领域展开，其中包括教育和医疗保健，但它在医学教育中的应用却很少。SDT 具有帮助理解医学教育过程的潜力，这证明了本指南的合理性。SDT 由七个原则来解释，其中之一是区分人类的三种内在心理需求：能力、自主和关联性。此外，SDT 阐述了人类如何倾向于将最初是外部的行为调节内化，以便发展自主、自我决定的行为。本文参考准备和选拔、课程结构、课堂教学、评估和考试、自主学习、临床教学、学生作为教师和研究人员、继续专业发展、教师发展以及学员压力等方面，讨论了 SDT 对医学教育的影响。
