Center for Research and Development of Education, UMC Utrecht, The Netherlands.
Med Teach. 2011;33(12):978-82. doi: 10.3109/0142159X.2011.599896.
Self-determination theory (SDT) of motivations distinguishes between intrinsic and extrinsic motivations. Intrinsic motivation is observed when one engages in an activity out of genuine interest and is truly self-determined. Intrinsic motivation is the desired type of motivation for study as it is associated with deep learning, better performance and positive well-being in comparison to extrinsic motivation. It is dependent on the fulfilment of three basic psychological needs described by SDT. These are the needs for autonomy, competence and relatedness. According to SDT, autonomy-supportive teaching is important, because it makes students feel autonomous and competent in their learning and also supported (relatedness) by their teachers.
The concept of autonomy-supportive teaching is relevant to medical education, but less known. Through this article, we aim to make this concept understood and practically used by medical teachers.
We used SDT literature as a basis to formulate these 12 tips.
We present 12 practical tips derived from SDT, for teachers in health professions, on how to engage in autonomy-supportive teaching behaviours in order to stimulate intrinsic motivation in their students.
These tips demonstrate that it is not difficult to engage in autonomy-supportive teaching behaviour. It can be learned through practice and self-reflection on teaching practices.
动机的自我决定理论（SDT）将内在动机和外在动机区分开来。当一个人出于真正的兴趣参与某项活动时，就会表现出内在动机，并且是真正自主决定的。内在动机是学习所期望的动机类型，因为它与深度学习、更好的表现和积极的幸福感相关，而与外在动机相比。它取决于 SDT 描述的三种基本心理需求的满足。这些需求是自主性、能力感和关联性。根据 SDT，支持自主性的教学很重要，因为它使学生在学习中感到自主和有能力，并且得到教师的支持（关联性）。
自主性支持教学的概念与医学教育相关，但鲜为人知。通过本文，我们旨在使医学教师理解和实际应用这一概念。
我们使用 SDT 文献作为基础，制定了这 12 条建议。
我们提出了 12 条来自 SDT 的实用建议，供健康专业的教师使用，以指导他们如何采取自主性支持教学行为，从而激发学生的内在动机。
这些建议表明，采取自主性支持教学行为并不难。通过实践和对教学实践的自我反思，可以学习这种行为。
