Burgess Annette, Ramsey-Stewart George
Sydney Medical School - Central, The University of Sydney, Sydney, New South Wales, Australia.
Disciplines of Surgery and Anatomy and Histology, Sydney Medical School, The University of Sydney, Sydney, New South Wales, Australia.
BMC Med Educ. 2014 Dec 21;14:272. doi: 10.1186/s12909-014-0272-3.
Students' motivation provides a powerful tool to maximise learning. The reasons for motivation can be articulated in view of self-determination theory (SDT). This theory proposes that for students to be motivated and hence benefit educationally and professionally from courses, three key elements are needed: autonomy, competence, and relatedness. In this paper we apply SDT theory to consider medical students' motivation to participate throughout a 2014 optional summer intensive eight week elective anatomy by whole body dissection course. The course was designed and facilitated by surgeons, and required small group, active learning.
At the end of the course, data were collected from all (24/24) students by means of an open ended survey questionnaire. Framework analysis was used to code and categorise data into themes.
Utilising self-determination theory as a theoretical framework, students' motivation and experiences of participation in the course were explored. Elements that facilitated students' motivation included the enthusiasm and expertise of the surgeons, the sense of collegiality and community within the course, the challenges of group activities, and sense of achievement through frequent assessments.
The team learning course design, and facilitation by surgeons, provided an enriched learning environment, motivating students to build on their knowledge and apply a surgical context to their learning.
学生的学习动机是实现学习效果最大化的有力工具。可以从自我决定理论（SDT）的角度阐述动机产生的原因。该理论提出，学生要产生学习动机，并因此在学业和职业上从课程中受益，需要三个关键要素：自主性、能力和关联性。在本文中，我们应用自我决定理论来考量医学生参与2014年为期八周的全身解剖暑期选修强化课程的动机。该课程由外科医生设计并授课，采用小组主动学习的方式。
课程结束时，通过开放式调查问卷从所有（24/24）学生那里收集数据。采用框架分析法对数据进行编码并归类为不同主题。
以自我决定理论为理论框架，探讨了学生参与课程的动机和体验。促进学生动机的因素包括外科医生的热情和专业知识、课程中的团队合作感和集体感、小组活动的挑战性以及通过频繁评估获得的成就感。
团队学习课程设计以及外科医生的授课营造了丰富的学习环境，激发学生巩固知识，并将外科情境应用于学习中。
