Thammasitboon Satid, Darby John B, Hair Amy B, Rose Karen M, Ward Mark A, Turner Teri L, Balmer Dorene F
Department of Pediatrics, Center for Research, Innovation and Scholarship in Medical Education, Baylor College of Medicine, Houston, TX, USA;
Department of Pediatrics, Center for Research, Innovation and Scholarship in Medical Education, Baylor College of Medicine, Houston, TX, USA.
Med Educ Online. 2016 Jun 14;21:31021. doi: 10.3402/meo.v21.31021. eCollection 2016.
The Accreditation Council for Graduate Medical Education requires residency programs to provide curricula for residents to engage in scholarly activities but does not specify particular guidelines for instruction. We propose a Resident Scholarship Program that is framed by the self-determination theory (SDT) and emphasize the process of scholarly activity versus a scholarly product.
The authors report on their longitudinal Resident Scholarship Program, which aimed to support psychological needs central to SDT: autonomy, competence, and relatedness. By addressing those needs in program aims and program components, the program may foster residents' intrinsic motivation to learn and to engage in scholarly activity. To this end, residents' engagement in scholarly processes, and changes in perceived autonomy, competence, and relatedness were assessed.
Residents engaged in a range of scholarly projects and expressed positive regard for the program. Compared to before residency, residents felt more confident in the process of scholarly activity, as determined by changes in increased perceived autonomy, competence, and relatedness. Scholarly products were accomplished in return for a focus on scholarly process.
Based on our experience, and in line with the SDT, supporting residents' autonomy, competence, and relatedness through a process-oriented scholarship program may foster the curiosity, inquisitiveness, and internal motivation to learn that drives scholarly activity and ultimately the production of scholarly products.
研究生医学教育认证委员会要求住院医师培训项目为住院医师提供参与学术活动的课程，但未规定具体的教学指南。我们提出了一个以自我决定理论（SDT）为框架的住院医师奖学金项目，并强调学术活动的过程而非学术成果。
作者报告了他们的纵向住院医师奖学金项目，该项目旨在支持自我决定理论的核心心理需求：自主性、能力和关联性。通过在项目目标和项目组成部分中满足这些需求，该项目可能会促进住院医师学习和参与学术活动的内在动机。为此，评估了住院医师在学术过程中的参与度，以及他们在自主性、能力和关联性方面的感知变化。
住院医师参与了一系列学术项目，并对该项目给予了积极评价。与住院前相比，住院医师在学术活动过程中感到更有信心，这通过自主性、能力和关联性感知的增加得以体现。学术成果是专注于学术过程的回报。
根据我们的经验，并与自我决定理论一致，通过一个以过程为导向的奖学金项目支持住院医师的自主性、能力和关联性，可能会激发他们的好奇心、求知欲和内在学习动机，从而推动学术活动并最终产生学术成果。
