a Department of Family Medicine , University of Alberta , Edmonton , Canada.
b Department of Medicine , University of Alberta , Edmonton , Canada.
Med Teach. 2019 Apr;41(4):478-481. doi: 10.1080/0142159X.2018.1442564. Epub 2018 Mar 1.
Competency-based medical education aims to foster mastery goals in learners. We examined medical students' mastery approach (beneficial) and mastery avoidance (maladaptive) goals and their associations with students' basic psychological needs, self-compassion, and self-efficacy. This was a cross-sectional study employing an online questionnaire. Two hundred medical students in all four years of the medical program completed the questionnaire, containing measures of mastery goals, basic psychological needs (autonomy, competence, relatedness), self-compassion, and self-efficacy. Regression analyses were performed. Of the three basic psychological needs, the need for competence was significant in explaining both types of mastery goals. Self-efficacy and self-compassion were significant in explaining mastery approach and mastery avoidance goals, respectively. Creating learning environments that are supportive of students' need for competence, raising students' awareness of the value of learning from mistakes in competency acquisition, and providing opportunities for students to experience self-efficacy may foster beneficial mastery approach goals in medical students.
基于能力的医学教育旨在培养学习者的掌握目标。我们研究了医学生的掌握方法（有益）和掌握回避（适应不良）目标，以及它们与学生的基本心理需求、自我同情和自我效能之间的关系。这是一项采用在线问卷的横断面研究。共有 200 名医学专业的学生完成了问卷，其中包括掌握目标、基本心理需求（自主性、能力、关联性）、自我同情和自我效能感的测量。进行了回归分析。在三种基本心理需求中，能力需求对两种类型的掌握目标都有显著影响。自我效能感和自我同情分别对掌握方法和掌握回避目标有显著影响。创造支持学生能力需求的学习环境，提高学生对从能力获取中犯错学习价值的认识，以及为学生提供体验自我效能的机会，可能会促进医学生有益的掌握方法目标。
