Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Parkville, Victoria, Australia.
College of Pharmacy, University of Kentucky, Lexington, KY, USA.
Med Teach. 2021 May;43(5):492-500. doi: 10.1080/0142159X.2020.1837764. Epub 2020 Nov 2.
Motivation theory and research remain underused by health professions educators. Some educators say it can seem too abstract. To address this, we applied health care language to learner motivation theories. Using a familiar metaphor, we examined the indications, mechanism of action, administration, and monitoring of learner motivation interventions. Similar to the treatment monographs in medicine compendia, we summarized each motivation intervention in the form of a monograph. The purpose of this guide is for health professions educators to develop an understanding of when (i.e. indication) and how (i.e. mechanism of action) learner motivation interventions work. With this information, they can then access ready-to-implement strategies (i.e. administration) to increase their learner interest and assess the effects of these interventions (i.e. monitoring).
激励理论和研究在医疗专业教育者中仍未得到充分应用。一些教育者表示，它可能看起来过于抽象。为了解决这个问题，我们将医疗语言应用于学习者激励理论。我们使用一个熟悉的比喻，检查了学习者激励干预的适应症、作用机制、管理和监测。类似于医学综合汇编中的治疗专论，我们以专论的形式总结了每一种激励干预措施。本指南的目的是为了让医疗专业教育者了解学习者激励干预何时（即适应症）以及如何（即作用机制）发挥作用。有了这些信息，他们就可以获得可实施的策略（即管理）来提高学习者的兴趣，并评估这些干预措施的效果（即监测）。
