van Houwelingen Adriana H, Kusurkar Rashmi A, Engels Ferdi
Division of Pharmacology, Department of Pharmaceutical Sciences, Science Faculty, Utrecht University, 3584 GC Utrecht, The Netherlands.
Amsterdam UMC, Research in Education, Faculty of Medicine, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands.
Pharmacy (Basel). 2021 Mar 23;9(1):66. doi: 10.3390/pharmacy9010066.
To stimulate learners' autonomy, autonomy-supportive teaching strategies were included in the design of a multidisciplinary elective course on pain. During this course, students explored pain from different disciplinary angles, i.e., from biomedical, psychological, arts, philosophical, and anthropological perspectives. In the course, autonomy was stimulated by giving students freedom of choice, especially in their final assignments. The aim of this study was to explore students' freedom of choice and students' perceptions of the multidisciplinary course on pain, particularly students' perception of autonomy in the light of self-determination theory (SDT). To address the aim of this study, a mixed methods approach was used. Directed content analysis was conducted on a reflective part of the final individual assignment and was used to find categories fitting within SDT and also outside it. In addition to this, the diversity of topics as well as different disciplines present in the final individual assignments was explored to demonstrate students' freedom of choice. This study shows that the course setup supported students' autonomy and relatedness and stimulated students' interest in and relevance to pain. Moreover, it stimulated students' freedom of choice and stimulated curiosity towards disciplines such as arts and philosophy. Therefore, it can be concluded that we successfully developed a multidisciplinary course on pain in which students are exposed to different autonomy-supportive teaching strategies based on the SDT framework.
为激发学习者的自主性，在一门关于疼痛的多学科选修课程设计中纳入了支持自主性的教学策略。在该课程中，学生从不同学科角度探索疼痛，即从生物医学、心理学、艺术、哲学和人类学视角进行探索。在课程中，通过给予学生选择权，尤其是在他们的期末作业中，来激发自主性。本研究的目的是探讨学生的选择权以及学生对这门关于疼痛的多学科课程的看法，特别是根据自我决定理论（SDT）探讨学生对自主性的看法。为实现本研究的目的，采用了混合方法。对期末个人作业的反思部分进行了定向内容分析，以找出符合自我决定理论以及不符合该理论的类别。除此之外，还探讨了期末个人作业中主题的多样性以及所涉及的不同学科，以展示学生的选择权。本研究表明，课程设置支持了学生的自主性和关联性，并激发了学生对疼痛的兴趣及与疼痛的相关性。此外，它激发了学生的选择权，并激发了学生对艺术和哲学等学科的好奇心。因此，可以得出结论，我们成功开发了一门关于疼痛的多学科课程，在该课程中，学生接触到了基于自我决定理论框架的不同支持自主性的教学策略。
