Neufeld Adam, Hughton Bryden, Muhammadzai Javeria, McKague Meredith, Malin Greg
Department of Academic Family Medicine, Cumming School of Medicine, University of Calgary, Alberta, Canada.
Undergraduate Medical Education, College of Medicine, University of Saskatchewan, Saskatchewan, Canada.
Can Med Educ J. 2021 Dec 29;12(6):72-77. doi: 10.36834/cmej.71857. eCollection 2021 Dec.
Mentorship programs are ubiquitous in medical education. However, few emphasize equal development for learners and mentors, or incorporate clinical skills, which may be important for promoting medical students' self-determination. Central to this consideration are the three basic psychological needs for autonomy, competence, and relatedness, described by Self-Determination Theory (SDT). Grounded in SDT, this study assesses the extent that meeting these needs, in a near-peer mentoring program, impacts learners' and mentors' motivation and perceived competence about learning and teaching of clinical knowledge, respectively.
Medical students from the University of Saskatchewan, who participated in its near-peer mentoring program (PULSE: Peers United in Leadership & Skills Enhancement), were invited to complete an anonymous survey. Regression was used to determine how the program's learning climate impacted learners' and mentors' psychological need satisfaction and perceived competence within their mentorship role.
Learners and mentors both rated PULSE as highly needs-satisfying. In turn, this was associated with greater perceived competence about learning and teaching of the material.
Findings from this study suggest that mentoring programs in medical education, which support learners' basic psychological needs, may promote their motivation and perceived competence-both about learning and also teaching of clinical skills. The implications of these results are discussed from an SDT perspective, with respect to mentoring programs in medical education.
指导计划在医学教育中无处不在。然而，很少有计划强调学习者和指导者的平等发展，或纳入临床技能，而这可能对促进医学生的自主决定至关重要。自我决定理论（SDT）所描述的自主性、能力和关联性这三种基本心理需求是这一考量的核心。基于自我决定理论，本研究评估了在近同伴指导计划中满足这些需求在多大程度上分别影响学习者和指导者对临床知识学习和教学的动机及感知能力。
邀请参与了萨斯喀彻温大学近同伴指导计划（PULSE：团结在领导力与技能提升中的同伴）的医学生完成一项匿名调查。采用回归分析来确定该计划的学习氛围如何影响学习者和指导者在其指导角色中的心理需求满足感和感知能力。
学习者和指导者都将PULSE评为高度满足需求。相应地，这与对所学材料的学习和教学有更高的感知能力相关。
本研究结果表明，医学教育中的指导计划若能支持学习者的基本心理需求，可能会促进他们在临床技能学习和教学方面的动机及感知能力。从自我决定理论的角度讨论了这些结果对医学教育指导计划的启示。
