Neufeld Adam
University of Calgary.
MedEdPublish (2016). 2021 May 10;10:117. doi: 10.15694/mep.2021.000117.1. eCollection 2021.
This article was migrated. The article was marked as recommended. Promoting intrinsic motivation in medical learners is key for maximizing their engagement, performance, and well-being. Accordingly, methods of teaching and giving feedback focused on enhancing intrinsic motivation (i.e. autonomy-supportive approaches) are becoming increasingly recognized in medical education. However, these methods seem to be limited by a lack of understanding around what autonomy-support means and how to put it into practice. Grounded in Self-Determination Theory (SDT), this article defines autonomy-supportive versus controlling teaching, provides a rationale for its importance in medical education, addresses common misconceptions and potential challenges surrounding autonomy-supportive teaching in medicine, and outlines specific examples of ways to engage in it, in both clinical and non-clinical settings. Overall, this paper highlights how simple, flexible, and beneficial it can be to utilize an autonomy-supportive style in one's day-to-day interactions with medical learners, to stimulate their intrinsic motivation.These strategies can be applied in practically any setting and at all levels in medical education, through regular practice and reflection.
本文已迁移。该文章被标记为推荐文章。激发医学学习者的内在动机是使其参与度、表现和幸福感最大化的关键。因此，注重增强内在动机的教学方法和反馈方式（即自主支持型方法）在医学教育中越来越受到认可。然而，这些方法似乎受到对自主支持的含义以及如何将其付诸实践缺乏理解的限制。基于自我决定理论（SDT），本文定义了自主支持型教学与控制型教学，阐述了其在医学教育中重要性的理论依据，探讨了围绕医学自主支持型教学的常见误解和潜在挑战，并概述了在临床和非临床环境中参与自主支持型教学的具体方式示例。总体而言，本文强调了在与医学学习者的日常互动中采用自主支持型方式以激发其内在动机是多么简单、灵活且有益。通过定期练习和反思，这些策略几乎可以应用于医学教育的任何环境和所有层面。
