Hamoen Esther C, van Blankenstein Floris M, de Jong Peter G M, Langeveld Kirsten, Reinders Marlies E J
Department of Internal Medicine, Leiden University Medical Center, Leiden, The Netherlands.
Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands.
Med Educ Online. 2025 Dec;30(1):2445915. doi: 10.1080/10872981.2024.2445915. Epub 2025 Jan 1.
At LUMC, a Small Private Online Course (SPOC) was developed complementary to the clinical learning environment of the internal medicine clerkship. The developers used the self-determination theory in the design of the SPOC's assignments aiming to improve learners' intrinsic motivation. This study investigates the impact of the SPOC and its specific assignments on student motivation.
The study uses a mixed-methods approach. The authors describe a quantitative analysis of students' responses on an intrinsic motivation inventory (IMI), and a qualitative thematic analysis of semi-structured group interviews, respectively.
Seventy-eight students (response rate 42%) filled out the IMI. Their scores were (7-point Likert scale): interest/enjoyment 3.76, competence 4.02, choice 3.53, value/usefulness 4.20, relatedness 3.85. Thematic analysis of the interviews (14 students) revealed seven themes: collaboration with peers, usefulness, SPOC-related factors, workload, motivation, and performance.
Motivation could be optimized creating useful, authentic cases that train skills that are directly transferrable to clinical practice. Challenging, interesting and student-generated assignments positively influenced students' autonomy and motivation. Lack of awareness of online performance negatively affected the feeling of competence. Perceptions of online collaboration were suboptimal. The study can be helpful for other teachers to enhance motivation while developing online courses.
在莱顿大学医学中心（LUMC），开发了一门小型私人在线课程（SPOC），作为内科实习临床学习环境的补充。开发者在设计SPOC作业时运用了自我决定理论，旨在提高学习者的内在动机。本研究调查了SPOC及其特定作业对学生动机的影响。
本研究采用混合方法。作者分别描述了对学生关于内在动机量表（IMI）回答的定量分析，以及对半结构化小组访谈的定性主题分析。
78名学生（回复率42%）填写了IMI。他们的得分（7点李克特量表）为：兴趣/享受3.76、能力4.02、选择3.53、价值/有用性4.20、关联性3.85。对访谈（14名学生）的主题分析揭示了七个主题：与同伴合作、有用性、与SPOC相关的因素、工作量、动机和表现。
通过创建有用的、真实的案例来优化动机，这些案例能训练可直接应用于临床实践的技能。具有挑战性、趣味性且由学生自主完成的作业对学生的自主性和动机有积极影响。对在线表现缺乏认识会对能力感产生负面影响。对在线协作的认知并不理想。该研究有助于其他教师在开发在线课程时提高学生的动机。
