Williams G C, Wiener M W, Markakis K M, Reeve J, Deci E L
Program for Biopsychosocial Studies, University of Rochester, New York 14627.
J Gen Intern Med. 1994 Jun;9(6):327-33. doi: 10.1007/BF02599180.
To verify that motivational concepts tested in other educational settings are relevant to understanding medical students' choice of a career in internal medicine. More specifically, to compare the effects of "facilitating students' interest" versus "controlling students' learning" as educational models during the internal medicine clerkship.
An observational retrospective study of 89 fourth-year medical students. Structural equation modeling compared the two models statistically.
Student choice of internal medicine residency.
Instructors who supported students' autonomy engendered in students greater feelings of competence and interest in internal medicine than did controlling instructors. Perceived competence further enhanced students' interest in internal medicine. In turn, interest predicted students' choosing an internal medicine residency. Overall, the facilitating students' interest model better explained students' choice of internal medicine than did the controlling students' learning model.
The results verify that the nature of the learning climate during the internal medicine clerkship is an important predictor of students' subsequent pursuit of internal medicine training. Instructors who teach in an autonomy-supportive manner enhance students' perceived competence and interest in internal medicine, which increases the likelihood they will select an internal medicine residency.
验证在其他教育环境中测试的动机概念与理解医学生选择内科职业是否相关。更具体地说，比较“促进学生兴趣”与“控制学生学习”这两种教育模式在内科实习期间的效果。
对89名四年级医学生进行观察性回顾研究。结构方程模型对两种模式进行统计学比较。
学生选择内科住院医师培训。
支持学生自主的教师比控制型教师能使学生在内科方面产生更强的能力感和兴趣。感知到的能力进一步增强了学生对内科的兴趣。反过来，兴趣预示着学生选择内科住院医师培训。总体而言，促进学生兴趣模式比控制学生学习模式能更好地解释学生选择内科的原因。
结果证实，内科实习期间学习氛围的性质是学生随后寻求内科培训的重要预测因素。以自主支持方式教学的教师会增强学生对内科的感知能力和兴趣，这增加了他们选择内科住院医师培训的可能性。
