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Determinants and outcomes of motivation in health professions education: a systematic review based on self-determination theory.

Orsini C, Binnie VI, Wilson SL - J Educ Eval Health Prof (2016)

Bottom Line: No studies were found that tested mediation effects between determinants and students' motivation.In turn, students' self-determined motivation has been found to be positively associated with different cognitive, affective, and behavioural outcomes.This study has found that generally, motivation could be enhanced by changes in the educational environment and by an early detection of students' characteristics.

View Article: PubMed Central - PubMed

Affiliation: Health Professions Education Programme, School of Medicine, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, United Kingdom.

ABSTRACT

Purpose: This study aimed at conducting a systematic review in health professions education of determinants, mediators and outcomes of students' motivation to engage in academic activities based on the self-determination theory's perspective.

Methods: A search was conducted across databases (MEDLINE, CINHAL, EMBASE, PsycINFO, and ERIC databases), hand-search of relevant journals, grey literature, and published research profile of key authors. Quantitative and qualitative studies were included if they reported research in health professions education focused on determinants, mediators, and/or outcomes of motivation from the self-determination and if meeting the quality criteria.

Results: A total of 17 studies met the inclusion and quality criteria. Articles retrieved came from diverse locations and mainly from medical education and to a lesser extent from psychology and dental education. Intrapersonal (gender and personality traits) and interpersonal determinants (academic conditions and lifestyle, qualitative method of selection, feedback, and an autonomy supportive learning climate) have been reported to have a positive influence on students' motivation to engage in academic activities. No studies were found that tested mediation effects between determinants and students' motivation. In turn, students' self-determined motivation has been found to be positively associated with different cognitive, affective, and behavioural outcomes.

Conclusion: This study has found that generally, motivation could be enhanced by changes in the educational environment and by an early detection of students' characteristics. Doing so may support future health practitioners' self-determined motivation and positively influence how they process information and their emotions and how they approach their learning activities.

No MeSH data available.


Related in: MedlinePlus

Flow chart summarising the review process with number of articles reviewed and retained at each stage. From Moher et al. PLoS Med 2009;6: e1000097 [10]. a)Academic Medicine, Advances in Health Science Education, Educational and Psychological Measurements, Educational Psychology, Education for Health, European Journal of Dental Education, Journal of Dental Education, Journal of Educational Evaluation for Health Professions, Journal of Personality, Medical Education, Medical Teacher, and Motivation and Emotions.
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f2-jeehp-13-19: Flow chart summarising the review process with number of articles reviewed and retained at each stage. From Moher et al. PLoS Med 2009;6: e1000097 [10]. a)Academic Medicine, Advances in Health Science Education, Educational and Psychological Measurements, Educational Psychology, Education for Health, European Journal of Dental Education, Journal of Dental Education, Journal of Educational Evaluation for Health Professions, Journal of Personality, Medical Education, Medical Teacher, and Motivation and Emotions.

Mentions: Secondly, relevant journals were hand-searched through their printed/online versions, and articles were selected based on the relevance of their titles based on the PRISMA statement [10] (Fig. 2). Thirdly, to account for publication bias, unpublished and grey literature were accessed through the ‘system for information on grey literature in Europe’ (www.opengrey.eu) using the aforementioned set of keywords.


Determinants and outcomes of motivation in health professions education: a systematic review based on self-determination theory.

Orsini C, Binnie VI, Wilson SL - J Educ Eval Health Prof (2016)

Flow chart summarising the review process with number of articles reviewed and retained at each stage. From Moher et al. PLoS Med 2009;6: e1000097 [10]. a)Academic Medicine, Advances in Health Science Education, Educational and Psychological Measurements, Educational Psychology, Education for Health, European Journal of Dental Education, Journal of Dental Education, Journal of Educational Evaluation for Health Professions, Journal of Personality, Medical Education, Medical Teacher, and Motivation and Emotions.
© Copyright Policy
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC4863137&req=5

f2-jeehp-13-19: Flow chart summarising the review process with number of articles reviewed and retained at each stage. From Moher et al. PLoS Med 2009;6: e1000097 [10]. a)Academic Medicine, Advances in Health Science Education, Educational and Psychological Measurements, Educational Psychology, Education for Health, European Journal of Dental Education, Journal of Dental Education, Journal of Educational Evaluation for Health Professions, Journal of Personality, Medical Education, Medical Teacher, and Motivation and Emotions.
Mentions: Secondly, relevant journals were hand-searched through their printed/online versions, and articles were selected based on the relevance of their titles based on the PRISMA statement [10] (Fig. 2). Thirdly, to account for publication bias, unpublished and grey literature were accessed through the ‘system for information on grey literature in Europe’ (www.opengrey.eu) using the aforementioned set of keywords.

Bottom Line: No studies were found that tested mediation effects between determinants and students' motivation.In turn, students' self-determined motivation has been found to be positively associated with different cognitive, affective, and behavioural outcomes.This study has found that generally, motivation could be enhanced by changes in the educational environment and by an early detection of students' characteristics.

View Article: PubMed Central - PubMed

Affiliation: Health Professions Education Programme, School of Medicine, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, United Kingdom.

ABSTRACT

Purpose: This study aimed at conducting a systematic review in health professions education of determinants, mediators and outcomes of students' motivation to engage in academic activities based on the self-determination theory's perspective.

Methods: A search was conducted across databases (MEDLINE, CINHAL, EMBASE, PsycINFO, and ERIC databases), hand-search of relevant journals, grey literature, and published research profile of key authors. Quantitative and qualitative studies were included if they reported research in health professions education focused on determinants, mediators, and/or outcomes of motivation from the self-determination and if meeting the quality criteria.

Results: A total of 17 studies met the inclusion and quality criteria. Articles retrieved came from diverse locations and mainly from medical education and to a lesser extent from psychology and dental education. Intrapersonal (gender and personality traits) and interpersonal determinants (academic conditions and lifestyle, qualitative method of selection, feedback, and an autonomy supportive learning climate) have been reported to have a positive influence on students' motivation to engage in academic activities. No studies were found that tested mediation effects between determinants and students' motivation. In turn, students' self-determined motivation has been found to be positively associated with different cognitive, affective, and behavioural outcomes.

Conclusion: This study has found that generally, motivation could be enhanced by changes in the educational environment and by an early detection of students' characteristics. Doing so may support future health practitioners' self-determined motivation and positively influence how they process information and their emotions and how they approach their learning activities.

No MeSH data available.


Related in: MedlinePlus