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.
Highlights
Motivation is increasingly becoming a major area of interest within the field of health professions’ education as it has been suggested to have a pivotal role for students’ academic success and wellbeing and for patients’ outcomes [1]
Several authors have stressed the role of self-determination theory (SDT) and its implications for health education, suggesting that many of its principles may explain why students thrive in clinical education settings [1,3]
Three essential concepts were identified for the search strategy: ‘motivation based on SDT,’ ‘determinants, mediators, and outcomes,’ and ‘health professions education.’
Summary
Motivation is increasingly becoming a major area of interest within the field of health professions’ education as it has been suggested to have a pivotal role for students’ academic success and wellbeing and for patients’ outcomes [1]. Amongst the several motivational theories, the self-determination theory (SDT) has gathered special attention in recent years, generating evidence across numerous domains, such as education, health, and psychology [2]. SDT investigates the roles of self-determined and controlled behaviours in different environments, postulating motivation. 2016, Korea Health Personnel Licensing Examination Institute. Several authors have stressed the role of SDT and its implications for health education, suggesting that many of its principles may explain why students thrive in clinical education settings [1,3].
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