Abstract
ABSTRACT A cross-sectional study based on the Self Determination Theory to identify intrinsic motivation in the tutorial group scenario, and its associated factors in 276 medical students from a college in the Northeast of Brazil between October and December 2016. The Intrinsic Motivation Inventory was utilized following its adaptation and cross-cultural translation. Variables studied: age, gender, marital status, financial dependents, number of attempts at the university entrance exam for the medical course, current semester of study, previous undergraduate training, living with parents, choice of course by parental influence or pressure. Uni and multivariate Poisson analysis were carried out to assess the factors associated with intrinsic motivation; p <0.05 was considered as the significance level for statistical purposes. Average motivation score was 3.8, which indicates motivation. In 2 nd , 6 th and 10 th semester medicine students, the final model maintained as the variable associated with intrinsic motivation those who attempted the medical school entrance exam once or twice compared to those who had had three or more attempts (PR = 0.88, 95% CI (0.79-0.97), p = 0.011). In the analyses assessed by semester, in the second semester, students who had prior undergraduate training before medical school compared to those who had not was the remaining variable (PR = 0.92, 95% IC (0.87-0.97), p = 0.005). In the sixth semester, no statistically significant difference was found, and in the tenth semester the variable of those who attempted the medical school entrance exam once or twice remained (PR = 0.65, 95% IC (0.47-0.88), p = 0.006). The students seemed to be motivated in the group tutorial activity. The fewer number of medical school entry exam attempts and having previous undergraduate training were variables that showed association with intrinsic motivation.
Highlights
With the aim of providing better health care, the Unified Health System (SUS) was established in Brazil, governed by three underlying principles: comprehensiveness, universality and equality
Type and location of the study Following the translation and transcultural adaptation of the Intrinsic Motivation Inventory (IMI), a cross-sectional study was conducted with Medicine students from the Faculdade Pernambucana de Saúde (FPS), located in the Northeast of Brazil
In accordance with the results of the adjusted models of uni and multivariate Poisson regression by semester, in the second semester, from the group of ten variables, marital status was not included in the multivariate analysis possibly due to the low frequency of the married student category, leaving two variables that displayed values p < 0.20 in the univariate analyses and the final model maintained students who had undergraduate training prior to the Medicine course (PR = 0.92; CI95% (0.87-0.97); p = 0.005) (Table 3)
Summary
With the aim of providing better health care, the Unified Health System (SUS) was established in Brazil, governed by three underlying principles: comprehensiveness, universality and equality From this perspective, there is an emerging need for changes to both individual and collective care, reflected in the training of the health professional. The importance of developing bonds and understanding the psychosocial conditions to which individuals and communities are subject is underlined To meet these demands, Medicine courses have incorporated a broadened concept of health, retrieving its political dimension – conditions affecting diet, housing, education, income, environment, work, transport, leisure, freedom, access to land and their possession and access to health care services2 – and the strengthening of active teaching-learning methodologies, since these integrate cognition, attitudes and abilities, encouraging critical analysis, autonomy, curiosity and individual or collective decision-making. Among these methodologies, Problem-Based Learning (PBL), which is a student-focused approach involving constructive, self-directed, contextual and collaborative learning, where a case is used based on what the student will need for his or her professional life.[3,4]
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