Educational Lectures Research Articles

Professional medical education approaches: mobilizing evidence for clinicians.

Rapidly proliferating high-quality evidence supports daily decision-making in clinical practice. Continuing professional medical education links this evidence to practicing clinicians who are strongly motivated to improve the quality of their care by using the latest information. Approaches to professional education vary, and their effects depend on specific scenarios. This narrative review summarizes the main approaches for professional medical education that facilitate the mobilization of evidence for clinicians. It includes traditional learning (passive and active dissemination of educational materials, lectures, and mass media dissemination), constructivist learning (engaging in local consensus processes and education outreach visits, interfacing with local opinion leaders, conducting patient-mediated interventions, employing audit and feedback processes, and utilizing clinical decision-supporting systems), and blended learning approaches (the integration of in-person or online passive learning with active and creative learning by the learners). An optimized selection from these approaches is challenging but critical to clinicians and healthcare systems.

A Model for Developing Soft Skills among Education Students towards Success as Teachers

Abstract: Kenya now has a growing number of private universities offering various degrees, including education. This suggests a large outflow of graduates into the highly competitive job market. In response, private universities have adopted the soft skills demanded by employers to give graduates an edge over other universities. Soft skills clearly increase employability in the labor market. The present study was conducted in four targeted Western private sponsored universities offering education program. Target population was education students and lectures. Concurrent mixed-methods research design was employed. Based on the findings and reviewed literature, a model of soft skills development was proposed for use. The study recommends that lecturers in Schools of education should use the model developed to develop soft skills among learners during teaching and learning process.

Impact of antimicrobial stewardship program-driven educational intervention for vancomycin loading dose on mortality

BackgroundAlthough the loading dose (LD) of vancomycin (VCM) contributes to its efficacy, it may not be conducted adequately. Herein, the objective was to evaluate the effect of LD on patient prognosis using therapeutic drug monitoring by pharmacists and elucidate the impact of an antimicrobial stewardship program (ASP)-driven educational intervention on the LD implementation rate and patient prognosis. Materials and methodsFirst, a retrospective cohort study was conducted involving 121 adult patients administered with VCM and compared with 28-day mortality in LD and non-LD groups. To avoid confounding, the propensity score method was employed. Second, post-training with ASP-driven lectures, a questionnaire survey was conducted for healthcare workers, including physicians, nurses, and pharmacists. The rates of VCM LD implementation and 28-day mortality were compared during a period of one year and 9 months between the pre-ASP (n = 38) and post-ASP (n = 33) groups. ResultsAfter propensity score matching, the 28-day mortality in the LD group was significantly improved, suggesting that the early increase in blood levels of VCM due to an LD is an important factor influencing patient prognosis. After the lecture, a questionnaire survey revealed that the understanding rates of "well" and "slightly well" for educational lectures exceeded 80% of all healthcare workers. The rate of LD implementation significantly increased to 63.6% (21/33) in the post-ASP group compared with 31.6% (12/38) in the pre-ASP group (p = 0.007), and the 28-day mortality declined from 23.7% (9/38) to 6.1% (2/33) (p = 0.041). ConclusionThis method of ASP-driven educational intervention would facilitate LD implementation, improving patient prognosis.

Teaching Cognitive/Behavioral Neuroscience Through a DEI Lens

Introduction As higher education continues to prioritize diversity, equity, and inclusion (DEI), cognitive/behavioral neuroscience and other physiologically based psychology courses may face challenges incorporating DEI issues into the curriculum relative to other subfields of psychology. Statement of the Problem Instructors of these courses may believe that their discipline is more objective than other psychology subfields, or may simply be unsure where to insert discussion of DEI issues into their course material. Literature Review There is a substantial evidence regarding both the fallacy of total scientific objectivity and how structural inequalities can impact brain structure and function in historically marginalized populations. Teaching Implications I discuss where and how in the neuroscience curriculum instructors can implement relevant discussion of DEI issues, as well as provide practical suggestions for how to increase belongingness for historically marginalized students, including open educational resource lecture slides and a critical-thinking assignment. Conclusion Excluding DEI content from neuroscience courses harms our students and perpetuates the myth of total scientific objectivity, so it is imperative that faculty include DEI discussions in neuroscience-based courses.

A Study on Motivation, Immersion, and Educational Satisfaction of Flip-learning-based Burbering Classes

As the educational environment and characteristics of learners are rapidly changing due to social changes, flip-learning is emphasized as a way to improve the quality and effectiveness of education with new educational methods. In beauty education research, he also argued that flip-learning classes need to actively participate in classes and understand their learning experiences. In response, this study constructed burling education based on flip-learning class design, and applied burling classes to a total of 30 students for a total of 15 weeks from July 1 to October 30, 2022. After application, online and self-written questionnaires were analyzed using the SPSS 26.0 statistical program, and independent sample t-test was conducted to examine the differences between barber educators and other educators. As a result, learning motivation, learning immersion, and education satisfaction showed the highest learning motivation with 4.60 points in both usefulness and feedback, and bar education showed higher average than other educators in all questions of learning immersion. Education satisfaction was high, with 4.80 points for feedback from other educators, 4.77 points for major-related education, and 4.77 points for problem solving. The average of all items related to the satisfaction level of the barber education lecture is 4.60 points or higher, and the satisfaction level of the barber education lecture is very high. Verbal education based on flip learning was judged to have improved learners' learning through watching video lectures, motivation during classes, feedback afterwards, and repeated viewing in advance compared to general barber education. Following the application of burling education, the difference in learner motivation, learning immersion, and educational satisfaction between barber educators and other educators showed that barber educators were higher than other educators. Through this study, we were able to improve learners' learning by applying flip-learning-based burbling education. However, it is regrettable that the applicants could not be diversified, and it is judged that problems concerning the method of application of education for field workers should be supplemented.

Development of Problem-Based Number Theory Learning Tools

Development of Problem-Based Number Theory Learning Tools" in the 2022 FMIPA Unimed Mathematics Education Lecture. This research is the development of learning tools that aim to describe the development process that produces valid, practical, and effective number theory learning tools. Problem-Based Number Theory Learning developed by following the Four D's: Define, Design, Develop, and Disseminate. The trial of device development was carried out in the S1 Mathematics Education Study program in the Number Theory lecture. In the development of number theory lecture tools produce: Textbooks, and 14 Lesson Plans (LP) that are valid, practical and effective. The implementation process is carried out by preparing components of teaching materials for the Number Theory course in the form of: textbooks, LP which are carried out in the Number Theory course in 2022. In the implementation of disseminate applying limited Number Theory teaching materials produced: LP as many as 14 valid, practical and effective meetings to the Lecturer Team in the Department of Mathematics FMIPA Unimed

Impact of COVID-19 Pandemic on Pathology Residents/Trainees in North America: A Survey-Based Study.

Background The COVID-19 pandemic has had a significant impact on resident training and education in the field of Pathology. This study aims to identify the tangible effects and resultant changes in education for Pathology trainees that have resulted from the pandemic. Design An electronic survey regarding Pathology trainee perceptions and experiences in relation to COVID-19 was created via Google Forms. The questionnaire was distributed to the pathology trainees via Twitter and email. The survey was also shared with all Pathology residency program coordinators across the USA and Canada. Results One hundred forty-five trainees responded to the questionnaire. 37.6% reported a significant decrease in specimen volume, whereas 43.3% reported a slight decrease in specimen volume. 18.3% reported the cancellation of educational lectures before shifting to a virtual platform for didactic purposes. However, 74.6% reported shifting all educational activities to virtual platforms. 35% cited cancellations of grand rounds, whereas 18.2% reported cancellations of grand rounds led by guest speakers.53.5% took COVID-19 tests, and 22.7% were quarantined. 100% reported a change in sign-out culture. Conclusions This pandemic has significantly impacted pathology training in various aspects, including training, education, and well-being. Residents harbored anxiety and stress regarding board exam delays or uncertainties, inadequate exam preparation time, family separation, and compromised safety. The exact quantification of educational loss varied from program to program. A significant decrease in specimen volume and detrimental changes in sign-out culture are indicators of compromised resident education due to the pandemic. This pandemic has extended the use of digital pathology and virtual platforms to a higher extent. Free virtual educational resources provided by various pathology organizations were critically important interventions during this pandemic, contributing to resident education. The pandemic has shown that developing a comprehensive infrastructure to overcome the loss of educational opportunities is of paramount importance to alleviate stress and anxiety among trainees.

Student Perceptions of AI-Generated Avatars in Teaching Business Ethics: We Might not be Impressed

In our postdigital world, unseen algorithms and artificial intelligence (AI) underpin most business and educational technologies and systems. Also, the use of educational data to better understand and support teaching and learning is growing in higher education. Other AI technologies such as synthetic media and AI-generated avatars are increasingly used to present video-based content in business and society but are less common in educational content and lectures, as their effectiveness and impact on learning are still being researched and debated. In this study, an AI-generated avatar was implemented in the redesign of business ethics material in a postgraduate course to present videos and online activities and to prompt critical reflection and discussion of the social and ethical implications of algorithms. Using a qualitative research design, we then explored students’ perceptions of teaching and learning with AI-generated avatars. The students interviewed felt AI avatars were suitable, sometimes even preferred, for lecture delivery, with some enhancements. This study contributes insights into the use of AI-generated avatars in education by examining their potential benefits and challenges and generating three key pedagogical principles to consider. Future directions for educational design and research are discussed, particularly the pressing need to engage students creatively and critically with the social and ethical implications of AI avatars.

The Effect of Environmental Education Open Inquiry Learning Kits on the Environmental Literacy of Pre-service Biology Teachers

Abstract Pre-service biology teachers’ environmental literacy is still generally low. It is necessary to improve their environmental literacy through the innovation of open inquiry learning kits. There are two primary aims of this study: (1) to develop appropriate open inquiry learning kits that can foster pre-service biology teachers’ environmental literacy in environmental education courses, (2) to examine the effectiveness of open inquiry learning kits in improving environmental literacy. This study used the procedure of the 4-D Thiagarajan model, i.e., four stages: (1) define, (2) design, (3) develop, and (4) disseminate. The products produced are open inquiry lesson plans, student worksheets, and environmental literacy test instruments. The product validation was carried out by experts in the field of environmental education and biology teaching and learning. The preliminary field testing and the main field testing were carried out in environmental education courses. The data were collected through observation, questionnaires, and written tests. The data were analyzed in a quantitative descriptive way through the calculation of the gain score. The results obtained from the research and development are open inquiry learning kits to improve the environmental literacy of students, which as a whole are suitable to use in environmental education lectures based on expert judgment. These open inquiry learning kits are not very effective in improving students’ environmental literacy based on the calculations of the gain score due to various shortcomings.

Effect of an educational intervention on the knowledge, attitudes, and practices of healthcare workers at King Hussein Cancer Center towards predatory publishers

AimsWe explored the effect of an educational intervention on the knowledge, attitudes, and practices of healthcare workers (HCWs) towards predatory publishing.MethodsA retrospective pre-post quasi experimental design was implemented on HCWs within King Hussein Cancer Center (KHCC). Following a 60-min educational lecture, a self-administered questionnaire was completed by participants. Pre- and post-intervention scores for familiarity, knowledge, practices, and attitudes were compared using the paired sample t-test. Multivariate linear regression was used to identify predictors of mean differences (MD) of knowledge scores.ResultsA total of 121 respondents completed the questionnaire. The majority of participants demonstrated underwhelming awareness of predatory publishing and average levels of knowledge of their characteristics. Furthermore, respondents did not take the necessary precautions to avoid predatory publishers. The intervention (i.e. the educational lecture) improved familiarity (MD: 13.4; 95%CI: 12.4 – 14.4; p-value < .001), knowledge of predatory journal’s characteristics (MD: 12.9; 95%CI: 11.1 – 14.8; p-value < .001), awareness and perceived compliance to preventive measures (MD: 7.7; 95%CI: 6.7 – 8.6; p-value < .001), and positively influenced attitudes towards open access and safe publishing (MD: 0.8; 95%CI: 0.2 – 1.5; p-value = 0.012). Females had significantly lower familiarity scores (p-value = 0.002). Moreover, those who had published in open access journals, received at least one predatory e-mail, or had more than 5 published original articles had significantly higher familiarity and knowledge scores (all p-value < 0.001).ConclusionsAn educational lecture proved effective in improving awareness of KHCC’s HCW’s to predatory publishers. Nonetheless, the mediocrity of pre-intervention scores raises concerns on effectiveness of the predatory covert practices.

The Relationship between Course Evaluation and Academic Achievement of University Students Using Latent Profile Analysis

This study was conducted with the purpose of deriving a heterogeneous potential profile through the results of university lecture evaluation, which is students' perception of class and the product of professor-student interaction in the classroom, and identified the factors that affect it. In addition, the degree of learning flow for each potential profile was investigated and the difference was verified. For the analysis, 83,069 cases were used because of the university A course evaluation organized in the second semester of 2020, and a total of 12,919 subjects were studied. As a result of analyzing the aspects of course evaluation through class plan, content delivery, communication, response, and evaluation system, that were the sub-factors of course evaluation, the miscellaneous material profiles were classified in four. It was named as the upper group. As factors determining the latent profile using physiological data analysis. It was discovered that significant differences existed between student features (grade, major field), professor features (position), and lecture variables (category of accomplishment, lecture size). Students with lesser grades have a greater chance of succeeding quickly in the top group than do those in the humanities and social sciences, science, or engineering professions. The likelihood of being in the upper group in a course assessment as well as the likelihood of being in the upper group with higher course evaluation outcomes for general education lectures as opposed to major lectures and smaller lecture sizes increases with decreasing professor status. The level of academic obligation was then examined by potential profile based on the course evaluation outline, and the results revealed that the greater the course evaluation result, the greater the level of educational obligation. This is a significant study because it examines the variables that affect the outcomes of the university's course evaluations, which are done at the end of every semester, as well as the relationship between the outcomes of the course evaluations and academic commitment. This study established a scientific basis for colleges to prepare measures to improve the quality of education through lecture evaluation and emphasized the importance of preparing concrete measures to improve students' learning outcomes in college education.

Construction of PAI Learning Model Based on Knowledge Society at UIN Satu Tulungagung and IAIN Kediri, Indonesia

This article aims to explore the construction of knowledge society-based PAI learning models in Islamic Religious Colleges (PTKI). This article was compiled based on qualitative research with a case study type. The locus of this research is UIN SATU Tulungagung and IAIN Kediri. Data collection methods used by researchers are interviews, observation, and documentation. The data analysis technique in this study is descriptive-analysis and content analysis. The flow used in interpreting this research is a qualitative data analysis technique with an interactive model proposed by Miles-Huberman, including the stages of data collection, reduction, data display, and conclusion drawing. This article concludes that the competence of lecturers in the use of IT and the various competencies of students are still the biggest obstacles faced by UIN SATU Tulungagung and IAIN Kediri in implementing knowledge society-based PAI learning. In addition, the academic culture on both campuses has not run optimally. The two campuses have the same construction of the knowledge society-based Islamic education learning model, especially in terms of enforcing academic freedom in the lecture process, routinely discussing Islamic religious education lecturers to equalize perceptions in providing inclusive PAI material within the moderation frame, and optimizing the use of IT for Islamic Islamic education lectures. What makes the difference is that UIN SATU Tulungagung implements knowledge society-based PAI learning by applying a collaborative learning model to the lecture process. Meanwhile, IAIN Kediri focuses on implementing the cooperative learning model to optimize PAI learning in the classroom.

Edukasi Ibu-Ibu Pkk Desa Jimus Polanharjo Klaten Tentang Pencegahan Stunting Pada Balita

Stunting is a chronic malnutrition problem caused by a lack of nutrition for a long time, resulting in growth disorders in children, namely the child's height is lower or shorter (dwarf) than the standard age and is a problem that can actually be prevented. The problem that occurs with PKK mothers in Jimus village is the desire to understand how to prevent stunting under-fives so that there are no stunting under-fives in Jimus village. So we, as executors of community service in Jimus village, are educating PKK mothers in Jimus village about stunting prevention according to Presidential Decree number: 72 of 2021, namely Accelerating the Reduction of Stunting in Toddlers. In the implementation using the educational lecture method about stunting prevention which began with a pretest and ended with a post test on PKK mothers from the village of Jimus Polanharjo, which was carried out on March 15 2022 with the result that there were 48 PKK mothers who attended community service events. with the pretest results, it was found that 58% did not know what the risk factors for stunting toddlers were with their prevention and posttest 94% had understood and understood how to prevent stunting toddlers. It is recommended to the public, especially mothers, to prevent stunting by fulfilling nutritional intake during pregnancy, childbirth and children before the age o f 2 years.

Pemberdayaan Masyarakat melalui Sosialisasi Pembuatan Hand Sanitizer bagi DWP UIN Randen Mas Said Surakarta

Worldwide Covid-19 pandemic leads people live in healthy life to avoid this disease. Wash hand using clean water and hand soap or hand sanitizer is one of the forms of reducing the possibility to suffer from Covid-19. The making of hand sanitizer is essential to be introduced to the society through community engagement activities. This activity aims to improve the skill of the audience to produce alcohol based-hand sanitizer. Along with Dharma Wanita Persatuan (DWP) UIN Raden Mas Said Surakarta, the Centre for Science and Technology UIN Raden Mas Said Surakarta conducted a workshop for producing alcohol based-hand sanitizer. This workshop is presented to DWP UIN Raden Mas Said members. The workshop was delivered by using an educational training lecture; lecture and training. The trainer introduced the materials and the step by step of making hand sanitizer. After the workshop, evaluation is conducted by distributing online-questionnaire to the audience. Four aspects were evaluated are material for producing hand sanitizer, tools and instruments for producing hand sanitizer, production process of the hand sanitizer, and what are the role and function of material for hand sanitizer. By using Wilcoxon sign-test, the results of the evaluation show that the audience have a significant understanding in terms of the knowledge to material and tools for producing hand sanitizer.

Improving the Duration and Rate of Home-Based Kangaroo Mother Care: A Before-and-After Intervention Study.

Introduction Kangaroo mother care (KMC) is an evidence-based, simple, time-tested, low-cost, and high-impact intervention for neonatal survival in hospitals and the community, particularly in resource-constrained areas. This has many beneficial effects on sick and stable low-birth-weight babies, lactating mothers, families, society, and the government. However, despite the World Health Organization (WHO) and United Nations International Children's Emergency Fund (UNICEF) recommendations for KMC, there is no satisfactory implementation of it in the community as well as in facilities. This study aimed to improve the duration of home-based kangaroo mother care (HBKMC). Material and methods We conducted a before-and-after intervention hospital-based, single-centerstudy in a level III neonatal intensive care unit (NICU) to improve the duration of HBKMC. The KMC duration was classified into four categories: short, extended, long, and continuous where KMC was provided for 4 hours/day, 5-8 hours/day, 9-12 hours/day, and more than 12 hours/day, respectively. All neonates with birth weight < 2.0 kg and their mothers/alternate KMC providers at a tertiary care hospital in India in the time periodof five months from April 2021 to July 2021 were considered eligible for the study. We tested three sets of interventions by using the plan-do-study-act cycle (PDSA cycle). The first set of interventions was the sensitization of parents and healthcare workers regarding the benefits of KMC by comprehensive counseling to mothers and other family members using educational lectures, videos, charts, and posters. The second set of interventions was to reduce maternal anxiety/stress while maintaining maternal privacy by providing more female staff and teaching proper gown-wearing techniques. The third set of interventions was to solve lactation and environment temperature issues by providing antenatal and postnatal lactation counseling and warming of the nursery. The paired T-test and one-way analysis of variance (ANOVA) were used for statistical analysis, and p<0.05 was taken as significant. Results One hundred and eighty neonates were enrolled along with their mothers/alternate KMC providers in four phases, and three PDSA cycles were implemented. Out of 180 LBW infants, 21 (11.67%) infants received KMC < 4 hours/day.According to the KMC classification, 31% have continuous KMC in the institution, followed by 24% long KMC, 26% extended KMC, and 18% short KMC. After three PDSA cycles, HBKMC was 38.88% continuous KMC, followed by 24.22%long KMC, 20.55% extended KMC, and 16.11% short KMC. Continuous KMC was improved from 21% to 46% at the institute and 16% to 50% at home from phase 1 to phase 4 of the study after the implementation of three sets of interventions in three PDSA cycles.The phase-by-phase KMC rate and duration were improved after the application of the PDSA cycles, and this was maintained in HBKMC as well, but it was statistically not significant. Conclusion Sets of intervention packages based on needs analysis using the PDSA cyclewere able to improve the rate and duration of KMC in the hospital and at home.

EXAMINE THE LIBYAN HEALTH LAW'S SUFFICIENCY IN HOLDING HEALTH PRACTITIONERS ACCOUNTABLE AND REDUCING ERRORS

The current study aims to conduct a review of the adequacy of Libyan health law to hold people accountable and reduce the errors of health practitioners, and the study population was represented by "all employees of Tripoli Medical Hospital and Zintan Court of First Instance," and the sample number reached 302 health practitioners. The researcher used the descriptive analytical method, and she attempted to answer the research's main question, which is "How a health practitioner can hold people accountable?" The researcher took into account the scientific criteria in selecting the sample, and the exploratory study was conducted to ensure the validity and stability of the study tool, in which he relied on the scientific questionnaire, and the researcher used the appropriate statistical operations relying on the SPSS programme in the process of analysing the results, also relying on the discussion of the results on the scientific, academic, and field references of the researcher related to the subject of the study. The results of the current study found that the participants in the study have confirmed that custom and habit are sometimes taken into account in addressing the errors of health practitioners, and these results obtained the highest degree of acceptance among the participants, while they were followed by the participants' assertion that there are internal regulations and laws in the Ministry of Health on which to base dealing with cases of medical errors, while the results showed that there is a practise of investigating cases of health practitioners' errors regardless of their cause from the participants' point of view, and who They further affirmed that the existing Libyan health law is not sufficient to punish the practises of health workers when they err and that accountability mechanisms are not accepted and satisfied. The results on the axis of the mechanism of assisting the Libyan health law in reducing medical errors also showed the importance of educating health practitioners in scientific seminars or educational lectures about the duties, obligations, and regulations imposed by the Libyan health law and the need to work on developing laws periodically in line with the developments and problems that occur in this field to protect the patient from medical errors and the law.

The effects of interactive mini-lessons on students’ educational experience

With the shift to online learning, many instructors have been forced into course delivery that involves educational lecture videos. There are a number of different elements that impact the quality of educational videos and overall student experience (e.g. instructor eye gaze, audio levels, screen sizing). More specifically, research has demonstrated that segmented videos have educational benefits over the traditional didactic ones. The present experiment aimed to examine whether interspersed interactive content could increase post-secondary students’ retention and engagement above simple segmentation. As such, young adults experienced one of four lesson types: didactic video, segmented videos, segmented videos with interactive content, and a condensed version of the interactive segmented videos. Then, they were asked to complete an engagement scale, an online learning experience questionnaire, and a surprise test. The results demonstrated a performance benefit to segmented videos for post-secondary students who prefer to learn in person as opposed to online.

Project microbiological quality of water in the school environment as a subsidy for health education activities

The objective was to carry out the microbiological quality of water project as a subsidy for health education activities in municipal schools in São João do Caru, state of Maranhão. For this, the project was carried out with the application of semi-structured questionnaires to 136 students and seven managers, educational lectures on the importance of water quality and microbiological analysis of 47 water samples from 11 schools. The results obtained with the questionnaires applied to managers and students showed little or no knowledge about water quality and that minimum care is used with this resource in the school environment. Afterwards, lectures were held on the themes “micro-organisms”, “importance of water as a carrier of pathogenic agents” and “meaning of the water potability standard” in force in Brazil, in which there was effective participation of students and administrators. Of the water samples collected, 76.59% (n=36) were in disagreement with the Brazilian potability standard for the Escherichia coli parameter, and reports were formally passed on to managers and measures were suggested to minimize the problem encountered. It is concluded that the teaching strategy is suitable as an educational subsidy for providing moments of interaction, concentration and socialization and, to work on the cross-sectional health theme, in the perspective required by the National Curriculum Parameters.

Developing the Value of Peace in Sport, Health, and Physical Education Lecture through Traditional Games

Developing the Value of Peace in Sport, Health, and Physical Education Lecture through Traditional Games

The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning

According to Self-Determination Theory, autonomy support is essential in fostering optimal learning, growth, and functioning in students across all levels. In contrast, autonomy thwarting is associated with student malfunctioning. The purpose of the current study was to investigate the relationship between perceptions of autonomy support and thwarting, students’ autonomous and controlled motivations, and aspects of student functioning in a higher education setting. The sample consisted of 414 Norwegian university students recruited from introductory calculus courses. Structural equation modeling indicated that perceived autonomy support predicts autonomous motivation and is negatively linked to controlled motivation. Autonomy thwarting is negatively linked to autonomous motivation and positively predicts controlled motivation. We found that autonomous motivation predicts engagement, effort, and learning. Controlled motivation is negatively linked to vitality and engagement, and positively predicts effort. The results are in line with the tenets of Self-Determination Theory, and the present study highlights the importance of providing an autonomy supportive environment during higher education lectures.