Effectiveness of Life Goal Framing to Motivate Medical Students During Online Learning: A Randomized Controlled Trial.

Autor:	Gavarkovs AG; Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, Ontario, Canada.; The Wilson Centre, University Health Network, Toronto, Ontario, Canada., Crukley J; Data Science and Statistics, Toronto, Ontario, Canada.; Department of Speech-Language Pathology, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.; Department of Psychology, Neuroscience, and Behavior, McMaster University, Hamilton, Ontario, Canada., Miller E; School of Physical Therapy, Faculty of Health Sciences, Western University, London, Ontario, Canada., Kusurkar RA; Amsterdam UMC location Vrije Universiteit, Amsterdam, De Boelelaan 1118, The Netherlands.; LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, Amsterdam, The Netherlands.; Amsterdam Public Health, Quality of Care, Amsterdam, The Netherlands., Kulasegaram K; The Wilson Centre, University Health Network, Toronto, Ontario, Canada.; Department of Family & Community Medicine, and Temerty Chair in Learner Assessment and Program Evaluation, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada., Brydges R; The Wilson Centre, University Health Network, Toronto, Ontario, Canada.; Department of Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.; Professorship in Technology-Enabled Education at St. Michael's Hospital, Unity Health Toronto, Toronto, Ontario, Canada.
Jazyk:	angličtina
Zdroj:	Perspectives on medical education [Perspect Med Educ] 2023 Oct 26; Vol. 12 (1), pp. 444-454. Date of Electronic Publication: 2023 Oct 26 (Print Publication: 2023).
DOI:	10.5334/pme.1017
Abstrakt:	Introduction: Educators need design strategies to support medical students' motivation in online environments. Prompting students to frame a learning activity as preparing them to attain their life goals (e.g., helping others) via their clinical practice, a strategy called 'life goal framing', may enhance their autonomous motivation, learning strategy use, and knowledge retention. However, for students with low perceived competence for learning (PCL), life goal framing may have an adverse effect. A randomized controlled trial was conducted to test the effectiveness of life goal framing and the moderating effect of students' PCL. Methods: First- and second-year medical students across four Canadian universities ( n = 128) were randomized to receive a version of an online module with an embedded prompt for life goal framing, or one without. Students' motivation, learning strategy use, and knowledge retention were assessed. Differences between conditions on each outcome were estimated using Bayesian regression. Results: Students' PCL was a moderator for autonomous motivation but no other outcomes. The prompt did not have a statistically significant effect on any outcome, even for learners with high PCL, except for a small effect on link-clicking behaviour. Discussion: The results of this study suggest that learners' autonomous motivation is influenced by how they make meaning of instruction in terms of their future life goals and their present confidence. We cannot recommend life goal framing as an effective design strategy at this point, but we point to future work to increase the benefit of life goal framing for learners with high confidence. Competing Interests: The authors have no competing interests to declare. (Copyright: © 2023 The Author(s).)
Databáze:	MEDLINE
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