How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59
Autor: | Rashmi A. Kusurkar, Geoffrey C. Williams, Olle ten Cate |
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Přispěvatelé: | Other Research |
Jazyk: | angličtina |
Rok vydání: | 2011 |
Předmět: |
Models
Educational Faculty Medical media_common.quotation_subject Teaching method education Education Health care Psychological Theory Humans Learning Staff Development Curriculum Competence (human resources) Self-determination theory media_common Medical education Motivation Education Medical business.industry Teaching General Medicine Deci Personal Autonomy Educational Status Educational Measurement business Psychology Autonomy |
Zdroj: | ten Cate, O T J, Kusurkar, R A & Williams, G 2011, ' How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59 ', Medical Teacher, vol. 33, no. 12, pp. 961-973 . https://doi.org/10.3109/0142159X.2011.595435 Medical Teacher, 33(12), 961-973. Informa Healthcare |
ISSN: | 0142-159X |
Popis: | Self-determination Theory (SDT), designed by Edward Deci and Richard Ryan, serves among the current major motivational theories in psychology. SDT research has been conducted in many areas, among which are education and health care, but its applications in medical education are rare. The potential of SDT to help understand processes in medical education justifies this Guide. SDT is explained in seven principles, one of which is the distinction of three innate psychological needs of human beings: for competence, for autonomy and for relatedness. Further, SDT elaborates how humans tend to internalise regulation of behaviour that initially has been external, in order to develop autonomous, self-determined behaviour. Implications of SDT for medical education are discussed with reference to preparation and selection, curriculum structure, classroom teaching, assessments and examinations, self-directed learning, clinical teaching, students as teachers and researchers, continuing professional development, faculty development and stress among trainees. |
Databáze: | OpenAIRE |
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