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BMC Med Educ. 2013 Nov 11;13:151. doi: 10.1186/1472-6920-13-151.

Engaging students and faculty: implications of self-determination theory for teachers and leaders in academic medicine.

Author information

1
Office of Academic Affairs, University of Rochester Medical Center, 601 Elmwood Avenue, Box 706, Rochester, NY 14642, USA. Jeffrey_Lyness@urmc.rochester.edu.

Abstract

BACKGROUND:

Much of the work of teachers and leaders at academic health centers involves engaging learners and faculty members in shared goals. Strategies to do so, however, are seldom informed by empirically-supported theories of human motivation.

DISCUSSION:

This article summarizes a substantial body of motivational research that yields insights and approaches of importance to academic faculty leaders. After identification of key limitations of traditional rewards-based (i.e., incentives, or 'carrots and sticks') approaches, key findings are summarized from the science of self-determination theory. These findings demonstrate the importance of fostering autonomous motivation by supporting the fundamental human needs for autonomy, competence, and relatedness. In turn, these considerations lead to specific recommendations about approaches to engaging autonomous motivation, using examples in academic health centers.

SUMMARY:

Since supporting autonomous motivation maximizes both functioning and well-being (i.e., people are both happier and more productive), the approaches recommended will help academic health centers recruit, retain, and foster the success of learners and faculty members. Such goals are particularly important to address the multiple challenges confronting these institutions.

PMID:
24215369
PMCID:
PMC4225759
DOI:
10.1186/1472-6920-13-151
[Indexed for MEDLINE]
Free PMC Article
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