Motivation in medical education: How theory can inform our practice

Academic Medicine

Volumn 74, Issue 3, 1999, Pages 237-239

  Mann, Karen V ^a  

^a DALHOUSIE UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EDUCATION PROGRAM; HUMAN; MEDICAL EDUCATION; MOTIVATION; PRIORITY JOURNAL; REVIEW; THEORY;

EID: 0033051855     PISSN: 10402446     EISSN: None     Source Type: Journal    
DOI: 10.1097/00001888-199903000-00011     Document Type: Review

References (10)

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3. Knox AB. Influences on participation in continuing education. J Cont Educ Health Prof. 1990;10:261-74.
4. Fox RD, Mazmanian PE, Putnam RW. Change and Learning in the Lives of Physicians. New York: Praeger, 1989.
5. Ramsden P. Learning to Teach in Higher Education. London, U.K. Routledge, 1992:62-83.
6. Rountree D. Assessing Students. How Do We Know Them? London, U.K.: Kogan Page, 1987.
7. Hafferty FW, Franks R. The hidden curriculum, ethics teaching and the structure of medical education. Acad Med. 1994;69:861-71.
8. Stern DT. In search of the informal curriculum: when and where professional values are taught. Acad Med. 1998;73suppl:S28-S30.
9. Bandura A. Self-efficacy mechanism in human agency. Am Psychol. 1982;37:112-47.
10. Dolmans D. How Students Learn in a Problem-Based Curriculum. Maastricht, The Netherlands: Drukwerk: Datawyse/Universitaire Pers Maastricht, 1996.