Have motivation theories guided the development and reform of medical education curricula? a review of the literature

Academic Medicine

Volumn 87, Issue 6, 2012, Pages 735-743

  Kusurkar, Rashmi A ^a   Croiset, Gerda ^a   Mann, Karen V ^b   Custers, Eugene ^c   Ten Cate, Olle ^c  

^a VU UNIVERSITY MEDICAL CENTER   (Netherlands)

^b DALHOUSIE UNIVERSITY   (Canada)

^c UNIVERSITY MEDICAL CENTER UTRECHT   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84861682455     PISSN: 10402446     EISSN: None     Source Type: Journal    
DOI: 10.1097/ACM.0b013e318253cc0e     Document Type: Review

References (77)

1. Anderson MB, Kanter SL. Medical education in the United States and Canada 2010. Acad Med. 2010;85(9 suppl):S2-S18.
2. Ludmerer KM. Creating the system. In: Time to Heal: American Medical Education From the Turn of the Century to the Era of Managed Care. New York, NY: Oxford University Press; 1999:3-25.
3. Vermunt JD. Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis. Higher Educ. 1996;31:25-50.
4. Greeno JG, Collins AM, Resnick LB. Cognition and learning. In: Berliner D, Calfee R, eds. Handbook of Educational Psychology. New York, NY: McMillan; 1996:15-46.
5. Schraw G, Moshman D. Metacognitive theories. Educ Psychol Rev. 1995;7:351-371.
6. Bransford JD, Brown AL, Cocking RR. Learning: From speculation to science. In: How People Learn: Brain, Mind, Experience and School. Expanded ed. Washington, DC: National Academy Press; 2000:3-30.
7. Ten Cate TJ, Snell L, Mann KV, Vermunt J. Orienting teaching toward the learning process. Acad Med. 2004;79:219-228.
8. Ludmerer KM. The forgotten medical student. In: Time to Heal: American Medical Education From the Turn of the Century to the Era of Managed Care. New York, NY: Oxford University Press; 1999:196-220.
9. White CB, Gruppen LD. Self-Regulated Learning in Medical Education. Edinburgh, UK: Association for the Study of Medical Education; 2007.
10. Harden RM. Curriculum planning and development. In: Dent JA, Harden RM, eds. A Practical Guide for Medical Teachers. 3rd ed. New York, NY: Elsevier; 2009:10-16.
11. Grant J. Principles of curriculum design. In: Swanwick T, ed. Understanding Medical Education: Evidence, Theory and Practice. West Sussex, UK: John Wiley & Sons; 2010:1-15.
12. Albanese MA, Mitchell S. Problem-based learning: A review of literature on its outcomes and implementation issues. Acad Med. 1993;68:52-81.
13. Dolmans DH, De Grave W, Wolfhagen IH, van der Vleuten CP. Problem-based learning: Future challenges for educational practice and research. Med Educ. 2005;39:732-741.
14. White CB. Smoothing out transitions: How pedagogy influences medical students' achievement of self-regulated learning goals. Adv Health Sci Educ Theory Pract. 2007;12:279-297.
15. Ten Cate TJ, Kusurkar RA, Williams GC. How self-determination theory can assist our understanding of teaching and learning processes in medical education. AMEE guide no. 59. Med Teach. 2011;33:961-973.
16. Kusurkar RA, Croiset G, Ten Cate TJ. Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory. Med Teach. 2011;33:978-982.
17. Petri HL. Introduction. In: Motivation: Theory, Research and Applications. 4th ed. Pacific Grove, Calif: Brooks/Cole Publishing Co.; 1996:3-21.
18. Mann KV. Motivation in medical education: How theory can inform our practice. Acad Med. 1999;74:237-239.
19. Bransford JD, Brown AL, Cocking RR. Learning and transfer. In: How People Learn: Brain, Mind, Experience and School. Expanded ed. Washington, DC: National Academies Press; 2000:51-78.
20. Deci EL, Ryan RM. Intrinsic Motivation and Self-Determination in Human Behavior. New York, NY: Plenum; 1985.
21. Ryan RM, Deci EL. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemp Educ Psychol. 2000;25:54-67.
22. Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol. 2000;55:68-78.
23. Kusurkar R, Ten Cate TJ, Van Asperen M, Croiset G. Motivation as an independent and a dependent variable in medical education: A review of the literature. Med Teach. 2011;33:e242-e262.
24. Franken RE. Motivation for achievement and power. In: Human Motivation. 2nd ed. Pacific Grove, Calif: Brookes/Cole Publishing Co.; 1988:420.
25. Weiner B. Human Motivation: Metaphors, Theories and Research. 2nd ed. Newbury Park, Calif: Sage Publications; 1992.
26. Maslow AH. A theory of achievement motivation. In: Harriman PL, ed. Twentieth Century Psychology: Recent Developments in Psychology. North Stratford, NH: Ayer Publishing; 1970:22-48.
27. McLelland DC, Clark RA, Roby TB, Atkinson JW. The effect of need for achievement on thematic apperception. In: McLelland DC, Steele RS, eds. Human Motivation: A Book of Readings. Morristown, NJ: General Learning Press; 1973:122-144.
28. Atkinson JW. Motivational determinants of risk-taking behavior. In: Atkinson JW, Feather NT, eds. A Theory of Achievement Motivation. New York, NY: John Wiley & Sons; 1966:11-29.
29. Horner MS. A psychological barrier to achievement in women: The motive to avoid success. In: McLelland DC, Steele RS, eds. Human Motivation: A Book of Readings. Morristown, NJ: General Learning Press; 1973:222-230.
30. Beere CA. Work and family orientation questionaire. In: Gender Roles: A Handbook of Tests and Measures. New York, NY: Greenwood Press; 1990:413-419.
31. Kusurkar R, Kruitwagen C, Ten Cate TJ, Croiset G. Effects of age, gender and educational background on strength of motivation for medical school. Adv Health Sci Educ Theory Pract. 2010;15:303-313.
32. Kusurkar R, Croiset G, Ten Cate TJ. Motivational profiles of medical students: Association with effort, performance, exhaustion [unpublished manuscript].
33. Weiner B. Achievement Motivation and Attribution Theory. Morristown, NJ: General Learning Press; 1974.
34. Bandura A. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall; 1986.
35. Deci EL, Ryan RM. The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychol Inq. 2000;11:227-268.
36. White CB, Gruppen LD. Self-regulated learning in medical education. In: Swanwick T, ed. Understanding Medical Education: Evidence, Theory and Practice. West Sussex, UK: John Wiley & Sons; 2010:271-282.
37. Albanese M. Problem-based learning: Why curricula are likely to show little effect on knowledge and clinical skills. Med Educ. 2000;34:729-738.
38. Williams GC, Saizow RB, Ryan R. The importance of self-determination theory for medical education. Acad Med. 1999;74:992-995.
39. Pintrich PR. An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemp Educ Psychol. 2000;25:92-104.
40. Papa FJ, Harasym PH. Medical curriculum reform in North America, 1765 to the present: A cognitive science perspective. Acad Med. 1999;74:154-164.
41. Custers EJFM, Ten Cate TJ. A solid building requires a good foundation: The basic sciences in the Dutch medical curriculum, 1865-1965. J Int Assoc Med Sci Educ. 2010;20:260-275.
42. Barzansky B. Abraham Flexner and the era of medical education reform. Acad Med. 2010;85(9 suppl):S19-S25.
43. Irby DM, Cooke M, O'Brien BC. Calls for reform of medical education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010. Acad Med. 2010;85:220-227.
44. Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world. Lancet. 2010;376:1923-1958.
45. Gwee MCE, Samarasekera D, Chay-Hoon T. Role of basic sciences in 21st century medical education: An Asian perspective. J Int Assoc Med Sci Educ. 2010;20:299-306.
46. Goodenough W. Report of the Inter-departmental Committee on Medical Schools. London, UK: H.M. Stationary Office; 1944. S.O. Code 332-63.
47. Ham TH. Medical education at Western Reserve University: A progress report for the sixteen years 1946-1962. N Engl J Med. 1962;267:868-877.
48. Ham TH. Medical education at Western Reserve University: A progress report for the sixteen years 1946-1962 (concluded). N Engl J Med. 1962;267:916-923.
49. Case Western Reserve University. About the school: Milestones and achievements: 1952. http://casemed.case.edu/about/timeline.cfm?getyear=1952. Accessed February 24, 2012.
50. Neufeld VR, Barrows HS. The "MacMaster philosophy": An approach to medical education. J Med Educ. 1974;49:1040-1050.
51. Norman GR, Schmidt HG. The psychological basis of problem-based learning: A review of the evidence. Acad Med. 1992;67:557-565.
52. Schmidt HG. Problem-based learning: Rationale and description. Med Educ. 1983;17:11-16.
53. Spencer JA, Jordan RK. Learner-centred approaches in medical education. BMJ. 1999;318:1280-1283.
54. Harden RM. Integrated teaching-What do we mean? A proposed taxonomy. Med Educ. 1998;32:216-217.
55. Vidic B, Weitlauf HM. Horizontal and vertical integration of academic disciplines in the medical school curriculum. Clin Anat. 2002;15:233-235.
56. Dahle LO, Brynhildsen J, Fallsberg MB, Rundquist I, Hammar M. Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: Examples and experiences from Linköping, Sweden. Med Teach. 2002;24:280-285.
57. Lie N. Traditional and non-traditional curricula: Definitions and terminology. Tidsk Nor Laegeforen. 1995;115:1067-1071.
58. Wijnen-Meijer M, Ten Cate TJ, Van der Schaaf M, Borleffs JC. Vertical integration in medical school: Effect on the transition to postgraduate training. Med Educ. 2010;44:272-279.
59. Dornan T, Littlewood S, Margolis SA, Scherpbier A, Spencer J, Ypinazar V. How can experience in clinical and community settings contribute to early medical education? A BEME systematic review. Med Teach. 2006;28:3-18.
60. Dornan T, Boshuizen H, King N, Scherpbier A. Experience-based learning: A model linking the processes and outcomes of medical students' workplace learning. Med Educ. 2007;41:81-91.
61. Harden RM, Crosby JR, Davis MH. AMEE guide no. 14: Outcome-based education-Part 1-An introduction to outcome-based education. Med Teach. 1999;21:7-14.
62. Harden RM, Crosby JR, Davis MH, Friedman M. AMEE guide 14: Outcome-based education: Part 5-From competency to meta-competency: A model for the specification of learning outcomes. Med Teach. 1999;21:546-552.
63. Frank JR, Danoff D. The CanMEDS initiative: Implementing an outcomes-based framework of physician competencies. Med Teach. 2007;29:642-647.
64. Swing SR. The ACGME outcome project: Retrospective and prospective. Med Teach. 2007;29:648-654.
65. Herwaarden CLA, Laan RFJM, Leunissen RRM. The 2009 Framework for Undergraduate Medical Education in the Netherlands [in Dutch]. http://www.vsnu.nl/Media-item/Raamplan-Artsopleiding-2009.htm. Accessed August 16, 2011.
66. Harden RM, Stamper N. What is a spiral curriculum? Med Teach. 1999;21:141-143.
67. Ten Cate OTJ. Medical education in the Netherlands. Med Teach. 2007;29:752-757.
68. Eraut M. Non-formal learning and tacit knowledge in professional work. Br J Educ Psychol. 2000;70(pt 1):113-136.
69. Norris TE, Schaad DC, DeWitt D, Ogur B, Hunt DD. Longitudinal integrated clerkships for medical students: An innovation adopted by medical schools in Australia, Canada, South Africa, and the United States. Acad Med. 2009;84:902-907.
70. Harden RM, Sowden S, Dunn WR. Educational strategies in curriculum development: The SPICES model. Med Educ. 1984;18:284-297.
71. Miller GE, Graser HP, Abrahamson S, Harnack RS, Cohen IS, Land A. Teaching and Learning in Medical School. Cambridge, Mass: Harvard University Press; 1961.
72. Sobral DT. What kind of motivation drives medical students' learning quests? Med Educ. 2004;38:950-957.
73. Van der Linden E. Why do the doctors in training drop out? (in Dutch). Med Contact (Bussum). 2011;66:1121-1124.
74. Hattie J, Timperley H. The power of feedback. Rev Educ Res. 2007;77:81-112.
75. Fishleder AJ, Henson LC, Hull AL. Cleveland Clinic Lerner College of Medicine: An innovative approach to medical education and the training of physician investigators. Acad Med. 2007;82:390-396.
76. Larsen DP, Butler AC, Roediger HL. Test enhanced learning in medical education. Med Educ. 2008;42:959-966.
77. Marley J, Carman I. Selecting medical students: A case report of the need for change. Med Educ. 1999;33:455-459.