XXXIV. LEARNING MEETINGS MOTIVATORS. MEANINGS FOR MEDICINE STUDENTS MOTIVATING LEARNING ENCOUNTERS. MEANINGS FOR MEDICAL STUDENTS
##plugins.themes.bootstrap3.article.sidebar##
views: 13 |
downloads: 33
##plugins.themes.bootstrap3.article.main##
Abstract
Justification: intrinsic and extrinsic motivation are reinforced in the experiences of
learning in which the student's basic psychological needs are met. The
practices of clinical undergraduate medicine courses motivate students because
allow the integration and application of knowledge and help patients in resolving
problems as they will when they are doctors; however, teachers in different
contexts, they perceive little motivation of the students in said activities.
Objective: to understand, from the voice of the students, the meanings of the
motivation in the learning experiences of the clinical courses of an undergraduate
medicine.
Methodology: qualitative research. Semi-structured interviews were carried out and
observation of training practices. Analysis under the constructivist perspective of Theory
Grounded and the interpretive framework of Symbolic Interactionism. after coding
open and through the constant comparison of the data, categories were built
inductive.
Results: three categories related to didactic encounters emerged.
motivators: 1. The participants: teachers, students and patients, 2. The environment of
learning, which involves the settings, the relationships with the curriculum and between the
participants 3. The didactic elements, which include the strategies, the contents and the
assessment.
Conclusions: the motivation of medical students in clinical courses is
strengthened with empathic and participatory didactic interactions, in an environment of
trustworthy learning that promotes self-efficacy, collaborative learning and
self-regulation.
Download Statistics
##plugins.themes.bootstrap3.article.details##
Motivation, Teaching, Learning, Medical students, Learning environment, Medical education.
& Encinas Alemán, T. de la C. (2018). La motivación en el contexto del proceso
enseñanza-aprendizaje en carreras de las Ciencias Médicas. Revista Médica
Electrónica, 40(4), 1257-1270. https://bit.ly/3LxHMCn
Atman Uslu, N., & Yildiz Durak, H. (2022). Predicting learner autonomy in collaborative
learning: The role of group metacognition and motivational regulation strategies.
Learning and Motivation, 78, 101804. https://bit.ly/3xCMiK5
Bandura, A. (2005). The evolution of social cognitive theory. Great minds in management,
9-35.
Bransen, D., Driessen, E. W., Sluijsmans, D. M. A., & Govaerts, M. J. B. (2022). How
medical students co-regulate their learning in clinical clerkships: a social network
study. BMC Medical Education, 22(1), 193. https://bit.ly/3f428ak
Charondo, L. B., Barajas Duque, J., Kirsch, H. E., & Brondfield, S. (2022). Maintaining
Medical Student Motivation During Remote Clinical Learning. Academic Medicine.
https://bit.ly/3ePZRPJ
De la Cuesta Benjumea, C. (2015). A qualidade da investigação qualitativa: Da avaliação à
concretização. Texto e Contexto Enfermagem, 24(3), 883-890. https://bit.ly/3ShEsh2
Delgado Arias, C. (2012). La teoría fundamentada: decisión entre perspectivas (1.a ed.).
AuhorHouse.
Díaz Quiñones, J., & Valdés Gómez, M. (2015). Consideraciones para el perfeccionamiento
del proceso de enseñanza aprendizaje en la Educación Médica Superior. MediSur,
13(5), 708-713. https://bit.ly/3Uz0LAP
Freire, P. (1997). Pedagogía de la autonomía: saberes necesarios para la práctica educativa.
siglo XXI.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and
development. FT press.
Liang, J.-C., Chen, Y.-Y., Hsu, H.-Y., Chu, T.-S., & Tsai, C.-C. (2018). The relationships
between the medical learners’ motivations and strategies to learning medicine and learning outcomes. Medical Education Online, 23(1), 1497373.
https://doi.org/10.1080/10872981.2018.1497373
Kusurkar, R. A., Croiset, G., Mann, K. V, Custers, E., & Ten Cate, O. (2012). Have
motivation theories guided the development and reform of medical education
curricula? A review of the literature. Academic Medicine, 87(6), 735–743.
Moreira, M. A. (2017). Aprendizaje significativo como un referente para la organización de
la enseñanza. Archivos de Ciencias de La Educación, 11(12 SE-Dossier: Aprendizaje
y enseñanza en clave de significatividad), e29. https://doi.org/10.24215/23468866e029
Nolla Domenjó, M. (2019). Aprendizaje y prácticas clínicas. Educación Médica, 20(2), 100-
104. https://bit.ly/3Um0wsB
Pal, D., Taywade, M., & Gopi, K. (2022). Experiential learning: How pedagogy is changing
in medical education. Current Medical Issues, 20(3), 198-200. https://bit.ly/3qRZ8k2
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions
and New Directions. Contemporary Educational Psychology, 25(1), 54-67.
https://bit.ly/3BwEoTT
Strauss, A., & Corbin, J. (2012). Bases de la investigación Cualitativa. Técnicas y
procedimientos para desarrollar la teoría fundamentada (2.a ed.). Editorial
Universidad de Antioquia