Please use this identifier to cite or link to this item: doi:10.22028/D291-40601
Title: How Can Curricular Elements Affect the Motivation to Study?
Author(s): Bopp, Catherine
Salzmann, Aline
Ohlmeier, Silke
Caspar, Melanie
Schmok, Erik
Volz-Willems, Sara
Jäger, Johannes
Dupont, Fabian
Language: English
Title: International Medical Education
Volume: 2
Issue: 3
Pages: 151-160
Publisher/Platform: MDPI
Year of Publication: 2023
Free key words: motivation
education
medical
undergraduate
learning
family practice
qualitative research
competency-based
blended-learning
NKLM
curriculum redesign
DDC notations: 610 Medicine and health
Publikation type: Journal Article
Abstract: (1) Background: This qualitative study aimed to identify and describe course components which affect a student’s motivation to learn within a blended-learning competency-based curriculum. (2) Methods: The data were gathered via two consecutive semi-structured group interviews. The participants were purposefully sampled from medical students attending the Family Medicine (FM) class at Saarland University (UdS) in Winter 2020. The two interviews were transcribed verbatim and inductively analysed using content analysis. (3) Results: Three categories of curricular components that affected motivation were inductively formed: (a) the provision of structure (curriculum design), where providing external learning milestones to self-regulated learning positively influenced an interviewee’s learning motivation; (b) the provision of interpersonal interactions and emotional relatedness by staff, where constructive feedback and enthusiasm from a teacher facilitated intrinsic motivation and real-life examples helped the students to remember content more easily; and (c) perceived gain in self-efficacy, where a participant’s motivation to learn a particular subject area was especially high if it appeared to be highly relevant to practice or exams and the applicability of the knowledge gained was readily apparent. (4) Conclusions: It is important for educators to be aware of how they influence a student’s motivation. This study may help to provide an orientation on what to avoid and what to include in a curriculum design project to purposefully foster motivation in students.
DOI of the first publication: 10.3390/ime2030015
URL of the first publication: https://doi.org/10.3390/ime2030015
Link to this record: urn:nbn:de:bsz:291--ds-406016
hdl:20.500.11880/36475
http://dx.doi.org/10.22028/D291-40601
ISSN: 2813-141X
Date of registration: 26-Sep-2023
Faculty: M - Medizinische Fakultät
Department: M - Zentrum für Allgemeinmedizin
Professorship: M - Prof. Dr. med. Johannes Jäger
Collections:SciDok - Der Wissenschaftsserver der Universität des Saarlandes

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