Submission ID 78008
| Code | WB-1 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Learning Objective 1 | Describe the principles of SDT, including the three basic needs of autonomy, competence, and relatedness, and how they affect motivation |
| Learning Objective 2 | Describe teaching practices that support or hinder learner motivation |
| Learning Objective 3 | Model strategies to intentionally support learner motivation |
| Category | Medical Education |
| Type | Workshop |
| Title | Application of Self-Determination Theory in Teaching Practices to Optimize Learner Engagement, Motivation, and Wellbeing |
| Rationale/Background | Teachers tend to focus on cognitive strategies to support student learning (e.g., retrieval, dual coding). However, a key but often overlooked facilitator in student engagement and learning is motivation. Self-determination theory (SDT) - a prominent motivational theory - can be applied in tangible ways to support learners' basic psychological needs and support intrinsic motivation to learn, which supports learner recall, deeper learning, desire for optimal challenge, and even improved well-being. The purpose of this workshop is to explore the SDT principles, understand how teaching practices support or hinder learner motivation, and meaningfully implement those practices that support optimal learner motivation and avoid approaches that hinder it. |
| Instructional Methods | This workshop blends large group discussion and small group interactive components. Large group: Participants will be introduced (15 mins) to the basic tenets and three basic psychological needs of SDT. Small groups: Participants will actively engage in 3 facilitated small group discussions (15 mins each) identifying and discussing teaching strategies that support each of the 3 basic needs, and teaching strategies to avoid that hinder these needs. We will conclude with a large group interactive discussion (30 mins) summarizing the rationale for why certain teaching approaches identified in the small groups are more or less supportive of learner motivation based on SDT. |
| Target Audience | Classroom and Clinical Teachers, Educators, Educational Leaders, Learners |
| Keyword 1 | Motivation |
| Keyword 2 | Learning Environment |
| Keyword 3 | Well-being |
| Abstract content most relevant to: (check all that apply) | Continuing Professional Development (CPD) (faculty development, CME)
Residency Education Undergraduate Medical Education |
| Abstract Track - First Choice | Teaching and learning |
| Teaching and Learning | General Health and Well-being |
| Authors | Greg Malin Greg Malin Oksana Babenko Oksana Babenko |
