Skip Navigation
Skip to contents

JEEHP : Journal of Educational Evaluation for Health Professions


Author index

Page Path
HOME > Browse articles > Author index
Oscar Jerez 1 Article
How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory  
Cesar Orsini, Phillip Evans, Oscar Jerez
J Educ Eval Health Prof. 2015;12:8.   Published online April 8, 2015
  • 51,561 View
  • 544 Download
  • 68 Web of Science
  • 70 Crossref
AbstractAbstract PDF
Internalization of students’ motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment. Methods: Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC), relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. Results: Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy students’ basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more ‘human centred’ teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them. Conclusion: This review identified actions that clinical teachers could implement in their daily work to support students’ self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery.


Citations to this article as recorded by  
  • Chatbot’s Complementary Motivation Support in Developing Study Plan of E-Learning English Lecture
    Kyungjin Ryong, Daeho Lee, Jae-gil Lee
    International Journal of Human–Computer Interaction.2024; 40(10): 2641.     CrossRef
  • Goal Contents, State Empathy and Instructional Goals in a Physical Disability Vignette
    Eleni Iosifidou, Panagiotis Varsamis
    Health Communication.2024; 39(4): 717.     CrossRef
  • Exploring the COVID-19 Landscape and Our Path Forward Using a Formalized SWOT Analysis
    Martha Ndungu, Suzanne Galal, Allison Mac, Marrien Farhadian Badlabo, Tahmeeneh Ghobadi, Mariam Guirguis, Deepti Vyas
    American Journal of Pharmaceutical Education.2024; 88(1): 100611.     CrossRef
  • Medical student motivation in specialised contexts
    Stacey M. Frumm, Sam Brondfield
    The Clinical Teacher.2024;[Epub]     CrossRef
  • Enhancing tuberculosis treatment adherence and motivation through gamified real-time mobile app utilization: a single-arm intervention study
    Siti Aishah Abas, Nurhuda Ismail, Yuslina Zakaria, Siti Munira Yasin, Khalid Ibrahim, Ismassabah Ismail, Asmah Razali, Mas Ahmad Sherzkawi, Norliza Ahmad
    BMC Public Health.2024;[Epub]     CrossRef
  • The experiences and perceptions of nurse educators of culturally and linguistically diverse nursing students' competence development – Qualitative study
    Milka-Maaria Juntunen, Suleiman Kamau, Ashlee Oikarainen, Miro Koskenranta, Heli Kuivila, Paula Ropponen, Kristina Mikkonen
    Nurse Education Today.2024; 135: 106100.     CrossRef
  • A Cycle of Reinforcing Challenges and Ideas for Action in Experiential Settings
    Megan E. Giruzzi, Kathryn A. Fuller, Kate L. Dryden, Malia R. Hazen, Jennifer D. Robinson
    American Journal of Pharmaceutical Education.2024; 88(6): 100710.     CrossRef
  • What need-supportive and need-thwarting teaching behaviors do university teachers use in their honors classes? An observational study
    Tineke Kingma, Anneke Smits, Debbie Jaarsma, Joke Voogt
    International Journal of Educational Research Open.2024; 6: 100331.     CrossRef
  • Teaching critical thinking in nutritional sciences: a model course and assignments
    Tyler B. Becker, Vanessa N. Cardino, James Lucas, Jenifer I. Fenton
    Advances in Physiology Education.2024; 48(2): 320.     CrossRef
  • Mixed-methods assessment of an apparel edu-larp rooted in self-determination theory
    Sarah West Hixson, Rachel J. Eike
    International Journal of Fashion Design, Technology and Education.2024; : 1.     CrossRef
  • An Interprofessional Faculty Development Program for Workplace-Based Learning
    Eveline Booij, Marjel van Dam, Gersten Jonker, Lisette van Bruggen, Marije Lesterhuis, Marieke F. van der Schaaf, Reinier G. Hoff, Marije P. Hennus
    Perspectives on Medical Education.2024; 13(1): 266.     CrossRef
  • Motivational Factors Influencing the Choice of Medical Studies and Future Career Plans among Montenegrin Students
    Elvir Zvrko, Nataša Popović, Miodrag Radunović, Goran Nikolić
    Slovenian Journal of Public Health.2024; 63(3): 132.     CrossRef
  • Failure Factors of Medical Students in Private and Public Sector Medical Colleges of Peshawar, Khyber Pakhtoonkwa
    Marina Khan, Palwasha Sajjad, Aalia Zeb, Usama Aurangzeb, Sajid Hussain, Tayyiba Shah
    Pakistan Journal of Health Sciences.2024; : 08.     CrossRef
  • Academic motivational resilience and teacher support: academic self-efficacy as a mediator
    Donghyun Kang, Sungyoon Lee, Jeffrey Liew
    European Journal of Psychology of Education.2024;[Epub]     CrossRef
  • Motivation of UK graduate students in education: self-compassion moderates pathway from extrinsic motivation to intrinsic motivation
    Yasuhiro Kotera, Elaina Taylor, Dean Fido, Dan Williams, Freya Tsuda-McCaie
    Current Psychology.2023; 42(12): 10163.     CrossRef
  • Development of self‐regulation amongst dental students in problem‐based learning curricula: A qualitative study
    Kamran Ali, Alaa Daud, Raidan Ba Hattab, Nebu Philip, Manal Matoug‐Elwerfelli, Lamiya Anweigi, Jumma Al Khabuli, Xiangyun Du
    European Journal of Dental Education.2023; 27(2): 388.     CrossRef
  • Academic Performance of Clerkship Students Working on a Longitudinal Inpatient Pediatrics Team
    Jonathan G. Sawicki, Austin McCuistion, Ivy Hansen, Jorie Colbert-Getz, Brian Good
    Hospital Pediatrics.2023; 13(2): 122.     CrossRef
  • Professional Identity and Motivation for Medical School in First-Year Medical Students: A Cross-sectional Study
    Valentina Faihs, Susanne Heininger, Stuart McLennan, Martin Gartmeier, Pascal O. Berberat, Marjo Wijnen-Meijer
    Medical Science Educator.2023; 33(2): 431.     CrossRef
  • Choosing a Nursing Career During a Global Health Event
    Rinat Avraham, Oren Wacht, Eli Yaffe, Orli Grinstein-Cohen
    Nurse Educator.2023; 48(4): E116.     CrossRef
  • The impact of adolescents’ health motivation on the relationship among mental stress, physical exercise, and stress symptoms during COVID-19: A dual moderation model
    Hu Lou, Jin Chen, Ping Liu
    Frontiers in Public Health.2023;[Epub]     CrossRef
  • The relationship between teacher autonomy support and student mathematics achievement: a 3-year longitudinal study
    Dingmeng Fu, Yue Liu, Danhui Zhang
    Educational Psychology.2023; 43(2-3): 187.     CrossRef
  • Optimizing Health Professions Education through a Better Understanding of “School-Supported Clinical Learning”: A Conceptual Model
    Malou Stoffels, Saskia M. Peerdeman, Hester E. M. Daelmans, Stephanie M. E. van der Burgt, Rashmi A. Kusurkar
    Education Sciences.2023; 13(6): 595.     CrossRef
  • Basic psychological needs satisfaction as a mediator between clinical learning climate, self-regulated learning and perceived learning in the nursing education context
    Malou Stoffels, Andries S. Koster, Stephanie M. E. van der Burgt, Anique B. H. de Bruin, Hester E. M. Daelmans, Saskia M. Peerdeman, Rashmi A. Kusurkar
    Medical Teacher.2023; 45(12): 1364.     CrossRef
  • The Role of Self-Determined Motivation and the Potential for Pre-registration Student Learning: A Comparative Study within a Mental Health Clinical Placement
    Christopher Patterson, Michelle Roberts, Dana Perlman, Lorna Moxham
    Issues in Mental Health Nursing.2023; 44(7): 657.     CrossRef
  • Pharmacy preceptor training: addressing the challenges of clinical supervision in community practice
    Gillian J Knott, Martina F Mylrea, Beverley D Glass
    International Journal of Pharmacy Practice.2023; 31(5): 558.     CrossRef
  • Identification of the factors that affect clinical teaching and potential strategies to overcome them: A narrative review
    SaurabhRamBihariLal Shrivastava, PrateekSaurabh Shrivastava
    Muller Journal of Medical Sciences and Research.2023; 14(1): 1.     CrossRef
  • How Should We Prepare Our Pharmacist Preceptors? Design, Development and Implementation of a Training Program in a Regional Australian University
    Gillian J. Knott, Martina F. Mylrea, Beverley D. Glass
    Pharmacy.2023; 11(5): 148.     CrossRef
  • Autonomy and developing physicians: Reimagining supervision using self‐determination theory
    Adam P. Sawatsky, Bridget C. O’Brien, Frederic W. Hafferty
    Medical Education.2022; 56(1): 56.     CrossRef
  • Why Games?
    Papia Bawa
    International Journal of Game-Based Learning.2022; 12(1): 1.     CrossRef
  • Assessment of Fear of Failure Among Medical Students at King Saud University
    Abeer Alabduljabbar, Lyan Almana, Alanoud Almansour, Aljoharah Alshunaifi, Nada Alobaid, Norah Alothaim, Shaffi Ahamed Shaik
    Frontiers in Psychology.2022;[Epub]     CrossRef
  • Familiarity with emergency preparedness and its predictors among nurses and physicians working at public hospitals in east Gojjam zone, northwest Ethiopia
    Temesgen Ayenew, Mihretie Gedfew, Abebe Dilie Afenigus, Haile Amha, Henok Mulugeta, Belayneh Mengist, Bekalu Bewket, Yidersal Hune Melese, Abraham Teym, Keralem Anteneh Bishaw, Meseret Yitayew
    SAGE Open Medicine.2022; 10: 205031212210965.     CrossRef
  • Interprofessional continuing professional development programs can foster lifelong learning in healthcare professionals: experiences from the Project ECHO model
    Sanjeev Sockalingam, Thiyake Rajaratnam, Amanda Gambin, Sophie Soklaridis, Eva Serhal, Allison Crawford
    BMC Medical Education.2022;[Epub]     CrossRef
  • Metamotivation in medical students: Explaining motivation regulation strategies in medical students
    Ali Norouzi, Maryam Alizadeh, Dean Parmelee, Saharnaz Nedjat, Saiideh Norouzi, Mohammad Shariati
    Journal of Education and Health Promotion.2022; 11(1): 157.     CrossRef
  • Motivation, satisfaction, and future career intentions of pharmacy students: A cross-sectional preliminary analysis
    Samar Younes, Dalal Hammoudi Halat, Mohamad Rahal, Mohamed Hendaus, Nisreen Mourad
    Currents in Pharmacy Teaching and Learning.2022; 14(11): 1365.     CrossRef
  • Student Motivations and Barriers toward Online and In-Person Office Hours in STEM Courses
    Jeremy L. Hsu, Melissa Rowland-Goldsmith, Elaine Benaksas Schwartz, Grant Ean Gardner
    CBE—Life Sciences Education.2022;[Epub]     CrossRef
  • Comparing the Effects of Early Clinical Exposure on the Attitude and Motivation of First-year Medical Students from Ilam University of Medical Sciences Based on Video-based Education and Learning-in-Hospital Settings Methods
    Ali Sharifi, Masoumeh Shohani, Leili Abedi Gheshlaghi, Elhm Shafiei
    Shiraz E-Medical Journal.2022;[Epub]     CrossRef
  • How Am I Doing in Small Group? Student Perceptions of Feedback in Case-Based Learning Sessions
    Justin J. Mowchun, Claire Hogue Davila
    Medical Science Educator.2022; 32(6): 1487.     CrossRef
  • Clinical teachers’ motivations for feedback provision in busy emergency departments: a multicentre qualitative study
    Chung-Hsien Chaou, Shiuan-Ruey Yu, Roy Yi Ling Ngerng, Lynn Valerie Monrouxe, Li-Chun Chang, Yu-Che Chang
    Emergency Medicine Journal.2021; 38(8): 624.     CrossRef
  • A self‐determination theory analysis of reflective debrief themes about dietetic student placement experiences in hospital: implications for education
    K. E. Markwell, L. J. Ross, L. J. Mitchell, L. T. Williams
    Journal of Human Nutrition and Dietetics.2021; 34(1): 115.     CrossRef
  • Gender differences in dentistry: A qualitative study on students’ intrinsic and extrinsic motivations for entering dentistry at higher education
    Jens Laurs Brøndum Kærsgaard, Mette Krogh Christensen, Pernille Yde Søndergaard, Johanna Naukkarinen
    European Journal of Dental Education.2021; 25(3): 495.     CrossRef
  • Motivation: An Integral Component of Resident Well-Being
    Amber Deptola
    Journal of Graduate Medical Education.2021; 13(1): 11.     CrossRef
  • Experiential Learning in a Gamified Pharmacy Simulation: A Qualitative Exploration Guided by Semantic Analysis
    Denise L. Hope, Gary D. Rogers, Gary D. Grant, Michelle A. King
    Pharmacy.2021; 9(2): 81.     CrossRef
  • The International Pharmacy Game: A Comparison of Implementation in Seven Universities World-Wide
    Tanja Fens, Denise L. Hope, Sarah Crawshaw, Eline Tommelein, Claudia Dantuma-Wering, Bertha Maria Verdel, Indrė Trečiokienė, Vibhu Solanki, Eugène P. van Puijenbroek, Katja Taxis
    Pharmacy.2021; 9(3): 125.     CrossRef
  • A Mixed-Methods Exploration of the Developmental Trajectory of Autonomous Motivation in Graduate Medical Learners
    Susan E. Hansen, Nicole Defenbaugh, Susan Snyder Mathieu, Linda Contillo Garufi, Julie A. Dostal
    Medical Science Educator.2021; 31(6): 2017.     CrossRef
  • Effectiveness of Early Clinical Exposure as a Motivational Tool to Improve Students’ Learning in MBBS Phase 1
    Vijayetha P Patil, Vidya S Patil, Deepak R Kanabur, Pravinchandra R Kangokar
    Indian Journal of Medical Biochemistry.2021; 25(2): 51.     CrossRef
  • Integration of an extended, immersive, gamified pharmacy simulation as a capstone event
    Denise L Hope, Gary D Grant, Gary D Rogers, Michelle A King
    Pharmacy Education.2021; 21: 656.     CrossRef
  • Ophthalmic Microsurgery Lab for Medical Students: Enhancing Learner Intrinsic Motivation and Comfort with Microsurgery
    Joshua Cole, Tiffany A. Chen, Tessnim Ahmad, Neeti Parikh
    Journal of Academic Ophthalmology.2021; 13(02): e234.     CrossRef
  • Motivation, Temperament, Personality and Well-Being as Predicting Propensity Factors for Mathematical Abilities of Adults
    Elke Baten, Annemie Desoete
    European Journal of Psychology and Educational Research.2021; volume-4-2(volume-4-i): 1.     CrossRef
  • Occupational Therapy Curriculum Design Framework

    The American Journal of Occupational Therapy.2021;[Epub]     CrossRef
  • Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach
    Joydeep Dutta Chaudhuri
    Anatomical Sciences Education.2020; 13(2): 250.     CrossRef
  • Physiology education for intensive care medicine residents: A 15-minute interactive peer-led flipped classroom session
    Bjoern Zante, Wolf E. Hautz, Joerg C. Schefold, Federico Bilotta
    PLOS ONE.2020; 15(1): e0228257.     CrossRef
  • Lebanese students’ motivation in medical school: does it change throughout the years? A cross-sectional study
    Anne-Sophie Sarkis, Souheil Hallit, Aline Hajj, Anthony Kechichian, Dolla Karam Sarkis, Antoine Sarkis, Eliane Nasser Ayoub
    BMC Medical Education.2020;[Epub]     CrossRef
  • Exploring the process of ethical leadership on organisational commitment: The mediating role of career calling
    Leigang Zhang, Huaibin Jiang
    Journal of Psychology in Africa.2020; 30(3): 231.     CrossRef
  • Making the case for pass‐fail grading in dental education
    Vidya Ramaswamy, Brandon Veremis, Romesh P. Nalliah
    European Journal of Dental Education.2020; 24(3): 601.     CrossRef
  • The relationship between intrinsic motivation and learning outcomes in problem-based learning
    Hye-Ryoung Kim
    The Journal of Korean Academic Society of Nursing Education.2020; 26(3): 238.     CrossRef
  • Enseignement médical en ligne solidaire durant la pandémie de COVID-19
    Rim Charfi, Sarra Cheikhrouhou, Iheb Labbene, Mohamed Jouini
    Pédagogie Médicale.2020; 21(4): 241.     CrossRef
  • Hvordan lærer sykepleierstudenter medlave opptakskarakterer anatomi, fysiologi og biokjemi (AFB)?
    Hege Skavern, Sevald Høye, Liv Skomakerstuen Ødbehr
    Uniped.2020; 43(1): 33.     CrossRef
  • How medical students learn in primary care
    Katherine Davis, Emily Doole, Colleen Cheek, Lizzi Shires
    The Clinical Teacher.2019; 16(5): 474.     CrossRef
  • Metacognition and motivation as predictors for mathematics performance of Belgian elementary school children
    Annemie Desoete, Elke Baten, Vera Vercaemst, Ann De Busschere, Myriam Baudonck, Jennis Vanhaeke
    ZDM.2019; 51(4): 667.     CrossRef
  • Barriers and facilitators to writing quality items for medical school assessments – a scoping review
    Sowmiya Karthikeyan, Elizabeth O’Connor, Wendy Hu
    BMC Medical Education.2019;[Epub]     CrossRef
  • Factors and Behaviors Related to the Promotion of Pediatric Hospital Medicine Fellow Autonomy: A Qualitative Study of Faculty
    Jennifer Maniscalco, Elizabeth Davis, Anna Card Gay, Victoria Ward, Jayne Truckenbrod, Sarah F. Denniston, Caroline E. Rassbach
    Academic Pediatrics.2019; 19(6): 703.     CrossRef
  • Design and Evaluation of a Professional Identity Development Program for Pharmacy Students
    Martina F. Mylrea, Tarun Sen Gupta, Beverley D. Glass
    American Journal of Pharmaceutical Education.2019; 83(6): 6842.     CrossRef
  • Motivation is a game: Massively multiplayer online games as agents of motivation in higher education
    Papia Bawa, Sunnie Lee Watson, William Watson
    Computers & Education.2018; 123: 174.     CrossRef
  • Identifying Motivational Factors for Enrolling in a Doctor of Nursing Practice Program
    Meigan Robb, Diane F. Hunker
    Journal of Nursing Education.2018; 57(11): 680.     CrossRef
  • Comparison of students’ motivation at different phases of medical school
    Gabriel Mendes Corrêa da Silva, Amanda Ribeiro Borges, Oscarina da Silva Ezequiel, Alessandra Lamas Granero Lucchetti, Giancarlo Lucchetti
    Revista da Associação Médica Brasileira.2018; 64(10): 902.     CrossRef
  • Learner-Driven Synthesis of Assessment Data: Engaging and Motivating Residents in Their Milestone-Based Assessments
    Daniel J. Sklansky, John G. Frohna, Daniel J. Schumacher
    Medical Science Educator.2017; 27(2): 417.     CrossRef
  • Effect of practical training on the learning motivation profile of Japanese pharmacy students using structural equation modeling
    Shigeo Yamamura, Rieko Takehira
    Journal of Educational Evaluation for Health Professions.2017; 14: 2.     CrossRef
  • Determinants and outcomes of motivation in health professions education: a systematic review based on self-determination theory
    Cesar Orsini, Vivian I. Binnie, Sarah L. Wilson
    Journal of Educational Evaluation for Health Professions.2016; 13: 19.     CrossRef
  • The Relationship Between Academic Motivation and Lifelong Learning During Residency: A Study of Psychiatry Residents
    Sanjeev Sockalingam, David Wiljer, Shira Yufe, Matthew K. Knox, Mark Fefergrad, Ivan Silver, Ilene Harris, Ara Tekian
    Academic Medicine.2016; 91(10): 1423.     CrossRef
  • The Learning Environment Counts: Longitudinal Qualitative Analysis of Study Strategies Adopted by First-Year Medical Students in a Competency-Based Educational Program
    S. Beth Bierer, Elaine F. Dannefer
    Academic Medicine.2016; 91(11): S44.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions