Academic Motivation in Medical Education: A Literature Review

DOI

10.2991/978-94-6463-382-5_20How to use a DOI?

Keywords

Academic Motivation; Literature review; Medical Education; Traditional Mongolian Medicine

Abstract

The concept of academic motivation has intrigued researchers for many years, and more recently, there has been a growing interest in exploring this concept within Traditional Mongolian medical education. The aim of the study is to comprehensively review academic motivation, using an analysis of existing research to enhance our understanding of its concept and its practical implications in medical education. Methods: we performed a thorough review of the literature, searching through databases such as PubMed, PsycINFO, and Google Scholar. This process yielded a total of 1,343 articles. Inclusion and exclusion criteria were determined based on the presence of empirical research, the use of specific measurements to assess the motivation of medical students, and the quality of methodology in qualitative research studies. Our review focused solely on studies related to academic motivation in the context of medical students and medical schools, with other studies not considered for inclusion.. Results: The review incorporated findings from a total of 15 articles. The Theory of Self-Determination frames motivation as a spectrum, with intrinsic motivation and amotivation positioned at opposite ends of the spectrum. Intrinsic motivation, being the most autonomous form, was found to be correlated with perceived family support, personal choice to study medicine, and the positive attribute of determination. Conversely, amotivation was associated with factors such as being male, making medicine as a personal choice, and experiencing depression. Conclusion: Intrinsically motivated behaviors are regulated by a type of motivation known as self-determination. Intrinsic motivation is labeled as such because it represents an inherent, personal drive to engage in an activity due to one's own interest, enjoyment, satisfaction, or recognition of its significance. This inner motivation can be sparked by the excitement of discovering new knowledge, encountering and overcoming challenges, and successfully solving problems. On the contrary, amotivation signifies a absence of motivation, characterized as the least self-directed form, devoid of any particular regulation of behaviors.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Regzedmaa Dalanbayar
AU  - Tsend-Ayush Damba
AU  - Oyungoo Badamdorj
PY  - 2024
DA  - 2024/02/23
TI  - Academic Motivation in Medical Education: A Literature Review
BT  - Proceedings of the Conference on Quality Assurance in Higher Education: Transforming education-new generation of learners (QAHE 2023)
PB  - Atlantis Press
SP  - 141
EP  - 151
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-382-5_20
DO  - 10.2991/978-94-6463-382-5_20
ID  - Dalanbayar2024
ER  -