How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59
Abstract
Self-determination Theory (SDT), designed by Edward Deci and Richard Ryan, serves among the current major motivational theories in psychology. SDT research has been conducted in many areas, among which are education and health care, but its applications in medical education are rare. The potential of SDT to help understand processes in medical education justifies this Guide. SDT is explained in seven principles, one of which is the distinction of three innate psychological needs of human beings: for competence, for autonomy and for relatedness. Further, SDT elaborates how humans tend to internalise regulation of behaviour that initially has been external, in order to develop autonomous, self-determined behaviour. Implications of SDT for medical education are discussed with reference to preparation and selection, curriculum structure, classroom teaching, assessments and examinations, self-directed learning, clinical teaching, students as teachers and researchers, continuing professional development, faculty development and stress among trainees.
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Personalized learning increases learning efficiency and motivation, particularly in complex subjects such as anatomy.
“Personalized learning has been shown to increase learning efficiency and motivation, particularly in complex subjects such as anatomy [35, 36].”
Self-determination theory recognises intrinsic motivation and holds that autonomy, competence, and relatedness must be fulfilled to sustain it.
“The theory recognises the importance of intrinsic motivation, and considers that three basic needs must be fulfilled to sustain it: Autonomy, Competence, and a feeling of belonging -or ''Relatedness''.”
From Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 (2013) · cites this paper as ten Cate et al. 2011
Motivation is central to self-determination theory.
“This is also central to the self-determination theory (ten Cate et al. 2011;Kusurkar & ten Cate 2013).”
From Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 (2013) · cites this paper as ten Cate et al. 2011
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- Authors
- ten Cate, O. T. J., Kusurkar, R. A., & Williams, G. C.
- Affiliations
- Utrecht University (NL)
- University of Rochester Medicine (US)
- Venue
- Medical Teacher
- Publisher
- Informa UK Limited
- Published
- 2011-12
- Volume
- 33
- Issue
- 12
- Pages
- 961-973
- ISSN
- 0142-159X (ISSN-L)
- 1466-187X
- OpenAlex
- W1987523814
- Cited by
- 697
- References
- 12
- Citations by year
- 2026: 64 · 2025: 81 · 2024: 87 · 2023: 53 · 2022: 83 · 2021: 70 · 2020: 43 · 2019: 38 · 2018: 40 · 2017: 37 · 2016: 35 · 2015: 26 · 2014: 12 · 2013: 19 · 2012: 6
- FWCI
- 1.87
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Medical Teacher (publishedVersion)
- PubMed (publishedVersion)
- Amsterdam UMC (VU Amsterdam) - Institutional Repository (publishedVersion)
- Digital Academic REpository of VU University Amsterdam (Vrije Universiteit Amsterdam) (submittedVersion)
- Pure Amsterdam UMC (submittedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
- Keywords
- self-determination theory, motivation, competence, autonomy, relatedness, autonomous regulation, medical education, curriculum structure, assessment and examination, self-directed learning, clinical teaching, continuing professional development, faculty development, student selection
- MeSH terms
- Curriculum, Education, Medical, Educational Measurement, Educational Status, Faculty, Medical, Humans, Learning, Motivation, Psychological Theory, Staff Development, Teaching, Models, Educational, Personal Autonomy
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