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Siew Chein Teo, Anthonysamy Lilian & Ah Choo Koo. (2023) Examining the effects of academic motivation and online learning on Malaysian tertiary students’ psychological well-being and perceived learning performance. Cogent Education 10:1.
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Deepaysh D.C.S. Dutt, Hessom Razavi & Sandra E. Carr. (2023) Self-determination theory in ophthalmology education: factors influencing autonomy, competence and relatedness in medical students. Medical Education Online 28:1.
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Nikolaos Sapoutzis, Antonius Schneider, Tom Brandhuber, Pascal O. Berberat & Marjo Wijnen-Meijer. (2023) Development and internal validation of an instrument to measure the motivation of residents for family medicine. European Journal of General Practice 29:1.
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Deepaysh D. C. S. Dutt, Sandra E. Carr, Tabitha M. Scott, Constantinos Petsoglou, John Grigg & Hessom Razavi. (2023) Educators’ consideration of learner motivation in ophthalmology education in medical school: Influences on teaching practice and course design. Medical Teacher 0:0, pages 1-12.
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Julia Gorges, Laureen Fröhlich & Andreas H. Mahnken. (2023) Medical students’ general and radiology-specific motivation: Correlations, stability and associations with learning strategies and ability beliefs. Medical Teacher 0:0, pages 1-7.
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Adam Neufeld, Oksana Babenko, Hollis Lai, Clark Svrcek & Greg Malin. (2023) Why Do We Feel Like Intellectual Frauds? A Self-Determination Theory Perspective on the Impostor Phenomenon in Medical Students. Teaching and Learning in Medicine 35:2, pages 180-192.
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Louisa M D’Arrietta, Venkat N Vangaveti, Melissa J Crowe & Bunmi S Malau-Aduli. (2022) Impact of Research Training on Newly Graduated Health Professionals’ Motivation to Undertake Research. Journal of Multidisciplinary Healthcare 15, pages 2223-2240.
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Romesa Q. Khan, Hashim T. Khan & Mobeen Iqbal. (2022) Teaching the Teacher: Assessing Barriers to Identity Formation of Clinical Teachers in a Developing Country. Teaching and Learning in Medicine 34:4, pages 418-424.
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Rezart Prifti. (2022) Self–efficacy and student satisfaction in the context of blended learning courses. Open Learning: The Journal of Open, Distance and e-Learning 37:2, pages 111-125.
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Noeline Nakasujja, Rhona Baingana, Joy Gumikiriza & Moses Galukande. (2021) What Influences Students Choice for Health Professions Education at Makerere University?. Advances in Medical Education and Practice 12, pages 1499-1504.
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Ali Norouzi, Dean Parmelee, Mohammad Shariati, Saiideh Norouzi, Saharnaz Nedjat & Maryam Alizadeh. (2021) The development and validation of metamotivational strategies in medical students questionnaire. Medical Teacher 43:10, pages 1186-1195.
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Chyi-Her Lin, Mei-Hua Chen, Tsuen-Chiuan Tsai & Williams J. Huang. (2021) Difference in demographics and motivation to study medicine with respect to medical students’ channel of admission: A national study. Medical Teacher 43:9, pages 1025-1030.
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Kayley M. Lyons, Jeff J. Cain, Stuart T. Haines, Danijela Gasevic & Tina P. Brock. (2021) The clinical educator’s guide to fostering learner motivation: AMEE Guide No. 137. Medical Teacher 43:5, pages 492-500.
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Adam Neufeld, Annik Mossière & Greg Malin. (2020) Basic psychological needs, more than mindfulness and resilience, relate to medical student stress: A case for shifting the focus of wellness curricula. Medical Teacher 42:12, pages 1401-1412.
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Tehmina Gladman, Steve Gallagher & Anthony Ali. (2020) MUSIC® for Medical Students: Confirming the Reliability and Validity of a Multi-Factorial Measure of Academic Motivation for Medical Education. Teaching and Learning in Medicine 32:5, pages 494-507.
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Robert R. Martin. (2020) International variations in fiduciary and competence trust of physicians: A multilevel study. Journal of Trust Research 10:1, pages 23-45.
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Subha Ramani, Karen D. Könings, Shiphra Ginsburg & Cees P. M. van der Vleuten. (2019) Meaningful feedback through a sociocultural lens. Medical Teacher 41:12, pages 1342-1352.
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Cora L. F. Visser, Rashmi A. Kusurkar, Gerda Croiset, Olle ten Cate & Hendrika E. Westerveld. (2019) Students’ motivation for interprofessional collaboration after their experience on an IPE ward: A qualitative analysis framed by self-determination theory. Medical Teacher 41:1, pages 44-52.
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Robin K Pettit. (2018) Ten tips to encourage student interaction with screen-capture type vodcasts. Advances in Medical Education and Practice 9, pages 535-540.
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William B. Cutrer, Holly G. Atkinson, Erica Friedman, Nicole Deiorio, Larry D. Gruppen, Michael Dekhtyar & Martin Pusic. (2018) Exploring the characteristics and context that allow Master Adaptive Learners to thrive. Medical Teacher 40:8, pages 791-796.
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Judith Brenner, Jeffrey Bird, Samara B. Ginzburg, Thomas Kwiatkowski, Vincent Papasodero, William Rennie, Elisabeth Schlegel, Olle ten Cate & Joanne M. Willey. (2018) Trusting early learners with critical professional activities through emergency medical technician certification. Medical Teacher 40:6, pages 561-568.
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Jens Walldorf & Martin R. Fischer. (2018) Risk factors for a delay in medical education: Results of an online survey among four German medical schools. Medical Teacher 40:1, pages 86-90.
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Alireza Salehi, Maryam Marzban & Mohammad Hadi Imanieh. (2017) Spiritual Well-Being and Related Factors in Iranian Medical Students. Journal of Spirituality in Mental Health 19:4, pages 306-317.
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Richard Albardiaz. (2017) Peer motivation – assessing and facilitating. Education for Primary Care 28:2, pages 119-121.
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Thierry Pelaccia & Rolland Viau. (2017) Motivation in medical education. Medical Teacher 39:2, pages 136-140.
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Richard P Deane & Deirdre J Murphy. (2016) Proposed learning strategies of medical students in a clinical rotation in obstetrics and gynecology: a descriptive study. Advances in Medical Education and Practice 7, pages 489-496.
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Myo Nyein Aung, Juraiporn Somboonwong, Vorapol Jaroonvanichkul & Pongsak Wannakrairot. (2015) Assessment of preclinical students’ academic motivation before and after a three-day academic affair program. International Journal of General Medicine 8, pages 373-380.
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Michael Hortsch. (2015) “How we learn may not always be good for us” – Do new electronic teaching approaches always result in better learning outcomes?. Medical Teacher 37:6, pages 507-509.
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Susan Edgar. (2015) Identifying the influence of gender on motivation and engagement levels in student physiotherapists. Medical Teacher 37:4, pages 348-353.
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Leif Hedman, Madelen Fahlstedt, Marcus Schlickum, Hans Möller, Hans von Holst & Li Felländer-Tsai. (2014) A pilot evaluation of an educational program that offers visualizations of cervical spine injuries: medical students’ self-efficacy increases by training. Informatics for Health and Social Care 39:1, pages 33-46.
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Daniel Pagnin, Valéria De Queiroz, Márcio Amaral De Oliveira Filho, Naira Vanessa Anomal Gonzalez, Ana Emília Teófilo Salgado, Bernardo Cordeiro E Oliveira, Caio Silva Lodi & Raquel Muniz Da Silva Melo. (2013) Burnout and career choice motivation in medical students. Medical Teacher 35:5, pages 388-394.
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Olle Th.J. ten Cate, Rashmi A. Kusurkar & Geoffrey C. Williams. (2011) How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59. Medical Teacher 33:12, pages 961-973.
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