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Fraide A. Ganotice$suffix/text()$suffix/text(), Karen M. K. Chan, Siu Ling Chan, Sarah so Ching Chan, Kelvin Kai Hin Fan, May P. S. Lam, Rebecca Ka Wai Liu, Gloria H. Y. Wong, Grace Wai Yee Yuen, Jacqueline K. Yuen, Susanna Siu Sze Yeung, Ma Jenina N. Nalipay, Francis Hang Sang Tsoi & George L. Tipoe. (2023) Applying motivational framework in medical education: a self-determination theory perspectives. Medical Education Online 28:1.
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Adam Neufeld. (2023) Moving the Field Forward: Using Self-Determination Theory to Transform the Learning Environment in Medical Education. Teaching and Learning in Medicine 0:0, pages 1-6.
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Yuhang Cheng & Shan Jiang. (2022) Influence of Work Support on Social Workers’ Professional Identity: The Mediating Mechanisms of Job Autonomy and Organizational Commitment. Journal of Social Service Research 48:6, pages 781-793.
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Adam Neufeld & Greg Malin. (2022) Need Fulfillment and Resilience Mediate the Relationship between Mindfulness and Coping in Medical Students. Teaching and Learning in Medicine 34:1, pages 78-88.
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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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Ferhana Hashem, Sabrena Jaswal, Catherine Marchand, Lindsay Forbes, Naren Srinivasan, Amanda Bates & Stephen Peckham. (2021) Incorporating the interaction between health and work into the undergraduate medical curriculum – a qualitative evaluation of a teaching pilot in English medical schools. Education for Primary Care 32:5, pages 280-288.
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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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Adam Neufeld & Greg Malin. (2020) How medical students’ perceptions of instructor autonomy-support mediate their motivation and psychological well-being. Medical Teacher 42:6, pages 650-656.
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Rashmi A. Kusurkar. (2019) Autonomous motivation in medical education. Medical Teacher 41:9, pages 1083-1084.
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Oksana Babenko & Anna Oswald. (2019) The roles of basic psychological needs, self-compassion, and self-efficacy in the development of mastery goals among medical students. Medical Teacher 41:4, pages 478-481.
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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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Belinda Kusel, Zane Farina & Colleen Aldous. (2017) Creating the perfect intern anaesthesia rotation: a survey using feedback from past interns. Southern African Journal of Anaesthesia and Analgesia 23:2, pages 50-55.
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Articles from other publishers (45)
보람 김 & 승현 천. (2023) 청소년들의 여가시간 신체활동은 어디서 오는가?: 자기결정이론에 근거한 종단 연구*. The Korean Journal of Physical Education 62:5, pages 553-566.
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Joanne Kerins, Samantha E. Smith & Victoria R. Tallentire. (2022) ‘Just pretending’: Narratives of professional identity transitions in internal medicine. Medical Education 57:7, pages 627-636.
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Tülay MORTAŞ. (2023) HİSTOLOJİ ÖĞRENEN TIP VE DİŞ HEKİMLİĞİ FAKÜLTESİ ÖĞRENCİLERİNDE MOTİVASYONMotivation in Medicine and Dentistry Faculty Students Learning Histology. Kırıkkale Üniversitesi Tıp Fakültesi Dergisi 25:1, pages 128-135.
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Meghan K. Byrnes, Brett D. Jones & Emily M. Holt Foerst. (2023) Examining the Motivational Climate and Student Effort in Professional Competency Courses: Suggestions for Improvement. Journal of Veterinary Medical Education.
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Rashmi A. Kusurkar, Cesar Orsini, Sunia Somra, Anthony R. Artino, Hester E.M. Daelmans, Linda J. Schoonmade & Cees van der Vleuten. (2023) The Effect of Assessments on Student Motivation for Learning and Its Outcomes in Health Professions Education: A Review and Realist Synthesis. Academic Medicine Publish Ahead of Print.
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Olga Francisca Salazar Blanco. (2022) Las prácticas clínicas y la motivación de los estudiantes de medicina. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico, pages 1-16.
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Daniel J. Dobrowolski, Cailee E. Welch Bacon, Matthew J. Rivera & Lindsey E. Eberman. (2022) Factors Influencing Athletic Trainers Pursuing Residency Training. Athletic Training Education Journal 17:4, pages 363-372.
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Diana Kwarikunda, Ulrich Schiefele, Charles Magoba Muwonge & Joseph Ssenyonga. (2022) Profiles of learners based on their cognitive and metacognitive learning strategy use: occurrence and relations with gender, intrinsic motivation, and perceived autonomy support. Humanities and Social Sciences Communications 9:1.
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Jun Xin Lee, Ahmad Hathim Ahmad Azman, Jing Yi Ng & Noor Akmal Shareela Ismail. (2022) Deciphering Learning Motivation in Open Distance Learning towards Sustainable Medical Education. Sustainability 14:8, pages 4497.
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Adam P. Sawatsky, Bridget C. O’Brien & Frederic W. Hafferty. (2021) Autonomy and developing physicians: Reimagining supervision using self‐determination theory. Medical Education 56:1, pages 56-63.
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L. Jun Xin, A. A. Ahmad Hathim, N. Jing Yi, A. Reiko & I. Noor Akmal Shareela. (2021) Digital learning in medical education: comparing experiences of Malaysian and Japanese students. BMC Medical Education 21:1.
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Jiska A. Patiwael, Anje H. Douma, Natalia Bezakova, Rashmi A. Kusurkar & Hester E. M. Daelmans. (2021) Collaborative testing in physical examination skills training and the autonomous motivation of students: a qualitative study. BMC Medical Education 21:1.
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Samuel Hall, Octavia Kurn, Deepika Anbu, Eva Nagy, Oliver Dean, Alistair Robson, Charles Taylor, Ahmad Elmansouri, Kate Geoghegan, December Payne, Matthew Myers, Jonny Stephens, Wassim Merzougui & Scott Border. (2021) Introduction of the Modified Neuroanatomy Motivation Questionnaire and Its Role in Comparing Medical Student Attitudes Towards Learning Neuroanatomy Between Neuro-enthusiasts and Standard Students. Medical Science Educator 31:6, pages 1823-1830.
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Ulviye Isik, Anouk Wouters, Petra Verdonk, Gerda Croiset & Rashmi A. Kusurkar. (2021) “As an ethnic minority, you just have to work twice as hard.” Experiences and motivation of ethnic minority students in medical education. Perspectives on Medical Education 10:5, pages 272-278.
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Yoji Hoshina, Kiyoshi Shikino, Yosuke Yamauchi, Yasutaka Yanagita, Daiki Yokokawa, Tomoko Tsukamoto, Kazutaka Noda, Takanori Uehara & Masatomi Ikusaka. (2021) Does a learner-centered approach using teleconference improve medical students’ psychological safety and self-explanation in clinical reasoning conferences? a crossover study. PLOS ONE 16:7, pages e0253884.
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Rachael Elizabeth Summers & Leah East. (2021) Nurse prescribing: developing confidence, autonomy and collaboration. Primary Health Care 31:3, pages 35-42.
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Parisa Moll-Khosrawi, Jonathan Steven Cronje, Christian Zöllner, Jens Christian Kubitz & Leonie Schulte-Uentrop. (2021) Understanding how the motivational dimension of learning is influenced by clinical teaching in medical education: A prospective cohort study. Annals of Medicine and Surgery 65, pages 102366.
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Xuemei Cui, Ning Ding, Nan Jiang, Honghe Li & Deliang Wen. (2021) Preliminary study of the relationship between career choice motivation and understanding of professionalism in newly enrolled medical students in China: a cross-sectional study. BMJ Open 11:2, pages e041860.
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Anne-Sophie Sarkis, Souheil Hallit, Aline Hajj, Anthony Kechichian, Dolla Karam Sarkis, Antoine Sarkis & Eliane Nasser Ayoub. (2020) Lebanese students’ motivation in medical school: does it change throughout the years? A cross-sectional study. BMC Medical Education 20:1.
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Vera U. Ludwig, Kirk Warren Brown & Judson A. Brewer. (2020) Self-Regulation Without Force: Can Awareness Leverage Reward to Drive Behavior Change?. Perspectives on Psychological Science 15:6, pages 1382-1399.
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Amanda Kington, Keiko Cooley, Jain Sandip, Lauren Fowler, Asa Black, Khalil Mohammed, Melinda Ingiaimo, Kimberly Scoles, Chris Troup, Lee Madeline, Ervin Lowther & Thomas I. Nathaniel. (2020) Patients Encounter as a Motivating Factor for Academic Performance in a Medical Neuroscience Course. Medical Science Educator 30:3, pages 1177-1185.
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Abigail Grover Snook. (2020) Parallels in patient‐, student‐ and faculty‐centred education: Identity development in health science educators. Medical Education 54:7, pages 595-597.
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Kristen Salana, Shauna Maty & Robert Hage. (2020) Alive and Well: Encouraging Long Term Health Habits Through Implementation of Student Driven Wellness Programs in Medical Schools. Global Advances in Health and Medicine 9, pages 216495612097362.
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Daniela Martinek, Jörg Zumbach & Matteo Carmignola. (2020) The impact of perceived autonomy support and autonomy orientation on orientations towards teaching and self-regulation at university. International Journal of Educational Research 102, pages 101574.
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Alexander J. Hish, Gabriela A. Nagy, Caitlin M. Fang, Lisalynn Kelley, Christopher V. Nicchitta, Kafui Dzirasa & M. Zachary Rosenthal. (2019) Applying the Stress Process Model to Stress–Burnout and Stress–Depression Relationships in Biomedical Doctoral Students: A Cross-Sectional Pilot Study. CBE—Life Sciences Education 18:4, pages ar51.
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Diana H. J. M. Dolmans. (2019) How theory and design-based research can mature PBL practice and research. Advances in Health Sciences Education 24:5, pages 879-891.
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Jennifer Maniscalco, Elizabeth Davis, Anna Card Gay, Victoria Ward, Jayne Truckenbrod, Sarah F. Denniston & Caroline E. Rassbach. (2019) Factors and Behaviors Related to the Promotion of Pediatric Hospital Medicine Fellow Autonomy: A Qualitative Study of Faculty. Academic Pediatrics 19:6, pages 703-711.
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Oksana Babenko, LiaM Daniels, Shelley Ross, Jonathan White & Anna Oswald. (2019) Medical student well-being and lifelong learning: A motivational perspective. Education for Health 32:1, pages 25.
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Inge J. van Wijk, Hester E. M. Daelmans, Anouk Wouters, Gerda Croiset & Rashmi A. Kusurkar. (2018) Exploring the timing of medical student research internships: before or after clerkships?. BMC Medical Education 18:1.
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Martine G Caris, Jonne J Sikkens, Rashmi A Kusurkar & Michiel A van Agtmael. (2018) E-learning on antibiotic prescribing—the role of autonomous motivation in participation: a prospective cohort study. Journal of Antimicrobial Chemotherapy 73:8, pages 2247-2251.
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Amanda de Oliveira Bernardino, Maria Wanderleya de Lavor Coriolano-Marinus, Alessandro Henrique da Silva Santos, Francisca Márcia Pereira Linhares, Ana Márcia Tenório de Souza Cavalcanti & Luciane Soares de Lima. (2018) MOTIVAÇÃO DOS ESTUDANTES DE ENFERMAGEM E SUA INFLUÊNCIA NO PROCESSO DE ENSINO-APRENDIZAGEM. Texto & Contexto - Enfermagem 27:1.
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Sharon L. Tjin A Tsoi, Anthonius de Boer, Gerda Croiset, Rashmi A. Kusurkar & Andries S. Koster. (2018) A Longitudinal Approach to Changes in the Motivation of Dutch Pharmacists in the Current Continuing Education System. American Journal of Pharmaceutical Education 82:2, pages 6199.
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Elizabeth R. Lemoine, Janelle S. Nassim, Jasmine Rana & Susan Burgin. (2018) Teaching & Learning Tips 4: Motivation and emotion in learning. International Journal of Dermatology 57:2, pages 233-236.
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J. Klimas, W. Small, K. Ahamad, W. Cullen, A. Mead, L. Rieb, E. Wood & R. McNeil. (2017) Barriers and facilitators to implementing addiction medicine fellowships: a qualitative study with fellows, medical students, residents and preceptors. Addiction Science & Clinical Practice 12:1.
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Ulviye Isik, Anouk Wouters, Marieke M. ter Wee, Gerda Croiset & Rashmi A. Kusurkar. (2017) Motivation and academic performance of medical students from ethnic minorities and majority: a comparative study. BMC Medical Education 17:1.
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Karin Reefman, Hester E. M. Daelmans, Ursula M. H. Klumpers & Gerda Croiset. (2017) Symposia in undergraduate medical education: tailoring training in competencies to students’ needs. Perspectives on Medical Education 6:6, pages 429-432.
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Judith L. BowenJonathan S. IlgenDavid M. IrbyOlle ten CateBridget C. O’Brien. (2017) “You Have to Know the End of the Story”: Motivations to Follow Up After Transitions of Clinical Responsibility. Academic Medicine 92:11S, pages S48-S54.
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IJsbrand M. Kramer & Rashmi A. Kusurkar. (2017) Science-writing in the blogosphere as a tool to promote autonomous motivation in education. The Internet and Higher Education 35, pages 48-62.
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Eiman M. Abdel Meguid & Mohammed K. Khalil. (2017) Measuring medical students' motivation to learning anatomy by cadaveric dissection. Anatomical Sciences Education 10:4, pages 363-371.
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Esther HelmichHuei-Ming YehChi-Chuan YehJoy de VriesDaniel Fu-Chang TsaiTim Dornan. (2017) Emotional Learning and Identity Development in Medicine: A Cross-Cultural Qualitative Study Comparing Taiwanese and Dutch Medical Undergraduates. Academic Medicine 92:6, pages 853-859.
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Daniel J. Sklansky, John G. Frohna & Daniel J. Schumacher. (2017) Learner-Driven Synthesis of Assessment Data: Engaging and Motivating Residents in Their Milestone-Based Assessments. Medical Science Educator 27:2, pages 417-421.
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Stavros A. Nikou & Anastasios A. Economides. (2017) Mobile-based assessment: Towards a motivational framework. Mobile-based assessment: Towards a motivational framework.
Myo Nyein Aung, Juraiporn Somboonwong, Vorapol Jaroonvanichkul & Pongsak Wannakrairot. (2016) Possible Link Between Medical Students' Motivation for Academic Work and Time Engaged in Physical Exercise. Mind, Brain, and Education 10:4, pages 264-271.
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Mark Hernandez, Jonathan Brown & James Foster. (2015) A Flipped-Classroom Model that Integrates Basic and Clinical Sciences in a New Medical School; the First 2 Years at the Alabama College of Osteopathic Medicine. Medical Science Educator 26:1, pages 181-184.
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