Motivation in medical education^*

References

• Bandura A. 1997. Self-efficacy: the exercise of control. New York: W.H. Freeman & Company.
   Google Scholar
• Barker J, Olson J. 1997. Medical students’ learning strategies: evaluation of first-year changes. J Miss Acad Sci. 42:96–100.
   Google Scholar
• Cottin V, Mornex J-F, Cordier J-F. 2002. Enseignement magistral: intérêt potentiel de son intégration aux stages hospitaliers et de la réalisation de contrôles de connaissance impromptus. Ped Med. 3:97–100.
   Google Scholar
• Dent JA, Harden RM. 2001. A practical guide for medical teachers. Edinburgh: Churchill Livingstone.
   Google Scholar
• Eccles JS, Wigfield A, Schiefele U. 1998. Motivation to succeed. In: Damon W, editor. Handbook of child psychology. New York: J. Wiley; P. 1017–1095.
   Google Scholar
• Flowerday T, Schraw G, Stevens J. 2004. The role of choice and interest in reader engagement. J Exp Educ. 72:93–114.
   Web of Science ®Google Scholar
• Galand B, Vanlede M. 2004. Le sentiment d’efficacité personnelle dans l’apprentissage et la formation: quel rôle joue-t-il? D’où vient-il? Comment intervenir? Savoirs, Rev Int Recherches Éduc Form Adultes. 5:91–116.
   Google Scholar
• Graham S, Weiner B. 1996. Theories and principles of motivation. In: Berliner DC, Calfee RC, editors. Handbook of educational psychology. New York: Macmillan; P. 63–84.
   Google Scholar
• Holland C. 2016. Critical review: medical students’ motivation after failure. Adv Health Sci Educ Theory Pract. 21:695–710.
   PubMed Web of Science ®Google Scholar
• Hopstock LA. 2007. Motivation and adult learning: a survey among hospital personnel attending a CPR course. Resuscitation. 76:425–430.
   PubMed Web of Science ®Google Scholar
• Katz I, Assor A. 2007. When choice motivates and when it does not. Educ Psychol Rev. 19:429–442.
   Web of Science ®Google Scholar
• Kusurkar RA, Ten Cate OTJ, Vos CM, Westers P, Croiset G. 2013. How motivation affects academic performance: a structural equation modelling analysis. Adv Health Sci Educ Theory Pract. 18:57–69.
   PubMed Web of Science ®Google Scholar
• Kusurkar RA, Croiset G, Mann KV, Custers E, Ten Cate OTJ. 2012. Have motivation theories guided the development and reform of medical education curricula? A review of the literature. Acad Med. 87:735–743.
   PubMed Web of Science ®Google Scholar
• Kusurkar RA, Ten Cate OTJ, van Asperen M, Croiset G. 2011. Motivation as an independent and a dependent variable in medical education: a review of the literature. Med Teach. 33:e242–e262.
   PubMed Web of Science ®Google Scholar
• Kusurkar RA, Croiset G, Ten Cate OTJ. 2011. Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory. Med Teach. 33:978–982.
   PubMed Web of Science ®Google Scholar
• Lens W, Decruyenaere M. 1991. Motivation and de-motivation in secondary education: student characteristics. Learn Instr. 1:145–159.
   Google Scholar
• Mann KV. 1999. Motivation in medical education: how theory can inform our practice. Acad Med. 74:237–239.
   PubMed Web of Science ®Google Scholar
• McKeachie WJ, Svinicki M. 2013. McKeachies’ teaching tips: strategies, research, and theory for college and university teachers. Boston, MA: Houghton Mifflin.
   Google Scholar
• Murphy PK, Alexander PA. 2000. A motivated exploration of motivation terminology. Contemp Educ Psychol. 25:3–53.
   PubMed Web of Science ®Google Scholar
• Paris SG, Turner JC. 1994. Situated motivation. In: Pintrich, PR, Brown DR, Weinstein CE, editors. Student motivation, cognition, and learning. Hillsdale, NJ: Lawrence Erlbaum Associates; p. 213–237.
   Google Scholar
• Pedersen S. 2003. Motivational orientation in a problem-based learning environment. J Interact Learn Res. 14:51–77.
   Google Scholar
• Pelaccia T, Delplancq H, Triby E, Bartier JC, Leman C, Dupeyron JP. 2009. Impact of training periods in the emergency department on the motivation of health care students to learn. Med Educ. 43:462–469.
   PubMed Web of Science ®Google Scholar
• Pelaccia T, Delplancq H, Triby E, Leman C, Bartier JC, Dupeyron JP. 2008. La motivation en formation: une dimension réhabilitée dans un environnement d’apprentissage en mutation. Ped Med. 9:103–212.
   Google Scholar
• Pintrich PR, Schrauben B. 1992. Students’ motivational beliefs and their cognitive engagement in classroom academic tasks. In: Schunk DH, Meece JL, editors. Student perceptions in the classroom. Hillsdale, NJ: Lawrence Erlbaum; P. 149–118.
   Google Scholar
• Pintrich PR, De Groot EV. 1990. Motivational and self-regulated learning components of classroom academic performance. J Educ Psychol. 82:33–40.
   Web of Science ®Google Scholar
• Reeve J, Nix G, Hamm D. 2003. Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. J Educ Psychol. 95:375–392.
   Web of Science ®Google Scholar
• Ryan RM, Deci EL. 2000. Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp Educ Psychol. 25:54–67.
   PubMed Web of Science ®Google Scholar
• Stegers-Jager KM, Cohen-Schotanus J, Themmen AP. 2012. Motivation, learning strategies, participation and medical school performance. Med Educ. 46:678–688.
   PubMed Web of Science ®Google Scholar
• Stipek D. 2002. Motivation to learn: from theory to practice. Boston: Allyn and Bacon.
   Google Scholar
• Sobral DT. 2004. What kind of motivation drives medical students' learning quests? Med Educ. 38:950–957.
   PubMed Web of Science ®Google Scholar
• Ten Cate OTJ, Kusurkar RA, Williams GC. 2011. How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59. Med Teach. 33:961–973.
   PubMed Web of Science ®Google Scholar
• Van de Ridder JJM, Stokking KM, McGaghie WC, Ten Cate OTJ. 2008. What is feedback in clinical education? Med Educ. 42:189–197.
   PubMed Web of Science ®Google Scholar
• Viau R. 2009. La motivation en contexte scolaire. Bruxelles: de Boeck.
   Google Scholar
• Wigfield A, Eccles JS. 2000. Expectancy-value theory of achievement motivation. Contemp Educ Psychol. 65:68–81.
   Web of Science ®Google Scholar
• Wilson JI. 2009. A two-factor model of performance approach goals in student motivation for starting medical school. Issues Educ Res. 19:271–281.
   Google Scholar