The clinical educator’s guide to fostering learner motivation: AMEE Guide No. 137

Abstract

Motivation theory and research remain underused by health professions educators. Some educators say it can seem too abstract. To address this, we applied health care language to learner motivation theories. Using a familiar metaphor, we examined the indications, mechanism of action, administration, and monitoring of learner motivation interventions. Similar to the treatment monographs in medicine compendia, we summarized each motivation intervention in the form of a monograph. The purpose of this guide is for health professions educators to develop an understanding of when (i.e. indication) and how (i.e. mechanism of action) learner motivation interventions work. With this information, they can then access ready-to-implement strategies (i.e. administration) to increase their learner interest and assess the effects of these interventions (i.e. monitoring).

Keywords:

• Motivation
• engagement
• health professions students
• medical students
• clinical educators

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Additional information

Notes on contributors

Kayley M. Lyons

Kayley M. Lyons, PharmD, PhD, MS, BCPS, is the John and Nariel Ware Fellow in Pharmacy Education and Leadership at Monash University Faculty of Pharmacy and Pharmaceutical Sciences in Parkville, Australia. Her focus of research is on motivation theory, self-regulated learning theory, collaborative learning, and the application of learning analytics.

Jeff J. Cain

Jeff J. Cain, EdD, is an Associate Professor and leads the Office of Teaching Innovation and Scholarship at the University of Kentucky College of Pharmacy. He is an Associate Editor of Currents in Pharmacy Teaching and Learning and is a founding editor of Pulses, a scholarly blog focused on pharmacy education.

Stuart T. Haines

Stuart T. Haines, PharmD, BCPS, BCACP, is a Professor and Director of Pharmacy Professional Development at the University of Mississippi School of Pharmacy. He has published extensively in the biomedical literature and has been involved in research projects regarding entrustable professional activities, mentoring, performance evaluation, and measuring student confidence.

Danijela Gasevic

Danijela Gasevic, MD, PhD, is a Senior Lecturer at Monash University School of Public Health and Preventive Medicine and University of Edinburgh Usher Institute. She is a developer and facilitator for a massive online open course and her research focuses on the application of learning analytics.

Tina P. Brock

Tina P. Brock, BA, BSPharm, MS, EdD, is a Professor of Pharmacy Education and Practice at Monash University and Affiliate of the Monash Centre for Scholarship in Health Education. Her key areas of educational expertise are curricular design, interprofessional educational models, and leadership development.