Metamotivation in medical education: The 4F conceptual framework

Abstract

Introduction

Several models and frameworks have been developed in the past two decades to explain motivation regulation in different fields. However, a comprehensive framework that explains the dimensions of metamotivation in medical education is lacking. This study aims to address this gap by presenting a conceptual framework to understand metamotivation in medical education.

Method

This study was conducted at Tehran University of Medical Sciences in 2022–2023. We applied Crawford’s guidance on developing a conceptual framework via collecting data from three sources: experience, literature, and theory. We developed the initial draft of the conceptual framework by identifying gaps in existing models. A panel of experts reviewed the draft and provided feedback on the framework’s generation, explanation, and argumentation. The final model was designed in the form of a graphical presentation.

Findings

The study’s conceptual framework clearly distinguishes between motivational challenges and motivational problems, and outlines four phases that explain each phase’s importance, components, and implementation process. The first phase focuses on promoting metamotivational knowledge among learners. In the second phase, learners face motivational challenges and aim to manage them optimally to prevent motivational problems. The third phase occurs when a motivational problem arises, and learners use motivational regulation strategies to resolve it. In the fourth and final phase, learners use psychological skills to stabilize and strengthen the metamotivational process.

Conclusion

This study’s conceptual framework focuses specifically on the context of medical education to provide guidance for future research and interventions on metamotivation. By presenting this framework, we aim to capture the attention of researchers toward the topic of metamotivation and encourage further exploration of its dimensions.

Keywords:

• Metamotivation
• motivation
• self-regulation
• motivation regulation
• motivation control

Acknowledgement

The authors would like to thank all experts who contributed in the study and a special thanks to Dr. Omid Saed for his significant help.

Ethical approval

This study was conducted as a part of a project on metamotivation at Tehran University of Medical Sciences with the code of ethics IR.TUMS.MEDICINE.REC.1398.818.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Previous presentations

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Data and data sharing

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Funding/support

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Other disclosures

We have used AI tool (Chat GPT 3.5 https://poe.com) for editing the English language writing in some parts of the manuscript.

Additional information

Notes on contributors

Ali Norouzi

Ali Norouzi, Ph.D. Assistant Professor at School of Medicine, Education Development Center (EDC) and Social Determinants of Health Research Center, Zanjan University of Medical Sciences, Zanjan, Iran.

Dean Parmelee

Dean Parmelee, MD, Professor Emeritus, Medical Education, Psychiatry & Pediatrics, Wright State University Boonshoft School of Medicine, Dayton, Ohio.

Saiideh Norouzi

Saiideh Norouzi, Ph.D. Assistant Professor at Abhar Nursing School, and Social Determinants of Health Research Center, Zanjan University of Medical Science, Zanjan, Iran.

Maryam Alizadeh

Maryam Alizadeh, Ph.D. Department of Medical Education, School of Medicine and Health Professions Education Research Center, Tehran University of Medical Sciences (TUMS), Tehran, Iran.