Dear Sir
In AMEE Guide 88, Lumb & Murdoch-Eaton (Citation2014) have very clearly described how electives can be provided in a medical curriculum, and the advantages and the disadvantages of doing this. We wish to draw attention to two more advantages.
The first is that the opportunity for choosing to do a research elective or an international or “away from home institution” elective or an elective which provides the opportunity to follow courses which are not a part of the routine syllabus, introduces “autonomy-support” in the curriculum. Autonomy-support or providing choices to students in their learning is an important pillar for stimulating autonomous motivation (Kusurkar et al. Citation2011). Self-determination Theory (SDT) of motivation endorses autonomous motivation which comes out of true interest or perceived personal value in the activity as it leads to better learning and academic success (Ryan & Deci Citation2000). It is perceived by the student to originate from within himself/herself. By providing autonomy-support, electives can enhance autonomous motivation of students for their study (Kusurkar & Ten Cate 2013).
The second advantage is that it helps to cater to high-calibre students who often find the medical syllabus too restrictive and boring. They want more challenges in their study and opportunities to do things which are different from the routine study. With the provision of electives, these students can choose the challenge that they think they need and can handle. This helps to create a condition of optimal challenge which is important for stimulating autonomous motivation. If the task is too easy or too difficult, the students may lose their motivation (Kusurkar et al. Citation2011).
Thus, provision of electives can help foster autonomous motivation among medical students.
Declaration of interest: The authors report no conflicts of interest.
References
- Kusurkar RA, Croiset G, Ten Cate TJ. 2011. Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory. Med Teach 33:978–982
- Kusurkar RA, Ten Cate O. 2013. AM last page: Education is not filling a bucket, but lighting a fire: Self-determination theory and motivation in medical students. Acad Med 88(6):904
- Lumb A, Murdoch-Eatone D. 2014. Electives in undergraduate medical education. AMEE Guide No. 88. Med Teach 36(7):557–572
- Ryan RM, Deci EL. 2000. Self-determination theory and facilitation of intrinsic motivation, social development and well-being. Am Psychol 55(1):68–78