1. Shelley Ross, PhD SDRME Conference, Salt Lake City June 2015

2.  Funding provided by a grant from Society of Directors of Medical Education Research Research assistant: Rosslynn Zulla I have no conflicts to disclose.

3.  Motivation theory: what makes people want to learn?  Scoping review: Major theories  Applying the theories to health professions education

4.  What is motivation? ◦ Strength and willingness to engage in behaviour  In education: process and behaviours a learner exhibits as they complete a task ◦ Task must be completed, whether learner wants to or not ◦ Called ACHIEVEMENT MOTIVATION

6. Learning Strategies Persistence Effort Outcome Assigned Task

8.  Enormous amount of published research ◦ And multiple theories in use  Use scoping review methodology to summarize key research findings  Offers medical education researchers an introduction to current motivation theories ◦ As well as practical tips to implement in their teaching

9.  Scoping review to summarize research findings  Reviewed ToC of 5 leading Ed Psych journals (last 5 years)  Identified current leading motivation theories

10.  Key terms: self-efficacy, achievement goal theory, expectancy-value, attribution theory  Multiple searches (PsycInfo, MedLine, ERIC; Google Scholar)  Reference lists of papers also searched for older key citations

11.  For all articles found, abstracts were scanned  Inclusion criteria: education research, theory development or application of identified theories  Multiple consensus discussions re: final included papers  Data charted, then summarized; applied findings presented as “tips”

12.  174 papers included in final summary.  Each theory summarized; model was generated showing how elements of all theories interact  Any use or mention of theory in health professions contexts highlighted in summaries.  Tips for teaching extracted from papers and put in health professions education contexts.

14. Key theorists: Bandura (1977,1997); Schunk, (1991); Zimmerman, (1992, 2000)

15. Task-specific – not generalizable across contexts/tasks Self-perception (I can do it) OR (I can’t do it) determines direction +/- Previous experience External input (teachers, peers, parents) Mediated by anticipated outcome (grade, satisfaction, praise); can be high or low. SELF-EFFICACY (key theorist = Bandura)

16. Key theorists: Eccles (1987, 2005), Eccles & Wigfield (2000); Wigfield (2014)

17. Value of task Likelihood of success 4 dimensions of task value: 1.Attainment (what do I get out of success?) 2. Intrinsic value: What does it do for me? 3. Utility value: What benefit? 4. Cost Self-perceptions of competence Determinants of direction of behaviour EXPECTANCY-VALUE ( Eccles & Wigfield )

18. Key theorist: Weiner (1979,1985)

19. Outcomes (esp. failure) lead to search for reasons = causal search (Why did it happen? Who is at fault?) PAST ORIENTED Attribution locus: Internal/External ATTRIBUTION THEORY (Weiner) Attribution controllability: Within learner control or not? Attribution stability: Stable/Unstable

20. Key theorists: Ames (1984); Nichols (1984); Dweck & Leggett (1988); Elliott (1999, 2001, 2011, 2013)

21. ACHIEVEMENT GOAL THEORY Mastery goals (goal to learn/understand for own self) Approach Performance goals (look good/ do it better than others Implicit goals affect direction and degree of behaviour Avoid Maladaptive behaviours Adaptive behaviours

23.  Applies to: All theories  Feedback: focus on skill and competence development; ability comments should be minimized, ie. “You took a good approach to developing your differential” rather than “You are good at this”

24.  Applies to: All theories  Tasks: should be challenging, but also do- able ◦ students need to be able to feel successful, but also to feel that they worked for it

25.  Applies to: Attribution theory  Feedback: emphasize the importance of effort and effective strategies  Tasks: offer choice, to encourage feelings of control; ◦ if possible, give options in learning

26.  Applies to: expectancy-value; self-efficacy  Tasks: Relevant to students ◦ connect a critical appraisal task directly to a patient presentation (from lecture or PBL)  Present tasks and information in ways that answer the question “When will I ever need to know this stuff?”

27.  Applies to: Achievement goal theory  Stress understanding when explaining concepts  Don’t post grades, or create an environment where comparisons are encouraged

28.  Create an environment where peer helping and seeking help from the teacher are encouraged and facilitated  Feedback: never compare students to each other; use criterion-referenced feedback exclusively

29.  Applies to: All theories  Provide variety and novelty in learning tasks, and be open to creative interpretations of any didactic assignments  Avoid praise, and use feedback instead ◦ “You were very effective in finding common ground with that patient”

30.  Decades of motivation theory development and applied research exists;  summaries makes this literature accessible to health professions educators (may not otherwise be able to efficiently access it)  Contextualize tips into clinical and non-clinical environments - gives concrete ideas  Future research can examine theory development in the context of health professionals and learners (a unique population).

31.  Status of the paper from SDRME grant ◦ - complete ◦ - 14000 words long ◦ - exploring options for publication (monograph, series, stand alone)

32. sross@ualberta.ca Or ask me for a card