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Self-determination in medical education

Encouraging medical educators to be more like blues artists and poets

University of Rochester, New York, USA, Heather_Patrick{at}URMC.Rochester.Edu

Geoffrey C. Williams

University of Rochester, New York, USA

Historically, medical education has focused largely on medical students' intellectual development, mostly ignoring the broader psychological milieu of medical practice. This chasm can result in practitioners who are less likely to process their emotions and/or support their patient's needs, and more likely to experience burnout. Self-determination theory (SDT) offers a unique perspective for understanding how the medical education environment can promote better integration of cognitive and psychological development through supporting the basic psychological needs for autonomy, competence, and relatedness, thus facilitating internalization of autonomous self-regulation for medical practice. Herein, we examine research applying SDT to medical education and offer suggestions that may facilitate both practitioners' and patients' well-being.

Key Words: medical education • self-determination theory

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Theory and Research in Education, Vol. 7, No. 2, 184-193 (2009)
DOI: 10.1177/1477878509104323


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Patrick, H. Articles by Williams, G. C. Social Bookmarking                         What's this?