MedEdPublish (May 2021)
Autonomy-Supportive Teaching in Medicine: From Motivational Theory to Educational Practice
Abstract
Introduction: Promoting intrinsic motivation in medical learners is key for maximizing their engagement, performance, and well-being. Accordingly, methods of teaching and giving feedback focused on enhancing intrinsic motivation (i.e. autonomy-supportive approaches) are becoming increasingly recognized in medical education. However, these methods seem to be limited by a lack of understanding around what autonomy-support means and how to put it into practice. Approach: Grounded in Self-Determination Theory (SDT), this article defines autonomy-supportive versus controlling teaching, provides a rationale for its importance in medical education, addresses common misconceptions and potential challenges surrounding autonomy-supportive teaching in medicine, and outlines specific examples of ways to engage in it, in both clinical and non-clinical settings. Conclusion: Overall, this paper highlights how simple, flexible, and beneficial it can be to utilize an autonomy-supportive style in one’s day-to-day interactions with medical learners, to stimulate their intrinsic motivation. These strategies can be applied in practically any setting and at all levels in medical education, through regular practice and reflection.
