Learning to Learn and Teaching to Learn

Abstract

Medical training is notoriously difficult, and the motivation to learn and teach can decline with time. Building from the principles of self-determination theory, we provide reflections of a trainee, a trainee and supervisor, and a faculty supervisor on the role of promoting autonomy, relatedness, and competence in motivating learners to learn and teachers to teach. This active approach to learning and teaching can be an empowering practice to ultimately improve clinical experience and performance.

Keywords

• Self-determination Theory
• Motivation