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A theory-informed, process-oriented Resident Scholarship Program
Satid Thammasitboon1, John B Darby2, Amy B Hair2
1Department of Pediatrics, Center for Research, Innovation and Scholarship in Medical Education, Baylor College of Medicine, Houston, TX, USA; satidt@bcm.edu.
Medical Education Online
|June 17, 2016
Summary
A Resident Scholarship Program focused on the scholarly process, guided by self-determination theory (SDT), enhanced residents' intrinsic motivation. This approach fostered autonomy, competence, and relatedness, leading to successful scholarly products.
Area of Science:
- Medical Education
- Psychology
Background:
- Accreditation Council for Graduate Medical Education mandates scholarly activities for residents.
- Lack of specific instructional guidelines for residency scholarly activities.
- Proposal of a Resident Scholarship Program (RSP) based on Self-Determination Theory (SDT).
Purpose of the Study:
- To implement and evaluate a Resident Scholarship Program (RSP) framed by Self-Determination Theory (SDT).
- To support residents' psychological needs: autonomy, competence, and relatedness.
- To foster intrinsic motivation for scholarly activity by emphasizing process over product.
Main Methods:
- Longitudinal assessment of the Resident Scholarship Program (RSP).
- Evaluation of residents' engagement in scholarly processes.
- Measurement of changes in perceived autonomy, competence, and relatedness.
Main Results:
- Residents participated in diverse scholarly projects and viewed the program favorably.
- Residents reported increased confidence in scholarly activity processes.
- Improvements in perceived autonomy, competence, and relatedness were observed.
Conclusions:
- A process-oriented scholarship program supporting autonomy, competence, and relatedness aligns with SDT principles.
- Fostering intrinsic motivation through this approach drives scholarly activity and product generation.
- The RSP effectively enhanced residents' engagement and confidence in scholarly pursuits.
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