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Maintaining Medical Student Motivation During Remote Clinical Learning
Leslie Bernal Charondo1, Jackeline Barajas Duque2, Heidi E Kirsch3
1L.B. Charondo is a fourth-year medical student, University of California, San Francisco, San Francisco, California; ORCID: https://orcid.org/0000-0003-4765-5402 .
Summary
Remote clinical learning can disengage medical students. Understanding factors like autonomy, competence, and relatedness is key to optimizing motivation and engagement in remote medical education.
Area of Science:
- Medical Education
- Digital Health
- Learner Engagement
Background:
- Remote clinical learning (RCL) presents challenges to medical student engagement.
- Factors influencing motivation during RCL are not well understood.
- Self-determination theory (SDT) provides a framework for understanding motivation.
Purpose of the Study:
- To explore factors affecting medical student motivation during RCL.
- To identify strategies for optimizing student motivation in remote clinical settings.
Main Methods:
- Semistructured interviews with third- and fourth-year medical students who experienced RCL.
- Inductive thematic analysis of interview transcripts.
- Application of Self-Determination Theory (SDT) as a sensitizing framework.
Main Results:
- Four themes emerged: balancing flexibility and structure (autonomy), selecting appropriate resources (competence), setting reasonable expectations (competence), and building community (relatedness).
- Students desired structure alongside flexibility, preferred curated resources, and experienced unmet expectations.
- Peer and mentor support, along with technology, contributed to a sense of community.
Conclusions:
- Four guiding principles for remote clinical curricula: provide choice within structure, curate materials, align expectations, and foster structured interaction.
- Strategies identified can help educators promote and maintain learner motivation in remote clinical learning environments.
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