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"Grabbing" Autonomy When the Learning Environment Doesn't Support it: An Evidence-based Guide for Medical Learners
1Academic Family Medicine, University of Calgary, Calgary, Alberta, T2N 4N1, Canada.
Mededpublish (2016)
|August 28, 2023
Summary
Medical learners can actively pursue autonomy in controlling environments, even when their basic psychological needs are unmet. This commentary offers strategies for navigating challenging educational dynamics to foster autonomous motivation and well-being.
Area of Science:
- Medical Education
- Psychology
Background:
- Self-Determination Theory (SDT) posits that supporting autonomy, competence, and relatedness fosters motivation and wellness.
- Educational research often views need satisfaction passively, overlooking learners' active role in seeking autonomy.
- Controlling environments can hinder psychological needs, negatively impacting learning and well-being.
Purpose of the Study:
- To explore how medical learners can proactively enhance their autonomy in unsupportive learning environments.
- To apply Self-Determination Theory principles to practical challenges faced by medical trainees.
- To provide actionable strategies for navigating interpersonal conflicts with controlling preceptors.
Main Methods:
- Commentary based on physician and SDT researcher experience.
- Analysis of a hypothetical case study involving a controlling preceptor.
- Outline of strategies for medical learners to assert autonomy.
Main Results:
- Learners can actively "grab" autonomy even when environments are controlling.
- Specific strategies can help learners navigate interpersonal conflicts and unmet needs.
- Proactive pursuit of autonomy is key to fostering motivation and wellness.
Conclusions:
- Medical learners can employ agentic strategies to foster their own autonomy.
- Addressing controlling educational environments is crucial for learner well-being and development.
- This approach empowers learners to take an active role in their educational journey.
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