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Test-reduced teaching for stimulation of intrinsic motivation (TRUST): a randomized controlled intervention study
Theresa Faure1, Imke Weyers2, Jan-Bennet Voltmer3
1Institute for Social Medicine and Epidemiology, University of Lübeck, Ratzeburger Allee 160, 23562, Lübeck, Germany. theresa.faure@uksh.de.
BMC Medical Education
|July 3, 2024
Summary
Friendly feedback in medical school anatomy courses significantly reduces student stress and anxiety. This intervention also boosts positive affect, self-efficacy, and motivation without negatively impacting perceived academic performance.
Area of Science:
- Medical Education
- Psychology
- Anatomy
Background:
- Anatomy dissection courses are a core component of the early medical curriculum in Germany.
- Students and educators perceive the extensive content and frequent examinations as significant stressors, contributing to psychosocial stress.
- Published interventions for stress reduction in this context are limited.
Purpose of the Study:
- To evaluate the effectiveness of two interventions, Stress Management (IVSM) and Friendly Feedback (IVFF), in reducing stress among medical students during anatomy dissection.
- To assess the impact of these interventions on affect, motivation, self-efficacy, and perceived performance.
Main Methods:
- A randomized controlled trial compared two intervention groups (IVSM, IVFF) with a control group (CG) over nine measurement points throughout the dissection course.
- Quantitative surveys assessed stress, affect, anxiety, motivation, self-efficacy, and perceived performance using validated instruments and self-developed items.
Main Results:
- The Friendly Feedback intervention (IVFF) group experienced significantly lower stress, anxiety, and negative affect compared to the control group (CG).
- Students in the IVFF group reported higher positive affect, intrinsic motivation, and self-efficacy than the CG.
- No significant differences in self-perceived knowledge or examination preparedness were found between groups.
- Approximately 75% of participants preferred the Friendly Feedback intervention.
Conclusions:
- Replacing formal tests with friendly feedback is an effective strategy to mitigate stress and negative affect in anatomy courses.
- The Friendly Feedback intervention promotes positive affect, self-efficacy, and intrinsic motivation.
- This approach does not compromise students' self-perceived academic performance.
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