Supporting Basic Psychological Needs in Medical Education: A Patient Best Practice
Adam Neufeld1, Gregory Guldner2
1Department of Family Medicine, Cumming School of Medicine, University of Calgary, CA.
Perspectives on Medical Education
|April 6, 2026
Summary
Self-Determination Theory (SDT) offers a framework to combat physician burnout in medical education by focusing on psychological needs. Supporting autonomy, competence, and relatedness improves learner well-being and patient care quality.
Area of Science:
- Medical Education
- Psychology
- Healthcare Quality
Background:
- Physician burnout is a significant issue in medical training, impacting physician well-being and patient safety.
- Existing interventions often lack a strong theoretical basis for understanding learning environment influences on burnout and performance.
Purpose of the Study:
- To present Self-Determination Theory (SDT) as a framework for understanding and addressing physician burnout in medical education.
- To explore how supporting basic psychological needs (autonomy, competence, relatedness) can improve learner outcomes and reduce burnout.
Main Methods:
- Review of foundational and contemporary research in health professions education and healthcare.
- Application of Self-Determination Theory (SDT) principles to clinical learning environments.
Main Results:
- Supporting psychological needs enhances learner motivation, engagement, and resilience.
- This support reduces burnout and its negative effects on empathy, decision-making, teamwork, and patient outcomes.
- SDT integration can improve learner development and patient care.
Conclusions:
- Integrating SDT principles into medical training structures (curriculum, assessment, policy) is recommended.
- Psychological need support should be viewed as a patient best practice and a clinical quality framework.
- Ongoing research and faculty development are crucial for advancing SDT in medical education.
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