Enhancing motivation with the “virtual” supervisory role: a randomized trial

BMC Medical Education

David A Cook²  Warren G Thompson³  Kris G Thomas¹  Majken T Wingo¹ 

[1] Department of Medicine, Division of Primary Care Internal Medicine, Mayo Clinic College of Medicine, 200 First Street SW, Rochester 55905, MN, USA;Department of Medicine, Division of General Internal Medicine, Mayo Clinic College of Medicine, 200 First Street SW, Rochester 55905, MN, USA;Department of Medicine, Division of Preventive, Occupational, and Aerospace Medicine, Mayo Clinic College of Medicine, 200 First Street SW, Rochester 55905, MN, USA

关键词: Test performance;    Instructional design;    Task value;    Motivation enhancement;   

Others  :  1206352
DOI  :  10.1186/s12909-015-0348-8

 received in 2014-09-19, accepted in 2015-03-19,  发布年份 2015

【 摘 要 】

Background

We aimed to explore the influence of a motivationally-enhanced instructional design on motivation to learn and knowledge, hypothesizing that outcomes would be higher for the enhanced instructional format.

Methods

Medicine residents completed four online learning modules on primary care topics. Using a crossover design, learners were randomized to receive two standard and two motivationally-enhanced learning modules. Both formats had self-assessment questions, but the enhanced format questions were framed to place learners in a supervisory/teaching role. Learners received a baseline motivation questionnaire, a short motivation survey before and after each module, and a knowledge posttest.

Results

One hundred twenty seven residents were randomized. 123 residents (97%) completed at least one knowledge posttest and 119 (94%) completed all four posttests. Across all modules, a one-point increase in the pretest short motivation survey was associated with a 2.1-point increase in posttest knowledge. The change in motivation was significantly higher for the motivationally enhanced format (standard mean change −0.01, enhanced mean change +0.09, difference = 0.10, CI 0.001 to 0.19; p = 0.048). Mean posttest knowledge score was similar (standard mean 72.8, enhanced mean 73.0, difference = 0.2, CI −1.9 to 2.1; p = 0.90).

Conclusions

The motivationally enhanced instructional format improved motivation more than the standard format, but impact on knowledge scores was small and not statistically significant. Learners with higher pre-intervention motivation scored better on post-intervention knowledge tests, suggesting that motivation may prove a viable target for future instructional enhancements.

【 授权许可】

   
2015 Wingo et al.; licensee BioMed Central.

【 图 表 】

Figure 1.

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