Staged-release problem-based learning revitalizes medical students' intrinsic motivation and clinical reasoning.
Introduction: Problem-based learning (PBL) is central to many curricula, yet reports of 'PBL fatigue' and inconsistent gains in clinical reasoning suggest room for improvement. Grounded in Self-Determination Theory, we designed a Staged-Release Model (SRM) to enhance students' intrinsic motivation a...
| Publicado en: | Medical Teacher Vol. 48; no. 7; pp. 1180 - 1193 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jul2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194783044&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194783044 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0142159X MCH jtl: Medical Teacher issn: 0142159X maglogo: Y pubinfo: dt: Jul2026 vid: 48 iid: 7 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 194783044 191201033 194783044 194783044 10.1080/0142159X.2025.2610409 194783044 ppf: 1180 ppct: 13 formats: tig: atl: Staged-release problem-based learning revitalizes medical students' intrinsic motivation and clinical reasoning. aug: au: Elhassan, Yasir Hassan Sieben, Judith M. Köhler, S. Eleonore Brinke, Desirée Joosten-ten Dolmans, Diana H. J. M. affil: School of Health Professions Education (SHE), Maastricht University, Maastricht, Netherlands sug: subj: Students, Medical Psychosocial Factors Models, Educational Problem-Based Learning Motivation Evaluation Clinical Reasoning Evaluation Saudi Arabia Human Multimethod Studies Schools, Medical Descriptive Statistics Scales Summated Rating Scaling Semi-Structured Interview Focus Groups Decision Making Clinical Competence Psychological Theory Data Analysis Software Coefficient alpha Wilcoxon Rank Sum Test Student Satisfaction Autonomy Mental Fatigue ab: Introduction: Problem-based learning (PBL) is central to many curricula, yet reports of 'PBL fatigue' and inconsistent gains in clinical reasoning suggest room for improvement. Grounded in Self-Determination Theory, we designed a Staged-Release Model (SRM) to enhance students' intrinsic motivation and refine clinical reasoning. This study evaluated the SRM's initial implementation by examining its association with medical students' intrinsic motivation and perceived clinical reasoning ability. Methods: A mixed-methods study was conducted at the College of Medicine, Taibah University, Saudi Arabia. Third-year medical students (N = 151) participated in the new 7-step model (SRM). Quantitative data were collected using the 24-item Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS), which assessed, on a 5-point Likert scale, students' basic needs for intrinsic motivation. Qualitative data were collected through semi-structured focus group interviews. Results: Median scores for satisfaction with autonomy, relatedness, and competence were positive, accompanied by very low frustration scores. Qualitative analysis suggested that using the model enhanced students' learning of clinical reasoning, provided effective group interaction and engagement in the clinical context, and offered suggestions for improving consolidation sessions and tutor facilitation. Disscussion: This study suggests that SRM may enhance students' intrinsic motivation, potentially alleviating PBL fatigue, and may support the development of clinical reasoning by meeting students' basic psychological needs. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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