Internal medicine clerks’ motivation in an online course: a mixed-methods study
Purpose At LUMC, a Small Private Online Course (SPOC) was developed complementary to the clinical learning environment of the internal medicine clerkship. The developers used the self-determination theory in the design of the SPOC’s assignments aiming to improve learners’ intrinsic motivation. This...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Medical Education Online |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/10872981.2024.2445915 |
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| author | Esther C. Hamoen Floris M. van Blankenstein Peter G.M. de Jong Kirsten Langeveld Marlies E.J. Reinders |
| author_facet | Esther C. Hamoen Floris M. van Blankenstein Peter G.M. de Jong Kirsten Langeveld Marlies E.J. Reinders |
| author_sort | Esther C. Hamoen |
| collection | DOAJ |
| description | Purpose At LUMC, a Small Private Online Course (SPOC) was developed complementary to the clinical learning environment of the internal medicine clerkship. The developers used the self-determination theory in the design of the SPOC’s assignments aiming to improve learners’ intrinsic motivation. This study investigates the impact of the SPOC and its specific assignments on student motivation.Methods The study uses a mixed-methods approach. The authors describe a quantitative analysis of students’ responses on an intrinsic motivation inventory (IMI), and a qualitative thematic analysis of semi-structured group interviews, respectively.Results Seventy-eight students (response rate 42%) filled out the IMI. Their scores were (7-point Likert scale): interest/enjoyment 3.76, competence 4.02, choice 3.53, value/usefulness 4.20, relatedness 3.85. Thematic analysis of the interviews (14 students) revealed seven themes: collaboration with peers, usefulness, SPOC-related factors, workload, motivation, and performance.Conclusions Motivation could be optimized creating useful, authentic cases that train skills that are directly transferrable to clinical practice. Challenging, interesting and student-generated assignments positively influenced students’ autonomy and motivation. Lack of awareness of online performance negatively affected the feeling of competence. Perceptions of online collaboration were suboptimal. The study can be helpful for other teachers to enhance motivation while developing online courses. |
| format | Article |
| id | doaj-art-fe5a898a2bca45b3a8d294d1c56a4b48 |
| institution | DOAJ |
| issn | 1087-2981 |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Medical Education Online |
| spelling | doaj-art-fe5a898a2bca45b3a8d294d1c56a4b482025-08-20T02:58:07ZengTaylor & Francis GroupMedical Education Online1087-29812025-12-0130110.1080/10872981.2024.2445915Internal medicine clerks’ motivation in an online course: a mixed-methods studyEsther C. Hamoen0Floris M. van Blankenstein1Peter G.M. de Jong2Kirsten Langeveld3Marlies E.J. Reinders4Department of Internal Medicine, Leiden University Medical Center, Leiden, The NetherlandsCenter for Innovation in Medical Education, Leiden University Medical Center, Leiden, The NetherlandsCenter for Innovation in Medical Education, Leiden University Medical Center, Leiden, The NetherlandsPublic Health and Primary Care, Leiden University Medical Center, Leiden, The NetherlandsDepartment of Internal Medicine, Leiden University Medical Center, Leiden, The NetherlandsPurpose At LUMC, a Small Private Online Course (SPOC) was developed complementary to the clinical learning environment of the internal medicine clerkship. The developers used the self-determination theory in the design of the SPOC’s assignments aiming to improve learners’ intrinsic motivation. This study investigates the impact of the SPOC and its specific assignments on student motivation.Methods The study uses a mixed-methods approach. The authors describe a quantitative analysis of students’ responses on an intrinsic motivation inventory (IMI), and a qualitative thematic analysis of semi-structured group interviews, respectively.Results Seventy-eight students (response rate 42%) filled out the IMI. Their scores were (7-point Likert scale): interest/enjoyment 3.76, competence 4.02, choice 3.53, value/usefulness 4.20, relatedness 3.85. Thematic analysis of the interviews (14 students) revealed seven themes: collaboration with peers, usefulness, SPOC-related factors, workload, motivation, and performance.Conclusions Motivation could be optimized creating useful, authentic cases that train skills that are directly transferrable to clinical practice. Challenging, interesting and student-generated assignments positively influenced students’ autonomy and motivation. Lack of awareness of online performance negatively affected the feeling of competence. Perceptions of online collaboration were suboptimal. The study can be helpful for other teachers to enhance motivation while developing online courses.https://www.tandfonline.com/doi/10.1080/10872981.2024.2445915Clinical learningclerkshipsonline coursemotivationthematic analysis |
| spellingShingle | Esther C. Hamoen Floris M. van Blankenstein Peter G.M. de Jong Kirsten Langeveld Marlies E.J. Reinders Internal medicine clerks’ motivation in an online course: a mixed-methods study Medical Education Online Clinical learning clerkships online course motivation thematic analysis |
| title | Internal medicine clerks’ motivation in an online course: a mixed-methods study |
| title_full | Internal medicine clerks’ motivation in an online course: a mixed-methods study |
| title_fullStr | Internal medicine clerks’ motivation in an online course: a mixed-methods study |
| title_full_unstemmed | Internal medicine clerks’ motivation in an online course: a mixed-methods study |
| title_short | Internal medicine clerks’ motivation in an online course: a mixed-methods study |
| title_sort | internal medicine clerks motivation in an online course a mixed methods study |
| topic | Clinical learning clerkships online course motivation thematic analysis |
| url | https://www.tandfonline.com/doi/10.1080/10872981.2024.2445915 |
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