scholarly journals Fostering intrinsic motivation in remote undergraduate histopathology education

2021 ◽  
pp. jclinpath-2021-207640
Author(s):  
Hussein Uraiby ◽  
Ciaran Grafton-Clarke ◽  
Morris Gordon ◽  
Marco Sereno ◽  
Barbara Powell ◽  
...  
Keyword(s):  
Intrinsic Motivation ◽  
Signs And Symptoms ◽  
Virtual Microscopy ◽  
Psychological Needs ◽  
Self Awareness ◽  
Levels Of Abstraction ◽  
Clinical Integration ◽  
Patient Narratives ◽  
Fourth Year Medical Students ◽  
Red Flag

AimsThe levels of abstraction, vast vocabulary and high cognitive load present significant challenges in undergraduate histopathology education. Self-determination theory describes three psychological needs which promote intrinsic motivation. This paper describes, evaluates and justifies a remotely conducted, post-COVID-19 histopathology placement designed to foster intrinsic motivation.Methods90 fourth-year medical students took part in combined synchronous and asynchronous remote placements integrating virtual microscopy into complete patient narratives through Google Classroom, culminating in remote, simulated multidisciplinary team meeting sessions allowing participants to vote on ‘red flag’ signs and symptoms, investigations, histological diagnoses, staging and management of simulated virtual patients. The placement was designed to foster autonomy, competence and relatedness, generating authenticity, transdisciplinary integration and clinical relevance. A postpositivistic evaluation was undertaken with a validated preplacement and postplacement questionnaire capturing quantitative and qualitative data.ResultsThere was a significant (p<0.001) improvement in interest, confidence and competence in histopathology. Clinical integration and relevance, access to interactive resources and collaborative learning promoted engagement and sustainability post-COVID-19. Barriers to online engagement included participant lack of confidence and self-awareness in front of peers.ConclusionsFostering autonomy, competence and relatedness in post-COVID-19, remote educational designs can promote intrinsic motivation and authentic educational experiences. Ensuring transdisciplinary clinical integration, the appropriate use of novel technology and a focus on patient narratives can underpin the relevance of undergraduate histopathology education. The presentation of normal and diseased tissue in this way can serve as an important mode for the acquisition and application of clinically relevant knowledge expected of graduates.

Recognition and management of neonatal sepsis

2021 ◽  
Vol 30 (7) ◽  
pp. 410-415
Author(s):  
Luke William Crocker ◽  
Ayesha White ◽  
Paul Anthony Heaton ◽  
Débora Pascoal Horta ◽  
Siba Prosad Paul
Keyword(s):  
Neonatal Sepsis ◽  
Early Recognition ◽  
Signs And Symptoms ◽  
Evidence Based ◽  
Suspected Sepsis ◽  
Serious Illness ◽  
Prompt Treatment ◽  
Serious Infection ◽  
Common Causes ◽  
Red Flag

Neonatal sepsis results from acute bacterial or viral infection occurring in the first 28 days of life. It causes significant morbidity and mortality, although the outcome can be improved by early recognition and prompt treatment by health professionals. This article describes the most common causes of sepsis, and explains why neonates are particularly vulnerable to infection. It highlights the non-specific way in which an infant with a serious infection may present, indicating the crucial features to elicit during history taking and examination, and emphasising the ‘red-flag’ signs and symptoms that should increase suspicion of a serious illness. The authors have adapted National Institute for Health and Care Excellence guidelines to produce an evidence-based approach to the management of an infant with suspected sepsis, and describe the roles of nurses in ensuring effective treatment and best outcomes for these babies.

Intrinsic Motivation, Psychological Needs, and Competition

2021 ◽  
Author(s):  
Richard M. Ryan ◽  
Johnmarshall Reeve
Keyword(s):  
Intrinsic Motivation ◽  
Negative Feedback ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Negative Effects ◽  
Theory Analysis ◽  
Relevant Feedback ◽  
Competitive Outcomes ◽  
Ego Involvement

Competition is an apt place to experience intrinsic motivation, as competitive settings are often rich with optimal challenges and immediate, effectance-relevant feedback. Yet competition can also undermine intrinsic motivation and sustained engagement by introducing controlling pressures and negative feedback. To explain the contrasting effects of competitive settings on intrinsic motivation, this chapter presents a self-determination theory analysis. According to the theory, when elements of competitive settings are experienced as controlling or pressuring, they undermine competitors’ autonomy, decreasing intrinsic motivation. However, when these elements are perceived as both non-controlling and competence-informing, they can satisfy both autonomy and competence needs, enhancing intrinsic motivation. Unpacking these motivational crosscurrents, the authors identify the motivational implications of different elements of competition, including competitive set, pressure to win, feedback and competitive outcomes, challenge, leaders’ motivating styles, team interpersonal climate, and intrapersonal events such as ego-involvement. The authors also examine both positive and negative effects of competition on the need for relatedness. The chapter concludes by discussing how conditions that foster the need-satisfying aspects of competition not only enhance intrinsic motivation but also help prevent the emergence of competition’s darker sides, such as cheating, doping, objectifying opponents, aggression, and poor sportspersonship.

Is duodenal biopsy always necessary for the diagnosis of coeliac disease in adult patients with high anti-tissue transglutaminase (TTG) antibody titres?

2021 ◽  
pp. flgastro-2020-101728
Author(s):  
Junaid Beig ◽  
Kamran Rostami ◽  
David T S Hayman ◽  
Summer Hassan ◽  
Stephen Gerred ◽  
...  
Keyword(s):  
Coeliac Disease ◽  
Linear Models ◽  
Tissue Transglutaminase ◽  
Signs And Symptoms ◽  
Duodenal Biopsy ◽  
Adult Patients ◽  
Antibody Titres ◽  
Red Flag ◽  
The Relationship ◽  
Duodenal Biopsies

ObjectiveAvoiding duodenal biopsy in adults for coeliac disease (CD) diagnosis is controversial. Some retrospective and prospective studies have shown that CD can be reliably diagnosed in adults with serology rather than duodenal biopsies. This study aimed to check the accuracy of a cut-off value of ≥10 upper limit of normal of anti-tissue transglutaminase antibody (anti-TTG IgA) titres for CD diagnosis in adult patients.MethodWe retrospectively analysed adult patients (≥16 years) who underwent gastroscopy from 2013 to 2018 for positive coeliac serology. The relationship between titres and disease was determined by using linear models, whereas sensitivity and specificity were assessed by receiver operator curve.ResultsWe analysed 144 newly anti-TTG antibody-positive adult patients with a median age of 48.5 years (IQR 32–62); among them, 86 (60%) patients had CD (Marsh III: n=68 and Marsh II and I: n=18) with a higher prevalence in females (n=59 (69%)) and Europeans (n=60 (70%)). Fifty (58%) patients with CD had colonoscopy and five (6%) had imaging; only six patients were diagnosed with additional conditions. An anti-TTG IgA titre cut-off value of 150 U/L was 100% specific for CD in our dataset, with 70% (95% CI: 60% to 88%) sensitivity for this patient group.ConclusionCoeliac serology using anti-TTG IgA with titres ≥10× normal value is an excellent predictor of CD, irrespective of age, gender and ethnicity. Duodenal biopsy may not be necessary in selected adult patients with CD, especially younger than 50 years of age without additional gastrointestinal red-flag signs and symptoms.

Winning the War for Talent: Modern Motivational Methods for Attracting and Retaining Employees

2017 ◽  
Vol 49 (4) ◽  
pp. 230-246 ◽  
Author(s):  
Anaïs Thibault Landry ◽  
Allan Schweyer ◽  
Ashley Whillans
Keyword(s):  
Labor Market ◽  
Organizational Commitment ◽  
Intrinsic Motivation ◽  
Current Literature ◽  
Psychological Needs ◽  
Design And Implementation ◽  
Relevant Evidence ◽  
Optimal Functioning ◽  
Tight Labor Market ◽  
War For Talent

Given the struggle that many organizations face hiring and retaining talent in today’s tight labor market, it is critical to understand how to effectively reward employees. To address this question, we review relevant evidence that explains the importance of workplace rewards and recognition. Based on a review and synthesis of the current literature, we make the case that organizations should move beyond salary and traditional cash rewards to place greater emphasis on nonpecuniary, tangible and intangible rewards and recognition initiatives. We further highlight the importance of aligning rewards with universal psychological needs. Finally, we discuss the need to conduct more research to understand when and for whom cash and noncash rewards increase intrinsic motivation, organizational commitment and optimal functioning in order to improve the design and implementation of existing reward programs.

scholarly journals Motivational profiles and their relationships with basic psychological needs, academic performance, study strategies, self-esteem, and vitality in dental students in Chile

2018 ◽  
Vol 15 ◽  
pp. 11 ◽  
Author(s):  
Cesar A. Orsini ◽  
Vivian I. Binnie ◽  
Jorge A. Tricio
Keyword(s):  
Academic Performance ◽  
Intrinsic Motivation ◽  
Self Esteem ◽  
Psychological Needs ◽  
Study Strategies ◽  
Dental Students ◽  
Basic Psychological Needs ◽  
Cluster Solution ◽  
Controlled Motivation ◽  
Motivational Profiles

Purpose: To determine dental students’ motivational profiles through a person-centred approach and to analyse the associations with the satisfaction of their basic psychological needs, study strategies, academic performance, self-esteem, and vitality. Methods: A total of 924 students from the University of San Sebastian (Chile) participated in this cross-sectional cor¬relational study in spring 2016. Data were collected through 5 self-reported instruments, in addition to students’ academic performance. The Cronbach alpha, descriptive statistics, and correla¬tion scores were computed. A k-means cluster analysis with intrinsic and controlled motivation was conducted to identify different mo-tivational profiles. Subsequently, multivariate analysis of covariance controlling for the effects of gender and year of study was carried out to assess differences among the retained motivational profiles and learning variables. Results: All instruments showed acceptable Cronbach alpha scores. A 4-cluster solution was retained for the motivational profile over a 3- or 5-cluster solution. Students’ motiva-tional profiles were characterized by different degrees of intrinsic and controlled motivation. The high intrinsic motivation groups showed higher perceptions of their basic psychological, a greater propensity for a deep rather than surface study strategy, better academic performance, and higher scores for self-esteem and vitality than the low intrinsic motivation groups, regardless of the degree of controlled motivation. Conclusion: Students with a high intrinsic motivation profile, regardless of their controlled motivation scores, reported better learning characteristics. Therefore, special attention should be paid to students’ motivational profiles, as the quality of motivation might serve as a basis for interventions to support their academic success and well-being.

scholarly journals Mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn học tập ở sinh viên [The relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students]

2020 ◽  
Author(s):  
Quang Ngoc Nguyen ◽  
Thuy-Tien Thi La ◽  
Mai Thi Phan ◽  
Thuy-Dung Ninh
Keyword(s):  
Intrinsic Motivation ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Academic Procrastination ◽  
Level Of Satisfaction ◽  
Academic Motivations

Nghiên cứu được tiến hành dựa trên lý thuyết tự quyết nhằm tìm hiểu về mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn trong học tập ở sinh viên. Mẫu nghiên cứu là mẫu thuận tiện với 341 sinh viên có độ tuổi trong khoảng từ 19 đến 26. Trong đó, nam chiếm 11.7% và nữ chiếm 88.3%. Mức độ thỏa mãn các nhu cầu tâm lý cơ bản, các loại động lực học tập, và mức độ trì hoãn trong học tập được đo lường bởi các thang đo. Kết quả phân tích tương quan cho thấy trì hoãn trong học tập có tương quan nghịch chiều với các loại động lực học tập tự chủ và mức độ thỏa mãn các nhu cầu tâm lý cơ bản. Phân tích đường dẫn cho thấy sự thỏa mãn nhu cầu gắn kết và nhu cầu tự chủ góp phần làm tăng sự thỏa mãn nhu cầu năng lực, qua đó làm giảm tình trạng thiếu động lực học tập đồng thời làm tăng động lực hướng đến thành tựu, và dẫn tới mức độ trì hoãn học tập thấp hơn. Các kết quả nghiên cứu ửng hộ giả thuyết của lý thuyết tự quyết về vai trò của việc đáp ứng các nhu cầu tâm lý cơ bản nhằm thúc đẩy động lực bên trong. [The study was conducted based on the self-determination theory to examine the relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students. The sample was a convenient ?one with 341 students aged between 19 and 26. In particular, males accounted for 11.7% and females accounted for 88.3%. The level of satisfaction of basic psychological needs, the types of academic motivation, and the level of academic procrastination were measured by several scales. The results of correlation analysis showed that the academic procrastination was negatively correlated with autonomous academic motivations and the level of the satisfaction of basic psychological needs. Path analysis showed that the satisfaction of relatedness and autonomy needs contributed to the satisfaction of competence need, thereby reducing amotivation and increasing intrinsic motivation towards achievement which lead to lower levels of academic procrastination. The findings supported the hypothesis of self-determination theory about the role of meeting basic psychological needs in order to promote intrinsic motivation.]

scholarly journals Preliminary Validation of the Holistic Experience of Motivation Scale (HEMS): An Empirico-Philosophical Approach / Preliminarna validacija Skale cjelovito iskustvo motivacije: empirijsko - filozofski pristup

2021 ◽  
Vol 23 ◽  
Author(s):  
Edin Branković ◽  
Marko Badrić
Keyword(s):  
Monte Carlo ◽  
Monte Carlo Method ◽  
Positive Psychology ◽  
Intrinsic Motivation ◽  
Reliability And Validity ◽  
Psychological Needs ◽  
Self Determination ◽  
The Monte Carlo Method ◽  
Preliminary Validation ◽  
Motivation Scale

The aim of this study is to test the reliability and validity of the instrument known as Holistic Experience of Motivation Scale (HEMS) that has been used to examine the foundation of holistic experience of motivation in adolescents. Analyzing current research, theories, and practices in positive psychology, it is assumed that the need for purpose, i.e. recognition of the purpose, is a common need manifested differently in different constructs of human motivation.The HEMS is proposed after a theoretical and comparative analysis of various constructs of motivation, philosophies, and educational theories. Holistic Experience of Motivation (HEM) is measured in adolescents (age 14-15, total 50) after the intervention program (IP) in physical education that shows positive effects on intrinsic motivation, self-determination, achievement of goals, flow, thriving, and mindfulness. In the preliminary validation of the instrument, reliability and validity were measured using descriptive and principal component  factor analysis for the case 1:5 with the Monte Carlo method. In the final instrument of 10 variables, three preliminary factors emerged: purpose, focus and example/role-model, but with the application of the Monte Carlo method only one factor emerged.                 The preliminary results show that the basis of the HEM can be the factor of “purpose”. The purpose or meaning may be a common need that is presented through different constructs of motivation in positive psychology. Different philosophical paradigms and constructs of motivation are shown to be connected. It is shown that the purpose or meaning in question is of spiritual/religious nature and that it is manifested through satisfying the basic psychological needs of self-determination and through the realization of motivational sparks that are markers of deep personal interests.               The results show that the HEMS requires an upgrade with an additional validation on a larger sample and its correlation with other constructs in positive psychology. Also, they confirm that relationships have a significant role in motivation and recognition of personal purpose. The study presents the IP that can be used for making an environment for a holistic experience of motivation, which can also be applied in programs that aim toward the development of leadership and moral and ethical values in youth.Key words: flow; intrinsic motivation; mindfulness; positive youth development; sparks.  --- Cilj je ovoga istraživanja ispitati pouzdanost i valjanost Skale cjelovito iskustvo motivacije (CIM) (eng. Holistic Experience of Motivation Scale) koja je korištena za istraživanje osnove cjelovitoga iskustva motivacije kod adolescenata. Analizom dosadašnjih istraživanja, teorija i praksi pozitivne psihologije pretpostavljeno je da je potreba za svrhom, tj. prepoznavanje osobne svrhe zajednička potreba koja je manifestirana različito u različitim konstruktima motivacije.Skala CIM dizajnirana je teorijsko-komparativnom metodom istraživanja konstrukata motivacije, filozofija i teorija edukacije. Cjelovito iskustvo motivacije (CIM) mjereno je kod adolescenata uzrasne dobi 14 – 15 god. (ukupno 50) nakon primjene interventnoga programa (IP) u nastavi tjelesne i zdravstvene kulture koji je pokazao pozitivan utjecaj na intrinzičnu motivaciju, samoodređenje, postignuće ciljeva, zanesenost, pregnuće (thriving) i stalnu svijest (mindfulness). Za preliminarnu validaciju instrumenta pouzdanost i valjanost mjerena je deskriptivnom i faktorskom analizom glavnih komponenata za slučaj 1:5 s Monte Karlo metodom (MKM). U konačnom instrumentu od 10 varijabli izdvojila su se tri faktora: svrhovitost, usredotočenost, primjer/uzor, ali primjenom MKM istaknuo se jedan faktor.Preliminarni rezultati pokazuju da bi osnova CIM mogla biti svrhovitost (purpose). Svrha – smisao mogla bi biti zajednička potreba predstavljena različitim konstruktima motivacije u pozitivnoj psihologiji. Povezane su različite filozofske paradigme i konstrukti motivacije. Pokazano je da je doživljaj svrhe – smisla duhovne/religiozne prirode i da se manifestira kroz zadovoljenje psiholoških potreba samoodređenja i kroz realizaciju iskri (sparks) kao oznake dubokih interesiranja pojedinca.Rezultati pokazuju da Skala CIM treba nadgradnju, dodatnu validaciju na većem broju ispitanika i utvrđivanje kvantitativne povezanosti s drugim konstruktima unutar pozitivne psihologije. Također, oni potvrđuju da međuodnosi imaju vrlo značajnu ulogu u motivaciji, prepoznavanju osobne svrhe. Istraživanje nudi IP koji se može upotrijebiti za stvaranje okoline za cjelovito iskustvo motivacije te se isti može primijeniti u programima koji imaju za cilj razvoj liderstva, moralnih i etičkih vrijednosti kod mladih.Ključne riječi: intrinzična motivacija; iskre; ; pozitivan razvoj mladih; stalna svjesnost; zanesenost.

scholarly journals Supervisory Practices for Intrinsic Motivation of Doctoral Students: A Self-determination Theory Perspective

10.28945/4415 ◽  
2019 ◽  
Vol 14 ◽  
pp. 581-595 ◽  
Author(s):  
Vijay Kumar ◽  
Amrita Kaur
Keyword(s):  
Intrinsic Motivation ◽  
Doctoral Students ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Doctoral Studies ◽  
Supervisory Practices ◽  
Doctoral Candidates

Aim/Purpose: The quality, degree of effort and persistence required in doctoral studies can be sustained through intrinsic motivation. Despite the critical role of motivation, studies that examine ways to promote doctoral students’ motivation are lacking. This study, drawing on the self-determination theoretical (SDT) framework, aims to offer advice for supervisory practices to facilitate the satisfaction of three basic psychological needs- autonomy, competence and relatedness of doctoral students’ motivation. The focus was on the experiences of the doctoral candidates who participated in this study. Background: Prior studies have established that creating environment and ways that lead to satisfaction of three basic psychological needs are capable of producing optimal outcomes. Based on that assumption the current study explores the ways in which supervisory practices lead to satisfaction of the three needs. Methodology: The study adopted a qualitative approach and used the experience sampling method to collect data from 11 full-time doctoral students from a research-intensive university in New Zealand. In total, 72 entries that captured students’ real-time psychological experience of supervision in a repeated manner were used to analyse the data. Contribution: It proposes theory driven practices/guidelines for supervisors to adopt for effective supervisory practices for intrinsic motivation of doctoral students. Findings: Thematic analysis guided by the research question revealed that to have students experience autonomy support the supervisors must respect students’ research interest, encourage self-initiation, and be amenable to changes suggested by the students. To have students experience the feeling of competence, the supervisors carefully need to consider the quality, mode and time of feedback and provide students with optimal challenge level. Finally, to facilitate students’ need for relatedness, the supervisors should offer personal and professional support to students and look after their emotional well-being. Recommendations for Practitioners: This study highlights the need for supervisors to acknowledge the role of need satisfaction and mindfully adopt the practices to facilitate the satisfaction of the three needs for the intrinsic motivation of the doctoral students. Recommendation for Researchers: The researchers should consider the psychological health and well-being of doctoral students for persistence and successful completion of their studies. Impact on Society: The study can help improve doctoral studies completion rates as well as produce doctoral candidates with a positive and healthy disposition for future workforce. Future Research: The current study relies only on students’ self-report data. In future inclusion of data from supervisors of their own practices would enhance the quality of findings. Additionally, an analysis to chart changes in students’ experiences over time would provide a deeper understanding of the effect of supervisory practices.

scholarly journals Assessing the Relationship between Autonomy Support and Student Group Cohesion across Ibero-American Countries

2020 ◽  
Vol 17 (11) ◽  
pp. 3981
Author(s):  
Juan Antonio Moreno-Murcia ◽  
Elisa Huéscar Hernández ◽  
Luís Cid ◽  
Diogo Monteiro ◽  
Filipe Rodrigues ◽  
...  
Keyword(s):  
College Students ◽  
Intrinsic Motivation ◽  
Social Relations ◽  
Autonomy Support ◽  
Group Cohesion ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Convenience Sample ◽  
Needs Satisfaction ◽  
Perceived Autonomy Support

Teacher-endorsed supporting behaviors present themselves as key influencers of student adaptive academic and social functions. The objective of this paper was twofold. First, this study sought to test a model in which student-perceived autonomy support was associated with group cohesion, considering the mediating role of basic psychological needs satisfaction and intrinsic motivation. Second, the current study examined the dimensionality of the model across five Western countries, namely Spain, Portugal, Brazil, Chile, and Mexico. A convenience sample of 3033 college students (Mage = 21.51 ± SD = 3.71) were recruited for the analysis. The results revealed that perceived autonomy support was positively associated with needs satisfaction, being consequently associated with intrinsic motivation and, ultimately, with group cohesion. Additionally, a multigroup analysis revealed that the model was invariant across college students from the different countries. The current results are discussed around the promotion of teacher uses of autonomy-supportive behaviors fostering adaptive outcomes in students regarding positive social relations and that the cultures of Ibero-American countries are equivalent in this process.

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