Student’s Motivation
What Drives Student’s Motivation in Health Professions Education?
Effective motivation optimization in medical education harnesses evidence-based strategies to cultivate intrinsic drive, resilience, and professional identity. At HKUMed, this involves creating learning environments that nurture autonomy, competence, relatedness, and purpose, grounded in contemporary motivational science (Deci & Ryan, 2000; Eccles, 1983).
What Does Optimising Student’s Motivation Involve at HKUMed?
Designing autonomy-rich learning pathways through elective tracks and student-selected projects, such as community health initiatives in Sham Shui Po.
Building relatedness through cross-disciplinary mentorship programs like HKUMed’s 3C Model (Curiosity, Critique, Compassion).
Framing competence development via mastery-based feedback and adaptive clinical simulations (e.g., VR bronchoscopy modules with progressive difficulty).
Clarifying purpose by linking curriculum to real-world impact, such as tracking patient outcomes from alumni interventions during FAMEE rotations.
Theoretical Anchors for HKUMed’s Motivation Strategies
Self-Determination Theory (Deci & Ryan, 2000):
Prioritising autonomy, competence, and relatedness.
Goal-Setting Theory (Locke & Latham, 2002):
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Structuring clear, challenging objectives tied to HKUMed’s translational medicine mission.
Expectancy-Value Theory (Eccles, 1983):
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Aligning tasks with students’ perceived relevance and success likelihood.
Growth Mindset Framework (Dweck, 2006):
Embedding reflective practices to normalize struggle as part of expertise development.
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