Relations between Psychological Needs Satisfaction, Motivation, and Self-Regulated Learning Strategies in Medical Residents: A cross-sectional Study
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article was migrated. The article was marked as recommended. Residents in the medical field work to fulfil their clinical duties and study to pass exams at the same time. Thus, they need to continuously learn and acquire knowledge in a self-regulated manner that accommodates their busy work schedule. The importance of self-regulated learning (SRL) and its relation to motivation is widely recognized in educational literature, yet it is still not sufficiently explored in medical education literature. The relationship between self-regulated learning (SRL) and motivation has not been sufficiently explored among medical residents. A total of 160 residents from different medical departments at McGill University were asked to complete a questionnaire about their psychological needs satisfaction, motivation to learn, and use of SRL strategies. Our results showed that residents who are more intrinsically motivated reported more utilization of SRL strategies. Results are discussed in terms of their impact on medical education practice as well as their theoretical implications.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it