Single-site curriculum study reports descriptive motivation findings after a self-determination theory-informed transition to clerkship course

A curriculum design and implementation study at Al-Subtain University of Medical Sciences in Karbala, Iraq, evaluated motivation descriptively among 108 medical students completing a transition to clerkship course informed by self-determination theory. According to the study abstract, post-course Academic Motivation Scale results showed relatively higher scores for intrinsic motivation and identified regulation, while controlled forms of motivation were also relatively high and amotivation had the lowest mean score. The report did not establish that the course caused changes in motivation, and no pre-course or comparison-group results were presented in the supplied abstract.

The course was developed through Kern’s six-step curriculum-development model. The researchers began with a literature review to identify general educational needs and used focus groups for a targeted needs assessment. They then formulated goals and objectives, developed educational strategies aligned with self-determination theory, implemented a three-module course, and evaluated it. The initial review identified needs concerning clinical logistics, procedural preparation and formative learning support, which informed the curriculum priorities.

Three modules addressed hospital orientation, procedural skills, and professionalism and communication. The design was explicitly mapped to autonomy, competence and relatedness. Autonomy-supportive practices included offering meaningful choices and explaining the rationale for them. Competence-supportive elements included scaffolded skill practice and formative feedback, while relatedness-supportive approaches included small-group learning and near-peer mentoring. The abstract describes these as features of a need-supportive learning environment but does not report their individual effects.

Following implementation with 108 students, evaluation was descriptive and used the Academic Motivation Scale. The pattern reported in the abstract was not one of uniformly high motivation across all dimensions: intrinsic motivation and identified regulation scored relatively higher, controlled motivation remained relatively high, and amotivation was lowest. The study’s contribution, as described in the abstract, is an example of combining Kern’s curriculum framework with self-determination theory principles in planning a transition to clinical training. Because the available report covers one institution, uses a post-course descriptive assessment and provides no reported comparator or longitudinal evidence, it cannot establish effectiveness, durability or changes relative to students who did not receive the course. These limitations also mean the findings should not be generalized beyond the setting studied without further evidence.

Subject of Research: Descriptive evaluation of a self-determination theory-informed transition to clerkship curriculum for 108 medical students in Iraq

Article Title: A self-determination theory‑informed transition to clerkship course for medical students

Article References: Norouzi, A., Imani, A., Alqanbar, M. F., Rahem, R. M., Alkabi, M. A., Redha, L., Albalaghee, M., Sabet, M. S., & Mirzazadeh, A. (2026). A self-determination theory‑informed transition to clerkship course for medical students. BMC Medical Education. https://doi.org/10.1186/s12909-026-10615-x

Image Credits: AI Generated

DOI: 10.1186/s12909-026-10615-x

Keywords: medical education, transition to clerkship, self-determination theory, student motivation, curriculum development, Kern six-step model, medical students, Iraq, self-determination, theory, informed, transition