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dc.contributor.authorGladman, Tehmina
dc.contributor.authorGallagher, Steve
dc.contributor.authorAli, Anthony
dc.date.available2018-06-27T04:34:50Z
dc.date.copyright2018-07
dc.identifier.citationGladman, T., Gallagher, S., & Ali, A. (2018, July). MUSIC for Medical Students: Validation of the MUSIC Model of Academic Motivation in New Zealand. Sustainability for Health Professions Education. Presented at the Australia and New Zealand Association for Health Professional Education.en
dc.identifier.urihttp://hdl.handle.net/10523/8140
dc.description.abstractIntroduction/background: An important aspect of student learning is that of academic motivation. Academic motivation can be defined as “a process that is inferred from actions … and verbalizations …, whereby goal- directed physical or mental activity is instigated and sustained” (Jones, 2009, p. 272). It is this motivation which spurs students to engage with teaching and learning and optimise their study strategies to excel in their programme. Jones (2009) has developed the MUSIC model of academic achievement that considers student perception of empowerment, usefulness, success, interest and caring and has been shown to be effective in measuring university student academic motivation. Aim/objectives The aim of this study is to determine, through Confirmatory Factor Analysis, if the MUSIC inventory developed by Jones (2009, 2017) is a valid measure of New Zealand medical student engagement in learning. This will be a first step in a planned series of studies looking at ways to engage students and staff in teaching and learning. Discussion Based on previous validation studies of students at university level, it is expected that New Zealand medical students’ responses will show a five-factor solution similar to that previously found. This initial analysis will pave the way for an ongoing research programme utilising the inventory as an evaluation measure for innovative teaching methods in the medical school curriculum. Issues/questions for exploration or ideas for discussion A key question we have with regards to this model and its inventory is how it can be used to guide and assist teaching staff in the development of innovative learning solutions for medical students. References Jones, B. D. (2009). Motivating students to engage in learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, 21(2), 272-285. Jones, B. D. (2017, January). User guide for assessing the components of the MUSIC® Model of Motivation. Retrieved from http://www.theMUSICmodel.comen_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.relation.ispartofSustainability for Health Professions Educationen_NZ
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/*
dc.subjectacademic motivationen_NZ
dc.subjectmedical studentsen_NZ
dc.subjectMUSIC modelen_NZ
dc.titleMUSIC for Medical Students: Validation of the MUSIC Model of Academic Motivation in New Zealanden_NZ
dc.title.alternativeMUSIC for Medical Students: Academic Motivation in New Zealanden_NZ
dc.typeConference or Workshop Item (Poster)en_NZ
dc.date.updated2018-06-27T02:02:54Z
otago.schoolOtago Medical School Education Uniten_NZ
otago.openaccessOpenen_NZ
dc.description.refereedPeer Revieweden_NZ
otago.event.placeHobart, Tasmaniaen_NZ
otago.event.titleAustralia and New Zealand Association for Health Professional Educationen_NZ
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