Research on The Motivation and Incentive Strategies for Medical Students' Participation in Second Classroom Activities in Clinical Basic Skills Learning from The Perspective of Self-Determination Theory

This study explores the motivation and the status of basic psychological needs satisfaction among medical students participating in the second classroom activities of clinical basic skills learning from the perspective of self-determination theory. It proposes corresponding incentive strategies and constructs an innovative model for the second classroom, aiming to provide theoretical support for promoting the transformation of students' intrinsic learning motivation. A questionnaire survey was conducted among medical majors in our university to analyze their internal and external motivations for participating in the second classroom of clinical basic skills learning, as well as the current status of their basic psychological needs’ satisfaction. The results indicate that students' intrinsic motivation for participating in the second classroom of clinical basic skills learning is relatively low, while their extrinsic motivation is relatively high. Students with higher academic rankings in their classes exhibited the highest levels of extrinsic motivation. During classroom participation, students' need for autonomy was satisfied to the greatest extent, while their need for relatedness was satisfied to the least extent. The satisfaction of the need for autonomy showed the highest correlation with intrinsic motivation. It is recommended that in second classroom teaching, instructors should design classroom models based on self-determination theory by providing high levels of autonomy support, appropriately setting learning difficulties, and not neglecting teacher-student interaction, thereby fostering and sustaining intrinsic learning motivation in the long term.