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Longitudinal analysis reveals fluctuations in self-determined motivation in medical students, suggesting curriculum enhancements needed.
Medical students' motivation is dynamic throughout training. Self-determined motivation is higher than non-self-determined motivation at all time points but declined slightly throughout training. These results may help guide the development of curricula that enhance autonomy, competence, and relatedness to sustain intrinsic motivation throughout medical education.
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Jones et al. (2026) studied this question.
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