Course Title:

ADVANCED CLINICAL TEACHING

Professor: Dr. Alita Ramos-Conde GROUP 4 Ma. Ann Kammille A. Roxas Marlon G. Sy Elizah de Guzman

Unit 2
1. Theoretical approaches and principles of teaching and learning in the clinical setting. 2. Adult learning theory. 3. Motivation and behavior change theories.

Motivation and Behavior Change Theories

MOTIVATION
-Etymologic definition (comes from the Latin word movere, means to set into motion. -A psychological force that moves a person toward some kind of action (Haggard,1989). -Willingness of the learner to embrace learning, with readiness as evidence of motivation (Redman, 2007).

MOTIVATIONAL FACTORS
-Factors that influence motivation can serve as incentives or obstacles to achieve desired behavior.

-Educator can influence the learner and can act as a motivational facilitator or blocker.

3 MAJOR CATEGORIES
1. Personal Attributes
- Consist of physical, developmental, and psychological components of the individual learner.

2. Environmental Influences
- Includes the physical and attitudinal climate.

3. Relationship Systems
- Those of significant other, family, community, and teacher learner interaction.

Personal Attributes
- Sensory input - Processing of information and short-term and long-term memory - Developmental stage - Emotional readiness - Values, beliefs and natural curiosity - Actual or perceived state of health

Environmental Influences
pleasant, comfortable, adaptable individualized surroundings Promote state of readiness to learn

Noise, confusion, interruptions, lack of privacy

Interfere with the capacity to concentrate and to learn

Relationship Systems
- Support System (family or significant others) - Teacher Learner interaction - The most salient aspect of individuals motivation

MOTIVATIONAL AXIOMS
- are rules that set the stage for motivation 1. The state of optimum anxiety 2. Learner readiness 3. Realistic goal setting 4. Learner satisfaction/success 5. Uncertainty reducing or uncertainty maintaining dialogue

ASSESSMENT OF MOTIVATION

- Motivational

assessment of the learner needs to be comprehensive, systematic, and conceptually based.

Comprehensive Parameters for Motivational Assessment of the Learner

MOTIVATIONAL STRATEGIES
1. Cognitive evaluation theory ( Ryan and Deci, 2000) -They note that autonomy and competence are intrinsic motivators that can be fostered by selecting teaching strategies just like concept mapping. 2. ARCS Model ( Keller, 1987) - Emphasizes strategies that the educator can use to effect changes in the learner by creating a motivating learning environment.

Attention introduces opposing positions, case studies and variable instructional presentations. Relevance capitalizes on the learners experiences, usefulness, needs, and personal choices. Confidence deals with learning requirements, level of difficulty, expectation, attributions and sense of accomplishment. Satisfaction pertains to timely use of a new skill, use of rewards, praise and self evaluation.

 organization of materials in a way that makes information meaningful to the learner, environment manipulation, positive feedback and providing opportunities for success are motivational strategies. ( Haggard, 1989)