Staged-release problem-based learning revitalizes medical students' intrinsic motivation and clinical reasoning

Bibliographic Data

ID21448196
AuthorsYasir Hassan Elhassan (0000-0003-0196-5413, Maastricht University, corresponding author), Judith M Sieben (0000-0002-5759-3383, Maastricht University), S Eleonore Köhler (Maastricht University), Desirée Joosten-ten Brinke (0000-0001-6161-7117, Maastricht University), Diana H J M Dolmans (Maastricht University), Diana Dolmans (0000-0002-4802-1156, Maastricht University)
Year2026
Volume48
Issue7
Pages1180-1192
Publication date2026-07-03
Open AccessYes
TypeARTICLE
VenueMedical Teacher (JOURNAL)
Journal identifiersISSN: 0142-159X • E-ISSN: 1466-187X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0142159x.2025.2610409
PMID41612652
OpenAlexW7126178200
LanguageEN
References cited33

INTRODUCTION: Problem-based learning (PBL) is central to many curricula, yet reports of 'PBL fatigue' and inconsistent gains in clinical reasoning suggest room for improvement. Grounded in Self-Determination Theory, we designed a Staged-Release Model (SRM) to enhance students' intrinsic motivation and refine clinical reasoning. This study evaluated the SRM's initial implementation by examining its association with medical students' intrinsic motivation and perceived clinical reasoning ability. METHODS: = 151) participated in the new 7-step model (SRM). Quantitative data were collected using the 24-item Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS), which assessed, on a 5-point Likert scale, students' basic needs for intrinsic motivation. Qualitative data were collected through semi-structured focus group interviews. RESULTS: Median scores for satisfaction with autonomy, relatedness, and competence were positive, accompanied by very low frustration scores. Qualitative analysis suggested that using the model enhanced students' learning of clinical reasoning, provided effective group interaction and engagement in the clinical context, and offered suggestions for improving consolidation sessions and tutor facilitation. DISSCUSSION: This study suggests that SRM may enhance students' intrinsic motivation, potentially alleviating PBL fatigue, and may support the development of clinical reasoning by meeting students' basic psychological needs

Analytic reasoning · Intrinsic motivation · Medical psychology · MEDLINE · Scientific reasoning · Clinical Reasoning and Diagnostic Skills · Innovations in Medical Education · Problem and Project Based Learning

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