Engaging students and faculty: implications of self-determination theory for teachers and leaders in academic medicine.
BACKGROUND
Much of the work of teachers and leaders at academic health centers involves engaging learners and faculty members in shared goals. Strategies to do so, however, are seldom informed by empirically-supported theories of human motivation.


CONCLUSIONS
This article summarizes a substantial body of motivational research that yields insights and approaches of importance to academic faculty leaders. After identification of key limitations of traditional rewards-based (i.e., incentives, or 'carrots and sticks') approaches, key findings are summarized from the science of self-determination theory. These findings demonstrate the importance of fostering autonomous motivation by supporting the fundamental human needs for autonomy, competence, and relatedness. In turn, these considerations lead to specific recommendations about approaches to engaging autonomous motivation, using examples in academic health centers.


CONCLUSIONS
Since supporting autonomous motivation maximizes both functioning and well-being (i.e., people are both happier and more productive), the approaches recommended will help academic health centers recruit, retain, and foster the success of learners and faculty members. Such goals are particularly important to address the multiple challenges confronting these institutions.
Office of Academic Affairs, University of Rochester Medical Center, 601 Elmwood Avenue, Box 706, Rochester, NY 14642, USA. Jeffrey_Lyness@urmc.rochester.edu.
Jeffrey M
JM
Lyness
Stephen J
SJ
Lurie
Denham S
DS
Ward
Christopher J
CJ
Mooney
David R
DR
Lambert
D004501:Education, Medical / Q000458:organization & administration*; D005180:Faculty, Medical / Q000592:standards / Q000706:statistics & numerical data; D006801:Humans; D007857:Leadership; D009042:Motivation; D026684:Personal Autonomy; D012577:Schools, Medical; D013337:Students, Medical