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Extraordinaire Precepting Chronicles 101: The Power of Positive Engagement to
Motivate the Poor Performer
Anita Cleven, PharmD, RPh
Huy Hoang, PharmD, RPh
Disclosure
In accordance with the ACPE’s and ACCME’s Standards for Commercial Support, anyone in a position to control the content of an educational activity is required to disclose their relevant financial relationships. In accordance with these Standards, ASHP is required to resolve potential conflicts of interest and disclose relevant financial relationships of presenters.
• In this session:
All planners, presenters, reviewers, and ASHP staff report no financial relationships relevant to this activity.
Opening Skit Questions
1. Is Huy motivated to beat this experience, whyor why not?
2. Is Dr. Cleven supportiveof Huy’s dreams?
?
2018 National Pharmacy Preceptors Conference Extraordinaire Precepting Chronicles 101:
The Power of Positive Engagement to Motivate the Poor Performer
Adam completes projects because he is fearful of what others think and is getting directives from his preceptor
Lisa completes all projects assigned to her because she grasps the value and understands its’ importance in the profession
Based on this synopsis, who is more likely to remain motivated throughout the experience and why?
Based on this synopsis, who is more likely to remain motivated throughout the experience and why?
Case 1: Anxious TJ
TJ appears to be tense and confides in you that he is highly anxious and is completing this experience because he “has to.” He is having trouble getting his assignments in on time and is not meeting many competencies of the experience. At midpoint he is not on track to pass.
Self‐Assessment: Identify the motivation behind the performance. . . Self‐Assessment: Identify the motivation behind the performance. . .
Case 2: Good ole’ Laura
Laura comes to your site after having not passed her previous APPE. She is upset and you come to find out that she is indifferent and disinterested in being at your site. She is lagging behind the other learners and has an attitude of “who cares?”
Self‐Assessment: Identify the motivation behind the performance. . . Self‐Assessment: Identify the motivation behind the performance. . .
2018 National Pharmacy Preceptors Conference Extraordinaire Precepting Chronicles 101:
The Power of Positive Engagement to Motivate the Poor Performer
1. Which one of these positive engaging techniques have you tried?
2. Which one would you like to try?
Revisit Case 1: Anxious TJ
TJ appears to be tense and confides in you that he is highly anxious and is completing this experience because he “has to.” He is having trouble getting his assignments in on time and is not meeting many competencies of the experience. At midpoint he is not on track to pass.
How would you positively tailor your conversation to motivate TJ?
How would you positively tailor your conversation to motivate TJ?
Revisit Case 2: Good ole’ Laura
Laura comes to your site after having not passed her previous APPE. She is upset and you come to find out that she is indifferent and disinterested in being at your site. She is lagging behind the other learners and has an attitude of “who cares?”
How would you positively tailor your conversation to motivate Laura?
How would you positively tailor your conversation to motivate Laura?
2018 National Pharmacy Preceptors Conference Extraordinaire Precepting Chronicles 101:
The Power of Positive Engagement to Motivate the Poor Performer
Key Takeaway #3: Positive engaging techniques (positive feedback, directing properly, value in uninteresting topics, emotional support, identify needs and wants) help foster motivation
References1. Ryan, R. M., & Deci, E. L. (2000). Self‐determination theory and the
facilitation of intrinsic motivation, social development, and well‐being. American Psychologist, 55, 68–78.
2. Kusurkar RA, Croiset G, Ten Cate TJ. Twelve tips to stimulate intrinsic motivation in students through autonomy‐supportive classroom teaching derived from self‐determination theory. Med Teach.2011;33(12):978–982.
3. Pankonin, Ashlie, and Rebekah Myers. “Home.” Center for Health Identity Behavior and Prevention Studies CHIBPS, 2018, wp.nyu.edu/steinhardt‐appsych_opus/teachers‐use‐of‐positive‐and‐negative‐feedback‐implications‐for‐student‐behavior/.
2018 National Pharmacy Preceptors Conference Extraordinaire Precepting Chronicles 101:
The Power of Positive Engagement to Motivate the Poor Performer
5. Sogunro, O. A. (2015). Motivating factors for adult learners in higher education. International Journal of Higher Education, 4(1), 22–37. doi:10.5430/ijhe.v4n1p22
6. Zimmerman, B. J. (2000). Self‐efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91.
7. Orsini C, Evans P, Jerez O. How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self‐determination theory. J Educ Eval Health Prof. 2015;12:8. doi: 10.3352/jeehp.2015.12.8.
2018 National Pharmacy Preceptors Conference Extraordinaire Precepting Chronicles 101:
The Power of Positive Engagement to Motivate the Poor Performer
12 Tips to Stimulate Intrinsic Motivation 1. Identify and nurture what students need and
want 2. Give positive and constructive feedback
3. Have students’ internal states guide their behavior 4. Give emotional support
5. Encourage active participation 6. Acknowledge students’ expressions of negative effect
7. Encourage students to accept more responsibility for their learning 8. Communicate value in uninteresting activities
9. Provide structured guidance 10. Give choices
11. Provide optimal challenges 12. Direct with ‘can, may, could’ instead of ‘must, need, should’
Adopted from: R. A. Kusurkar, G. Croiset & Olle Th. J. Ten Cate (2011) Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory, Medical Teacher, 33:12, 978-982, DOI: 10.3109/0142159X.2011.599896
Textbooks
1. Ryan, Richard M., and Edward L. Deci. Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Press, 2017.
2. Deci, Edward L., and Richard Flaste. Why We Do What We Do the Dynamics of Personal Autonomy. G.P. Putnam, 1995.
3. Gagné Marylène. The Oxford Handbook of Work Engagement, Motivation, and Self-Determination Theory. Oxford University Press, 2015.
Articles
1. Pankonin, Ashlie, and Rebekah Myers. “Home.” Center for Health Identity Behavior and Prevention Studies CHIBPS, 2018, wp.nyu.edu/steinhardt-appsych_opus/teachers-use-of-positive-and-negative-feedback-implications-for-student-behavior/.
2. Sogunro, O. A. (2015). Motivating factors for adult learners in higher education. International Journal of Higher Education, 4(1), 22–37. doi:10.5430/ijhe.v4n1p22
3. Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91.
2018 National Pharmacy Preceptors Conference Extraordinaire Precepting Chronicles 101:
The Power of Positive Engagement to Motivate the Poor Performer
Preceptor Motivation Checklist Handout Self-Determination Theory-based criteria to assess motivation
Competence
I create an environment where learners can feel confident in his/her ability to manage________ I assign workload that my learner is capable of completing (e.g. assignments, projects, presentations, journal clubs, etc.) My learner is able to do his/her own work-up on a patient and review patient charts independently I set realistic expectations where my learner can meet the challenges of the experience My learner is confident in his/her ability to learn this material My learner is capable of learning new material for this course My learner is able to achieve my goals in this course My learner feels able to meet the challenge of performing well in this course Autonomy
I provide my learner with choices and options I am able to be open with my learner at our meetings I convey confidence in my ability to make changes I encourage my learner to ask questions I feel trust in my learner I answer my learner’s questions fully and carefully I make an effort to understand how my learner see things before suggesting a new way to do things I create an environment where my learner feels able to share his/her feelings with me Relatedness
I care about my learner as a person I make an effort to have the learner feel like he/she is a part of the pharmacy team I serve as a good role model for the learner I respect the learner I value the learner I am warm and inviting I feel connected to my learner I serve as valuable resource that my learner can look up to Adopted from: “Questionnaires.” An Approach to Human Motivation & Personality, selfdeterminationtheory.org/questionnaires/.
The more boxes that are checked, the greater likelihood your learners’ will feel intrinsically motivated. Do these results match your perception of your learners’ motivation at your site? If so, how?
2018 National Pharmacy Preceptors Conference Extraordinaire Precepting Chronicles 101:
The Power of Positive Engagement to Motivate the Poor Performer
CASE 1: Sarah is from out of state and tells you she does not have a strong social support system. She is engaged and has a strong desire to learn and grow. She tells you that doing a pediatric residency with you has been her lifelong dream and she is absolutely grateful for this opportunity. As an effective preceptor, how would you support Sarah?
Sarah appears to be motivated, however does not have strong social support. Her sense of relatedness may be thwarted. This may ultimately impact her motivation. A suggestion for you to consider: connect her with some other residents, and or other social networks.
Show your support by checking-in with her. <Fill in with additional suggestions>
CASE 2: Robert is completely disengaged and struggling to meet the demands of the experience. You are frustrated with him because he “just doesn’t care.” What would you do?
A suggestion for you to consider: seek to understand what is happening by utilizing positive dialogue (e.g. abstain from accusatory language).
Based on his response tailor your approach to help meet his career goals. <Fill in with additional suggestions>
2018 National Pharmacy Preceptors Conference Extraordinaire Precepting Chronicles 101:
The Power of Positive Engagement to Motivate the Poor Performer