During his plenary at the June 2021 IAMSE annual conference entitled “Top Ten Ways an ID [Instructional Designer] can help you Define the New Normal,” Dr. Atsusi Hirumi reminded us that learner motivation is as important as ability (i.e., skills and knowledge) and opportunity in determining performance.

How can health professions educators continue to motivate students to learn, especially during these tumultuous times? Dr. Hirumi suggests that instruction should adhere to the ARCS model of motivational design:

What learner motivation strategies might you employ this fall to enhance your learners’ performance? Comment below or share your ideas via Twitter at #MedEdPearls!

#MedEdPearls are developed monthly by the Central Group on Educational Affairs. Previously, #MedEdPearls explored topics including a one minute pause on mattering, skating to where the HPE puck is going to be, and applying principles of trauma-informed care to our return to classroom teaching.

 

Author BIO

Leah Sheridan, PhD, is a medical educator in physiology. Leah currently holds a position of Professor of Instruction at Ohio University Heritage College of Osteopathic Medicine where she serves in curriculum innovation, development and leadership. Leah’s areas of professional interest include the scholarship of teaching and learning, physiology education, and curriculum development. Leah can be reached via This email address is being protected from spambots. You need JavaScript enabled to view it..