The clinical educator’s guide to fostering learner motivation: AMEE Guide No. 137

Kayley M. Lyons, Jeff J. Cain, Stuart T. Haines, Danijela Gasevic, Tina P. Brock

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


Motivation theory and research remain underused by health professions educators. Some educators say it can seem too abstract. To address this, we applied health care language to learner motivation theories. Using a familiar metaphor, we examined the indications, mechanism of action, administration, and monitoring of learner motivation interventions. Similar to the treatment monographs in medicine compendia, we summarized each motivation intervention in the form of a monograph. The purpose of this guide is for health professions educators to develop an understanding of when (i.e. indication) and how (i.e. mechanism of action) learner motivation interventions work. With this information, they can then access ready-to-implement strategies (i.e. administration) to increase their learner interest and assess the effects of these interventions (i.e. monitoring).

Original languageEnglish
Pages (from-to)492-500
Number of pages9
JournalMedical Teacher
Issue number5
StatePublished - 2021

Bibliographical note

Publisher Copyright:
© 2020 AMEE.


  • Motivation
  • clinical educators
  • engagement
  • health professions students
  • medical students

ASJC Scopus subject areas

  • Education


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