Medical Student Motivation and Well-being: A Systematic Review

Abstract

Introduction: Research directly applying theories of motivation to the well-being of medical students remains scarce, likely heterogeneous, and widely dispersed. A systematic review was therefore conducted to summarise and critically appraise current evidence of the relationship between medical students' motivation and their well-being. Methods: In December 2013, a systematic literature search of four electronic databases (Medline, EMBASE, Psychinfo, ERIC) was completed. Articles focusing on both medical student motivation and well-being were included. Selection was based on strict eligibility criteria after examining full-texts. Results: From 2,204 potential titles, 26 full text articles were assessed for eligibility, and nine studies met review inclusion criteria. Studies demonstrated significant associations between motivation (including intrinsic, extrinsic, amotivation, self-efficacy, and self-regulation) and well-being (including quality of life, stress, anxiety, or exhaustion), which was moderated by demographic and curriculum variables. Furthermore, a relationship may exist between, motivation, well-being, and academic achievement. There was significant heterogeneity in the study outcomes, and risks of bias were common in study methodologies. Conclusions: There is evidence to suggest a relationship between medical student motivation and well-being, and academic achievement. However, heterogeneity and risks of bias were common in study methodologies. Further research is needed to explain demographic differences, and how curricula can promote optimal motivation and well-being for all medical students.