Putting Self-Determination Theory Into Practice: A Practical Tool for Supporting Medical Learners’ Motivation

Abstract

Self-determination theory (SDT) is a well-established framework that identifies three basic psychological needs—autonomy, competence and relatedness—as essential for motivation, engagement and well-being. Despite increasing recognition of SDT's relevance in medical education, educators lack practical tools to translate theory into daily teaching practice. This paper addresses that gap by offering a concise, evidence-informed table of actionable strategies for educators to support learners' psychological needs in routine interactions. Targeted at clinical teachers and program leaders, the tool is designed to guide real-time application of SDT principles, fostering learning environments where motivation and thriving can take root. A key feature of the tool is its inclusion of specific, example language that educators can use to support autonomy, competence and relatedness in everyday clinical interactions. In addition, I present a single-page visual summary (Figure 1) that brings together the highest-yield SDT strategies in a concise, accessible reference. This diagram serves as a practical checkpoint and reminder for educators to align their daily interactions with SDT principles.