ArticleAnnals of medicine2026
Assessing changes in academic motivation across medical training stages: a longitudinal study in Malaysia.
Article in Annals of medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionSustained academic motivation is essential for the success and well-being of medical students. As students progress from pre-clinical to clinical training, the transition in learning environments is theorized to facilitate motivation internalisation, consistent with Self-Determination Theory (SDT). Unlike cross-sectional studies, a longitudinal approach allows tracking of individual changes over time, offering deeper insights into developmental trends. This study examined changes in academic motivation at the start of medical school, after pre-clinical training, and following two years of clinical training.
methodsThe Academic Motivation Scale (AMS) was administered to 292 students from a five-year undergraduate medical programme in Malaysia across three stages: entry, post pre-clinical, and after two years of clinical training. Three cohorts (2016-2018) were followed longitudinally over seven years (2016-2022). Analysis involved confirmatory factor analysis (CFA) to validate AMS and assess reliability using composite reliability (CR), followed by repeated measures ANOVA to examine motivational changes.
resultsCFA confirmed the AMS as valid and reliable. At entry, students showed moderate to high extrinsic and intrinsic motivation with low amotivation. Amotivation rose from Year 1 (
conclusionThe decline in intrinsic motivation and rise in amotivation highlight challenges in sustaining motivation through medical training. These trends may impact academic performance, mental health, and professional growth, underscoring the need for curriculum adaptations, mentorship, and stress-reduction initiatives to better support students.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.