The Relationship between Academic Motivation and Lifelong Learning in Psychiatry Residents

Lifelong learning (LLL) is a core training competency across the learner continuum and motivation to learn is one factor influencing the development of lifelong learners. The purpose of this study was to elucidate the relationship between LLL and academic motivation during postgraduate training, specifically in psychiatry residency training. We also studied trainee factors that may influence LLL during residency training. One hundred and five (105) of 173 psychiatry residents from the University of Toronto participated in this cross-sectional study examining orientation to LLL and academic motivation, specifically intrinsic motivation (IM), extrinsic motivation (EM) and amotivation. Residents completed a questionnaire characterizing self-directed learning practices, LLL and academic motivation. Participants’ orientation to LLL was significantly correlated with academic motivation total scores and with IM scores. There was no significant correlation between LLL and either EM or amotivation sub-scales. There was no significant difference in LLL or academic motivation scores based on respondents’ training year, gender, or age; however, residents participating in the research training stream had significantly higher orientations to LLL than non-research stream residents. Therefore, our results reinforce the association between IM and LLL during residency training. The incorporation of teaching and curricula to support autonomous motivation in postgraduate medical education may be beneficial to the development of LLL skills for practice.