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<p>In innovation and entrepreneurship education, personalized Education is achieved through specialized creative integration and project-based learning to cultivate college students’ abilities in innovation, creation, and entrepreneurship. However, besides providing a wide range of course options and resources on the supply side, it is crucial to emphasize enhancing learners’ intrinsic motivation on the demand side of project-based learning. We conducted an educational practice to enhance students’ personalized learning inherent motivation in the medical school. Through assigning one project per student, we aimed to stimulate students’ curiosity, empathy, and sense of responsibility by focusing on the authenticity of project topics. Furthermore, the uniqueness of projects in innovation and creation was used to enhance students’ understanding of identification and ownership. Additionally, we promoted students’ courage to transform old habits, products, and services through a sense of belonging and conformity fostered within the student community. The timely supervision and rewards in competitions also contributed to students’ understanding of rhythm, fulfillment, and respect. After a project-based Practice, significant progress and improvements were observed in students’ professional abilities, multiple intelligences, creativity, and competition results.</p>
</abstract>

In innovation and entrepreneurship education, personalized Education is achieved through specialized creative integration and project-based learning to cultivate college students’ abilities in innovation, creation, and entrepreneurship. However, besides providing a wide range of course options and resources on the supply side, it is crucial to emphasize enhancing learners’ intrinsic motivation on the demand side of project-based learning. We conducted an educational practice to enhance students’ personalized learning inherent motivation in the medical school. Through assigning one project per student, we aimed to stimulate students’ curiosity, empathy, and sense of responsibility by focusing on the authenticity of project topics. Furthermore, the uniqueness of projects in innovation and creation was used to enhance students’ understanding of identification and ownership. Additionally, we promoted students’ courage to transform old habits, products, and services through a sense of belonging and conformity fostered within the student community. The timely supervision and rewards in competitions also contributed to students’ understanding of rhythm, fulfillment, and respect. After a project-based Practice, significant progress and improvements were observed in students’ professional abilities, multiple intelligences, creativity, and competition results.

Educational Practices to Enhance Learners’ Intrinsic Motivation — Based on the Learning Process of Medical Students in a Specialized Creative Integration Project

The Fifth Affiliated Hospital of Zhengzhou University

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

In innovation and entrepreneurship education, personalized Education is achieved through specialized creative integration and project-based learning to...

Educational Practices to Enhance Learners’ Intrinsic Motivation — Based on the Learning Process of Medical Students in a Specialized Creative Integration Project

Online veröffentlicht: 26. Feb. 2024

Seitenbereich: -

Eingereicht: 02. Jan. 2024

Akzeptiert: 09. Jan. 2024

DOI: https://doi.org/10.2478/amns-2024-0342

Schlüsselwörter
Specialized creative integration, Project-based learning, Intrinsic motivation, Multiple intelligences, Creativity

© 2024 Jingliang Zhang et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Educational Practices to Enhance Learners’ Intrinsic Motivation — Based on the Learning Process of Medical Students in a Specialized Creative Integration Project

Online veröffentlicht: 26. Feb. 2024

Seitenbereich: -

Eingereicht: 02. Jan. 2024

Akzeptiert: 09. Jan. 2024

DOI: https://doi.org/10.2478/amns-2024-0342

SchlüsselwörterSpecialized creative integration, Project-based learning, Intrinsic motivation, Multiple intelligences, Creativity

© 2024 Jingliang Zhang et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
Specialized creative integration, Project-based learning, Intrinsic motivation, Multiple intelligences, Creativity