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2019-12-01

Ding, Mao, Babenko, Oksana, Koppula, Sudha, Oswald, Anna, White, Jonathan

Introduction: Lifelong learning requires sustained motivation for learning. Employing a motivational theory framework, we investigated the relationships of psychological need satisfaction, clinical teaching involvement, and lifelong learning of physicians at different career stages and in...

2018-02-02

Babenko, Oksana

This study investigated the roles of basic psychological needs—autonomy, competence, and relatedness—in physicians’ professional well-being, specifically satisfaction with professional life, work-related engagement, and exhaustion. Using an online survey, quantitative data were collected from 57...

2017-12-10

Babenko, Oksana, Nadon, Lindsey, Ding, Mao, Daniels, Lia

Medical learners are critical stakeholders in medical education research – they are both research participants and end-users of research findings. Traditional forms of disseminating research findings may take years to produce and may never be accessed by participants. Despite this, medical...

2020-02-03

Babenko, Oksana, Mosewich, Amber, Sloychuk, Janelle

The effectiveness of medical school efforts in addressing suboptimal student wellbeing rests, in part, on how students perceive their learning environment. The study aim was to determine whether students’ sport background was a contributing factor in students’ perceptions of the medical program...

2015/22/12

Campbell, Sandy, Babenko, Oksana, Korowynk, Christina, Kraut, Roni, Allan, G. Michael, Vandermeer, Ben, Katz, Lauren, Gross, M. Shirley

2019-09-20

Rashid, Marghalara, Guo, Qi, Babenko, Oksana

Theory: Self-compassion has been identified as a promising interventional target enabling medical learners to respond effectively to stressors and challenges of medical training. Determining factors in the learning environment that support self-compassion is critical for developing such...

2019-04-01

Babenko, Oksana, Oswald, Anna

Aim: Competency-based medical education aims to foster mastery goals in learners. We examined medical students’ mastery approach (beneficial) and mastery avoidance (maladaptive) goals and their associations with students’ basic psychological needs, self-compassion, and self-efficacy. Methods:...