Fostering university students' autonomous motivation through a societal impact project: a qualitative study of students' and teachers' perspectives.

Background: Fostering students' autonomous motivation is linked to numerous positive outcomes. However, stimulating autonomous motivation of students in health professions remains a challenge. According to the Self-Determination Theory, supporting students' basic psychological needs for autonomy, relatedness, and competence fosters their autonomous motivation.

Patient-reported questionnaires to preoperatively identify high-risk surgical patients.

Purpose: Low cardiorespiratory fitness (CRF) increases the risk of postoperative morbidity and mortality following major surgery. Assessing CRF preoperatively, by measuring peak oxygen uptake (VO) during cardiopulmonary exercise testing (CPET), is valuable yet not widely available. This study aimed to assess whether questionnaires could be used preoperatively to identify high-risk surgical patients.

Forns index and fatty liver index, but not FIB-4, are associated with indices of glycaemia, pre-diabetes and type 2 diabetes: analysis of The Maastricht Study.

Objective: Glucose metabolism status (GMS) is linked to non-alcoholic fatty liver disease (NAFLD). Higher levels of advanced glycation end products (AGEs) are observed in people with type 2 diabetes mellitus (T2DM) and NAFLD. We examined the association between GMS, non-invasive tests and AGEs, with liver steatosis and fibrosis.

Not ready in the ways that count- a qualitative exploration of junior doctor's perceived preparedness for practice using Legitimation Code Theory.

Despite demonstrating the required competencies to graduate, many newly qualified doctors find the transition to internship difficult. There is a concern over whether their preparation is aligned with the expectations of the role. This study aimed to gain a better understanding of the competencies needed for legitimate practice as junior doctors and explores their perceived preparedness for practice.

Promoting students' autonomous motivation for the ongoing curriculum using a 'Societal Impact Project' with basic psychological needs characteristics.

Purpose: Autonomous motivation is important for university students, but it remains a challenge to stimulate their autonomous motivation for their curricula. We developed an extracurricular intervention (Societal Impact Project) with basic psychological needs supportive characteristics such as learning with self-defined problems relevant to curriculum and society, collaborative group work, and coaching by a teacher. This study aims at evaluating the intervention in fostering students' autonomous motivation for their regular curricula.