Constructing and Exploring a Teaching Model for Integrating Professional and Innovation-Entrepreneurship Education for International Medical Students from the Perspective of Intrinsic Motivation

Abstract

Under the dual drivers of the internationalization of medical education and innovation and entrepreneurship education policies, this study adopts Self-Determination Theory (SDT) as its theoretical foundation to explore the construction of an integrated teaching model combining professional education and innovation-entrepreneurship education (hereinafter referred to as "Professional-Innovation Integration") for international medical students. Utilizing a qualitative research paradigm, this study combines literature review and theoretical construction. Employing the three basic psychological needs—autonomy, competence, and relatedness—as an analytical framework, it systematically discusses the core elements, operational mechanisms, and practical pathways of the Professional-Innovation Integration teaching model from an intrinsic motivation perspective. The study reveals that stimulating the intrinsic motivation of international medical students depends on three factors: expanding curriculum autonomy, fostering clinical and innovative practical abilities through a step-by-step approach, and establishing teacher-student communities and cross-cultural relatedness. These three elements are dynamically coupled through a feedback mechanism, jointly supporting the transformation of Professional-Innovation Integration from concept to teaching practice. The intrinsic motivation perspective provides a novel theoretical tool and practical pathway to address the practical dilemmas faced by international medical students, such as "passive learning" and "weak innovation awareness." This study offers theoretical contributions and practical implications for enhancing the quality of foreign-related medical education and deepening the reform of Professional-Innovation Integration teaching.