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Background & purpose: In 2020, we implemented a blended-learning competency-based curriculum in Family Medicine at Saarland University. It combines curriculum redesign based on updated medical education prerequisites in Germany (Masterplan 2020) and digitalization processes. We evaluate the approach to implement curriculum change during a pandemic, establish competency-based teaching, and facilitate the acquisition of competencies necessary to work in primary care.

Methods: We established a research collaboration with AMBOSS and the IMPP. We created a digital learning environment, including podcasts, videos, screencasts, primary care commentaries and formative assessment sessions. We established 54 separate two-on-one simulation-based seminar sessions that were digitally broadcasted to all students, who were unable to attend physically. To better understand learning during this new approach, we established an accompanying, sequential, explanatory design mixed-method research approach.

Results: From November 2020 to January 2021, 92 students participated in our new course design. 84 were included in our parallel research approach. Our new curriculum was evaluated with an average of 1.52 (1-6 scale). Participating students were primarily enrolled in year five out of six, with an average age of 26.2 years. 11.9% have children and 36.9% have completed other vocational training prior to their medical studies (e.g. nursing/paramedic). 14.5% intend to specialise in Family Medicine.

Conclusion: We aim to better understand what happens to students self-regulated learning and motivation, perceived competence gain and academic performance based on self-determination theory. Our model may help establish a foundation for other universities and departments to expand on in the future.

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Aim: Motivation is a great driver of learning. Depending on intrinsic or extrinsic motivation, different factors appear to influence the creation of motivation for learning. In this study, we aimed to better understand how motivation is fostered as an incentive to learning in medical students during a competency-based, blended-learning curriculum.

Methods: In this consecutive mixed-methods study, we applied a constructivist perspective.We organized two purposefully sampled focus group interviews with seven students each. with purposive sampling. We used structured content analysis to identify internalization and externalization processes of motivation to learn.

Results [Preliminary]: Interestingly, regardless to students’ initial motivational setup, both intrinsically – and extrinsically motivated students named similar factors of the curriculum as being helpful to get motivated to study for the course. These internalization processes, on preliminary evaluation, were caused by: Intelligibility, closeness to everyday practice and reality, interactive- and variety of tasks. Nevertheless, both groups also experienced that some factors, such as work overload, or the fear of failure when seen in a simulation by their fellow students, lead to a loss in intrinsic motivation.

Conclusion: Especially when designing new digital curricula, educators need to be aware of their role in fostering motivation, when providing students with learning material or activities. The sensation of relatedness, applicability, and meaningfulness ought to be reflected in the curriculum design and learning activities.