Students entering medical school are driven by different types of motivation: autonomous motivation, controlled motivation, or amotivation. Motivation types can influence students’ performance, outcome and well-being. To our knowledge, this topic has never been studied in Lebanese medical students. This study aims to identify students’ motivation types in the first 5 years of medical school at two Lebanese universities (USJ and USEK). It also aims to determine the predominant motivation type of the whole sample. Results may be the first step towards raising awareness about this topic and implementing actions that enhance autonomous motivation. A cross-sectional study was performed between January and June 2017. A questionnaire was sent to medical students by e-mail. The students’ academic motivation was assessed using the Academic Motivation Scale. A higher mean autonomous motivation score was found in each academic year, as compared to the mean controlled motivation and amotivation scores. The highest mean autonomous motivation score was seen among second year students, whereas the lowest score was noted in fifth year students. The highest scores for controlled motivation and amotivation belonged to the fourth-year students, and the lowest to the first-year students. Students who were still satisfied with medical studies had a higher autonomous motivation score. Finally, USJ students who were satisfied with their second year training had a higher mean autonomous motivation score than those who were not. This study showed high levels of autonomous motivation in the first five years of medical school. Autonomous motivation was the predominant type in the whole sample. The highest scores of controlled motivation and amotivation were noted in the fourth year. Moreover, high levels of self-determination were seen in students who enjoyed their early contacts with patients through trainings. Actions should be implemented in medical schools to enhance and maintain autonomous motivation, and consequently students’ outcome and health-care quality.

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黎巴嫩学生在医学院学习的动机：这些年来是否一直在变化？横断面研究

进入医学院的学生受不同类型的动机驱动：自主动机，受控动机或动机。动机类型会影响学生的表现，成绩和幸福感。据我们所知，黎巴嫩医学生从未研究过该主题。这项研究旨在确定在两所黎巴嫩大学（USJ和USEK）医学院学习的前5年中学生的动机类型。它还旨在确定整个样本的主要动机类型。结果可能是提高对此主题的认识并采取行动增强自主动机的第一步。2017年1月至2017年6月进行了横断面研究。通过电子邮件向医学生发送了问卷。使用学业动机量表评估学生的学业动机。与平均受控动机和动机得分相比，每个学年的平均自主动机得分更高。二年级学生的平均自主动机得分最高，而五年级学生的平均动机得分最低。控制动机和积极性得分最高的是四年级学生，最低的是一年级学生。仍然对医学研究感到满意的学生具有更高的自主动机得分。最后，对第二年的培训感到满意的USJ学生的平均自主动机得分要高于不满意的学生。这项研究表明，医学院毕业后的头五年，他们的自主动机很高。自主动机是整个样本中的主要类型。在第四年中，控制动机和积极性得分最高。此外，在通过培训与患者尽早接触的学生中，自决水平很高。在医学院校应采取行动，以增强和保持自主动力，从而提高学生的学习成绩和医疗质量。