Simulated patient consultations in a second language: the role of open learning tasks in enhancing competence and intrinsic motivation

BackgroundThe present study aims to investigate the impact of open and closed tasks on the intrinsic motivation and language learning competence of international students enrolled at UM, following the medical Dutch course. The students look forward to improving their academic-Dutch second language in the field of Medicine. We hypothesize that the students learning with open learning tasks will outperform students learning with the closed learning task on both intrinsic motivation and Medical Dutch competence.MethodsA mixed-methods pre-post quasi experimental study was conducted with 15 Dutch medical students in two intact groups (open task: n = 7; closed task: n = 8). To measure the main constructs, we combined intrinsic motivation to experience stimulation scale (IMES), need for competence scale (NCS) with self- & peer-assessed rubrics or checklists and individual semi-structured interviews. We subsequently subjected the quantitative data to a normalized gain score analysis and applied Mann-Whitney U test. The qualitative data thematic analysis was conducted to compare the groups.ResultsIMES for second language learning was found higher in the open-task group. The open-task group demonstrated a higher level of competence based on the results of both NCS and self- and peer assessments. The interviews uncovered three themes in learning medical L2 that supported the quantitative findings: learning expectations, contentment with learning, and perceived learning improvement.ConclusionsCompared to closed tasks, open tasks increased intrinsic motivation for learning Dutch as a second language (L2) in medical consultations. Yet, students reported higher difficulties in learning L2 as well as higher competence growth compared to the closed task. Hence, by requiring more self-reflection and creativity while positively affecting competency development, the open tasks seemed to create a desirable difficulty. Future research should incorporate more objective data on student learning and performance.