Two groups of children aged between 4 and 12 years were studied to look at the effect of stress, time and type of questioning on memory. One group comprised 17 children having a blood sample taken as part of their medical care. The other group of 24 children were studied after reacting with a friendly stranger at their school. Memory was tested either four to ten days after the event or after three to six weeks. Memory was assessed by free recall, by questioning with cues, by structured questions, by leading or misleading questions and by asking the children to identify the blood-collection technician or friendly stranger from a photographic line-up. There was no difference between memory for the stressful or nonstressful events. The older children performed better in free recall although what the younger children did recall was highly accurate. The use of cues facilitated recall in all age groups. Children aged four to six years were less accurate than those aged seven to 12 years when objective questioning was used. Errors were more likely to be errors of omission than of commission in all age groups. Memory was less accurate after the longer time interval. With increasing interest in the reliability of children as witnesses, methods need to be found which will enable the child witness to give the maximum amount of accurate information. Those likely to be working with the child witness need to develop skills in talking with young children.

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BackgroundRole modelling by clinicians assists in development of medical students’ professional competencies, values and attitudes. Three core characteristics of a positive role model include 1) clinical attributes, 2) teaching skills, and 3) personal qualities. This study was designed to explore medical students’ perceptions of their bedside clinical tutors as role models during the first year of a medical program.MethodsThe study was conducted with one cohort (n = 301) of students who had completed Year 1 of the Sydney Medical Program in 2013. A total of nine focus groups (n = 59) were conducted with medical students following completion of Year 1. Data were transcribed verbatim. Thematic analysis was used to code and categorise data into themes.ResultsStudents identified both positive and negative characteristics and behaviour displayed by their clinical tutors. Characteristics and behaviour that students would like to emulate as medical practitioners in the future included:1) Clinical attributes: a good knowledge base; articulate history taking skills; the ability to explain and demonstrate skills at the appropriate level for students; and empathy, respect and genuine compassion for patients.2) Teaching skills: development of a rapport with students; provision of time towards the growth of students academically and professionally; provision of a positive learning environment; an understanding of the student curriculum and assessment requirements; immediate and useful feedback; and provision of patient interaction.3) Personal qualities: respectful interprofessional staff interactions; preparedness for tutorials; demonstration of a passion for teaching; and demonstration of a passion for their career choice.ConclusionExcellence in role modelling entails demonstration of excellent clinical care, teaching skills and personal characteristics. Our findings reinforce the important function of clinical bedside tutors as role models, which has implications for faculty development and recruitment.