A skill to be worked at: using social learning theory to explore the process of learning from role models in clinical settings

Abstract

BackgroundRole modelling is widely accepted as being a highly influential teaching and learning method in medical education but little attention is given to understanding how students learn from role models. This study focuses on role modelling as an active, dynamic process, involving observational learning and aims to explore the process involved, including strategies that learners and medical teachers use to support this.MethodsTo gain insight into medical students’ and clinical teachers’ understanding of learning through role modelling, a qualitative, interpretative methodology was adopted, using one-to-one semi-structured interviews. Six final year medical students and five clinical teachers were purposefully sampled and interviewed. Interviews were audio recorded and transcribed. The data were then analysed using open and axial coding before codes were combined to develop broader themes.ResultsStudents could identify ways in which they learnt from role models but acknowledged that this was complex and haphazard. They described selectively and consciously paying attention, using retention strategies, reproducing observed behaviour and being motivated to imitate. Students evidenced the powerful impact of direct and vicarious reinforcement. Clinical teachers reported using strategies to help students learn, but these were not always consciously or consistently applied or informed by teachers’ understanding of their students’ cognitive processing.ConclusionFindings illustrate in what ways the process of learning from role models in clinical settings is challenging. They also support the relevancy and usefulness of Bandura’s four stage social learning model for understanding this process and informing recommendations to make learning from role modelling more systematic and effective.Electronic supplementary materialThe online version of this article (10.1186/s12909-018-1251-x) contains supplementary material, which is available to authorized users.

<p>The Long-Term Effectiveness of Empathic Interventions in Medical Education: A Systematic Review</p>

“…82 The idea that merely being present while "good" medicine takes place is not an effective learning strategy because student learning from role models is complex and haphazard. 83 Empathic, inclusive attitudes are associated with having experienced diverse interactions of varying levels of intimacy bolstered by everyday instances of proximity and familiarity, 84 not just structured clinical activity. 85…”

Role modelling in the training of hospital-based medical specialists: a&nbsp;validation study of the Role Model Apperception Tool (RoMAT)

“…Resident training is largely workplace-based[6] and learning occurs through observation and imitation[3] and subsequently through role modelling [10]. Literature has shown that students might benefit from early awareness of role model behaviour and clinical teachers have stated that they rarely receive feedback on the impact of their role modelling and lack awareness [7]. Awareness of role modelling improves role model behaviour [17].…”

“…In medical education, workplace-based learning forms an important component of the training program and therefore should be used effectively [6]. Role modelling is a key component of this, which fits the framework of the social learning theory[7] and has been described in the literature as the process in which ‘faculty members demonstrate clinical skills, model and articulate expert thought processes and manifest positive professional characteristics’ [1]. The resident is influenced, positively or negatively, by the clinical teacher through his or her behaviour during daily practice [1, 7–10].…”

“…Role modelling is a key component of this, which fits the framework of the social learning theory[7] and has been described in the literature as the process in which ‘faculty members demonstrate clinical skills, model and articulate expert thought processes and manifest positive professional characteristics’ [1]. The resident is influenced, positively or negatively, by the clinical teacher through his or her behaviour during daily practice [1, 7–10]. An individual is a positive role model when he or she exhibits excellent teaching skills, clinical skills and personal factors such as compassion, integrity and honesty [2].…”

O poder da observação. Potencialidades quase esquecidas do Modelo Cognitivo-social de Aprendizagem

“…Na aprendizagem tudo depende da atenção concedida à observação do modelo. Tanto em contextos de aprendizagem por observação presencial (Horsburgh & Ippolito, 2018), como no visionamento de conteúdos multimédia para formação (van der Meij et al, 2018, van Wermeskerken et al, 2018, como ainda no contexto virtual de aprendizagens on-line (Mbati & Minnaar, 2015), Cerdeira, J. P. (2020). O poder da observação.…”