Dealing with negative role modelling in shaping professional physician: an exploratory study

Armyanti, Ita; Mustika, Rita; Soemantri, Diantha

doi:10.5455/jpma.29558

Cited by 9 publications

(13 citation statements)

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“…Most current theories are built on the notion that role modelling hinges on active observation of the role model’s personal, clinical, and/or social circumstances, practice, attitudes, decisions and skills; reflection on these observations; translation of these insights into principles and actions; and integration of these insights into practice, thinking, attitudes, skills, deliberations and conduct [ 59 – 76 ]. Many of these theories focus on learner attitudes, belief system, narratives, clinical experiences, contextual considerations and positive outcomes of role modelling [ 1 , 60 , 61 , 63 , 64 , 66 , 67 , 69 , 77 – 118 ]. There is little consideration for the wider sociocultural, programmatic and practical factors impacting role modelling.…”

Section: Resultsmentioning

confidence: 99%

Role modelling in professional identity formation: a systematic scoping review

Koh

Renganathan

et al. 2023

BMC Med Educ

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Background Role modelling’s pivotal part in the nurturing of a physician’s professional identity remains poorly understood. To overcome these gaps, this review posits that as part of the mentoring spectrum, role modelling should be considered in tandem with mentoring, supervision, coaching, tutoring and advising. This provides a clinically relevant notion of role modelling whilst its effects upon a physician’s thinking, practice and conduct may be visualised using the Ring Theory of Personhood (RToP). Methods A Systematic Evidence Based Approach guided systematic scoping review was conducted on articles published between 1 January 2000 to 31 December 2021 in the PubMed, Scopus, Cochrane, and ERIC databases. This review focused on the experiences of medical students and physicians in training (learners) given their similar exposure to training environments and practices. Results 12,201 articles were identified, 271 articles were evaluated, and 145 articles were included. Concurrent independent thematic and content analysis revealed five domains: existing theories, definitions, indications, characteristics, and the impact of role modelling upon the four rings of the RToP. This highlights dissonance between the introduced and regnant beliefs and spotlights the influence of the learner’s narratives, cognitive base, clinical insight, contextual considerations and belief system on their ability to detect, address and adapt to role modelling experiences. Conclusion Role modelling’s ability to introduce and integrate beliefs, values and principles into a physician’s belief system underscores its effects upon professional identity formation. Yet, these effects depend on contextual, structural, cultural and organisational influences as well as tutor and learner characteristics and the nature of their learner-tutor relationship. The RToP allows appreciation of these variations on the efficacy of role modelling and may help direct personalised and longitudinal support for learners.

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Section: Resultsmentioning

confidence: 99%

Role modelling in professional identity formation: a systematic scoping review

Koh

Renganathan

et al. 2023

BMC Med Educ

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“…As the heart of PIF was to accept and adapt with changes, reflective interactions discussing this uncertainty have become crucial for the PIF process [ 40 , 41 ]. Encouragement of such reflective inquiries by students is necessary as it would facilitate their learning and their ability to take advantage for their professional development, even from the negative role modelling [ 42 ]. Coming from a culture where uncertainty tends to be highly avoided, this study underscores the importance of a more teacher-driven, structured, longitudinal approach, providing clear guidance and guidelines for students, to conduct reflective practice and in seeking feedback from their mentors [ 12 , 23 ].…”

Section: Discussionmentioning

confidence: 99%

Professional identity formation of medical students: A mixed-methods study in a hierarchical and collectivist culture

et al. 2022

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Background Professional identity formation (PIF) has been recognized as an integral part of professional development in medical education. PIF is dynamic: it occurs longitudinally and requires immersion in the socialization process. Consequently, in the medical education context, it is vital to foster a nurturing learning environment that facilitates PIF. Aim This study assesses PIF among medical students in various stages of study and explores their perceptions of PIF, with its contributing and inhibiting factors. Method This mixed-methods study uses a sequential explanatory approach with undergraduate (years 2, 4, and 6) and postgraduate medical students in Indonesia. We examine the subjects by administering an adapted questionnaire on PIF. We completed a series of FGDs following questionnaire administration. Quantitative and thematic analyses were conducted sequentially. Results & Discussion A total of 433 respondents completed the questionnaire. There were statistically significant differences among subjects on the subscales “Recognition and internalization of professional roles” and “Self-control in professional behavior”; the more senior students had higher scores. We conducted 6 FGDs in total. The results characterize PIF as a complex, dynamic, and longitudinal journey to becoming a medical doctor that is closely related to a student’s motivation. The FGDs also highlight the importance of both internal factors (students’ values, attributes, and personal circumstances) and external factors (curriculum, the learning environment, workplace-based learning, and external expectations) for PIF in medical education. Conclusion Higher-level students show higher scores in some aspects of PIF, which further validates the potential use of the questionnaire to monitor PIF, a dynamic process influenced by internal and external factors. Generating awareness among medical students and encouraging reflection on their PIF stage may be crucial for PIF processes.

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“…Our findings show that factors affecting how students responded towards dilemma emphasized on the needs of more authoritative roles in the institutions which could provide greater psychological support for students to promote their well-being [ 40 ]. It is important to provide formal sessions in which students feel psychologically safe and comfortable to discuss significant dilemmatic experiences or unfavourable role modelling [ 41 , 42 ]. Engagement in reflective dialogues within peer groups and mentors that enabled students to share their concerns or mistakes, learn from the experiences, and support their resilience along with their professional identity formation was also highlighted [ 43 – 48 ].…”

Section: Discussionmentioning

confidence: 99%

“…Of course, we realise that supporting medical students in dealing with professional dilemmas requires a comprehensive approach that considers all factors: the people (medical students, clinical teachers, residents, other health professions) and their interactions, as well as the overall healthcare and clinical education systems. We should also acknowledge that medical students carried the sociocultural values within themselves, hence they should be empowered to learn from the dilemma while institutions prepare the systems to create more supportive learning environment [ 7 , 41 , 42 ]. Further studies exploring how students learn from dilemma and factors associated with the responses towards dilemma in different sociocultural context would be useful to enrich our understanding on this particular issue.…”

Section: Discussionmentioning

confidence: 99%

“To obey or not to obey” - Medical students’ response towards professional dilemmas in a hierarchical and collectivist culture

et al. 2021

Self Cite

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Background Clinical clerkship programme in medical schools were developed to provide students with direct interactions with patients and observe clinical teachers in practice. However, professional dilemmas are prone to occur due to the nature of experiential learning. Several studies across different cultures showed that medical students responded differently towards professional dilemma. Aims This study aims to explore how medical students respond to professional dilemmas occurred during their clinical clerkships and to what extent culture influences the responses. Method A qualitative descriptive approach was used in this study. We conducted four focus group discussions with final year medical students who were selected using maximum variety sampling method. Thematic analysis was conducted following the transcription of the focus groups. Results We identified the impact of dilemmas on students’ emotions and concerns, students’ responses towards professional dilemmas, and factors affecting responses to dilemmas in clinical clerkship, which confirmed that cultures played roles in how students responded towards professional dilemmas. Conclusion This study has identified that culture, to some extent, influenced the way students responded to professional dilemmas. Therefore, it is paramount to develop a conducive and culturally sensitive educational environment and students’ ability to learn from professional dilemma experienced in the workplace for developing their professional identity.

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Dealing with negative role modelling in shaping professional physician: an exploratory study

Cited by 9 publications

References 0 publications

Role modelling in professional identity formation: a systematic scoping review

Role modelling in professional identity formation: a systematic scoping review

Professional identity formation of medical students: A mixed-methods study in a hierarchical and collectivist culture

“To obey or not to obey” - Medical students’ response towards professional dilemmas in a hierarchical and collectivist culture

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