Identifying characteristics that students, interns and residents look for in their role models

Elzubeir, Margaret; Rizk, Diaa E. E.

doi:10.1046/j.1365-2923.2001.00870.x

Cited by 121 publications

(132 citation statements)

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“…Therefore, we believe that the nonsignificant results were because of the contradiction between the received education and free spirit, typical for the young age of the respondents. It is an accepted fact that if a student gets in touch with a creative environment, with teachers who encourage this, the individual creativity will increase [96]. Therefore, it is expected that the reform of the Romanian education system should take into account this aspect.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of the Determinants of Entrepreneurial Intentions among Students: A Romanian Case Study

et al. 2016

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Developing people's interest towards starting a business plays a vital role in the former socialist countries in which, for a very long time, private property and free initiative were almost completely annihilated. Therefore, countries like Romania cannot design a sustainable growth model without taking into account the necessary improvements in the human capital factor, through the entrepreneurial education specific to the market economy, and in the social capital, which leads to stability and enhances the economic activity. The main objectives of this paper are to analyze how much the entrepreneurial intentions are influenced by certain psycho-behavioral traits of the individual (creativity, locus of control, need for achievement and risk taking propensity) and to evaluate the influence of different types of education on these intentions, in order to see if the entrepreneurial education significantly influences the entrepreneurial intentions of Romanian young people. By analyzing the specialized literature, we have developed six research hypothesis that were tested on a sample of 600 students from the undergraduate (bachelor) and master programs within the large state universities of Romania who have entrepreneurship courses in the content of their curricula, with the help of a questionnaire-based survey. Depending on the research hypothesis, several data analysis approaches were used, including Analysis of Variance (ANOVA), Principal Component Analysis (PCA) and General Linear Models (GLM). The main results of this study clearly illustrate that the need for achievement and the propensity towards taking risks play an important role in determining the entrepreneurial intention. Furthermore, graduates of the high schools with an entrepreneurial field are less inclined to engage in businesses compared to the graduates of the high schools that offer general education.

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Section: Discussionmentioning

confidence: 99%

An Analysis of the Determinants of Entrepreneurial Intentions among Students: A Romanian Case Study

et al. 2016

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“…Other writers also suggest that the influence of role models is powerful 20,37,51 and should be further explored in this context, particularly for those with attitudinal problems 12 .…”

Section: An 'Education Community'mentioning

confidence: 99%

Professional attitudes: can they be taught and assessed in medical education?

2002

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-The medical profession is under increasing scrutiny with regard to the undesirable attitudes and behaviours of some of its members. Despite the setting of objectives for professional attitudes, it remains unclear how these can be taught and assessed. Having defined 'attitudes' , we consider some of the influences upon the development of professional attitudes within medicine. We then review possible ways of encouraging desirable attitudes and behaviours. Finally, we review and critique the main types of attitude assessment. We conclude that attitudes are complex, that the influence of medical culture is crucial, and that feasible assessment tools have yet to be developed. Key words: assessment, CPD, General MedicalCouncil, medical education, professional attitudes.The performance of doctors has come under increasing scrutiny in both the USA and the UK. This reflects the public's concern over what are perceived to be the inappropriate attitudes and behaviours of some members of the profession, together with an apparent lack of accountability. Sir Donald Irvine, President of the UK's General Medical Council (GMC), has called for a 'new professionalism' and has highlighted the fact that 'the public's unfulfilled expectations of doctors are crucially about attitudes' 1 . Similarly, in the USA, the definition of a profession (attributed to Supreme Court Justice Louis Brandels) stresses altruistic attitudes: 'A profession … cherishes performance … above personal rewards' 2 .How can medical students and doctors be encouraged to develop desirable attitudes? In the UK, medical schools have been revising their curricula in response to the recommendations published by the GMC in Tomorrow's doctors 3 . For the first time, the GMC has presented UK medical schools with a list of 'attitudinal objectives' that students are expected to have acquired and demonstrated by the time they graduate (Table 1). At postgraduate level, the GMC has published Good medical practice 4 , which contains a list of 14 'duties of a doctor' which are similar to, but not exactly the same as, the undergraduate attitudinal objectives ( Table 2). The GMC's approach to attitudes is not new. It mirrors aspects of 'the ideal internist' , a concept first put forward by the American Board of Internal Medicine (ABIM) in the 1970s 5 . More recently, the importance of attitudes has been reiterated in the USA in the form of learning objectives for medical student education. These have been proposed both by the Association of American Medical Colleges (AAMC) 6 and by a collaboration of the Society of General Internal Medicine (SGIM), the Clerkship Directors in Internal Medicine (CDIM) and the Division of Medicine at the US Department of Health and Human Services 7 . How are these objectives to be taught and assessed? At a conference organised by the GMC in 1997 it was acknowledged that 'the teaching and assessment of professional attitudes was proving to be the most difficult element of the new guidance' 8 , and the AAMC concluded that 'universally agre...

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“…[15][16][17][18] However, Elzubeir and Rizk highlighted that academic departments tended to make appointments on the basis of research skills and publications. 5 These aspects were not considered important by students as far as role models were concerned. 5 Students expect professional behaviour from their role models.…”

Section: Discussionmentioning

confidence: 99%

“…According to the views of both the medical profession 2,3 and research [4][5][6][7] , role models are important for the professional socialisation of medical students. Mufson, for example, states that "physicians must do more than talk about professionalism; they must live it."…”

Section: Introductionmentioning

confidence: 99%

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Medical students on the value of role models for developing 'soft skills' - "That's the way you do it

et al. 2006

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Objective: The Soft Skills Project examined the professional development of medical students at the University of Pretoria, especially their doctor-patient interaction skills and professional socialisation. This paper reports on one of the findings of the project, namely the importance that medical students attach to role models in the development of soft skills. Methods: We used a qualitative method with symbolic interactionism and grounded theory as framework. Fourty two final-year students from the last cohort following the traditional curriculum at the University of Pretoria in 2001, and 49 final years from the first cohort following the reformed curriculum in 2002 were recruited. Data were collected by applying focus groups, in-depth, individual interviews, as well as autobiographical sketches. Data were captured by means of audio tape recordings, transcripts of the tapes, researchers' field notes, and written accounts by students, and were analysed by using a general inductive approach. Results: There were no striking differences between the comments of the two groups. Students considered registrars to be the most influential role models in the clinical teaching context, followed by specialist consultants. Their idea of a good role model was a clinically and academically competent doctor that cared about patients, had good interpersonal skills, and who could inspire students. Students needed and appreciated good role models to help them to develop their own soft skills. They expected guidance and behavioural examples from clinical teachers. Although there were competent role models, the students were exposed to poor role models. Poor role models mainly affect students negatively. Students tend to imitate and perpetuate unacceptable behaviour. Furthermore, poor role models have a negative emotional effect on students and are detrimental to their moral and learning environment. Sometimes, poor role models have a paradoxical positive effect in the sense that they inform students how not to behave. Conclusion: Medical schools and medical doctors working with medical students should be consciously aware of the importance of role models both when allocating clinical teachers to students, and while performing duties with students. It is especially necessary to realise that poor role modelling has important detrimental effects on students. Therefore, an attempt should be made to ensure that not only clinical examination skills, but also soft skills, are demonstrated at the bedside. Measures to ensure adequate exposure of students to positive role models could include: staff development; the identification of good role models to guide registrars; and a reallocation of tasks, where possible, to increase the exposure of students to the 'natural' role models.

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Identifying characteristics that students, interns and residents look for in their role models

Abstract: Knowing the characteristics of excellent role models should help medical educators to formulate strategies to recruit, retain and develop them. Increasing exposure of a variety of excellent role models to aspiring medical practitioners should be encouraged.

Cited by 121 publications

References 14 publications

An Analysis of the Determinants of Entrepreneurial Intentions among Students: A Romanian Case Study

An Analysis of the Determinants of Entrepreneurial Intentions among Students: A Romanian Case Study

Professional attitudes: can they be taught and assessed in medical education?

Medical students on the value of role models for developing 'soft skills' - "That's the way you do it

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