Observation, Reflection, and Reinforcement: Surgery Faculty Membersʼ and Residentsʼ Perceptions of How They Learned Professionalism

Park, Jason; Woodrow, Sarah; Reznick, Richard K.; Beales, Jennifer; MacRae, Helen

doi:10.1097/acm.0b013e3181c47b25

Cited by 92 publications

(79 citation statements)

References 21 publications

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“…For example, consideration should be made in terms of the parts of training that should be realized outside operating theatres and which parts are essential to conduct in authentic situations (Silvennoinen et al 2009). In fact, learning professionalism (tacit knowledge) in surgery, such as attitudes, values, and behaviors, good role models in the form of specialist instructors are an important force influencing residents' professional development (Park et al 2010). Role modeling should also be offered structurally within training programs through demonstration, as well as in 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 everyday work enabling learning through observation, reflection, and reinforcement (Park et al 2010).…”

Section: Discussion and Suggestions For Failure Prevention In Otmentioning

confidence: 99%

Video-assisted surgery: suggestions for failure prevention in laparoscopic cholecystectomy

2014

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Section: Discussion and Suggestions For Failure Prevention In Otmentioning

confidence: 99%

Video-assisted surgery: suggestions for failure prevention in laparoscopic cholecystectomy

2014

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“…3 Influence of positive role models on student's career choice Henderson et al 1996;Wright et al 1997;Ambrozy et al 1997;Watts et al 1998;Basco andReigart, 2001, Drouin et al 2006;Berman et al 2008;Ravindra and Fizgerald, 2011. 4 The process of positive role modelling Jones et al 2004;Thiedke et al 2004;Balmer et al 2007;Park et al 2010;Curry et al 2011;Thiedke et al 2004.…”

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confidence: 99%

Doctor role modelling in medical education: BEME Guide No. 27

et al. 2013

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Aim: The aim of this review is to summarise the evidence currently available on role modelling by doctors in medical education. Methods: A systematic search of electronic databases was conducted (PubMed, Psyc-Info, Embase, Education Research Complete, Web of Knowledge, ERIC and British Education Index) from January 1990 to February 2012. Data extraction was completed by two independent reviewers and included a quality assessment of each paper. A thematic analysis was conducted on all the included papers. Results: Thirty-nine studies fulfilled the inclusion criteria for the review. Six main themes emerged from the content of high and medium quality papers: 1) the attributes of positive doctor role models; 2) the personality profiles of positive role models; 3) the influence of positive role models on students' career choice; 4) the process of positive role modelling; 5) the influence of negative role modelling; 6) the influence of culture, diversity and gender in the choice of role model. Conclusions: This systematic review highlights role modelling as an important process for the professional development of learners. Excellence in role modelling involves demonstration of high standards of clinical competence, excellence in clinical teaching skills and humanistic personal qualities. Positive role models not only help to shape the professional development of our future physicians, they also influence their career choices. This review has highlighted two main challenges in doctor role modelling: the first challenge lies in our lack of understanding of the complex phenomenon of role modelling. Second, the literature draws attention to negative role modelling and this negative influence requires deeper exploration to identify ways to mitigate adverse effects. This BEME review offers a preliminary guide to future discovery and progress in the area of doctor role modelling. Section 1: IntroductionRole modelling has been highlighted as an important phenomenon in medical education. Its importance in professional development of learners has been illustrated by medical educators' worldwide (Gordon & Lyon 1998;Skeff & Mutha, 1998; Ficklin et al. 1998;Yazigi et al. 2006;Joubert et al. 2006;McLean, 2006). Over the past decade there has been an explosion of interest in doctor role modelling with many influential discussion articles (Matthews 2000;Maudsley 2001;Paice et al. 2002;Kenny et al. 2003;Kahn 2008;Cruess et al. 2008). These leading articles inspired this review of the primary research on role modelling. Role modelling has been described as the process in which 'faculty members demonstrate clinical skills, model and articulate expert thought processes and manifest positive professional characteristics. ' (Irby 1986, p. 40). This is the definition that was chosen for this systematic review. Role modelling takes place in three interrelated educational environments which are the formal, informal and hidden curriculum (Hafferty 1998). The informal curriculum is defined as an 'unscripted, predominantly ad hoc, and hi...

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“…Role modelling by faculty and mentors in ortho pedic training units is therefore 1 plausible strategy that may lead to increased uptake of IPV screening, as this form of social learning has been effective with surgeons in other domains when imparting nonsurgical skills. 25 Given the critical role of clinical preceptors, it is essential that these individuals become armed with a knowledge base to screen and respond to IPV. This may occur through faculty development initiatives and should be integral to training programs for future orthopedic care providers.…”

Section: Theme 2: Identify Championsmentioning

confidence: 99%

“I’ve never asked one question.” Understanding the barriers among orthopedic surgery residents to screening female patients for intimate partner violence

et al. 2014

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Background: Intimate partner violence (IPV) is a global public health problem. Ortho pedic surgery residents may identify IPV among injured patients treated in fracture clin ics. Yet, these residents face a number of barriers to recognizing and discussing IPV with patients. We sought to explore orthopedic surgery residents' knowledge of IPV and their preparedness to screen patients for IPV in academic fracture clinic settings with a view to developing targeted IPV education and training. Methods:We conducted focus groups with junior and intermediate residents. Discus sions explored residents' knowledge of and experiences with IPV screening and pre paredness for screening and responding to IPV among orthopedic patients. Data were analyzed iteratively using an inductive approach. Results:Residents were aware of the issue of abuse generally, but had received no spe cific information or training on IPV in orthopedics. Residents did not see orthopedics faculty screen patients for IPV or advocate for screening. They did not view IPV screen ing or intervention as part of the orthopedic surgeon's role. Residents' clinical experi ences emphasized time management and surgical intervention by effectively "getting through clinic" and "dealing with the surgical problem." Communication with patients about other health issues was minimal or nonexistent. Conclusion:Orthopedic surgery residents are entering a career path where IPV is well documented. They encounter cultural and structural barriers preventing the incorpora tion of IPV screening into their clinical and educational experiences. Hospitals and aca demic programs must collaborate in efforts to build capacity for sustainable IPV screen ing programs among these trainees.Contexte : La violence conjugale (VC) est un problème de santé publique à l'échelle mondiale. Les résidents en chirurgie orthopédique seraient bien placés pour identifier des victimes de VC parmi les patients qu'ils voient dans les cliniques de fractures, mais ils font face à de nombreux obstacles qui les empêchent de les reconnaître et d'entamer un dialogue avec ces victimes. Nous avons voulu vérifier les connaissances des résidents au sujet de la VC et leur degré de préparation à dépister les cas de VC chez leurs patients dans le contexte des cliniques de fractures des hôpitaux universi taires dans le but de con cevoir une formation théorique et pratique concernant la VC.

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Observation, Reflection, and Reinforcement: Surgery Faculty Membersʼ and Residentsʼ Perceptions of How They Learned Professionalism

Cited by 92 publications

References 21 publications

Video-assisted surgery: suggestions for failure prevention in laparoscopic cholecystectomy

Video-assisted surgery: suggestions for failure prevention in laparoscopic cholecystectomy

Doctor role modelling in medical education: BEME Guide No. 27

“I’ve never asked one question.” Understanding the barriers among orthopedic surgery residents to screening female patients for intimate partner violence

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