Role Modeling: A Precious Heritage in Medical Education / Učenje po modelu: dragoceno nasleđe u medicinskom obrazovanju

Mirhaghi, Amir; Moonaghi, Hossein Karimi; Sharafi, Simin; Zeydi, Amir Emami

doi:10.1515/afmnai-2015-0003

Cited by 13 publications

(7 citation statements)

References 29 publications

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“…Given the unplanned nature of role modelling, it may even breach standards of practice [55, 57, 59, 62]. Role modelling may not have a longitudinal component and is often not appraised [55, 57, 59, 62], subject to feedback or reflection [60, 63, 100–102].…”

Section: Resultsmentioning

confidence: 99%

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Educational roles as a continuum of mentoring’s role in medicine – a systematic review and thematic analysis of educational studies from 2000 to 2018

et al. 2019

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BackgroundRecent studies have gone to great lengths to differentiate mentoring from teaching, tutoring, role modelling, coaching and supervision in efforts to better understand mentoring processes. This review seeks to evaluate the notion that teaching, tutoring, role modelling, coaching and supervision may in fact all be part of the mentoring process. To evaluate this theory, this review scrutinizes current literature on teaching, tutoring, role modelling, coaching and supervision to evaluate their commonalities with prevailing concepts of novice mentoring.MethodsA three staged approach is adopted to evaluate this premise. Stage one involves four systematic reviews on one-to-one learning interactions in teaching, tutoring, role modelling, coaching and supervision within Internal Medicine, published between 1st January 2000 and 31st December 2018. Braun and Clarke’s (2006) approach to thematic analysis was used to identify key elements within these approaches and facilitate comparisons between them.Stage two provides an updated view of one-to-one mentoring between a senior physician and a medical student or junior doctor to contextualise the discussion.Stage three infuses mentoring into the findings delineated in stage one.ResultsSeventeen thousand four hundred ninety-nine citations were reviewed, 235 full-text articles were reviewed, and 104 articles were thematically analysed. Four themes were identified – characteristics, processes, nature of relationship, and problems faced in each of the four educational roles.ConclusionsRole modelling, teaching and tutoring, coaching and supervision lie within a mentoring spectrum of increasingly structured interactions, assisted by assessments, feedback and personalised support that culminate with a mentoring approach. Still requiring validation, these findings necessitate a reconceptualization of mentoring and changes to mentor training programs and how mentoring is assessed and supported.

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Section: Resultsmentioning

confidence: 99%

“…Role modelling is unpredictable and involves varying levels of interaction and communication [100]. Some interactions are purposive; built through sharing of professional and personal experiences and socializing [60, 63, 101, 102] whilst others are entirely opportunistic.…”

Section: Resultsmentioning

confidence: 99%

Educational roles as a continuum of mentoring’s role in medicine – a systematic review and thematic analysis of educational studies from 2000 to 2018

et al. 2019

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“…As Hulail [ 31 ] and Mirhaghi et al. [ 32 ] suggested, humanism and medical humanities can be taught to medical students through role modelling and literature studies, allowing students to be more attentive to the psychological and social aspects of medical and health care. In addition, by emulating positive role models, students can thus learn to respect, listen to and respond to patients’ feelings and emotions.…”

Section: Discussionmentioning

confidence: 99%

The use of social cognitive learning for humanistic professional role modelling: impacts on awareness of humanistic professionalism, caring behaviour, and transitional anxiety

Wang

Liao

2023

Annals of Medicine

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Background Although medical literature has highlighted the importance of role modelling, hardly any reveals how humanistic qualities and role modelling should be taught. This study aimed to determine whether the use of Bandura’s social cognitive learning for humanistic professional role modelling could elicit any positive effect on medical university students’ awareness of humanistic professionalism, caring behaviours, and school-to-work transitional anxiety. Methods We conducted a 16-week quasi-experimental study to examine whether the intervention could elicit any differences between the experimental group (BanduraSCLT – HPRM – Literature-and-Film Study; N = 34) and the control group (non-BanduraSCLT – HPRM – Literature-and-Film Study; N = 33), comprising of medical university students from the central part of Taiwan. The quantitative instruments included the Humanistic Professional Awareness Scale (HPAS-HSP), Caring Behaviour Scale (CBS-HSP) and School-to-Work Transitional Anxiety Scale (StWTA-HS). One-way MANOVA (multivariate analysis of variance) and one-way MANCOVA (multivariate analysis of covariance) were used for statistical analysis. Results The results revealed that students who received Bandura’s social cognitive learning for humanistic professional role modelling had significantly stronger humanistic professional awareness in terms of ‘personal integrity and accountability’, ‘sensitivity to others’ and ‘professional competence’. They also had more effective caring behaviour in terms of ‘support and attentiveness’, ‘professional knowledge and skills’, ‘gratifying needs and responsiveness’ and ‘confidentiality and trust’. In addition, they had less school-to-work transitional anxiety in terms of ‘inexperience in professional knowledge and skills’, ‘fear of death’, ‘fear of being infected’ and ‘interpersonal interactions.’ Conclusion The findings suggest that using Bandura’s social cognitive learning for humanistic professional role modelling can have a positive impact on awareness of humanistic professionalism, caring behaviour and school-to-work transitional anxiety. Hence, it can be an effective teaching tool for medical education.

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“… 6 found role modelling to be one of the most effective key elements to teach professionalism and a growing body of literature worldwide now focuses on doctor role modelling and its importance in the professional development of learners. 7 , 8 , 9 , 10 …”

Section: Introductionmentioning

confidence: 99%

Importance of faculty role modelling for teaching professionalism to medical students: Individual versus institutional responsibility

Bashir

McTaggart

2022

Journal of Taibah University Medical Sciences

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Objective This study explores the perceptions of final year medical students and clinical faculty with regard to role modelling in teaching professionalism. Methods In this qualitative research design, we used the Constructivist Grounded Theory model. Six semi-structured interviews with faculty from six clinical specialties and three focus group discussions with 22 final year students were conducted. We applied initial, focused and selective coding along with a thematic analysis of the subject to develop a core category. This is the first part of a larger study that addresses the impact of positive role modelling on teaching professionalism. Findings relevant to negative role modelling are being reported in a subsequent paper. Results The results showed consensus that positive role modelling is the most important strategy for teaching professionalism to medical students. A disturbing finding was a perceived deteriorating level of inspirational positive role modelling. A lack of institutional support and weak regulatory control were pointed out as potential factors contributing towards this deterioration. Conclusion Positive role modelling was found to be the most effective way to teach professionalism to medical students. However, it cannot be truly effective unless institutions play their role which is pivotal in promoting a culture of professionalism. This can be materialized by recognizing and facilitating conscientious and explicit role modelling by the medical faculty. In addition, an effective regulatory control by the concerned authorities could play an important role.

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Role Modeling: A Precious Heritage in Medical Education / Učenje po modelu: dragoceno nasleđe u medicinskom obrazovanju

Cited by 13 publications

References 29 publications

Educational roles as a continuum of mentoring’s role in medicine – a systematic review and thematic analysis of educational studies from 2000 to 2018

Educational roles as a continuum of mentoring’s role in medicine – a systematic review and thematic analysis of educational studies from 2000 to 2018

The use of social cognitive learning for humanistic professional role modelling: impacts on awareness of humanistic professionalism, caring behaviour, and transitional anxiety

Importance of faculty role modelling for teaching professionalism to medical students: Individual versus institutional responsibility

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