The Intersection Between Clinical Excellence and Role Modeling in Medicine

Kravet, Steven J.; Christmas, Colleen; Durso, Samuel C.; Parson, Gregory; Burkhart, Kathleen; Wright, Scott M.

doi:10.4300/jgme-03-04-04

Cited by 14 publications

(16 citation statements)

References 23 publications

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“…The good news is that strong empirical support exists for the perception of both PRMs and NRMs as learning strategies, 2 , 15 , 16 , 30 and “character formation” of medical students 31 . While PRMs offer the individual role-expectation, 2 what is role-expectation?…”

Section: Discussionmentioning

confidence: 99%

Factors associated with students’ perceptions of role modelling

et al. 2016

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ObjectivesTo determine which professional and humanistic attributes demonstrated by teachers in the health disciplines caused them to be perceived by students as positive or negative role models. MethodsQuantitative empirical data were gathered using a self-administered questionnaire by graduating students in medical, dentistry, and pharmacy schools at Kerman University of Medical Sciences. A total of 3 graduating cohorts, comprising about 220 students, were selected for this study. Surveys were distributed during January-March 2013. ResultsIn total, 183 students participated in the study. Altogether, students considered 504 and 473 academic staff as positive and negative role models (PRMs and NRMs), respectively. Women were considered more negatively than men (mean scores: -12.13 vs. -11.6, p=0.04). While clinicians were considered more positively than basic scientists (mean scores: 12.65 vs. 10.67, p=0.001), dentists received higher positive scores than physicians or pharmacists (average scores: 13.27 vs. 12.99 and 9.82). There was a significant relationship between the personality of the students and the overall characteristics of their perceived role models (β for PRMs=0.35, p<0.0001; and β for NRMs= 0.20, p= 0.039). ConclusionsHumanistic and professional attributes were proposed as major components of personal traits in perceived role models. Demonstration of humanistic attributes by teachers was strongly correlated with the students’ perception of the role models. It is suggested that the role of humanistic and professional attributes should be highlighted across medical disciplines in an effort to develop or improve role modelling by academic staff.

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Section: Discussionmentioning

confidence: 99%

Factors associated with students’ perceptions of role modelling

et al. 2016

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“…The term “role model” was first used to refer to a person who “occupies the social role to which an individual aspires.” 27 This definition is consistent with claims that medical students are drawn to figures of status 28 ; however, it is at variance with how medical education research defines a role model: a person who is considered as a standard of excellence to be imitated because of his or her professional attributes. 29 …”

Section: Definition Of Role Models and Role Modelingmentioning

confidence: 99%

“…Studies of role modeling commonly use surveys 3 , 7 , 8 , 23 , 24 , 29 , 30 and focus groups 10 to gain insight into students’ reasons for recognizing role models as such, and into the role models’ self-reported attributes. Students’ reasons for identifying a positive role model have included personality, skills, competence, and teaching ability, but not research achievements and academic position.…”

Section: Definition Of Role Models and Role Modelingmentioning

confidence: 99%

Role Modeling in Medical Education

Benbassat

2014

Academic Medicine

158

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The medical literature almost uniformly addresses the positive aspects of role modeling. Still, some authors have questioned its educational value, a disagreement that is probably due to differing definitions of role modeling. If defined as demonstration of skills, provision of feedback, and emulation of specific professional behaviors, then role modeling is an important component of clinical training. However, if it is defined as a learner’s unselective imitation of role models and uncritical adoption of the messages of the learning environment, then the benefits of role modeling should be weighed against its unintended harm.In this Perspective, the author argues that imitation of role models may initially help students adapt to the clinical environment. However, if sustained, imitation may perpetuate undesirable practices, such as doctor-centered patient interviewing, and unintended institutional norms, such as discrimination between private and public patients. The author suggests that the value of role modeling can be advanced not only by targeting role models and improving faculty performance but also by enhancing students’ reflective assessment of their preceptors’ behaviors, especially so that they can better discern those that are worth imitating. This student-centered approach may be accomplished by first, warning students against uncritically imitating preceptors who are perceived as role models; second, showing students that their preceptors share their doubts and uncertainties; third, gaining an insight into possible undesirable messages of the learning environment; and finally, developing policies for faculty recruitment and promotion that consider whether a clinical preceptor is a role model.

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“…Evidence that both residents and faculty view chairs as role models comes from a study that asked faculty to identify colleagues who were "clinically excellent" and residents to identify which faculty were role models. 18 The authors found a high concordance between the rankings, with the chair and program directors more frequently named than other faculty: mean of 22 versus 4.5. Further, from the perspective of Bandura's 19 social cognitive theory of learning, within the social context of the department and clinic where learning is gained through observation, chairs, as leaders, influence residents' perceptions of the specialty.…”

Section: Discussionmentioning

confidence: 92%