The role of models in professional socialization

Shuval, Judith T.; Adler, Israël

doi:10.1016/0160-7979(80)90003-x

Cited by 20 publications

(21 citation statements)

References 8 publications

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“…The power of GP teachers as mentors and role models is frequently emphasized in the literature of clinical teaching 6 . 56 –61 Community teachers, particularly, are expected to be ideal role models and their surgeries optimal settings for learning primary care, 62 yet no studies in the medical education literature examine specific competencies required for the role of ‘model’ or mentor.…”

Section: The Concept Of System In Community‐orientated Medical Educationmentioning

confidence: 99%

Measuring instructional quality in community-orientated medical education: looking into the black box

Shipengrover

James

1999

Med Educ

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Section: The Concept Of System In Community‐orientated Medical Educationmentioning

confidence: 99%

Measuring instructional quality in community-orientated medical education: looking into the black box

Shipengrover

James

1999

Med Educ

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“…Several studies have reported that medical students' attitudes towards psychiatry become more positive following undergraduate psychiatric training (Lau & Offord 1976; Nielsen & Eaton 1981; Ghadirian & Engelsmann 1982; Burra et al 1982; Wilkinson et al 1983; Augostinos et al 1985; Creed & Goldberg 1987) although some studies have found no measurable change (Walton 1969; O'Mahony 1979; Shuvak & Adler 1980; Yager et al 1982). Such attitudinal change is influenced by different teaching methods (Spiegel 1991) and by direct patient contact (Burra et al 1982).…”

Section: Introductionmentioning

confidence: 99%

Changing the attitudes of `tomorrow's doctors' towards mental illness and psychiatry: a comparison of two teaching methods

et al. 1998

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The General Medical Council's document 'Tomorrow's Doctors' (1993, GMC, London) recommended major changes in the undergraduate curricula of UK medical schools. In Nottingham, the fourth-year psychiatric attachment became shorter in duration, and interactive, problem-oriented, workshop-based learning replaced lectures. We compared the efficacy of this new teaching style in changing medical students' attitudes towards psychiatry and mental illness with that of old-style, didactic, lecture-based teaching. On the first and last days of their psychiatric attachment, 110 fourth-year-medical students (45 old curriculum; 65 new curriculum) completed two self-administered attitudinal measures: the Attitude to Psychiatry Questionnaire (ATP-30) and the Attitude to Mental Illness Questionnaire (AMI). We found that students had favorable attitudes towards psychiatry and mental illness before the attachment. These attitudes became more positive after the attachment in students from both curricula, with no significant difference between the groups and no gender difference. Students found patient contact rewarding, become more accepting of community care, and had greater appreciation of the therapeutic potential of psychiatric interventions. The interactive, student-centred, problem-oriented teaching of the shortened new curriculum appeared as effective in changing medical student' attitudes as a longer attachment with traditional teaching.

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“…Only 1 study has described an enduring change in medical student thinking (24). Psychiatric teaching may change some of the attitudes of medical students but many of these attitudes pre-date, and are not markedly affected by, their clinical training (25).…”

Section: Attitudes Before Graduationmentioning

confidence: 99%

Attitude of the medical profession to psychiatry

Buchanan¹,

Bhugra²

1992

Acta Psychiatr Scand

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The attitude of the medical profession to psychiatry carries important implications for the quality of personnel attracted into the specialty and for the treatment, in a general medical setting, of patients with mental disorders. This article examines the components of doctors' attitudes and reviews the literature with regard to their attitudes to psychiatrists themselves, psychiatric patients and psychiatry as a vocation. The implications of these findings for psychiatrists are discussed.

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The role of models in professional socialization

Cited by 20 publications

References 8 publications

Measuring instructional quality in community-orientated medical education: looking into the black box

Measuring instructional quality in community-orientated medical education: looking into the black box

Changing the attitudes of `tomorrow's doctors' towards mental illness and psychiatry: a comparison of two teaching methods

Attitude of the medical profession to psychiatry

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