Truly, there is no such thing as a bad teacher

Abstract

Finding light in the darkness of interactions with poor clinical role models, Giamto argues most of us have missed opportunities to learn invaluable lessons from such encounters.

“To obey or not to obey” - Medical students’ response towards professional dilemmas in a hierarchical and collectivist culture

“…Our findings show that factors affecting how students responded towards dilemma emphasized on the needs of more authoritative roles in the institutions which could provide greater psychological support for students to promote their well-being [ 40 ]. It is important to provide formal sessions in which students feel psychologically safe and comfortable to discuss significant dilemmatic experiences or unfavourable role modelling [ 41 , 42 ]. Engagement in reflective dialogues within peer groups and mentors that enabled students to share their concerns or mistakes, learn from the experiences, and support their resilience along with their professional identity formation was also highlighted [ 43 – 48 ].…”

“…Of course, we realise that supporting medical students in dealing with professional dilemmas requires a comprehensive approach that considers all factors: the people (medical students, clinical teachers, residents, other health professions) and their interactions, as well as the overall healthcare and clinical education systems. We should also acknowledge that medical students carried the sociocultural values within themselves, hence they should be empowered to learn from the dilemma while institutions prepare the systems to create more supportive learning environment [ 7 , 41 , 42 ]. Further studies exploring how students learn from dilemma and factors associated with the responses towards dilemma in different sociocultural context would be useful to enrich our understanding on this particular issue.…”