scholarly journals Medical Students’ Perspective about Attributes of Role Models - The Other Side of Story

2021 ◽  
Vol 10 (22) ◽  
pp. 1692-1697
Author(s):  
Fatima Aslam ◽  
Unaiza Jawad ◽  
Usman Amin Hotiana ◽  
Usman Mahboob ◽  
Sara Ashfaq ◽  
...  
Keyword(s):  
Medical Students ◽  
Role Models ◽  
Role Model ◽  
Structured Interviews ◽  
Medical Teacher ◽  
Positive Role ◽  
Role Modelling ◽  
Key Factor ◽  
Negative Role ◽  
Workplace Attire

BACKGROUND Role modelling exponentially affects the attitude and behaviours of medical students and act as a key factor in developing professional attributes in them. Medical students observe role models and learn from them more than through formal teaching. This study investigates the determining elements that make a teacher a role model, so that role modelling can be used as an effective educational tool. METHODS A qualitative exploratory study was conducted on fifth year medical students of three medical colleges of Lahore, Pakistan. Fifteen, telephonic, semi structured interviews were included in the study. Thematic analysis was done by manual coding of transcribed interviews. RESULTS A total of 374 codes were generated in the first cycle of coding, that were further merged to 42 in the second cycle. These codes led to 5 subthemes that finally emerged as two themes. The first theme was “Finding ways around their blaring blunders - are we blind?” highlighting the attributes of negative role models which include humiliation of students and juniors, poor teaching and communication skills, lack of empathy for patients and unethical relationship with pharmaceutical industry. The second theme was “Walking the Line” focusing on the components of positive role modelling like formal workplace attire, candid approach in teaching, strategic dealing with students, empathetic attitude towards patients and prioritising fair treatments. CONCLUSIONS Medical education is not only about acquisition of new knowledge and skills but is also about acquiring physician’s character and identity. The study findings suggest that the medical students pay attention to both positive and negative attributes of their teachers and their influence on promoting professionalism and character development. It is suggested that both teachers and administrators should understand the significance of role models and advocate excellence in role modelling. KEY WORDS Role Models, Professional Development, Medical Student, Medical Teacher

scholarly journals Clinical teachers as positive and negative role models: an explanatory sequential mixed method design

2019 ◽  
Author(s):  
Leila Bazrafkan ◽  
Ali Asghar Hayat ◽  
Seyed Ziaaddin Tabei ◽  
Leila Amirsalari
Keyword(s):  
Mixed Method ◽  
Role Models ◽  
Role Model ◽  
Clinical Skills ◽  
Role Modeling ◽  
Individual Characteristics ◽  
Structured Interviews ◽  
Positive Role ◽  
Clinical Teachers ◽  
Negative Role

Today, role modeling is an essential component of medical education that facilitates the students' learning and affects their attitudes and behaviors. Hence, this study aimed to examine the characteristics of positive and negative role models using a mixed method approach. In the quantitative part, data were collected using a questionnaire with 24 items. The research population included medical students who were in their clinical period between May 2017 and December 2018 at Shiraz University of Medical Sciences (n = 750). A total of 282 questionnaires were completed by these students, and in the qualitative part, 26 semi-structured interviews were conducted with them. The most important components of role modeling for students included: individual characteristics, clinical skills and competence, teaching skills and professionalism, in that order. The qualitative analysis confirmed the results of the quantitative analysis. The findings showed that the characteristics of a negative role model can also be classified in four main components. The results demonstrated that 46.8% of the students identified one or more medical teachers as negative models. Students paid attention to not only the positive characteristics of their teachers, but also their negative features, stating that they had been influenced by both. Therefore, it can be concluded that clinical teachers should improve their performance as positive role models through reducing these negative effects and reinforcing positive characteristics

scholarly journals Communication skills learning through role models in Nepal; what are medical students really learning? A qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Amanda Helen Douglas ◽  
Samita Pant Acharya ◽  
Lynne A. Allery
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Role Models ◽  
Role Model ◽  
Qualitative Evaluation ◽  
Internal Conflict ◽  
Structured Interviews ◽  
Negative Experiences ◽  
Role Modelling ◽  
Skills Learning

Abstract Background Communication skills (CS) are important and teachable, however, many Asian medical schools’ curricula do not incorporate them. Patan Academy of Health Sciences in Nepal identifies CS within its’ aims and curriculum. CS are taught from commencement of medical school and re-emphasised throughout preclinical learning (first 2 years). There is no explicit CS teaching in clinical years but placements allow students to learn through observation. These ‘role-modelling’ interactions form part of CS learning and development. Methods This study is a qualitative evaluation of CS learning in PAHS, through participants’ experiences. Through purposive sampling, twenty medical students from 2nd, 4th and Intern years were selected for inclusion. Data were collected via audio recorded, semi-structured interviews, employing a piloted schedule. Transcripts were manually coded and analysed thematically. Codes were organised into themes and subthemes. This paper discusses themes related to role-modelling. Results The majority of participants described role-modelling in CS learning, recounting both positive and negative incidents, reflected in the themes of; Positive and Negative experiences. Subthemes of Personal Qualities and Inspiring, emerged from positive experiences, describing students’ desire to imitate or aspire to be like their role models. Learners reported predominantly negative experiences and interns exclusively so. From these emerged subthemes of; Good doctors but.., Contradictory messages, How not to behave, Unprofessional behaviour and Affect-Emotional Distress. Learners received conflicting messages from observing behaviour contradictory to explicit CS teaching. Many identified learning “how not to behave” from such incidents, however, several described feeling distressed. Discussion Role-modelling is a powerful and important CS learning tool, seen as positively reinforcing or negatively contradicting explicit CS teaching. Negative modelling created internal conflict, confusion and distress amongst learners, despite its’ potential for positive learning. The worldwide problem of negative role-modelling is also prevalent in Nepal. Medical educators need to ensure the explicit curriculum aligns with implicit learning. Clinical tutors must be alerted to their powerful role-model position and supported in developing intentional modelling skills. Learners’ reflections upon their experiences should be facilitated, enabling them to critically evaluate observations and hence consciously adopt or reject role-modelled behaviour and attitudes.

The Duties of Doctors In Medical Education: A Letter To The Editor (Preprint)

2019 ◽  
Author(s):  
Sneha Barai
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Role Models ◽  
Role Model ◽  
General Medical Council ◽  
Future Generations ◽  
Medical Council ◽  
Positive Role ◽  
The Uk ◽  
And Training

UNSTRUCTURED The UK General Medical Council (GMC) explicitly states doctors have a duty to ‘contribute to teaching and training…by acting as a positive role model’. However, recent studies suggest some are not fulfilling this, which is impacting medical students' experiences and attitudes during their training. As such, doctors have a duty to act as role models and teachers, as specified by the GMC, which it seems are not currently being fulfilled. This would improve the medical students’ learning experiences and demonstrate good professional values for them to emulate. Therefore, these duties should be as important as patient care, since this will influence future generations.

If GPs who teach medical students were assisted to be good role models might this influence the medical career the students choose?

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711281
Author(s):  
Jonathan White
Keyword(s):  
General Practice ◽  
Medical Students ◽  
Student Teaching ◽  
Role Models ◽  
Role Model ◽  
Clinical Skills ◽  
Workforce Planning ◽  
Medical Schools ◽  
Positive Role ◽  
The Uk

BackgroundMost patients are cared for in the community by GPs, and workforce planning for the UK NHS suggests that 50% of medical school graduates need to train as GPs. While there is pressure on medical schools to provide more student teaching in general practice, general practice must be prepared for this increase in workload and teachers should have appropriate training.AimThis study examined the influence that teachers as role models can have on the development and career choices of medical students and whether GPs who teach medical students might benefit from assistance in developing positive attributes.MethodA literature search was carried out. Relevant papers were those that examined the influence of a doctor as teacher role model for medical students, both in assisting in professional development and clinical skills, and in influencing career choice.ResultsThe review identified eleven papers. There was evidence of association between a student having an influential role model as teacher and choosing specialty training in that area, although evidence of a causative connection is less convincing. A recurring theme is the recommendation that teachers should be aware of the influence they can have as role models, both positive and negative.ConclusionAs medical student teaching moves into general practice GPs who teach will need to be helped to understand and develop positive role model attributes, to promote general practice as an attractive career to the students. Further research needs to identify the extent of assistance required and whether medical schools are prepared for this extra responsibility.

scholarly journals Sun Protection and Sunburn in Children Aged 1–10 Years in Germany: Prevalence and Determinants

Children ◽  
2021 ◽  
Vol 8 (8) ◽  
pp. 668
Author(s):  
Tatiana Görig ◽  
Corinna Södel ◽  
Annette B. Pfahlberg ◽  
Olaf Gefeller ◽  
Eckhard W. Breitbart ◽  
...  
Keyword(s):  
Role Models ◽  
Skin Color ◽  
Role Model ◽  
Sun Protection ◽  
Minor Role ◽  
Positive Role ◽  
Protection Measures ◽  
Telephone Interviews ◽  
The Past ◽  
A Minor

Seeking shade, the use of textile sun protection and sunscreen, and protecting one’s eyes by wearing sunglasses are recommended sun protection measures in children. We aimed to quantify the use of these measures as well as the prevalence of sunburn in children aged 1 to 10 years in Germany and to identify their determinants. Data collected via telephone interviews in a nationwide sample of 554 parents or caregivers in family were analyzed. Use of sunscreen was the most common measure applied (77.8%), while sunglasses were least frequently used (12.5%). The prevalence of sunburn during the past year was 21.8%, and it was positively associated with children’s age. The use of sun protection measures was significantly associated with the age and skin color of the child, while characteristics and tanning behaviors of the caregivers only played a minor role. The use of sun protection measures was higher when caregivers perceived themselves as a role model (Odds Ratio (OR) = 4.33, p < 0.001). Our nationwide data show that there remains a need for the improved use of sun protection measures, especially in children aged 7 to 10 years. In educational material, parents should be encouraged to become positive role models for their children regarding sun protection.

scholarly journals The impact of role modeling on the professional identity of pre-service teachers

2020 ◽  
Vol 10 (1) ◽  
pp. 143-152
Author(s):  
Lizette Drusila Flores Delgado ◽  
Irlanda Olave Moreno ◽  
Ana Cecilia Villarreal Ballesteros
Keyword(s):  
Teacher Training ◽  
Professional Identity ◽  
Teacher Identity ◽  
Role Models ◽  
Role Model ◽  
Teaching Practice ◽  
Comparative Method ◽  
Positive Role ◽  
Teacher Mentors ◽  
The Impact

Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-training courses allow them to get experience and to develop, improve, and put into practice their teaching skills. This professional practice can impact the development of a positive or negative professional identity in teachers. Current literature, however, seems to focus on the shaping of teacher identity and learner identity, but there is little empirical research regarding the development and shaping of the identity of pre-service teachers. Pre-service teachers are the main actors of this practicum stage of teacher-training programs and, therefore, by working in collaboration and being supported by a mentor as a role model, they develop their professional identity. The present qualitative case study sought to explore the shaping and re-shaping of the professional identity of fifteen EFL pre-service teachers of a northern Mexican university and the impact of working with English teacher mentors as role models. Information gathered through the constant comparative method of data from the participants taken from their reflective journals, mentor-observations, and self-observations suggests that although working with a positive role model encourages the development of a stronger teacher identity and an improvement in their teaching practice, working with a bad role model can also have the same results.

Psychological Interventions Promoting Resilience Among Transgender Individuals: Transgender Resilience Intervention Model (TRIM)

2018 ◽  
Vol 46 (5) ◽  
pp. 632-655 ◽  
Author(s):  
Emmie Matsuno ◽  
Tania Israel
Keyword(s):  
Role Models ◽  
Minority Stress ◽  
Role Model ◽  
Negative Influence ◽  
Intervention Model ◽  
Community Group ◽  
Positive Role ◽  
Transgender People ◽  
Resilience Factors ◽  
Resilience Intervention

Transgender people experience disproportionately high mental and physical health risks. Minority stress theory identifies distal and proximal stressors that contribute to negative mental health outcomes for transgender people, and suggests that resilience factors can buffer the negative influence of these stressors. In this article, we aim to synthesize the psychological literature on resilience strategies among transgender people and position it within the minority stress framework and introduce an adapted model called the transgender resilience intervention model (TRIM). The TRIM suggests that social support, community belonging, family acceptance, participating in activism, having positive role models, and being a positive role model are group-level resilience factors. Self-worth, self-acceptance and/or pride, self-definition, hope, and transition are individual-level factors that promote resilience. Community, group, and individual interventions and their potential influence on resilience are discussed. The model calls for the development of additional interventions aimed at increasing resilience for transgender people.

Sex-stereotyping in Children's Preferences for Musical Instruments

1993 ◽  
Vol 10 (3) ◽  
pp. 213-217 ◽  
Author(s):  
Rosemary Bruce ◽  
Anthony Kemp
Keyword(s):  
School Children ◽  
Role Models ◽  
Role Model ◽  
Limited Range ◽  
Musical Instruments ◽  
Research Project ◽  
Positive Role ◽  
Male And Female ◽  
Infant School ◽  
Gender Divisions

This paper considers the effects of children's gender associations on their preferences for musical instruments, and questions whether the limited range of instrumental selection made by boys can be regarded as a result of such associations.The research project was devised to investigate the responses of infant school children to male and female musicians. The findings indicated that instrumental preferences were influenced by gender associations which could be lessened by providing positive role models. Whereas girls were more able to cross over gender divisions than boys, boys had a narrower range of interests in instruments. It was shown that the provision of an opposite gendered role model helped to overcome the associations made with particular instruments.

Intimate partner violence, fatherhood, and co-parenting of men in residential substance misuse treatment

2016 ◽  
Vol 9 (4) ◽  
pp. 119-129 ◽  
Author(s):  
Batya Rubenstein ◽  
Carla Smith Stover
Keyword(s):  
Residential Treatment ◽  
Partner Violence ◽  
Role Models ◽  
Role Model ◽  
Substance Misuse ◽  
Rehabilitation Program ◽  
Drug Misuse ◽  
Linear Regression Models ◽  
Positive Role ◽  
Content Type

Purpose The purpose of this paper is to examine the role of co-parenting, childhood experiences, and satisfaction with fathering in a sample of men in a long-term residential drug rehabilitation program. Design/methodology/approach A paper and pencil survey was completed by 128 men between the ages of 18 and 68 (M age=30.42 years) in a court ordered residential rehabilitation center for drug misuse. Of the 128 respondents, 40.625 percent (n=52) were fathers and completed a longer survey to assess their co-parenting relationships. Findings The percentage of men with positive role models did not differ between the fathers and non-fathers, with 40.4 percent of fathers having had a positive role model growing up, χ2(1, n=127)=0.54, p=0.816. Fathers were more likely to report witnessing IPV between their parents during childhood than non-fathers, χ2(1, n=125)=4.7888, p=0.029. Linear regression models examining factors associated with co-parenting agreement and exposure to conflict were significant, but witnessing IPV as a child was the only significant individual predictor. Practical implications Exposure to IPV in childhood was a common experience for fathers in residential treatment for substance misuse. Fathers reported significant problems in their co-parenting relationships indicating a need for fatherhood and co-parenting focused services available within residential treatment programs. Originality/value There is little research about fathers with co-occurring histories of substance misuse and IPV in residential treatment. This paper is the first to examine co-parenting in this specific population.

scholarly journals Assessing the training needs of medical students in patient information gathering; a qualitative study

2019 ◽  
Author(s):  
Conor Gilligan ◽  
Sonja Brubacher ◽  
Martine Powell
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Medical Practice ◽  
Role Models ◽  
Teaching And Learning ◽  
Structured Interviews ◽  
Clinical Communication ◽  
Medical Interviewing ◽  
Medical Programs ◽  
And Training

Abstract Background Effective communication is at the heart of good medical practice but rates of error, patient complaints, and poor clinician job satisfaction are suggestive of room for improvement in this component of medical practice and education. Methods We conducted semi-structured interviews with experienced clinicians (n = 19) and medical students (n = 20) to explore their experiences associated with teaching and learning clinical communication skills and identify targets for improvements to addressing these skills in medical curricula. Results Interviews were thematically analysed and four key themes emerged; the importance of experience, the value of role-models, the structure of a consultation, and confidence. Conclusions The findings reinforce the need for improvement in teaching and learning communication skills in medicine, with particular opportunity to target approaches to teaching foundational skills which can establish a strong grounding before moving into more complex situations, thus preparing students for the flexibility required in medical interviewing. A second area of opportunity and need is in the engagement and training of clinicians as mentors and teachers, with the findings from both groups indicating that preparation for teaching and feedback is lacking. Medical programs can improve their teaching of communication skills and could learn from other fields s to identify applicable innovative approaches.

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