The identified attributes may help trainees recognize which aspects of the clinical trainer's professional behavior to imitate, by adding the important step of apperception to the process of learning professional competencies through observation.

PurposePositive role modeling by clinical trainers is important for helping trainees learn professional and competent behavior. The authors developed and validated an instrument to assess clinical trainers as role models: the Role Model Apperception Tool (RoMAT).MethodOn the basis of a 2011 systematic review of the literature and through consultation with medical education experts and with clinical trainers and trainees, the authors developed 17 attributes characterizing a role model, to be assessed using a Likert scale. In 2012, general practice (GP) trainees, in their first or third year of postgraduate training, who attended a curriculum day at four institutes in different parts of the Netherlands, completed the RoMAT. The authors performed a principal component analysis on the data that were generated, and they tested the instrument’s validity and reliability.ResultsOf 328 potential GP trainees, 279 (85%) participated. Of these, 202 (72%) were female, and 154 (55%) were first-year trainees. The RoMAT demonstrated both content and convergent validity. Two components were extracted: “Caring Attitude” and “Effectiveness.” Both components had high reliability scores (0.92 and 0.84, respectively). Less experienced trainees scored their trainers significantly higher on the Caring Attitude component.ConclusionsThe RoMAT proved to be a valid, reliable instrument for assessing clinical trainers’ role-modeling behavior. Both components include an equal number of items addressing personal (Heart), teaching (Head), and clinical (Hands-on) qualities, thus demonstrating that competence in the “3Hs” is a condition for positive role modeling. Educational managers (residency directors) and trainees alike can use the RoMAT.

The aim of this study was to establish whether a ‘teach-the-trainer’ course leads to improvements in, firstly, the knowledge and attitude of clinical trainers and their trainees, and, secondly, the role model behaviour of the clinical trainers. A controlled intervention study was performed with GP trainers and GP trainees from four training institutes in the Netherlands. Clinical trainers in the two intervention institutes received two 3-h training sessions on weight management, focusing on knowledge and attitudes towards obesity, and on conveying the correct professional competency as a positive role model for trainees. This was measured using questionnaires on knowledge, attitude, and role model behaviour (the role model apperception tool; RoMAT). GP trainers showed an increase in knowledge and several characteristics could be identified as being related to positive role model behaviour. A small correlation was found between the trainer’s score on the RoMAT and the attitude of the trainee. A teach-the-trainer course in which knowledge, attitudes, and role modelling are integrated proved to be a first step toward improving the knowledge of clinical trainers, but did not result in a measurably better professional outcome for the trainee, maybe due to a more objective level of assessment.

AimThe aim of this study was to assess changes in role model behaviour of clinical trainers after giving personal feedback.MethodsFirst-year general practitioner (GP) trainees at two institutes for GP speciality training in the Netherlands were asked to complete an assessment of their clinical trainers: the Role Model Apperception Tool (RoMAT). The RoMAT consists of attributes of positive role modelling divided into two components (Caring Attitude and Effectiveness) and was scored on a 5-point Likert scale twice. After the first assessment moment, the trainers received their personal scores combined with the mean score of their peers. The trainers were divided into three performance groups: below average, average and above average.ResultsOnly the group with the lowest scores showed an improvement on the Effectiveness component of the RoMAT from 3.89 to 4.08 (p = 0.04) with an effect size of.52, showing a large effect. This pattern is confirmed by the number of trainers shifting from the below average performance group to the average (7) and above average (5) performance groups.ConclusionGiving feedback to clinical trainers resulted in better scores on the Effectiveness characteristics. This indicates that role model behaviour of clinical trainers can be improved.

As a result of interactions between the trainer, trainee and patient, it seems more accurate to represent the conveyance of competences from master to apprentice using the image of a whirlpool rather than a cascade, with the influential factors and interactions functioning as filters, causing a decline in the effectiveness of CPD/FD. Using the filters as a basis for turning-points for improvements around the whirlpool could increase the effectiveness of CPD/FD.

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