An Intentional Modeling Process to Teach Professional Behavior: Students' Clinical Observations of Preceptors

Jones, Woodson S.; Hanson, Janice L.; Longacre, Jeffrey L.

doi:10.1207/s15328015tlm1603_8

Cited by 42 publications

(34 citation statements)

References 20 publications

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“…There are three articles in the low scoring category (Jones et al 2004;McLean 2004b;Shortell & Cook 2008). These papers focused on themes previously identified in high and medium scoring papers; namely the attributes of positive role models (McLean 2004b); the process of positive doctor role modelling (Jones et al 2004) and the importance of gender in the choice of role model (Shortell & Cook, 2008).…”

Section: Summary Of the Low Scoring Papersmentioning

confidence: 99%

“…3 Influence of positive role models on student's career choice Henderson et al 1996;Wright et al 1997;Ambrozy et al 1997;Watts et al 1998;Basco andReigart, 2001, Drouin et al 2006;Berman et al 2008;Ravindra and Fizgerald, 2011. 4 The process of positive role modelling Jones et al 2004;Thiedke et al 2004;Balmer et al 2007;Park et al 2010;Curry et al 2011;Thiedke et al 2004.…”

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Doctor role modelling in medical education: BEME Guide No. 27

et al. 2013

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Aim: The aim of this review is to summarise the evidence currently available on role modelling by doctors in medical education. Methods: A systematic search of electronic databases was conducted (PubMed, Psyc-Info, Embase, Education Research Complete, Web of Knowledge, ERIC and British Education Index) from January 1990 to February 2012. Data extraction was completed by two independent reviewers and included a quality assessment of each paper. A thematic analysis was conducted on all the included papers. Results: Thirty-nine studies fulfilled the inclusion criteria for the review. Six main themes emerged from the content of high and medium quality papers: 1) the attributes of positive doctor role models; 2) the personality profiles of positive role models; 3) the influence of positive role models on students' career choice; 4) the process of positive role modelling; 5) the influence of negative role modelling; 6) the influence of culture, diversity and gender in the choice of role model. Conclusions: This systematic review highlights role modelling as an important process for the professional development of learners. Excellence in role modelling involves demonstration of high standards of clinical competence, excellence in clinical teaching skills and humanistic personal qualities. Positive role models not only help to shape the professional development of our future physicians, they also influence their career choices. This review has highlighted two main challenges in doctor role modelling: the first challenge lies in our lack of understanding of the complex phenomenon of role modelling. Second, the literature draws attention to negative role modelling and this negative influence requires deeper exploration to identify ways to mitigate adverse effects. This BEME review offers a preliminary guide to future discovery and progress in the area of doctor role modelling. Section 1: IntroductionRole modelling has been highlighted as an important phenomenon in medical education. Its importance in professional development of learners has been illustrated by medical educators' worldwide (Gordon & Lyon 1998;Skeff & Mutha, 1998; Ficklin et al. 1998;Yazigi et al. 2006;Joubert et al. 2006;McLean, 2006). Over the past decade there has been an explosion of interest in doctor role modelling with many influential discussion articles (Matthews 2000;Maudsley 2001;Paice et al. 2002;Kenny et al. 2003;Kahn 2008;Cruess et al. 2008). These leading articles inspired this review of the primary research on role modelling. Role modelling has been described as the process in which 'faculty members demonstrate clinical skills, model and articulate expert thought processes and manifest positive professional characteristics. ' (Irby 1986, p. 40). This is the definition that was chosen for this systematic review. Role modelling takes place in three interrelated educational environments which are the formal, informal and hidden curriculum (Hafferty 1998). The informal curriculum is defined as an 'unscripted, predominantly ad hoc, and hi...

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Section: Summary Of the Low Scoring Papersmentioning

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confidence: 99%

Doctor role modelling in medical education: BEME Guide No. 27

et al. 2013

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“…Focusing on role modelling as the primary teaching method, Jones et al (2004) at the Uniformed Services University of the Health Sciences have developed a process of reverse structured observation-students observing their preceptors called Student's Clinical Observations of Preceptors (SCOOP). They also emphasise the importance of providing a safe environment for new learners to honestly share their observations.…”

Section: Case Reportsmentioning

confidence: 99%

Teaching professionalism in medical education: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 25

et al. 2013

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Introduction: We undertook a systematic review to identify the best evidence for how professionalism in medicine should be taught. Methods: Eligible studies included any articles published between 1999 and 2009 inclusive. We reviewed papers presenting viewpoints and opinions as well as empirical research. We performed a comparative and thematic synthesis on all papers meeting inclusion criteria in order to capture the best available evidence on how to teach professionalism. Results: We identified 217 papers on how to teach professionalism. Of these, we determined 43 to be best evidence. Few studies provided comprehensive evaluation or assessment data demonstrating success. As yet, there has not emerged a unifying theoretical or practical model to integrate the teaching of professionalism into the medical curriculum. Discussion: Evident themes in the literature are that role modelling and personal reflections, ideally guided by faculty, are the important elements in current teaching programmes, and are widely held to be the most effective techniques for developing professionalism. While it is generally held that professionalism should be part of the whole of a medical curriculum, the specifics of sequence, depth, detail, and the nature of how to integrate professionalism with other curriculum elements remain matters of evolving theory.

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“…[12][13][14] In addition to influencing growth, role modeling itself is an explicit educational methodology for learning that is sustainable beyond the immediate interactions. 15,16 Not all faculty have the capacity or attributes necessary to serve as an effective role model for trainees. 17,18 It should be a priority of…”

Section: Discussionmentioning

confidence: 99%

The Intersection Between Clinical Excellence and Role Modeling in Medicine

Kravet¹,

Christmas²,

Durso³

et al. 2011

Journal of Graduate Medical Education

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Background Role modeling is an integral component of medical education. The literature suggests that being a clinically excellent academic physician and serving as a role model for trainees are integrally related. Purpose To explore the relationship between being considered clinically excellent and being considered an effective role model. Methods Two independent surveys were administered to clinically active faculty (asked to name clinically excellent colleagues) and internal medicine residents (asked to name faculty role models). We compared frequency counts of clinically excellent faculty mentioned and frequency counts of role models mentioned by respondents. Spearman correlations and odds ratios with 95% confidence intervals were used to assess the relationship between the responses. Results A total of 39 of 66 faculty (59%) and 45 of 50 residents (90%) responded. There were 31 faculty members judged to be clinically excellent and 67 faculty identified as role models. Thirty faculty members appeared on both lists. There was a moderately high correlation between these groups (Spearman correlation coefficient = 0.54, P < .001). Faculty members who were among those named as clinically excellent by their peers were more likely to be named 3 or more times as a role model by trainees (odds ratio, 24.6; confidence interval, 2.9–207). Conclusions This study tested and confirmed the correlation between clinical excellence and role modeling, illustrating the value of these faculty members at teaching hospitals.

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An Intentional Modeling Process to Teach Professional Behavior: Students' Clinical Observations of Preceptors

Abstract: As educators seek methods for learners to attain greater competence in communication and interpersonal skills, the SCOOP provides an explicit framework to optimize modeling for the learning of professionalism.

Cited by 42 publications

References 20 publications

Doctor role modelling in medical education: BEME Guide No. 27

Doctor role modelling in medical education: BEME Guide No. 27

Teaching professionalism in medical education: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 25

The Intersection Between Clinical Excellence and Role Modeling in Medicine

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