Awareness, perceptions, and characteristics of internal medicine residents as role models

Abstract

Background: Role modelling is an essential component of medical education in which trainees incorporate observed characteristics into their personal behaviour and practice style. Data on residents as role models is limited. There are no previous quantitative studies addressing residents as role models from the resident's perspective.Objective: This study aimed to dissect the awareness, perception, and positive characteristics of internal medicine (IM) residents as role models.Methods: This was a cross sectional study, in which 59 medical students (MS) and 64 IM residents from Medstar Georgetown University Hospital completed a questionnaire on role modelling. Descriptive and comparative analyses between both groups were conducted.Findings: Most participants perceived IM residents as role models, but MS were more likely to report that IM residents lack awareness of their role model status.While MS perceived spending more hours with residents, the residents perceived dedicating more of the time spent together to teaching. Most participants denied previous training in role modelling but expressed interest in receiving formal role modelling training. Most participants reported MS behaviours were modified based on their observations of IM residents; however, while most of these behaviours were positive, there were also negative behaviours reported. Conclusion:There was a discrepancy between perception and awareness of residents as role models. This characterisation of IM residents as role models sets the ground for the design of interventions to increase awareness and create educational interventions aimed to support residents in their teaching role. | INTRODUCTIONRole modelling has been described as a dynamic process in which, through observation, judgement, and conscious or unconscious determination, the observers incorporate some observed characteristics into their personal behaviour. 1 In medical education, role modelling has been extrapolated as the process where faculty members demonstrate clinical skills, articulate thought processes and manifest characteristics that impact mentee's professional behaviour 1,2 and help forge their professional identity, future career choice, attitude, personal values, and character. [3][4][5][6] Previous studies addressing the residents' role in teaching reported that up to a third of medical students (MS) education is provided by residents who not only consider teaching as one of their primary responsibilities but also report dedicating around 25% of their time to teaching. 7,8 MS identify role modelling as one of the most