Role modelling: how does it influence teaching in Family Medicine?

Matthews, Christopher R.

doi:10.1046/j.1365-2923.2000.00624.x

Cited by 22 publications

(31 citation statements)

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“…From these, three themes similar to those of the high scoring papers were identified, namely the attributes of positive role models (Matthews 2000;McLean 2006;Yazigi et al 2006;Lynoe et al 2008); the influence of positive role models on student career choice (Wright et al 1997;Drouin et al 2006;Berman et al 2008) and the process of positive role modelling (Thiedke et al 2004). The findings of these studies were consistent with those of the high scoring papers.…”

Section: Summary Of the Medium Scoring Papersmentioning

confidence: 96%

“…The important teaching skills identified were the importance of establishing rapport with learners; creating a positive, supportive educational environment; developing Wright, 1996;Wright et al 1998;Althouse et al 1999;Cote and Leclere, 2000;Matthews, 2000;Elzubeir and Rizk et al 2001;Wright and Carrese, 2001;Wright and Carrese, 2002;Mclean, 2004b;Joubert et al 2006;Weismann et al 2006;Yazigi et al 2006;Mclean, 2006;Wyber and Egan, 2007;Lynoe et al 2008;Lombarts et al 2010.…”

Section: The High Scoring Papersmentioning

confidence: 99%

“…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.…”

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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 Medium Scoring Papersmentioning

confidence: 96%

Section: The High Scoring Papersmentioning

confidence: 99%

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confidence: 99%

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

et al. 2013

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“…An educational intervention could help to improve the quality of the GP trainer as a role model in EBM (Matthews 2000). Such an intervention should focus on highlighting the motivations and lowering the barriers by, for example, increasing the knowledge and skills related to EBM.…”

Section: Educational Consequencesmentioning

confidence: 99%

Factors influencing the EBM behaviour of GP trainers: A mixed method study

Pas¹,

Dijk²,

Bartelink³

et al. 2012

Medical Teacher

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Background: General practitioner (GP) trainees state that their trainers are not consistent in using evidence-based medicine (EBM) or are even dismissive of it. As trainers are important role models in the Dutch GP training system this could have a large influence on the EBM training of GP trainees. Aim: To establish the motivations and barriers of Dutch GP trainers in using EBM. Methods: A questionnaire on personal characteristics, knowledge, skills (Berlin, score 0-15) and attitude (McColl, VAS score 0-100), and statements about EBM barriers were presented to 106 GP trainers. Additionally, three focus group sessions with trainers (n ¼ 30) were held. Results: Knowledge and skills were less than half correct (mean 6.1, standard deviation (SD) 2.9); the overall score on attitude was 58.8 (SD 9.4). Factor analysis showed four categories of barriers: EBM competence (mean 3.5 (SD 0.8)), search activities (mean 3.5 (SD 0.8)), motivation (mean 3.8 (SD 0.7)) and time (mean 2.5 (SD 0.9)). After analysis of the focus group sessions, five categories of motivations and barriers predominated: EBM competence, attitude and behaviour, sources, time and logistics. Conclusion: GP trainers experience motivations in EBM; however, these motivations can also be barriers, depending on the trainer's level of knowledge and attitude.

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“…Unfortunately, most medical faculty members have little formal training in teaching methods (MacDougall & Drummond, 2005;Taylor, Tisdell, & Gusic, 2007). Thus, faculty members often emulate the professional behaviours of their own preceptors and refer to these actions as role modeling (Egnew & Wilson, 2011;Matthews, 2000;Wright, Wong, & Newill, 1997). Sociologist Robert Merton (1968) stated that "the concept of role model can be thought of as more restricted in scope denoting a more limited identification with an individual in only one or a selected few of his roles" (pp.…”

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confidence: 99%

A Diverging View of Role Modeling in Medical Education

et al. 2015

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Research in the area of role modeling has primarily focused on the qualities and attributes of exceptional role models, and less attention has been given to the act of role modeling itself (Elzubeir & Rizk, 2001; Jochemsen-van der Leeuw, van Dijk, van Etten-Jamaludin, & Wieringa-de Waard, 2013; Wright, 1996; Wright, Wong, & Newill, 1997). A standardized understanding of role modeling in medical education remains elusive (Kenny, Mann, & MacLeod, 2003). This is problematic given that role modeling is pervasively documented as an approach to teaching (Reuler & Nardone, 1994). Our study attempts to fill a void in this body of research by looking at what faculty are thinking, saying, and doing when they say they are role modeling. Individual semi-structured interviews with faculty members were conducted in the Department of General Surgery at Queen’s University, Kingston, Ontario, Canada. Interviews were recorded, transcribed, and analyzed using qualitative methods for themes surrounding teaching and role modeling. Three major themes emerged from the data: (1) faculty members think they are teaching when they are acting professionally; (2) faculty members become aware of teaching opportunities and act on them; and (3) faculty members employ evidence-based teaching methods, but they are incorrectly labeling them as “role modeling.” As a whole, our findings should help distinguish between role modeling as roles and responsibilities enacted while doing one’s job well, and teaching as facilitated instruction that helps connect knowledge with action (Clayton, 2006; Fassbinder, 2007). Contributing to a better understanding of how teaching is separate from role modeling has the potential to improve the scope and quality of teaching, ultimately enhancing the learning experience for trainees. Les recherches menées dans le domaine de l’imitation de rôles ont porté principalement sur les qualités et les attributs de modèles de rôles exceptionnels et on a fait moins attention à l’acte lui-même d’imitation de rôle (Elzubeir & Rizk, 2001; Jochemsen-van der Leeuw, van Dijk, van Etten-Jamaludin, & Wieringa-de Waard , 2013; Wright, 1996; Wright, Wong, & Newill, 1997). La compréhension standardisée de l’imitation de rôles dans les situations médicales reste élusive (Kenny, Mann, & MacLeod, 2003). Ceci est problématique du fait que l’imitation de rôles est fortement documentée en tant qu’approche pour l’enseignement (Reuler & Nardone, 1994). Notre étude tente de combler un vide dans ce corps de recherche, nous visons à examiner ce que les enseignants pensent, disent et font quand ils affirment qu’ils pratiquent l’imitation de rôles. Des entrevues semi-structurées ont été menées avec des professeurs du département de chirurgie générale de l’Université Queen’s, à Kingston, en Ontario, Canada. Les entrevues ont été enregistrées, transcrites et analysées en utilisant des méthodes qualitatives pour des thèmes liés à l’enseignement et à l’imitation de rôles. Trois thèmes principaux sont ressortis de ces données : (1) les professeurs pensent qu’ils enseignent quand ils agissent de façon professionnelle; (2) les professeurs prennent conscience des occasions d’enseignement et les mettent à profit; et (3) les professeurs utilisent des méthodes d’enseignement basées sur l’évidence, mais ils les qualifient à tort d’« imitation de rôles ». Dans l’ensemble, nos résultats devraient aider à établir la distinction entre l’imitation de rôles en tant que rôles et responsabilités adoptés pendant que l’on fait correctement son travail, et l’enseignement en tant qu’instruction facilitée qui permet de relier la connaissance avec l’action (Clayton, 2006; Fassbinder, 2007). La contribution à une meilleure compréhension de la manière dont l’enseignement est séparé de l’imitation de rôles pourrait améliorer la portée et la qualité de l’enseignement pour, en fin de compte, améliorer l’expérience d’apprentissage des stagiaires.

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Role modelling: how does it influence teaching in Family Medicine?

Abstract: Discernment of the value of technical teaching skills was not a predictor of later proficiency.

Cited by 22 publications

References 22 publications

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

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

Factors influencing the EBM behaviour of GP trainers: A mixed method study

A Diverging View of Role Modeling in Medical Education

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