Role modelling in the training of hospital-based medical specialists: a validation study of the Role Model Apperception Tool (RoMAT)

Abstract

Introduction Role modelling is a key component in the training of doctors that influences professional behaviour, identity and career choices. Clinical teachers and residents are often unaware of this, thereby risking transmission of negative behaviour. On the other hand, awareness positively affects role model behaviour. To assess role model behaviour, the Role Model Apperception Tool (RoMAT) was developed and validated in general practice training. The aim of the current study was to validate the RoMAT in the hospital-based training setting. Methods The authors asked first to last year residents, regardless of their specialty, to participate after written approval from their clinical teachers. The tool was completed online in 2017. The authors performed a principal component analysis and investigated internal consistency, construct validity, inter-rater reliability, known-groups comparisons and floor and ceiling effects. Results Of the 473 residents contacted, 187 (40%) completed the questionnaire. As in the primary validation study, the authors extracted two components: ‘Caring Attitude’ and ‘Effectiveness’, explaining 67% of the variation with a Cronbach’s alpha of 0.94 and 0.93 respectively. Evidence for construct validity was found and there were no floor or ceiling effects, but inter-rater reliability was low. Discussion The RoMAT was internally consistent and valid to assess role model behaviour of the clinical teacher towards the resident in the hospital-based training of medical specialists. The poor inter-rater reliability, most likely due to homogeneous RoMAT responses, should be borne in mind when evaluating RoMAT scores on individual clinical teachers. Electronic supplementary material The online version of this article (10.1007/s40037-019-00527-6) contains supplementary material, which is available to authorized users.

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

“…Each participant completed a questionnaire that included demographic characteristics, awareness of involvement in role modelling (including prior exposure, interest in further training), and self‐perception of IM residents' positive role model characteristics (assessed through Likert scales) (Supporting Information S1 and S2). This questionnaire was constructed based on previously identified role model attributes, and adaptation of two validated tools for the assessment of faculty role modelling on clinical teachers 4,6 . The questionnaire was offered both online and in print.…”

“…Attributes of faculty role models shaping positive and negative behaviours on their learners has been an area of research interest 3,4,6,19,20 . These are encompassed in three different categories: (a) Clinical (including level of clinical knowledge, reasoning skills, and approach to patient centred care), (b) teaching skills (including level of rapport with learners, promotion of a safe and supportive learning environment, development of teaching methods, and commitment with academic, personal, and professional development of learners), and (c) personal (including leadership skills, assertive communication, interpersonal skills, ability to cope with stressful situations, positive outlook, enthusiasm, dedication, commitment to excellence, and humanistic behaviours such as empathy, respect, compassion, integrity, honesty, and politeness).…”

“…Role 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 3–6 …”

Perilaku Model Peran Profesional dalam Pendidikan Keperawatan Indonesia

“…Role modelling refers to the admiration of one's observed behaviour or attitude and then adopts that behaviour or attitude (Jayasuriya-illesinghe et al, 2016). Professional nurses as role models in academic and clinical practice are described as teaching based on examples given and imitating learning (Said et al, 2019). Through role modelling, nurse educators can transfer knowledge, skills and attitudes, especially related to professional nurse behaviour.…”

Five Tips for Becoming an Ideal General Hospitalist

“…It is necessary for general hospitalists to find an appropriate role model and request mentoring. 11 Alternatively, a general mindset can be acquired from colleagues who apply such a mindset in their work. It is important to adopt the attitude of coping with everything and then applying a strong mentality.…”