Role modelling—making the most of a powerful teaching strategy

Cruess, Sylvia R.; Cruess, Richard L.; Steinert, Yvonne

doi:10.1136/bmj.39503.757847.be

Cited by 402 publications

(380 citation statements)

References 17 publications

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“…[9][10][11] However, many faculty physicians trained in a culture that did not place as much emphasis on reducing unnecessary costs of care; therefore, they must adapt their own teaching methods and practice patterns to better influence trainees to be good stewards of health care resources. 12,13 Given the significant impact of faculty behavior on resident practice patterns, [9][10][11] it is of vital importance to understand whether faculty are appropriately role-modeling cost-conscious care.…”

Section: Introductionmentioning

confidence: 99%

Role-Modeling Cost-Conscious Care—A National Evaluation of Perceptions of Faculty at Teaching Hospitals in the United States

et al. 2015

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BACKGROUND:Little is known about how well faculty at teaching hospitals role-model behaviors consistent with cost-conscious care. OBJECTIVE: We aimed to evaluate whether residents and program directors report that faculty at their program consistently role-model cost-conscious care, and whether the presence of a formal residency curriculum in costconscious care impacted responses. DESIGN: Cost-conscious care surveys were administered to internal medicine residents during the 2012 Internal Medicine In-Training Examination and to program directors during the 2012 Association of Program Directors in Internal Medicine Annual Survey. Respondents stated whether or not they agreed that faculty in their program consistently role-model cost-conscious care. To evaluate a more comprehensive assessment of faculty behaviors, resident responses were matched with those of the director of their residency program. A multivariate logistic regression model was fit to the outcome variable, to identify predictors of responses that faculty do consistently rolemodel cost-conscious care from residency program, resident, and program director characteristics. PARTICIPANTS: Responses from 12,623 residents (58.4 % of total sample) and 253 program directors (68.4 %) from internal medicine residency programs in the United States were included. MAIN MEASURES: The primary outcome measure was responses to questionnaires on faculty role-modeling cost-conscious care. KEY RESULTS: Among all responses in the final sample, 6,816 (54.0 %) residents and 121 (47.8 %) program directors reported that faculty in their program consistently role-model cost-conscious care. Among paired responses of residents and their program director, the proportion that both reported that faculty do consistently rolemodeled cost-conscious care was 23.0 % for programs with a formal residency curriculum in cost-conscious care, 26.3 % for programs working on a curriculum, and 23.7 % for programs without a curriculum. In the adjusted model, the presence of a formal curriculum in costconscious care did not have a significant impact on survey responses (odds ratio [OR] were not consistently role-modeling cost-conscious care. The presence of a formal residency curriculum in costconscious care did not impact responses. Future efforts should focus on placing more emphasis on faculty development and on combining curricular improvements with institutional interventions to adapt the training environment.

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Section: Introductionmentioning

confidence: 99%

Role-Modeling Cost-Conscious Care—A National Evaluation of Perceptions of Faculty at Teaching Hospitals in the United States

et al. 2015

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“…Asimismo, en el ámbito del currículo informal en la formación médica, se ha demostrado, que el modelaje de los docentes [34][35][36] propicia la reproducción del modelo profesional hospitalocéntrico, curativo y biologicista, incentivando estos rasgos en las preferencias del estudiantado, en oposición a una educación basada en la comunidad, con orientación generalista, con contenidos de salud pública, y salud familiar-comunitaria, en definitiva con enfoque de APS.…”

Section: Discussionunclassified

Educación médica para la Atención Primaria de Salud: visión de los docentes y estudiantes

Parada-Lezcano

Cortés

2016

Rev. méd. Chile

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“…(Wright, Kern, Kolodner, Howard, & Brancati, 1998) Furthermore, characteristics of good role models and strategies to improve role modeling have been described that can be useful for faculty development. (Cruess, Cruess, & Steinert, 2008) These characteristics fall in the domains of clinical competence (e.g. sound clinical reasoning), teaching skills (e.g.…”

Section: Discussionmentioning

confidence: 99%