The search for clinical role models as a way of coping with clerkship stress

Gerber, Lane A.

doi:10.1097/00001888-197908000-00014

Cited by 11 publications

(7 citation statements)

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“…Subjects were asked to speak or write about their perceptions, beliefs, attitudes and values in response to some open questions; their words were then transcribed, their meanings pondered, and tentative categories formed from their scrutiny. Gerber's work lies in this area and it has produced qualitative accounts of the characteristics of good role models from the students' perspective (Gerber 1979) and in another study, the conclusion that teacher specialists seen as warm and interested in students were potent reasons for students to turn from their original interest to that of the role model (Gerber 1982).…”

Section: Methodsmentioning

confidence: 99%

“…Everything else they can read in a book … Relations with other persons drive our feelings and thus our actions …’ This description of the potency of role modelling for student learning is found throughout the literature. Gerber (1979) asserts that ‘the influence of the role model has implications for creating the kinds of clinicians … the medical profession wants to produce.’ Role modelling has been described as the primary teaching strategy in clinical education (Irby 1986): ‘Faculty members demonstrate clinical skills, model and articulate expert thought processes, and manifest positive professional characteristics. Through this modelling process student knowledge, skills and attitudes can be changed profoundly.’ However, most references to the power of role models deals with the acquisition by students of attitudes, values and ethical standards (Rezler & Ten Haken 1984; Schwenk et al 1987; Ficklin et al 1988; Merkel et al 1990; Richter & Buck 1990).…”

Section: Introductionmentioning

confidence: 99%

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Role modelling: a case study in general practice

Lublin

1992

Medical Education

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The effect of role modelling in medical education is frequently mentioned in the literature. This study addresses the issue of role modelling directly through questionnaires to students and interviews with practitioners. A sample of general practitioners taking students on the general practice attachment were asked to identify the attributes of their own role models, and to nominate in turn what attributes they hoped to role model for their students, and students returning from attachment were asked what they wished to emulate in their GP. Analysis of transcripts and questionnaires showed that while GPs mainly remembered personality and teaching ability in their role models, there was congruence between their desire to model good patient relationships to students and students' perceptions that this was the most desirable attribute they saw in GPs. Students also wished to be as skilled and knowledgeable as their GPs. The paper speculates about reasons for the differences and similarities in perception and memory of desirable role model attributes nominated by GPs and by students. It concludes that affect pervades the memory of positive and negative behaviours and attitudes of teachers, and that although role modelling may not be amenable to measurement, its importance in shaping behaviour and attitude and its power to influence students should be acknowledged in developmental programmes for medical teachers.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Role modelling: a case study in general practice

Lublin

1992

Medical Education

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“…The power of GP teachers as mentors and role models is frequently emphasized in the literature of clinical teaching 6 . 56 –61 Community teachers, particularly, are expected to be ideal role models and their surgeries optimal settings for learning primary care, 62 yet no studies in the medical education literature examine specific competencies required for the role of ‘model’ or mentor.…”

Section: The Concept Of System In Community‐orientated Medical Educationmentioning

confidence: 99%

Measuring instructional quality in community-orientated medical education: looking into the black box

Shipengrover

James

1999

Med Educ

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“…17 These proposed revisions highlight the importance of role modeling among faculty, particularly among residency program directors. 17 Enhancing meaningful interactions between role model faculty and trainees may provide rich opportunities for ''interpersonal coping mechanism of modeling'' 14 and moral elevation, 15 thus offering a potential intervention to improve resident well-being. 18 However, little evidence is available to inform interventions to support faculty as consistent role models for students and junior trainees who may be sharing the same institutional pressures and stressors as their faculty.…”

Section: Discussionmentioning

confidence: 99%