ROLE MODELING
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ROLE MODELING • “The process whereby faculty members exhibit knowledge, attitudes, and skills, demonstrate and articulate expert thought processes, and manifest positive professional behaviours and characteristics” (After Irby, J Med Ed, 1986)
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ROLE MODELING. “The process whereby faculty members exhibit knowledge, attitudes, and skills , demonstrate and articulate expert thought processes , and manifest positive professional behaviours and characteristics” (After Irby, J Med Ed, 1986). ROLE MODELING. - PowerPoint PPT Presentation
Transcript of ROLE MODELING
ROLE MODELING
• “The process whereby faculty members exhibit knowledge, attitudes, and skills, demonstrate and articulate expert thought processes, and manifest positive professional behaviours and characteristics”
(After Irby, J Med Ed, 1986)
• “being a role model is what happens when you are busy doing other things”
John Lennon
ROLE MODELING
WHY DO ROLE MODELS MATTER?
Major Influence in the Creation of a Health Professional
• Part of the formal & informal curriculum (influenced by the hidden curriculum)
• Can affect career choice
• Significant influence on peers
Negative role modeling is common and can be destructive
ROLE MODEL - ATTRIBUTESATTRIBUTES
• expertise/clinical skillsexpertise/clinical skills
• humanism/self awareness, empathy,humanism/self awareness, empathy,
respectrespect
• communication/patient & studentcommunication/patient & student
• personal qualities/lifestylepersonal qualities/lifestyle
• collaborative practicecollaborative practice
• advocacyadvocacy
CompetenceCompetenceCommitmentCommitment
ConfidentialityConfidentialityAltruismAltruism
TrustworthyTrustworthy
Integrity / Integrity /
HonestyHonesty
Codes of ethicsCodes of ethicsMorality / Ethical Morality / Ethical
BehaviorBehaviorResponsibility to Responsibility to
professionprofession
Autonomy Autonomy
Self-regulationSelf-regulation
AssociationsAssociations
InstitutionsInstitutions
Responsibility Responsibility to societyto society
Team workTeam work
Caring/compassionCaring/compassion
InsightInsight
Openness/Openness/
transparencytransparencyRespect for the Respect for the healing functionhealing functionRespect patientRespect patientdignity/autonomydignity/autonomy
Presence Presence
What Makes a What Makes a GoodGood Role Model? Role Model?
• CompetenceCompetence• TIME: total hours & % of time spent teachingTIME: total hours & % of time spent teaching• Being aware of being a role modelBeing aware of being a role model• Being explicit about what is being modeled and Being explicit about what is being modeled and
whywhy• Communicating enthusiasmCommunicating enthusiasm• (Generalist vs specialist)(Generalist vs specialist)
Wright et al: NEJM,1998Wright et al: NEJM,1998CCôôttéé & Lecl & Leclèère: Acad Med, re: Acad Med,
20002000
What Makes a What Makes a GoodGood Role Model? Role Model?• Demonstrating sensitivity to student’s needsDemonstrating sensitivity to student’s needs• Being aware of power differenceBeing aware of power difference• Giving feedbackGiving feedback• Stressing importance of patient relationshipStressing importance of patient relationship• Stressing psychosocial aspects of medicineStressing psychosocial aspects of medicine• Reflecting and encouraging reflection in studentsReflecting and encouraging reflection in students• Institutional supportInstitutional support
Wright et al: NEJM,1998Wright et al: NEJM,1998 CCôôttéé & Lecl & Leclèère: Acad Med, 2000re: Acad Med, 2000
What Makes a What Makes a PoorPoor Role Model? Role Model?
• DisrespectDisrespect- patients/students/team members- patients/students/team members
• InsensitivityInsensitivity- patients/students/team - patients/students/team membersmembers
• Professional dissatisfactionProfessional dissatisfaction
• Lack of collegialityLack of collegiality
• Culture accepting of poor relationshipsCulture accepting of poor relationships• Lack of institutional supportLack of institutional support
Barriers to Barriers to GoodGood Role Modeling Role Modeling
• Time/overworkTime/overwork
• ImpatienceImpatience
• Overly opinionatedOverly opinionated
• Hostile attitudeHostile attitude
• Lack of enthusiasmLack of enthusiasm• Poor interpersonal Poor interpersonal
skillsskills• Impersonal approachImpersonal approach• Too reserved/quietToo reserved/quiet
TAKE HOME MESSAGETAKE HOME MESSAGE• Attention - to the patientAttention - to the patient
- to the student- to the student
• Retention - use Socratic methods to involve Retention - use Socratic methods to involve the student and promote retentionthe student and promote retention
• Production - getting the student to use Production - getting the student to use knowledge in order to embed itknowledge in order to embed it
• Motivation - make the event enjoyableMotivation - make the event enjoyable (Bandura: 1986(Bandura: 1986))
