The impact of positive doctor role modelling

Passi, Vimmi and Johnson, Neil (2016) The impact of positive doctor role modelling. Medical Teacher, 38 (11). pp. 1139-1145. ISSN 0142-159X

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Abstract

Background: Role modeling has been highlighted as an important teaching and learning strategy. The aim of this research study was to explore the influences and impact of positive doctor role modelling in twenty-first century medical education. Methods: This study was part of a larger study investigating the process of positive doctor role modeling in medical education. This study used focus group interviews with 52 medical students, semi-structured interviews with 25 consultants and interviews after clinics with five consultants and five medical students. A qualitative methodology using the grounded theory approach of Strauss and Corbin was then used to explore the impact of modeling in medical education. Results: Three main outcomes of role modeling were identified – the development of professional behaviors, the development of professional identity, and the shaping of career aspirations. Conclusion: This study illustrates the powerful, often subconscious impact of doctor role modeling in medical education. This research illustrates that role models are critically important in the professional development, character development, and career development of the modelees. In this way, role modeling effectively enhances the transformation of the student to a doctor.

Item Type: Journal Article
Journal or Publication Title: Medical Teacher
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Medical Teacher on 18/04/2016, available online: http://www.tandfonline.com/10.3109/0142159X.2016.1170780
Uncontrolled Keywords: /dk/atira/pure/subjectarea/asjc/2700
Subjects:
Departments: Faculty of Health and Medicine
ID Code: 78801
Deposited By: ep_importer_pure
Deposited On: 23 Mar 2016 09:34
Refereed?: Yes
Published?: Published
Last Modified: 19 Nov 2019 01:02
URI: https://eprints.lancs.ac.uk/id/eprint/78801

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