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Table 1 Positive and negative role modelling characteristics and behaviour identified by medical students

From: Role modelling of clinical tutors: a focus group study among medical students

Behaviour identified by students as positive (they would like to emulate in the future) Behaviour identified by students as negative (they would not like to emulate in the future)
Clinical attributes
• Good knowledge of general medicine • Inability to impart knowledge at the student level
• Articulate history taking skills • Talking about patients without respect
• Ability to explain and demonstrate clinical skills at appropriate student level • Lack of empathy or compassion patients
• Empathy, respect and genuine compassion for patients • “Fake” empathy or compassion for patients
Teaching skills
• Development of a rapport with students • Lack of time for students within and outside of tutorials
• Provision of time towards the growth of students academically and professionally
• Poorly structured tutorials
• Provision of a positive learning environment • Humiliation of students
• Poor understanding of the curriculum and assessment requirements
• Structured tutorials with clear expectations
• Lack of meaningful feedback
• An understanding of the curriculum and assessment requirements • Lack of patient interactions
• Immediate and meaningful feedback
• Provision of patient interaction
Personal qualities
• Respectful interdisciplinary interactions • Lack of preparation for tutorials
• Preparedness for tutorials • Lack of enthusiasm for teaching
• Punctuality • Negative regard for the medical profession
• Enthusiasm for teaching and the subject  
• Demonstration of a passion for their career choice