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 | |