Factors associated with students' perceptions of role modelling.

Bahareh Bahman Bijari,Azam Bazrafshan,Morteza Zare,Maryam Esmaili,Ali Akbar Haghdoost,Amin Beigzadeh

doi:10.5116/ijme.57eb.cca2

Abstract

ObjectivesTo determine which professional and humanistic attributes demonstrated by teachers in the health disciplines caused them to be perceived by students as positive or negative role models. MethodsQuantitative empirical data were gathered using a self-administered questionnaire by graduating students in medical, dentistry, and pharmacy schools at Kerman University of Medical Sciences. A total of 3 graduating cohorts, comprising about 220 students, were selected for this study. Surveys were distributed during January-March 2013. ResultsIn total, 183 students participated in the study. Altogether, students considered 504 and 473 academic staff as positive and negative role models (PRMs and NRMs), respectively. Women were considered more negatively than men (mean scores: -12.13 vs. -11.6, p=0.04). While clinicians were considered more positively than basic scientists (mean scores: 12.65 vs. 10.67, p=0.001), dentists received higher positive scores than physicians or pharmacists (average scores: 13.27 vs. 12.99 and 9.82). There was a significant relationship between the personality of the students and the overall characteristics of their perceived role models (β for PRMs=0.35, p<0.0001; and β for NRMs= 0.20, p= 0.039). ConclusionsHumanistic and professional attributes were proposed as major components of personal traits in perceived role models. Demonstration of humanistic attributes by teachers was strongly correlated with the students’ perception of the role models. It is suggested that the role of humanistic and professional attributes should be highlighted across medical disciplines in an effort to develop or improve role modelling by academic staff.

Highlights

Role modelling is regarded as the primary source of learning humanistic and ethical aspects of healthcare
We examined the insights as well as demographic attributes of graduating students across health disciplines to determine which professional and humanistic attributes demonstrated by medical teachers, as well as other potential factors, caused them to be perceived by students as positive role models (PRM) and negative role models (NRM)
Personal characteristics of positive and negative role models In total, 977 role models were identified among whom the frequencies of PRMs (n=504) and NRMs (n=473) was very close

Summary

Introduction

Role modelling is regarded as the primary source of learning humanistic and ethical aspects of healthcare It is described as a cognitive process in which students actively observe and imitate the attributes of their perceived models. Bahman-Bijari et al Students’ perceptions of role modelling theory, whether we learn from direct or vicarious experiences, most of our learning usually involves other people in a social setting. It is on the basis of our observations and interactions with other people that our conditions, including our standards for performance and for moral judgement, are developed.[4,5]

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Discussion

Conclusion