Abstract
AimThe aim of this study was to assess changes in role model behaviour of clinical trainers after giving personal feedback.MethodsFirst-year general practitioner (GP) trainees at two institutes for GP speciality training in the Netherlands were asked to complete an assessment of their clinical trainers: the Role Model Apperception Tool (RoMAT). The RoMAT consists of attributes of positive role modelling divided into two components (Caring Attitude and Effectiveness) and was scored on a 5-point Likert scale twice. After the first assessment moment, the trainers received their personal scores combined with the mean score of their peers. The trainers were divided into three performance groups: below average, average and above average.ResultsOnly the group with the lowest scores showed an improvement on the Effectiveness component of the RoMAT from 3.89 to 4.08 (p = 0.04) with an effect size of.52, showing a large effect. This pattern is confirmed by the number of trainers shifting from the below average performance group to the average (7) and above average (5) performance groups.ConclusionGiving feedback to clinical trainers resulted in better scores on the Effectiveness characteristics. This indicates that role model behaviour of clinical trainers can be improved.
Highlights
In clinical practice, trainees develop into competent physicians by working alongside clinical trainers
To assist in this effort, we have developed and validated a tool to assess role model behaviour
No significant change in scores on the Caring Attitude component was established for the three groups
Summary
Trainees develop into competent physicians by working alongside clinical trainers. To use clinical workplace learning as an educational tool to foster the development of trainees into competent professionals, it is important to enhance the role model behaviour of clinical trainers [1]. To assist in this effort, we have developed and validated a tool to assess role model behaviour. ‘Effectiveness’ represents items relating to the ability of trainers to provide their patients and trainees with what they need Both components include an equal number of items addressing personal, teaching and clinical qualities, with high reliabilities [2]
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
