Positive Role Models Research Articles

Aligning the Implicit Curriculum with the Explicit Curriculum in Radiology

Physician education occurs through two mechanisms that operate in tandem: the explicit and the implicit curriculum. The explicit, or formal, curriculum is the official version that is usually taken as the one-and-only curriculum and which is detailed in official documentation; however, an implicit curriculum exists, comprised of subtle messaging about professional norms, values, and beliefs that are tacitly communicated through both positive and negative role modeling. Both contribute to the overall education of the medical student and physician-in-training. Despite its well-documented influence in medical education, much of the teachings of the implicit curriculum occurs in the shadows, unspoken and unarticulated, and outside the awareness of both teacher and student. As panel members of the The Implicit Curriculum in Radiology Task Force of the Association of University Radiologists-Radiology Research Alliance (AUR-RRA), we present a review of the implicit curriculum, exploring its origin and impact on medical education, and on the overall professional development of medical students, post-graduate medical trainees and practicing physicians. Strategies for recognizing and contending with the implicit curriculum in radiology training are discussed, with a special emphasis on opportunities to leverage its potential through positive role modeling.

Midwifery students’: Developing an understanding of being ‘with woman’––A qualitative study

ObjectivesTo explore and describe what student midwives, enrolled in one Western Australian (WA) university, had witnessed, learned and experienced regarding the concept of being ‘with woman’. DesignA qualitative descriptive design was chosen. SettingA university in Perth, Western Australia. ParticipantsNineteen student midwives from an undergraduate and a post graduate midwifery course. MethodsData were collected from audio-recorded interviews. Thematic analysis of interview transcripts was used to identify commonalities of perceptions and experiences of being ‘with woman’ for students. Data saturation guided when recruitment ceased and final sample size was achieved. FindingsStudent interviews revealed that when considering the concept of being ‘with woman’ students were able to give descriptors of what they interpreted the meaning of being ‘with woman’ to be. They also described factors that impacted their learning of how to be ‘with woman’. Included in their descriptors were that being ‘with woman’ enables informed choice, it creates a connection, it means the woman is at the centre of care and that it can occur in all contexts. The factors that impacted their learning of how to be ‘with woman’ were the importance of positive midwife role models, that providing continuity of care models accelerate learning, that the student role and workload can impact their perceived ability to be with woman and that they are aware it takes time to learn how to be ‘with woman’. Conclusion and implicationsThe art and skills of being ‘with woman’ are central to midwifery practice; students in this study were able to demonstrate understanding of the concept and also highlight factors that influence their learning of how to be ‘with woman’. Findings can inform how the phenomenon of being ‘with woman’ can be intentionally introduced into midwifery programs, with particular emphasis on positive midwifery role models, realistic student workload and recognition of the value of the Continuity of Care Experience.

Which positive view of general practice do medical students and trainees have? A systematic literature review

ABSTRACTBackground: Despite several studies focusing on the negative aspects of general medicine, the speciality seems attractive for students. Researchers from the European General Practice Research Network created a group to study job satisfaction in general practice. The aim of this eight-country European study was to determine which positive view students have about general practice.Method: Systematic review of the literature from Pubmed, Embase and Cochrane databases. Articles published between 01/01/2000 and 12/31/2018 were searched and analysed by two researchers working blind. The data on satisfaction factors were extracted from the full text article used as verbatims. Then the data were coded with a thematic analysis.Results: 24 articles out of 414 were selected. Satisfaction factors were classified: teaching of general practice, workplace and organisational freedom, quality of life, variety in practice, workload balance and income. The analysis highlighted intellectual stimulation and the relationship built with patients and other professionals.Conclusion: Literature on the appeal of general practice for students revealed many factors of job satisfaction in general practice. It is possible to create a global view of a satisfied GP on the students’ opinion. Courses and clerkships in general practice with positive role models are determining factors in career choice.

Mental Health Professionals\u2019 Perceptions of Parenting by Service Users with Psychosis

Despite extensive needs, interventions for parents with psychosis are rarely offered, poorly described, and vary between offering instrumental and emotional support. To improve the design of interventions offered to families with parental psychosis, more knowledge is needed. The aim of this study was to gain knowledge about mental health professionals’ perceptions of parenting by patients with psychosis. Eleven mental health professionals educated in family interventions were interviewed using a semi-structured interview guide and the material underwent inductive thematic analysis. Results showed that the professionals described the patients parenting as characterized by difficulties in providing security and predictability, taking part in and organizing family life, and to focus on the child’s needs. The difficulties were described as related to specific symptoms such as voice hearing, cognitive impairments, anxiety, and paranoia. As a vast amount of research stresses the psychosocial basis of psychosis and the interpersonal causes of its symptoms, parenting difficulties in people with psychosis could benefit from being addressed from a relational perspective. Accordingly, parents with psychosis should be offered interventions that enable them to create positive parental role models, develop reflective functioning, and identify situations in which their symptoms might hinder positive parenting. Many of these needs are unmet by interventions offered in adult psychosis services today.

“Bedside Anatomy”: A Tool to Contextualize Learning and Introduce Surgical Careers

BackgroundMany medical students cite an unwelcoming culture in surgery and perceive surgeons as arrogant or unfriendly. These perceptions have been reported as factors discouraging medical students from applying to surgical residency programs. This highlights an opportunity early in medical education to address these negative stereotypes and create opportunities for positive interactions with surgeons. We hypothesize that positive experiences with surgical residents and introduction to representative surgical cases early in the medical school curriculum can provide a real-world context for learning anatomy and encourage students to consider a surgical career. MethodsWe developed and implemented a series of structured, one-hour, cadaver-based sessions cofacilitated by anatomists and surgical residents for medical students during their anatomy didactics. Sessions included common surgical cases and focused on critical thinking and problem-solving skills, while offering opportunities to review cadaver anatomy. Students completed a postcourse survey. ResultsNine sessions were implemented with involvement of eight surgical residents and 185 students; 83 students completed a postcourse survey (response rate of 45%). A majority of students rated the sessions “very helpful” in terms of highlighting the importance of anatomy in medical education (n = 52, 63%) and providing clinical context (n = 59, 71%). 54% (n = 45) indicated interest in a surgical career and 64% (n = 53) agreed that session participation had increased their interest in surgery. ConclusionsOverall, students agreed that sessions provided clinical context for their learning and increased interest in a surgical career. Surgical faculty and residents should engage in preclinical medical education to bridge the basic science and clinical years and introduce positive surgical role models early during medical training.

Developing role models in clinical settings: A qualitative study of medical students, residents and clinical teachers.

To explore how positive role modelling attributes can be developed in students, residents and clinical teachers. The qualitative study using focus group discussions was held at Aga Khan University, Karachi from March to May 2018, and comprised medical students, residents and clinical teachers. Overall 11 focus group discussions were conducted till data saturation was achieved. Content analysis was used to analyse the data which was transcribed verbatim. Of the 116 subjects, 60(51.7%) were medical students, 35(30.2%) were residents and 21(18%) were clinical teachers. Of the 11 focus group discussions, 4(36.5%) each were held with the students and the residents, while 3(27%) were held with the teachers. Five major themes that emerged from the study included definition of role models, attributes of role models, role modelling as a learnt behaviour, challenges in developing role models, and recommendations for developing positive role models. A number of attributes of positive and negative role models were identified by the participants. All the participants including students, residents and teachers appreciated the importance of role modelling in developing professionalism among health professionals and medical students. Factors hindering development and demonstration of positive role modelling were also identified and possible solutions were suggested. Clinical teachers needed to be made cognizant of their role as positive role models in developing professionally competent physicians. The medical institutions needed to develop and implement policies that would enhance positive role modelling by the teachers and facilitate learning of positive attributes at all levels.

Prosocial Behavior in the Time of Covid-19: The Effect of Private and Public Role Models

In public good provision and other collective action problems, people are uncertain about how to balance self-interest and prosociality. Actions of others may inform this decision. We conduct an experiment to test the effect of watching private citizens and public officials acting in ways that either increase or decrease the spread of the coronavirus. For private role models, positive examples lead to a 34% increase in donations to the CDC Emergency Fund and a 20% increase in learning about COVID-19-related volunteering compared to negative examples. For public role models these effects are reversed. Negative examples lead to a 29% and 53% increase in donations and volunteering, respectively. Results are consistent with the Norm Activation Model: positive private role models lead to more prosocial behavior because they increase norms of trust, while negative public role models increase a sense of responsibility among individuals which convinces them to act more prosocially.

The Fragility of Power: Statius, Domitian and the Politics of the Thebaid by Stefano Rebeggiani

Reviewed by: The Fragility of Power: Statius, Domitian and the Politics of the Thebaid by Stefano Rebeggiani Tim Stover Stefano Rebeggiani. The Fragility of Power: Statius, Domitian and the Politics of the Thebaid. New York: Oxford University Press, 2018. Pp. xiv, 321. $74.00. ISBN 978-0-19-025181-9. In this stimulating book, Rebeggiani pushes back against those for whom Statius’ Thebaid is critical of Domitian and/or of monarchical power. For Rebeggiani, the poem is a vehicle for instructing the princeps on how to be a successful ruler: [End Page 113] the epic’s many images of abuse of power serve as negative exempla designed to guide Domitian away from the pitfalls of Neronian tyranny and onto the path of Thesean clementia. Rebeggiani thus accords to the Thebaid a protreptic function like that of Seneca’s De Clementia. It will be a tough sell for some that Statius’ poem of mindless madness, vengeful and petty gods, and familial dys-function should be seen as a speculum principis of sorts, but this perspective enables Rebeggiani to reorient the Thebaid’s ideological investments, as well as to offer many original and persuasive readings of individual passages. This is a work that critics of Flavian literary culture will have to take seriously, and one from which they will reap many rewards. For Rebeggiani, the Thebaid reflects both the vilification of Nero that was a hallmark of Flavian ideology and the cautious optimism that attended Domitian’s accession in 81. He reads the epic’s tyrants as symbols of Nero, a ruler not to be emulated, whereas Theseus and others offer Domitian positive role models. This is an interesting strategy, but there are some chronological problems. For example, except for the consulship of Helvidius Priscus’ son, the incidents Rebeggiani cites as evidence that Domitian cultivated friendships with victims of Nero’s tyranny early in his reign, moves which Rebeggiani sees reflected in the “anti-Neronian” Thebaid, took place from 85 on (50). Even if we agree that 85 qualifies as being early in Domitian’s reign, by then Statius had been working on the Thebaid for five years, nearly half the time he would need to complete the whole poem. So how can these incidents be adduced as providing the context in which Statius first conceived of his epic’s elaborations of kingship? A similar issue arises from Rebeggiani’s reading of the proem as reflective of the beginning of Domitian’s reign (103–105). Statius refers to Domitian’s second victories over the Chatti and the Dacians (1.19), which took place in 89. Chapters 5 and 6 are generally superb, and elsewhere in the book Rebeggiani breaks new ground in his analyses of Statius’ depiction of Hercules, the function of Senecan tragedy in the Thebaid, and Statius’ dynamic engagement with Lucan. And yet I wish there was more balance in his discussions of these topics. During an excellent examination of Hercules (123–152), the hero is said to provide an avenue for criticism of the Herculean Nero, but not of the Herculean Domitian. Likewise, Rebeggiani gives us a first-rate discussion of Statius’ reception of Lucan (153–196), but not everyone will agree that the Bellum Civile is narrowly anti-Neronian, not anti-Caesarian. And if Statius adopts a stance similar to that of Seneca (92), whereby he can both praise and blame the emperor (a view I find persuasive), Rebeggiani sees blame of Domitian as only a possibility if he fails to live up to the standard offered him by the poet. The Thebaid contains no criticisms of the princeps, only the threat of criticism should Domitian falter. At times, I wish Rebeggiani had included more context for some of his readings. For example, his view on the symbolic importance of Thiodamas’ succession as the Argives’ new vates following the death of Amphiaraus is persuasive (114–116). But it is not clear that Thiodamas should be regarded as a symbol of positive succession, as Rebeggiani does. Whereas Amphiaraus warned the Argives not to participate in the impious war (3.643), Thiodamas’ savagery while slaughtering sleeping Thebans is remarkable: he urges the Argives to yield to the pleasure of limitless...

Factors associated with choosing Nephrology as a subspecialty by Internal Medicine Residents in Nigeria

Background : There is a projected shortage of kidney specialists in Nigeria and there is need to train more residents in nephrology to meet the need of the teaming population of patients with chronic kidney Disease. The study identify factors affecting the choice of Nephrology among resident doctors in selected training institutions in Nigeria. Methods : This cross-sectional study was conducted among the resident doctors in Internal Medicine in four randomly selected training institutions across the northern and southern parts of Nigeria. We developed a self-administered questionnaire in the English language after a thorough review of relevant literature. Data were gathered through the two-part questionnaire. In the first part, demography, gender, age, marital status, and level of training were documented and the second section included 24 questions about factors that influence the residents' choice of subspecialty. Results :Atotal of 78 respondents were interviewed. The mean age of the respondent was 33.52 ± 3.52. A higher proportion of the respondents were males (70.5%), 56.4% were senior registrars with the mean residency year of 3.46 ± 2.00. Atotal of 52.6% never had interested in nephrology as a career choice while of 47.4% that showed interest in nephrology, only 11.5% are currently in Nephrology. Most of those who had interest in Nephrology changed their mind along the line and are now registrars or senior registrars in other subspecialty. The most common factors identified were advice from other mentors or senior consultants (80.8%), outcome of most patients with renal condition (79.5%) and positive role model in nephrology medicine (76.9%). The least identified factors were prestige and respect accorded a nephrologist (35.9%) and societal expectation, peer encouragement and family's expectations (42.3%). Conclusion: There is an urgent need to address factors that affects the choice of Nephrology. Effective steps towards addressing these factors may go a long way in improving the internal medicine residents' choice of Nephrology as a career in the near future. Key words : career decisions, education, nephrology, training, Nigeria

O professor como modelo aos seus estudantes: perspectivas da área da saúde

Student education and training in the health professions involve acquisition of general and specific skills and competencies which happens throughout practical experiences under the supervision of teachers or clinical tutors. Supervisor characteristics may influence students and guide them in building their professional identity. In this context, a role model is defined as the professional whose positive qualities are likely to be imitated by the students, as they demonstrated skills and personal characteristics that impress and inspire them. Positive role models exhibit professional expertise, good communication and relationships with patients and students, good teaching skills and, most importantly, personal characteristics such as integrity, compassion and enthusiasm. On the other hand, students seem to be able to recognize undesirable negative attributes as opposed to the positive ones. Our studies suggest that the perception of Brazilian students on models attributes does not differ from what is described in the international literature and that there may not be substantial differences between students from the various health professions on their views. Teachers and preceptors who students consider to be good role models, surprisingly, are unaware that they have such influence, but have similar views as students about the positive attributes of a role model. Given the importance of role models in student personal and professional development, schools must take steps to have positive models prevailing in their faculty and to prevent clinical tutors from expressing behaviours that convey negative qualities. These measures involve teacher training and faculty development activities and appreciation of faculty members for their performance in teaching. However, these measures will only make sense if schools offer their teachers good working conditions and, above all, possess an institutional culture that favours humanized relationships within the academic community.

Reading a short story changes children’s sustainable behavior in a resource dilemma

Fostering sustainable behavior in children and adolescents should be a central aim of today’s education. Even though the interplay of factors affecting sustainable behavior is complex, simple interventions can be effective too. In the current study, 10-year-olds (N = 132) were read a short story about two foresters who collectively used a forest to gain timber, facing a resource dilemma that involved striving for maximizing their individual profit while sustaining the forest. In the story, the foresters solved the dilemma in favor of the resource, thereby serving as positive role models. Children in the control condition were read a short informative story on urban gardening that did not include a dilemma or any moral cues. Before and after the intervention, children played a fishing conflict game to assess their sustainable behavior. Children who were presented with the positive role models played the game after the intervention more sustainably than before the intervention. Children in the control condition, in contrast, played it even less sustainably after the intervention. The results suggest that a short intervention might affect children’s sustainable behavior.

Enhancement of role modelling in clinical educators: A randomized controlled trial

Introduction: Role models have an important impact on the professional behavior of medical students. Previous investigations help us understand how to improve role modelling. However, studies aiming at enhancing role modelling among clinical educators are very limited and generally lack comprehensive evaluations of the designed programs. We intended to gather robust evidence on the effectiveness of a longitudinal program for enhancing role modelling.Methods: Clinical educators were divided into intervention and control groups. The longitudinal program, developed based on the exposure phase of the ‘Positive Doctor Role Modelling’ framework, was delivered during three months of onsite and online sessions. The effectiveness of the program was assessed in three levels of reaction, learning, and behavior.Results: In the intervention group (N = 18), the mean score of satisfaction was 4.7 (SD = 0.5), and the learning (awareness about role modelling) improved significantly after the program (3.33–4.34), comparing to the control group (3.53–3.63). There was no significant difference in terms of behavior improvement between the two groups, before and after the program.Conclusions: Our findings indicate that our longitudinal faculty development program on role modelling was highly appreciated by clinical educators, and improved their awareness and deliberate role modelling.

The potential of online coaching to develop female entrepreneurial self-efficacy

PurposeThe purpose of this study is to explore the potential of coaching to develop female entrepreneurship by overcoming potential barriers. It sought to understand how entrepreneurial self-efficacy can be applied to development relationships, through on-line coaching, examining changes in the four key elements of entrepreneurial self-efficacy enactive mastery, vicarious experiences, social persuasion and psychological arousal. The study examines the impact of coaching relationships on female entrepreneurial self-efficacy compared to a control group. The participant group was matched with coaches and undertook a structured six months’ coaching programme.Design/methodology/approachThis was a longitudinal study using a mixed methods approach. Questionnaires investigating entrepreneurial self-efficacy were collected at two time points for both the coaching and control group. After the first time point, the coaching group was supported through a six months coaching development programme. At the second time point, questionnaires were again completed by both groups and qualitative data gather via interviews with the coaching group.FindingsThe findings from this study showed that coaching relationships had a positive impact on coachees’ entrepreneurial self-efficacy, compared to the control group in terms of enactive mastery, vicarious experience, social persuasion and psychological arousal. This suggests that coaching is a development intervention which can be used to enhance self-efficacy beliefs of female entrepreneurs, thereby increasing their chances of engaging in successful business creation and operation.Research limitations/implicationsThe group size was a problem, with four of the coaching group and ten of the control group dropping out. The coaching participants left the intervention due to personal reasons but no reason could be established for the control group participants leaving the study. The problem of ‘Type II’ was considered and in an attempt to overcome this problem, data were shown at below 10% (p < 0.10). It would also have been useful to collect more qualitative data from the control group.Practical implicationsAn online coaching programme provided by women for women, which is tailored to the individual, can support female entrepreneurs through the difficult stages of start-up and development phases of business development. Creating more successful women owned businesses will not only provide financial benefits, but should help provide additional entrepreneurial networks for women, as well as more positive female role models. Exposure to positive role models has been found to have a direct effect on entrepreneurial self-efficacy. This circular affect should in theory keep on increasing, if female entrepreneurs have access to the tailored support provided by coaching programmes such as the one used here.Social implicationsConsidering the current global economic climate, it is increasingly important for women to be supported in small business ownership (Denis, 2012). Countries which actively promote women entering into business ownership will ultimately share the gains in terms of wider issues, i.e. improving education and health, and economic growth (Harding, 2007). If female entrepreneurship is to be encouraged and supported, provision needs to be designed and developed based on female entrepreneurs’ needs and requirements, rather than simply conforming to traditional business support models.Originality/valueThis study contributes to learning and theoretical debates by providing an understanding of female entrepreneurs' needs with regard to business support and how this can be related to and supported by coaching. It also adds to the literature on entrepreneurial self-efficacy, coaching and learning by providing empirical evidence to illustrate how coaching interventions, including the use of online methods, can have a positive impact on female entrepreneurial self-efficacy.

Pernikahan Dini; Ditinjau dari Aspek Psikologi

Marriage is something sacred, for that it needs careful preparation both physically, economically and psychologically. For this reason, the aims of this study are 1) the causes of early marriage, 2) the psychological impact of early marriage and 3) the strategy to overcome the negative effects of early marriage in Sanden District, Bantul Regency in 2015-2018. This research used qualitative descriptive method which was carried out in Sanden District, Bantul Regency in 2015-2018. The research was carried out in January-March 2018 involved 10 respondents’ early marriage partners. Data collection techniques used interview, observation and documentation. Whereas data analysis used data reduction, display and data verification or conclusions. The results of this study were 1) the causes of early marriage were a) due to pregnancy before marriage and b) parental factors (economic, education, parenting parents and the level of understanding of parents' religion). Whereas 2) the psychological impact of early marriage was a) disruption of adjustment, b) family harmonization, c) theincrease of divorce rate, d) disrupted of social relations, e) parenting towards children who were not continuous, f) education was stalled and g) economic downturn. For 3) strategies for overcoming the negative effects of early marriage were a) cooperation between families and religious affair office (KUA) counselors by communicating intensely with children, always provided motivation and provided positive role models for children. b) local governments (villages, health center and KUA instructors) by provided advice or counseling on the dangers of association and reproduction, data collection of people who were going to get married, provided socialization to villages, schools by cooperated with KUA and health center, and tightened the law on marriage.

Transform Role Modeling Into SUPERmodeling.

* Abbreviation: SUPER — : increasing self-awareness, helping the unconscious become conscious, plan debriefing, and encourage reflection Role modeling is the process by which a learner observes a clinical teacher to develop and refine his or her practice. Compared to other learning methods, role modeling is inherently student driven and may occur with or without the clinical teacher’s awareness.1,2 Perhaps this is why learners often experience poor role modeling behaviors,2 and clinician teachers struggle to identify role modeling opportunities.3 Although role modeling is traditionally considered a passive or implicit learning method, newer evidence suggests clinical teachers can transform the role modeling process into a more explicit teaching method to enhance the development of their leaners.2,4 Clinical teachers serve a critical role in shaping attitudes and behaviors of future generations of physicians. Role modeling can be effectively used to teach challenging clinical skills such as verbal and nonverbal communication, humanism, professionalism, and teamwork.1 Role modeling may also be the most effective and efficient learning method in busy clinical environments or when a patient care task is beyond the learner’s current clinical abilities.5 A learner’s observations of the clinician teacher’s behaviors may influence his or her professional development and career decisions.5,6 Unfortunately, not all experiences are positive. Learners commonly witness unprofessional behavior and report difficulty identifying positive role models.7 Furthermore, learners may perceive observation experiences as … Address correspondence to Nicholas M. Potisek, MD, Department of Pediatrics, Wake Forest School of Medicine, Medical Center Blvd, Winston-Salem, NC 27157. E-mail: npotisek{at}wakehealth.edu

An exploration of the influences on under-representation of male pre-registration nursing students

BackgroundWorldwide, men are under-represented in the nursing profession. In Scotland less than 10% of pre-registration nursing students are male. Reasons for this imbalance need to be understood. ObjectivesTo explore the views of male pre-registration nursing students, nursing lecturers and school teachers about this imbalance. DesignMixed methods study using focus groups and online survey. SettingsFocus groups in four locations across Scotland. Online survey sent to teachers across Scotland. Participants and methodsEight focus groups with 33 male nursing students; four focus groups with 21 university and college nursing lecturers; 46 school teachers returned the online survey. ResultsAlthough nursing was considered a worthwhile career with job stability and many opportunities, it was also viewed as not being a career for men. Assumptions about the profession and femininity were challenging for men and use of the term ‘male nurse’ was felt to be anomalous. In some circumstances the provision of intimate care to particular patient groups caused difficulty. Positive encouragement from others, a positive role model or knowledge of nursing from significant others could be helpful. However concerns about low earning potential and negative media publicity about the NHS could be a disincentive. Being mature and having resilience were important to cope with being a male nursing student in a mainly female workplace. Some more ‘technical’ specialties were felt to be more attractive to men. ConclusionsNursing is viewed as a worthwhile career choice for men, but the gendered assumptions about the feminine nature of nursing can be a deterrent.

Depictions of Tobacco and Alcohol Use in Contemporary Japanese Shōnen Manga: A Content Analysis

Japanese manga, which present dramatic and imaginative stories in comic book form, have a growing readership in Asia, Europe, and North America. We investigated depictions of tobacco and alcohol use in a sample of contemporary shōnen manga, which have a primary readership of males ages 8–18, but also appeal to young females and adults. Large number of characters were shown smoking cigarettes and drinking alcohol, especially males, adults, and those categorized as “good” characters. Compared to the shōnens’ early chapters (initiated in 1990–2003, depending on the series), more recently published chapters (2011–2016) portrayed fewer characters overall using a tobacco product and fewer minors using an alcohol product. The later chapters also presented significantly fewer depictions of tobacco-related behavior, consumption of both beer and other/unknown alcoholic beverages, and alcohol-related paraphernalia. Antitobacco and antialcohol behaviors or dialogue were rare. These findings raise legitimate concerns about the influence of these depictions on young readers’ beliefs, attitudes, and behavioral choices. Future research should explore whether those concerns are warranted, but in the interim, government agencies and watchdog groups in Japan should consider applying increased public pressure on manga artists and producers to curtail these depictions and to offer positive role models in their place.

Fifteen years of the cologne medical model study course: has the expectation of increasing student interest in general practice specialization been fulfilled?

Background: The 2002 Medical Licensure Act gave German universities certain freedoms for reforming their medical degree courses. The Medical Faculty of the University of Cologne took advantage of this opportunity and introduced a model study course in the winter semester 2003/04 through §41 of the Medical Licensure Act. One of the main reasons for this was that back then there was an increasing shortage of doctors in clinical curative medicine and GP primary care. This study investigates whether the introduction of the Cologne Model Study Course (MSG) can show stronger interest in curative medical work (especially General Practice) compared to students of the standard degree course (RSG).Methodology: The proof of added value was examined through graduate surveys conducted at the University of Cologne and through the proportion of students who completed the PY elective rotation “General Practice”. The students of the standard degree course (start of studies prior to winter semester 2003/2004) were compared with students of the model study course (start of studies from winter semester 2003/04 onwards). Measurements were carried out using descriptive frequency tables and correlation analyzes according to Spearman.Results: The students’ interest in curative medicine was already high (91%) even before the model study course was introduced and increased only slightly (to 91.9%). There is also only a slight increase in specialization in General Practice (RSG=5.9% vs. MSG=9.2%). However, selection of rotations in General Practice was significantly increased (RSG=1.9% vs. MSG=3.4%, r=0.046 **, p<0.005).Conclusion: The Cologne Model Study Course in Human Medicine has increased awareness of the subject of General Practice among students through a large number of curricular changes. The fact that only marginal effects can be demonstrated shows once more the strong dependence of choosing General Medicine as a career path on other factors (such as gender or the presence of positive role models) and emphasizes the necessity of promoting General Practice student education not only through increased curricular mapping but by additional innovative concepts to maximize the status of General Practice from the perspective of students.

Midwifery students’ perspectives on how role models contribute to becoming a midwife: A qualitative study

BackgroundThe dynamics of maternal and newborn care challenge midwifery education programs to keep up-to-date. To prepare for their professional role in a changing world, role models are important agents for student learning. ObjectiveTo explore the ways in which Dutch and Icelandic midwifery students identify role models in contemporary midwifery education. MethodsWe conducted a descriptive, qualitative study between August 2017 and October 2018. In the Netherlands, 27 students participated in four focus groups and a further eight in individual interviews. In Iceland, five students participated in one focus group and a further four in individual interviews. All students had clinical experience in primary care and hospital. Data were analyzed using inductive content analysis. ResultsDuring their education, midwifery students identify people with attitudes and behaviors they appreciate. Students assimilate these attitudes and behaviors into a role model that represents their ‘ideal midwife’, who they can aspire to during their education. Positive role models portrayed woman-centered care, while students identified that negative role models displayed behaviors not fitting with good care. Students emphasized that they learnt not only by doing, they found storytelling and observing important aspects of role modelling. Students acknowledged the impact of positive midwifery role models on their trust in physiological childbirth and future style of practice. ConclusionRole models contribute to the development of students’ skills, attitudes, behaviors, identity as midwife and trust in physiological childbirth. More explicit and critical attention to how and what students learn from role models can enrich the education program.

Seeing Is Believing: How Social Media Is Challenging Physician Stereotypes.

Seeing Is Believing: How Social Media Is Challenging Physician Stereotypes.