Haider Sonia Ijaz, Gill Roger Christopher, Riaz Qamar
Department of Educational Development, Aga Khan University, Karachi, Pakistan.
Department of Surgery, Aga Khan University, Karachi, Pakistan.
J Pak Med Assoc. 2020 Sep;70(9):1498-1504. doi: 10.5455/JPMA.10336.
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.
探讨如何在学生、住院医师和临床教师中培养积极的榜样特质。
2018年3月至5月在卡拉奇的阿迦汗大学举行了使用焦点小组讨论的定性研究，参与者包括医学生、住院医师和临床教师。共进行了11次焦点小组讨论，直至达到数据饱和。采用内容分析法对逐字转录的数据进行分析。
116名受试者中，60名（51.7%）是医学生，35名（30.2%）是住院医师，21名（18%）是临床教师。11次焦点小组讨论中，与学生和住院医师各进行了4次（36.5%），与教师进行了3次（27%）。该研究得出的五个主要主题包括榜样的定义、榜样的特质、作为一种习得行为的榜样塑造、培养榜样的挑战以及培养积极榜样的建议。参与者确定了积极和消极榜样的一些特质。所有参与者，包括学生、住院医师和教师，都认识到榜样塑造在培养卫生专业人员和医学生的专业精神方面的重要性。还确定了阻碍积极榜样塑造发展和展示的因素，并提出了可能的解决方案。
需要让临床教师认识到他们作为积极榜样在培养专业能力强的医生方面的作用。医疗机构需要制定和实施政策，以加强教师的积极榜样塑造，并促进各级人员学习积极的特质。
