Leman Michael Andreas, Claramita Mora, Rahayu Gandes Retno
School of Dentistry, Faculty of Medicine, Universitas Sam Ratulangi, Manado, Indonesia.
Department of Medical, Health Professions Education and Bioethics, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia.
J Multidiscip Healthc. 2020 Oct 30;13:1325-1335. doi: 10.2147/JMDH.S279574. eCollection 2020.
Producing healthy physicians who act as a "healthy role-model" in their environment must be one of the concerns of medical schools today in response to the global movement of "health-promoting university" by the WHO (1995). However, no publications explained the "healthy role-model" in medical school. This study aimed to fill this gap by exploring the definition and characteristics of a "healthy role-model" for medical teachers.
We used a grounded theory approach with in-depth interviews and e-mail communications to 48 medical teachers from various backgrounds of "health professions education," "health education and behavior"/'health education and promoter,' "general practitioners/family medicine," "adolescent health," "internal medicine," and "cardiology-vascular medicine." The medical teachers were from Indonesia, one other developing country (Bangladesh), and five developed countries (United States of America, Canada, Netherlands, Australia, and United Kingdom). We also invited 19 medical students from Indonesia for three focus group discussions.
We identified four categories to define a "healthy role-model" for medical schools as persons who are seen: 1) "physically," "socially," "mentally", and "spiritually" healthy; 2) internalized healthy behaviors; 3) willing to promote healthy lifestyles; and, 4) a life-long learner. In each category, there are several characteristics discussed.
Our study provides some insights to define a "healthy role-model" of medical teachers by using the characteristics of healthy people and adult learners. The first category describes the characteristics of healthy people, but cultural issues influence the perspectives of medical teachers to define a "healthy role-model" for medical schools.
培养在其所处环境中充当“健康榜样”的健康医生，必然是当今医学院校关注的问题之一，以响应世界卫生组织（1995年）发起的“健康促进大学”全球运动。然而，尚无出版物对医学院校中的“健康榜样”进行阐释。本研究旨在通过探究医学教师“健康榜样”的定义和特征来填补这一空白。
我们采用扎根理论方法，对来自“健康职业教育”“健康教育与行为”/“健康教育与促进者”“全科医生/家庭医学”“青少年健康”“内科”和“心血管医学”等不同背景的48名医学教师进行了深入访谈和电子邮件交流。这些医学教师来自印度尼西亚、另一个发展中国家（孟加拉国）以及五个发达国家（美国、加拿大、荷兰、澳大利亚和英国）。我们还邀请了19名印度尼西亚医学生进行了三次焦点小组讨论。
我们确定了四类人群可定义为医学院校的“健康榜样”：1）在“身体”“社交”“心理”和“精神”方面健康；2）内化了健康行为；3）愿意推广健康的生活方式；4）是终身学习者。在每一类中，都讨论了若干特征。
我们的研究通过运用健康人群和成年学习者的特征，为定义医学教师的“健康榜样”提供了一些见解。第一类描述了健康人群的特征，但文化问题会影响医学教师对医学院校“健康榜样”的定义视角。
