Ficklin F L, Browne V L, Powell R C, Carter J E
Indiana University School of Medicine, Indianapolis.
J Med Educ. 1988 May;63(5):392-6. doi: 10.1097/00001888-198805000-00007.
In the fall of 1986 approximately 100 faculty members, community physicians, house staff members, and students associated with Indiana University School of Medicine participated in a conference on "Teachers as Role Models: The Impact on the Learning Process." Small-group discussions allowed the participants to define and discuss the impact of role-modeling in medical education. It was anticipated by the organizers that after the conference the participants would be more cognizant of their influence as role models and would be motivated to become better role models and support good role-modeling. A synopsis of the conference indicates that the participants identified both the positive and negative impact of role-modeling and concluded that medical educational programs should use positive role-modeling as a teaching tool to instill within students the desire to gain new knowledge and to apply that knowledge as medical professionals.
1986年秋，约100名与印第安纳大学医学院有关联的教员、社区医生、住院医师及学生参加了一场关于“教师作为榜样：对学习过程的影响”的会议。小组讨论让参与者界定并探讨榜样塑造在医学教育中的影响。会议组织者预计，会议结束后，参与者会更清楚自己作为榜样的影响力，并会受到激励，努力成为更好的榜样，支持良好的榜样塑造。会议纪要显示，参与者既指出了榜样塑造的积极影响，也指出了其消极影响，并得出结论：医学教育项目应将积极的榜样塑造作为一种教学工具，向学生灌输获取新知识并作为医学专业人员应用这些知识的愿望。
