Role modelling of clinical tutors: a focus group study among medical students

BMC Medical Education

Kim Oates²  Kerry Goulston²  Annette Burgess¹ 

[1]Sydney Medical School - Central, The University of Sydney, Building 63, level 4, Royal Prince Alfred Hospital, Missenden Road, Camperdown 2050, NSW, Australia

[2]Sydney Medical School, The University of Sydney, Sydney, NSW, Australia

关键词: Clinical tutors;    Medical students;    Role modelling;   

Others  :  1127922
DOI  :  10.1186/s12909-015-0303-8

 received in 2014-05-30, accepted in 2015-02-05,  发布年份 2015

【 摘 要 】

Background

Role modelling by clinicians assists in development of medical students’ professional competencies, values and attitudes. Three core characteristics of a positive role model include 1) clinical attributes, 2) teaching skills, and 3) personal qualities. This study was designed to explore medical students’ perceptions of their bedside clinical tutors as role models during the first year of a medical program.

Methods

The study was conducted with one cohort (n = 301) of students who had completed Year 1 of the Sydney Medical Program in 2013. A total of nine focus groups (n = 59) were conducted with medical students following completion of Year 1. Data were transcribed verbatim. Thematic analysis was used to code and categorise data into themes.

Results

Students identified both positive and negative characteristics and behaviour displayed by their clinical tutors. Characteristics and behaviour that students would like to emulate as medical practitioners in the future included:

1) Clinical attributes: a good knowledge base; articulate history taking skills; the ability to explain and demonstrate skills at the appropriate level for students; and empathy, respect and genuine compassion for patients.

2) Teaching skills: development of a rapport with students; provision of time towards the growth of students academically and professionally; provision of a positive learning environment; an understanding of the student curriculum and assessment requirements; immediate and useful feedback; and provision of patient interaction.

3) Personal qualities: respectful interprofessional staff interactions; preparedness for tutorials; demonstration of a passion for teaching; and demonstration of a passion for their career choice.

Conclusion

Excellence in role modelling entails demonstration of excellent clinical care, teaching skills and personal characteristics. Our findings reinforce the important function of clinical bedside tutors as role models, which has implications for faculty development and recruitment.

【 授权许可】

   
2015 Burgess et al.; licensee BioMed Central.

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