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Effects of undergraduate medical students’ individual attributes on perceptions of encounters with positive and negative role models

BACKGROUND: The use of role models (RMs) is a successful educational strategy. In formal training and other settings during undergraduate education, students have the opportunity to recognize numerous traits and behaviors of their RMs, such as teaching skills, professionalism in the clinical setting...

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Autor principal: Tagawa, Masami
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2016
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4918193/
https://www.ncbi.nlm.nih.gov/pubmed/27334032
http://dx.doi.org/10.1186/s12909-016-0686-1
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author Tagawa, Masami
author_facet Tagawa, Masami
author_sort Tagawa, Masami
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description BACKGROUND: The use of role models (RMs) is a successful educational strategy. In formal training and other settings during undergraduate education, students have the opportunity to recognize numerous traits and behaviors of their RMs, such as teaching skills, professionalism in the clinical setting, and personal qualities. Encountering both positive and negative RMs allows medical students to learn a variety of professional norms and values. This learning process is likely influenced by a student’s developmental status, which itself is related to that student’s personal attributes and experiences. The purpose of this study was to examine graduating medical students’ perceptions of their RM encounters and their learning processes, and how these perceptions and processes are affected by their own personal attributes. METHODS: Sixth-year medical students were asked to complete questionnaires in 2013 and 2014 regarding encounters with positive or negative RMs, in terms of patient relationships, clinical expertise, teaching ability, and other factors, during clinical training and other situations. Associations between gender, age, admission status, and recognition of self-achievement and joy of learning in relation to RM encounters were then analyzed. RESULTS: Among 115 students (75 males, 40 females) who completed the questionnaires, 113 (98.3 %) and 85 (73.9 %) reported encountering positive and negative RMs, respectively. The majority of students reported encountering both positive and negative RMs in terms of relationships with patients, humanity, and teaching ability, and fewer negative RMs in terms of clinical expertise and contributions to the community. Older students, males, and those who had passed an entrance examination for bachelors reported encountering more negative RMs in terms of relationships with patients, humanity, and teaching ability than younger students, females, and general admission students. These results suggested an association between positive and negative RM encounters and recognition of self-achievement and joy of learning in formal clinical training. CONCLUSIONS: Most medical students encountered both positive and negative RMs during undergraduate medical education. These findings suggest that encounters with not only positive, but also negative RMs might facilitate student learning. Therefore, personal development appears to affect student perception of RMs. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1186/s12909-016-0686-1) contains supplementary material, which is available to authorized users.
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spelling pubmed-49181932016-06-24 Effects of undergraduate medical students’ individual attributes on perceptions of encounters with positive and negative role models Tagawa, Masami BMC Med Educ Research Article BACKGROUND: The use of role models (RMs) is a successful educational strategy. In formal training and other settings during undergraduate education, students have the opportunity to recognize numerous traits and behaviors of their RMs, such as teaching skills, professionalism in the clinical setting, and personal qualities. Encountering both positive and negative RMs allows medical students to learn a variety of professional norms and values. This learning process is likely influenced by a student’s developmental status, which itself is related to that student’s personal attributes and experiences. The purpose of this study was to examine graduating medical students’ perceptions of their RM encounters and their learning processes, and how these perceptions and processes are affected by their own personal attributes. METHODS: Sixth-year medical students were asked to complete questionnaires in 2013 and 2014 regarding encounters with positive or negative RMs, in terms of patient relationships, clinical expertise, teaching ability, and other factors, during clinical training and other situations. Associations between gender, age, admission status, and recognition of self-achievement and joy of learning in relation to RM encounters were then analyzed. RESULTS: Among 115 students (75 males, 40 females) who completed the questionnaires, 113 (98.3 %) and 85 (73.9 %) reported encountering positive and negative RMs, respectively. The majority of students reported encountering both positive and negative RMs in terms of relationships with patients, humanity, and teaching ability, and fewer negative RMs in terms of clinical expertise and contributions to the community. Older students, males, and those who had passed an entrance examination for bachelors reported encountering more negative RMs in terms of relationships with patients, humanity, and teaching ability than younger students, females, and general admission students. These results suggested an association between positive and negative RM encounters and recognition of self-achievement and joy of learning in formal clinical training. CONCLUSIONS: Most medical students encountered both positive and negative RMs during undergraduate medical education. These findings suggest that encounters with not only positive, but also negative RMs might facilitate student learning. Therefore, personal development appears to affect student perception of RMs. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1186/s12909-016-0686-1) contains supplementary material, which is available to authorized users. BioMed Central 2016-06-23 /pmc/articles/PMC4918193/ /pubmed/27334032 http://dx.doi.org/10.1186/s12909-016-0686-1 Text en © Tagawa. 2016 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
spellingShingle Research Article
Tagawa, Masami
Effects of undergraduate medical students’ individual attributes on perceptions of encounters with positive and negative role models
title Effects of undergraduate medical students’ individual attributes on perceptions of encounters with positive and negative role models
title_full Effects of undergraduate medical students’ individual attributes on perceptions of encounters with positive and negative role models
title_fullStr Effects of undergraduate medical students’ individual attributes on perceptions of encounters with positive and negative role models
title_full_unstemmed Effects of undergraduate medical students’ individual attributes on perceptions of encounters with positive and negative role models
title_short Effects of undergraduate medical students’ individual attributes on perceptions of encounters with positive and negative role models
title_sort effects of undergraduate medical students’ individual attributes on perceptions of encounters with positive and negative role models
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4918193/
https://www.ncbi.nlm.nih.gov/pubmed/27334032
http://dx.doi.org/10.1186/s12909-016-0686-1
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