by Ashley Janis,
Pharm.D., PGY1 Pharmacy Practice Resident, the Johns Hopkins Hospital
The role of an educator, in the classroom and in practice, is to
foster learning and serve as a role model.
Role modeling can be defined as teaching by example and influencing
people in an oftentimes unintentional, unaware, informal, and episodic manner.1
Thus, we all serve as role models for learners in our field through our routine
actions. Role modeling has often been
referred to as the “hidden curriculum” of professional education as we often lack
understanding regarding the influence role modeling has on learners.1
Students learn behaviors that appear successful to them in light of their
personal goals and rewards. This is a foundational
principle of social learning theory and how role models exert influence on others.
In a study published in 1997, researchers at the McGill University
School of Medicine examined opinions of fourth year medical students using a
questionnaire.3 Ninety
percent of the responders identified one or more role models during their
training.3 Many (35%) indicated that resident physicians were the
most influential role models during the clinical portion of their academic
training.2 This finding demonstrates that pharmacy residents have a
profound effect on student pharmacists.
As pharmacy residents, we have frequent interactions with students. It may be easy to forget that we have an
obligation to be a positive model of pharmacy practice.
Several common factors were consistently ranked high when students
selected role models: personality, clinical skills and competence, teaching
abilities.2 Interestingly, position, academic rank, research
experience, and publications were less important.2 This finding
suggests that is it not just the well-established, published, infamous leaders
who are revered as models. Instead,
professionals of all age and rank may be influential.
Role models were not only important in helping students develop their
knowledge and skill but 57% of students claimed their role model influenced
their decision regarding their clinical specialty for residency training.2 Thus, the potential impact of a role model is
very significant and can shape and inspire a career.
While role models often influence learners in positive ways, it is
important to discuss the potential for a negative impact. In a study surveying students at the
University of Texas Medical Branch in Galveston, the professional behavior of
faculty and residents was examined.4
The authors found that the preceptors scored lowest on the following
behaviors: 1) use of constructive
criticism instead of backbiting about peers, and 2) consulting others when they
lack the required knowledge.4
Prior research noted that students find bad-mouthing
others as the most unprofessional behavior of faculty.4 Making
negative comments about a specialty may discourage or decrease recruitment into
that field.1 And, it might incite
pessimistic attitudes towards a learner’s chosen profession.1 As we are emerging leaders and role models
for future generations of pharmacists, we must hold ourselves to higher
standards. Negatively discussing
colleagues sets a poor standard for ourselves and may also encourage bad habits. In order to cultivate positive relationships
between disciplines, we must refrain from voicing negative personal opinions in
workplace conversations.
To become positive role models, we must understand how our behavior
affects others. “Silent modeling is inadequate
as a strategy.”1 Where do we begin? Role models must pay attention to their
individual acts, encourage teamwork, and support others in their growth and
development.5 Ideal role models inspire and teach by
example. The key is to be self-aware and
self-critical.6
In order to change our behavior, we need to have the desire to improve
and the insight to identify our strengths and weaknesses.6 Being
self-critical of our current positive and negative actions in the workplace,
allows us to develop personal improvement plans. Self-reflection has two forms:
“reflection-in-action,” thinking about changing the experience while it is
underway, and “reflection-on-action,” critically evaluating an experience once
it has passed.1 Both are valuable tools to encourage change, and
learner evaluations are a key source to identify areas of potential improvement. Encourage your learners to critically
evaluate you as a preceptor. Skills to
evaluate might include your ability to encourage teamwork and solve challenging
problems with composure. This may not be
on the standard evaluation form, but it is appropriate to ask learners to
evaluate you as a role model and as a source of clinical knowledge. As you achieve positive marks, add new
professional goals for learners to evaluate.
In this way, you have used your self-reflection and created a process to
evolve and grow as a model.
Learners must learn to “talk the talk, and walk the walk.”1
In this dynamic teaching method, role models talk through activities, explain their
thought process, and allow for learners to discuss their own ideas and methods.1
In this coaching method, students engage in the actions of their model, and
receive verbal feedback. For example, a
preceptor on rounds may have a student observe the first day to familiarize
with the experience. After rounds, this
preceptor can break down their thought process for recommendations by working
through a patient with their learner. In
the following days, students learn how to model the appropriate behavior by
presenting recommendations to both their preceptor and team, receiving feedback
and constructive comments all the while. We must set expectations. If we fail to set appropriate guidelines for
behavior, we have no basis for constructive criticism and students may feel
lost without guidance.
Think back to the people who had a positive influence on your
development and career choices. Let
their strengths serve as guide in your career.
When we become the person to be emulated, we have a profound effect on others.
References:
1. Kenny NP, Mann KV, MacLeod H. Rolemodeling in physicians’ professional formation” reconsidering an essential butuntapped educational strategy. Academic
Medicine 2003; 78: 1203-1209.
2. Asghari F, Fard NN, Atabaki A. Are weproper role models for students? Interns’ perception of faculty and residents’professional behavior. Postgrad Med J. 2011;87:519-523.
3. Wright S, Wong A, Newill C. The impact ofrole models on medical students. J Gen
Intern Med. 1997; 12: 53-56.
4. Szauter K, Williams B, Ainsworth MA, et
al. Student perceptions of the professional behavior of faculty physicians. MedEduc Online. 2003; 8: 17.
5. Macaulay S. Are you a good role model? Think:Cranfield. Feb 2010.
Accessed 24 Nov 2012.
6. Ray S. Role Models. BMJ Careers. 13 Mar 2010. Accessed 24
Nov 2012.
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