TY - JOUR
T1 - Dealing with negative role modelling in shaping professional physician
T2 - an exploratory study
AU - Armyanti, Ita
AU - Mustika, Rita
AU - Soemantri, Diantha
N1 - Copyright:
This record is sourced from MEDLINE/PubMed, a database of the U.S. National Library of Medicine
PY - 2020/9/1
Y1 - 2020/9/1
N2 - OBJECTIVE: To explore negative role modelling by medical teachers in developing professionalism. METHODS: The qualitative study using a transcendental phenomenology design was conducted at at Tanjungpura University, Indonesia, from December 2017 to February 2018, and comprised of 6 medical students from academic phase, 6 medical students from clinical phase, 8 medical teachers, 4 clinical teachers, 6 alumni and 5 programme managers. Data was collected through 5 focus group discussions and 5 in-depth interviews. Thematic analysis was applied to explore negative role modelling in the pre-clinical and clinical phase of the learning process. Data was analysed using the steps for coding and theorisation method. RESULTS: There were 30 respondents in five focus group discussions and 5 interviews were held with programme managers. There were three themes identified: medical teacher as a role model, process of role modelling, and nurturing medical professionalism. The presence of negative role modelling was evident in the discussions. Both positive and negative role modelling could influence the medical professionalism. Negative role modelling of medical teachers is a phenomenon often found in medical professionalism development. CONCLUSIONS: Negative role modelling requires a more active process to develop professionalism.
AB - OBJECTIVE: To explore negative role modelling by medical teachers in developing professionalism. METHODS: The qualitative study using a transcendental phenomenology design was conducted at at Tanjungpura University, Indonesia, from December 2017 to February 2018, and comprised of 6 medical students from academic phase, 6 medical students from clinical phase, 8 medical teachers, 4 clinical teachers, 6 alumni and 5 programme managers. Data was collected through 5 focus group discussions and 5 in-depth interviews. Thematic analysis was applied to explore negative role modelling in the pre-clinical and clinical phase of the learning process. Data was analysed using the steps for coding and theorisation method. RESULTS: There were 30 respondents in five focus group discussions and 5 interviews were held with programme managers. There were three themes identified: medical teacher as a role model, process of role modelling, and nurturing medical professionalism. The presence of negative role modelling was evident in the discussions. Both positive and negative role modelling could influence the medical professionalism. Negative role modelling of medical teachers is a phenomenon often found in medical professionalism development. CONCLUSIONS: Negative role modelling requires a more active process to develop professionalism.
KW - Negative role modelling, Medical professionalism, Medical teacher.
UR - http://www.scopus.com/inward/record.url?scp=85092752429&partnerID=8YFLogxK
U2 - 10.5455/JPMA.29558
DO - 10.5455/JPMA.29558
M3 - Article
C2 - 33040102
AN - SCOPUS:85092752429
SN - 0030-9982
VL - 70
SP - 1527
EP - 1532
JO - JPMA. The Journal of the Pakistan Medical Association
JF - JPMA. The Journal of the Pakistan Medical Association
IS - 9
ER -