Home > Research > Publications & Outputs > The hidden process of positive doctor role mode...

Electronic data

  • theory paper - final author version - 11aug15

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis Group in Medical Teacher on 02/11/2015, available online: http://www.tandfonline.com/doi/abs/10.3109/0142159X.2015.1087482

    Accepted author manuscript, 736 KB, PDF document

    Available under license: CC BY: Creative Commons Attribution 4.0 International License

Links

Text available via DOI:

View graph of relations

The hidden process of positive doctor role modelling

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>2016
<mark>Journal</mark>Medical Teacher
Issue number7
Volume38
Number of pages8
Pages (from-to)700-707
Publication statusPublished
Early online date2/11/15
Original languageEnglish

Abstract

Background: Role modelling is highlighted as an important phenomenon. The aim of this research study was to explore the process of positive doctor role modelling.

Methods: This study used focus group interviews with 52 medical students, semi-structured interviews with 25 consultants and interviews after clinics with five consultants and five medical students. A qualitative methodology using the grounded theory inquiry approach of Strauss and Corbin was then used to generate an explanation of the process of modelling.

Results: Role modelling is a process that involves conscious and subconscious elements and consists of an exposure phase followed by an evolution phase: The exposure phase involves demonstration of the attributes by the doctor role models. The evolution phase begins with observation of the role model, following which the modellee makes a judgement whether to trial the observed behaviours; when the decision to trial is reached, this then leads to a model-trialling cycle.

Conclusion: This research study generated a detailed explanation of the process of doctor role modelling. It is aspired that this can now be incorporated into medical curricula worldwide to enhance the development of the doctor role model and the professional development of the modellee.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis Group in Medical Teacher on 02/11/2015, available online: http://www.tandfonline.com/doi/abs/10.3109/0142159X.2015.1087482