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الملخص: أهداف البحث: تستكشف هذه الدراسة تصورات طلاب السنة النهائية من كلية الطب وأعضاء هيئة التدريس السريريين حول نموذج يحتذى به في تدريس المهنية الطبية. طرق البحث: في هذه الدراسة البحثية النوعية، استخدمنا نموذج نظرية البنائية الأساسية. وتم إجراء ست مقابلات شبه منظمة مع أعضاء هيئة التدريس من ست تخصصات سريرية وثلاث مناقشات جماعية مركزة مع ٢٢ طالبا في السنة النهائية. لقد طبقنا ترميزا مركّزا وانتقائيا جنبا إلى جنب مع تحليل موضوعي للموضوع لتطوير فئة أساسية. وهذا هو الجزء الأول من دراسة أكبر تتناول تأثير نموذج الدور الإيجابي على تدريس المهنية الطبية. النتائج: تظهر هذه الدراسة إجماعا على أن نموذج الدور الإيجابي هو أهم استراتيجية لتدريس المهنية الطبية لطلاب الطب. كانت النتيجة المزعجة هي تدهور مستوى نموذج الدور الإيجابي الملهم. تمت الإشارة إلى الافتقار إلى الدعم المؤسسي وضعف الرقابة التنظيمية كعوامل محتملة تسهم في هذا التدهور. الاستنتاجات: تم العثور على نموذج الدور الإيجابي ليكون أكثر الطرق فاعلية لتعليم المهنية الطبية لطلاب الطب. ومع ذلك، لا يمكن أن تكون فاعلة حقا ما لم تلعب المؤسسات أدوارها المحورية في تعزيز ثقافة المهنية الطبية. يمكن تحقيق ذلك من خلال التعرف على نماذج الأدوار الواعية والصريحة وتسهيلها من قبل كلية الطب. يمكن أن تلعب الرقابة التنظيمية الفاعلة من قبل الجهات المعنية دورا مهما في هذا الصدد. Abstract: Objective: This study explores the perceptions of final year medical students and clinical faculty with regard to role modelling in teaching professionalism. Methods: In this qualitative research design, we used the Constructivist Grounded Theory model. Six semi-structured interviews with faculty from six clinical specialties and three focus group discussions with 22 final year students were conducted. We applied initial, focused and selective coding along with a thematic analysis of the subject to develop a core category. This is the first part of a larger study that addresses the impact of positive role modelling on teaching professionalism. Findings relevant to negative role modelling are being reported in a subsequent paper. Results: The results showed consensus that positive role modelling is the most important strategy for teaching professionalism to medical students. A disturbing finding was a perceived deteriorating level of inspirational positive role modelling. A lack of institutional support and weak regulatory control were pointed out as potential factors contributing towards this deterioration. Conclusion: Positive role modelling was found to be the most effective way to teach professionalism to medical students. However, it cannot be truly effective unless institutions play their role which is pivotal in promoting a culture of professionalism. This can be materialized by recognizing and facilitating conscientious and explicit role modelling by the medical faculty. In addition, an effective regulatory control by the concerned authorities could play an important role.

During crises, leaders must address fear, give people a role and purpose and emphasize experimentation, learning and self-care. A survey of emerging health leaders rated the frequency with which they observed their organizational leaders and themselves engage in these crisis leadership functions during the COVID-19 pandemic. Findings revealed significant differences between emerging and more experienced leaders' behaviours in acknowledging fears and providing reassurance, managing individual health and role modelling good self-care and encouraging others to practise good self-care. Emerging leaders rated themselves as engaging in these behaviours more frequently. Barriers preventing these practices included heavy workloads and communication issues. Enablers included good team dynamics, clear communication and incorporating technology. Implications for leadership are presented.

This professional development paper aims to give you some pointers that will help you get the most from your mentorship experience as a mentor or a mentee. We look at how mentoring can support your professional development. A simple definition is that a mentor may share with a mentee (or protege) information about his or her own career path, as well as provide guidance, motivation, emotional support, and role modelling. A mentor may help with exploring careers, setting goals, developing contacts, and identifying resources.

Negative leadership may have drastic consequences for organizations and society. However, leaders do not operate independently but supervise followers who potentially perpetuate their negative . Currently, we lack an integrated understanding of those followers who are more likely to model negative leader . There are two perspectives on why people model negative leaders: (a) because they are endowed with role-model powers through their authority and legitimacy; (b) because they are prototypical of the group. We propose that both perspectives are limited and introduce an integrative model which proposes that: To be modelled, negative leaders need to be prototypical of their groups and demonstrate the negative behaviours others can model. We test this model in four studies across various research designs, samples, and behavioural outcomes. We find consistent evidence that followers will model only prototypical ingroup leaders, but not outgroup leaders, who demonstrate negative behaviours and tie them with desirable outcomes. This model represents a significant step towards understanding the intricate relationships between negative leaders and their followers. We encourage future research to develop and test alternative models of negative behaviour modelling. published

Background Alcohol contributes to poor health, social and economic outcomes among adolescents. In Malawi, alcohol consumption among young people significantly increased after the introduction of alcohol sachets. A government ban on the sale of alcohol sachets affected in 2012 aimed to reduce prevalence of alcohol among users. We explored adolescents perceptions regarding the effectiveness of the ban towards reducing alcohol consumption among the under aged in the country. Methods Using a descriptive phenomenological school-based approach, we recruited 44 school-going adolescents, 15–17 year olds using snow ball sampling and conducted 12 individual semi-structured interviews and four group discussions differentiated by sex. We sought a waiver from College of Medicine Ethics Committee (COMREC) to obtain verbal consent from adolescents. All interviews and discussions were digitally recorded and simultaneously transcribed and translated verbatim into English. Data management and analysis was done manually using thematic approach. Results Aggressive packaging, and marketing tendencies and lack of restrictive measures in Malawi have rendered the ban ineffective through increased affordability and availability to different income population groups and the underage. Results indicate that even though adolescents perceive the ban as a significant step towards reducing under age alcohol use, personality and drinking motives precede any interventions. Adolescents emphasized on strong personality as a significant factor for reduced alcohol intake or abstinence. Conclusions We recommend strict alcohol policy and enforcement regarding packaging, pricing, positive role modelling by parents and enhanced adolescent personality development through schools and families.

This qualitative study undertaken at a University in England investigates what influences the development of undergraduate students’ socio-emotional intelligence (SEI). Through a thematic analysis of semi-structured interviews with students and lecturers, the study highlights various approaches that the learning environment, both physical and cultural influenced their development of SEI. Learning in small groups where students felt safe and supported impacted on their sense of self, and helped develop their confidence. Reflecting on their own experience without constraints or assessed outcomes was also beneficial to these students. The lecturer’s knowledge and expertise, and how they modelled SEI were seen as imperative and meaningful to the development of students’ SEI. This paper concludes that students must be supported to develop holistically, integrating cognition and emotion, making practical suggestions as to how this may be achieved. Given the paucity of research in this area, opportunities for further research are highlighted.

Gender roles portrayal in the mass media has been a contending issue among researchers in the academia, government and non-governmental bodies. Findings have persistently reflected the negative impact especially on the female gender. Due to the fact that some recent studies have reported the improvement in the representation of these gender roles as a result of the changing roles of males and females in societies in some countries away from Nigeria, this study was undertaken to unveil the current portrayal of gender roles in television advertisements and the possible implications on role modelling and the Nigerian Girl-Child. Content analysis of 114 advertisements from Nigerian Television Authority (NTA) and Africa Independent Television (AIT) was conducted. In addition, data was collected through Focus Group Discussion (FGD) of 21 participants from three selected states within the north central zone of Nigeria comprising female primary school pupils between the ages of 7-10. Anchored on the social learning theory by Albert Bandura, the study found that males and females are still portrayed in stereotyped gender roles like the professional or career man and the effective house wife or mother respectively. The study conclude that, the persistence of gender roles in television advertisements can have adverse effects on the Nigerian girl - child, such as the lack of role models (except the perfect house wife and mother) this may hinder the process of role modelling and thus, her effective choices for self and societal development. The study, recommended that through research and other academic fora, advertisers should be sensitised to reflect the changing roles of males and females in the society in order to provide effective role models for younger girls. In addition, government is advised to enact laws and legislations that are favourable to women representation in the television.

Background: Nursing students learn the science and art of nursing, including presence, from classroom content, using skills in practice, or by watching an experienced nurse interact with a patient. Nursing education must be designed so that nursing students can construct the art and science of nursing practice. Nursing students must be educated to be sound practitioners in the ‘being’ of nursing practice. Nurse educators modelling presence to nursing students will improve the quality of patient care during clinical training and throughout their professional role. Aim: To explore and describe nurse educators’ role modelling of presence to nursing students. Setting: This study was conducted at a public nursing college in the North West province. Methods: A qualitative, ethnographic study was conducted. Purposive sampling was used. Four nurse educators participated in the study and data saturation was reached. Data were collected through shadowing and informal reflective conversations over a period of 8 days. Results: The following relationships emerged: nurse educators model ‘being professional’, ‘being facilitating, nurturing, caring and compassionate, encouraging, and motivating’, and ‘being purposeful in their nursing education approach’. Conclusion: Participants role modelled presence to nursing students despite daily challenges in their work. Contribution: Creating awareness of how nurse educators can model presence despite daily challenges in their work will influence and motivate nursing students to develop presence skills. This will have a positive impact on managing patients in practice. Recommendations can guide nursing education, policy development and future research to strengthen nurse educators modelling presence.

Objective: Feeding practices used by educators in Early Childhood Education and Care (ECEC) settings can influence the diet quality of young children. However, Australian data is scarce and limited to describing barriers to responsive feeding. This study describes the use of feeding practices amongst a group of Australian educators. Design: Direct observation of feeding practices and assessment of centre policy were conducted using the ‘Environment and Policy Assessment and Observation’ tool. Self-reported feeding practices and demographic data were collected via online survey using the Childcare Food and Activity Practices Questionnaire. Setting: Ten centre-based ECEC services in South East Queensland, Australia. Participants: Educators working in ECEC. Results: A total of 120 meals were observed and 88 educators provided self-report data (n 84 female). Centre policy supported the use of responsive feeding practices, and this was reflected in the high frequency with which children could decide what and how much to eat, across both observed and self-report data as well as low levels of pressure to eat and use of food as a reward (observed at 19·9 % and 0 % of meals). The only apparent discrepancy was regarding modelling. Median score for self-reported role-modelling was 5·0 (4·3–5·0) and educators were observed to sit with children at 75 % of meals, however observed occasions of enthusiastic role modelling was only 22 % (0–33·3) of meals. Conclusions: Research addressing how educators conceptualise feeding practices, as well under what circumstances they are used, particularly in centres with different models of food provision, may shed light on why modelling is rarely implemented in practice.

The wide disparity in coronavirus disease (COVID-19)-related death rates based upon the ethnic origin is well established by now. The higher incidence of COVID-19 deaths amongst the healthcare staff belonging to black and minority ethnic (BAME) communities living in the United Kingdom has generated a great deal of concern and anxiety in clinicians. Public Health England (PHE) has outlined mitigation strategies after immense pressure from professional organisations and influential clinical leaders. Although seemingly well thought through, these measures fall short of addressing the professional, moral and emotional dilemma faced by the BAME clinicians who feel that they are being expected to choose between their duty towards their patients and the profession, and their responsibility to look after their own health.

Background: A therapeutic approach involves portraying the attributes of being polite towards fellow human beings and patients, respecting them irrespective of their circumstances and having sympathy and compassion for them. Knowledge of therapeutic approach is the initial step towards gaining patients’ trust and developing student nurses’ communication with patients; however, theoretical knowledge alone may not increase application in practice. Role modelling of a therapeutic approach increases patient care satisfaction and enables student nurses to therapeutically communicate with patients, colleagues and all other staff members. The most appropriate way for student nurses to learn what it means to portray therapeutic approach is seeing registered nurses’ role modelling it.Objectives: To make recommendations for the enhancement of role modelling of therapeutic approach by registered nurses for student nurses at a regional public hospital.Method: A qualitative, exploratory, descriptive, phenomenological and contextual design was used. Three focus group interviews were conducted. Data were analysed using Giorgi’s descriptive phenomenological method. Measures to ensure trustworthiness and ethical principles were applied throughout the research.Results: One central theme with three main themes and related sub-themes indicated that student nurses had negative experiences on role modelling of therapeutic approach owing to registered nurses’ non-therapeutic communication, lack of professionalism and ethical conduct as well as poor quality patient care. However, only the recommendations seeking to address the experiences of non-therapeutic communication which included negative attitudes of registered nurses towards patients, lack of provision of patient information, poor handling of patients’ complaints as well as racial discrimination re-handling of patients’ complaints will be highlighted.Conclusion: The majority of student nurses had negative experiences on role modelling of therapeutic approach by registered nurses. They needed registered nurses to improve their approach towards patients. It is expected that the implementation of the recommendations will enhance therapeutic approach to patients.

Background: Health and Physical Education (HPE) teachers are in a unique position to act as role models to their students.Purpose: To explore the expectations, beliefs and attitudes towards role mo...

This research investigates motivations to donate to charity among Muslims living in the UK. The research conducts in-depth interviews and explores charitable causes which Muslims support while examining the extent to which Muslims integrate religion into charitable donation behavior. Participants support a range of charitable causes – both internationally and locally that allows them to develop a sense of attachment and interdependence with others. Findings point to five ways in which religiousness manifests itself in the context of charitable behavior: role modelling, seeking rewards in the hereafter, seeking self-satisfaction, avoiding guilt and seeking congruence. The paper discusses implications for theory and for practice.

Background Studies have demonstrated the importance of role models in medical education. Medical students in Germany participate in clinical placements (“Famulatur”) that last 4 months in total and represent the first real-world setting where students encounter possible role models in their clinical education. These placements are an extracurricular activity, however, and regarded as the “black box” of medical education. This study aimed to evaluate whether and how students experience role models during clinical placements, the qualities associated with potential role models and whether role model-related learning gains are relevant. Methods We recruited 96 students (mean age: 23.83 years; 75% female) in their 5th to 9th semesters at the Faculty of Medicine at the University of Ulm, Germany, who were participating in a clinical placement between July and October 2015. Participants completed a questionnaire at the beginning of a 5-day working week to record sociodemographic and other information and another one at the end of the week to assess various aspects of their experiences. On each of the 5 days, they completed a structured questionnaire to record their perceived role models and self-assessed learning gains. Results Role models and role modelling play an important role in clinical placements. The positive function of medical staff as role models predominated (88.4%) across all specialties. Junior doctors were the most frequently perceived role models (28.5%), followed by consultants (25.1%) and nursing staff (22.4%). The most commonly perceived positive quality was the interaction with students (16.5%), followed by team behaviour (13.6%), interaction with patients (13.6%) and professional expertise (13.4%). Students also had various kinds of learning gains such as knowledge or skills. Conclusions Although these clinical placements are extracurricular activities in Germany and their content is not regulated, they are home to a relevant amount of role modelling. Students experience the various medical professions in different roles and in a range of tasks and interactions. Defining basic learning objectives could help to increase the relevance of these placements for the medical curriculum in Germany and transfer the associated learning gains from the hidden to the open curriculum. Electronic supplementary material The online version of this article (10.1186/s12909-019-1624-9) contains supplementary material, which is available to authorized users.

The major aim of this article is to investigate the effect of individual dominance and entrepreneurial family background on entrepreneurial intentions (EI). By linking the EI model with social learning theory and the framework of the theory of planned behaviour, endogenous as well as exogenous factors for becoming an entrepreneur are considered simultaneously. Dominance (striving for autonomy and power) is conceptually connected with established antecedents of EI. By taking into account entrepreneurial family background, occurrence of social support (i.e. subjective norms) and effects of role modelling from childhood on competence beliefs (i.e. perceived behavioural control and dominance) are studied. Based on a sample comprising 3342 students from Austria and Liechtenstein, of whom at least one of the parents was self-employed, structural equation modelling confirms subjective norms, perceived behavioural control, and dominance as antecedents of EI. In line with previous entrepreneurship research but contrary to Ajzen’s initial model, attitudes towards entrepreneurship mediated this relationship, whereas entrepreneurial family background leads to higher scores in EI and its antecedents.

The authors conducted a survey with a nationally representative sample of Slovene parents of 1- to 6-year-old children, collecting parental opinions about their and their children’s media habits. The survey also collected the data about parents’ behaviour in terms of educating their children about the media as well as the data regarding parents’ opinions about positive and negative effects of the media on their children. The authors established that role modelling is crucial in developing children’s media habits. Statistically, parents’ own media habits significantly affect media exposure of their children and their opinion about what an appropriate daily screen limit for their children is. The extent to which parents are exposed to the media as well as the level of their formal education have a statistically significant impact on parents’ behaviour in terms of educating their children about the media and on their opinion about the influence of the media on their children., Proveli smo istraživanje na nacionalno reprezentativnom uzorku roditelja u Sloveniji, prikupljajući mišljenja roditelja djece od 1 godine do 6 godina glede njihovih medijskih navika i medijskih navika njihove djece. Također smo prikupili podatke o ponašanju roditelja kada je riječ o obrazovanju njihove djece o medijima te njihova mišljenja o pozitivnim i negativnim učincima medija na njihovu djecu. Utvrdili smo da je ponašanje roditelja ključno za razvoj medijskih navika njihove djece, odnosno da su im roditelji uzor. Statistički gledano, medijske navike roditelja značajno utječu na izloženost njihove djece medijima i na mišljenje o tome koliko dnevno njihova djeca trebaju biti izložena zaslonima raznih uređaja. Stupanj izloženosti roditelja medijima i stupanj njihova obrazovanja imaju statistički značajan utjecaj na to kako roditelji obrazuju svoju djecu za medije te na njihovo mišljenje o utjecaju medija na djecu.

Purpose: The purpose of this study was to establish the nature of televised animated cartoons watched by children aged seven and eleven years in Nairobi County, Kenya. It is about cartoon-consumer relationship in an effort to discover the impacts of animated cartoons on children in Nairobi. It also raises awareness on the implications of raising children in Nairobi on an animated cartoon content that is designed mainly from Euro-American and not local values, attitudes and sensibilities. It is hoped that the findings and conclusions herein will help generate cartoons that can educate Kenyan children to live in ways that are socially and culturally desirable. Methodology : The study used descriptive survey method to collect information through casual interviews and self-administered questionnaires. Findings: This study suggests that animated cartoons have discernible impacts on children in Nairobi in that they influence the children to construct their worldview and create perceptions that are alien to Kenya. Unique contribution to theory, practice and policy: Between the ages of seven to eleven years children are excellent imitators but poor evaluators, therefore, the non-African ideals and values portrayed in the animated cartoons are increasingly defining the perception and attitudes towards gender roles, sexuality, body images and role modelling of children who consume animated cartoons in Nairobi. This is because these children are in that stage where images and impressions from diverse environments play a big part in how they construct their world.

Background Professional identity formation is nurtured through socialization, driven by interaction with role models, and supported through early clinical exposure (ECE) programmes. Non-healthcare professionals form part of the hospital community but are external to the culture of medicine, with their potential as role models unexplored. We employed text mining of student reflective assignments to explore the impact of socialization with non-healthcare professionals during ECE. Methods Assignments from 259 first-year medical students at Fukushima Medical University, Japan, underwent hierarchical cluster analysis. Interrelationships between the most-frequently-occurring words were analysed to create coding rules, which were applied to elucidate underlying themes. Results A shift in terms describing professional characteristics was detected, from “knowledge/skill” towards “pride [in one’s work]” and “responsibility”. Seven themes emerged: contribution of non-healthcare professionals, diversity of occupation, pride, responsibility, teamwork, patient care and gratitude. Students mentioning ‘contribution of non-healthcare professionals’ spoke of altruistic dedication and strong sense of purpose. These students expressed gratitude towards non-healthcare professionals for supporting clinical work, from a doctor’s perspective. Conclusion Socialization with non-healthcare professionals provides important insights into the hospital working environment and cultural working norms. Through role modelling altruism and responsibility, non-healthcare professionals positively influenced student professional identity formation, promoting self-conceptualisation as a doctor.

Only a few previous studies analyzed the effectiveness of road safety messages targeting smartphone use while driving and only several of them used messages from an ongoing road safety campaign. Thus, contributing to the field, this study aimed at testing the effectiveness of two types of social messages (threat appeal and threat appeal together with safe behavior role modelling) targeting smartphone use while driving. Ninety-three drivers were randomly assigned to two experimental (n1 = 26; n2 = 37) and one control (n = 29) groups. Each experimental group was presented with one 30 s length video message to reduce or stop smartphone use while driving. Messages differed in terms of threat appeal and modelling of safe behavior. The control group was presented with a 30 s length video clip showing neutral driving related content. The results revealed that threat appeals (alone or together with a safe role model) resulted in less positive emotions when compared to the control group’s reported emotional reactions. The message with threat appeal only also resulted in more negative emotions compared to the control group. With regards to behavioral intentions, road safety messages used in this study had minor effectiveness: the threat appeal message reduced the intentions to use smartphones while driving, only when previous behavior has been controlled. In sum, messages targeting smartphone use while driving were effective at least to some extent in changing drivers’ emotions and intentions not to be involved in targeted behavior, but the effect was minor and threat appeal only showed higher effectiveness. Keywords: smartphone use while driving; road safety message; threat appeal; emotional reactions; behavioral intentions.

Children are exposed to influential role models, such as parents, peers, teachers, fictional characters and humans in virtual and physical environments. Utilising role modelling as a teaching approach or rich teaching resource not only appeals to the social learning preference of a young child but also supports teachers in reaching out to virtual and physical communities to enrich literacy learning experiences. The perspective of role models to promote acceptable social and academic behaviour in young children has progressively introduced scholarly views on the achievability and importance thereof in education and its applicability as a hybrid pedagogy. With rapid technological advancements and increased access to the Internet, an integrated platform is provided which teachers can benefit from when incorporating role models to help cultivate responsible social and academic behaviour. In this study, we implemented a literacy programme – the Reading, Rugby and Responsibility project – as a community project to improve our understanding of how rugby students, as role models, can intentionally inculcate responsible social and reading behaviour in Grade 3 children. We aligned the outcomes of the project with the Community of Inquiry framework to hypothesise the value and feasibility of using role models as a hybrid pedagogy and resource in early childhood education. We utilised a qualitative case study design and purposefully selected five rugby students to interact with 35 Grade 3 children at an inner-city primary school in Pretoria. The data generated from informal discussions with the rugby students and reflections of their experiences, as well as the children’s narrative accounts and drawings, were thematically analysed. The findings revealed that children yearn to engage with role models and be part of a community. Further investigation on how the Community of Inquiry framework can inform and utilise role modelling as a hybrid pedagogy and resource is beckoned and recommended.

Teaching with real patients in the clinical setting lies at the heart of health professional education, providing an essential component to clinical training. This is true of all the health disciplines – particularly medicine, nursing, dentistry, physiotherapy, and dietetics. Clinical tutorials orientate students to the culture and social aspects of the healthcare environment, and shape their professional values as they prepare for practice. These patient-based tutorials introduce students to the clinical environment in a supervised and structured manner, providing opportunities to participate in communication skills, history taking, physical examination, clinical reasoning, diagnosis and management. It is only through participation that new practices are learnt, and progressively, new tasks are undertaken. The aim of this paper is to provide health professional students and early career health professionals involved in peer and near peer teaching, with an overview of approaches and key tips for teaching in the clinical setting. Although there are many competencies developed by students in the clinical setting, our tips for teaching focus on the domains of medical knowledge, interpersonal and communication skills, and professionalism.

Finlay and Gilmore rightly draw attention to two vulnerable groups of drinkers in the covid-19 lockdown.1 In addition, and of central importance, is that regardless of whether parents drink more alcohol in covid-19 lockdown, their children are far more likely to see them drink simply because they are all at home. And this is happening at a time when substantial evidence indicates the intergenerational transmission of alcohol habits and alcohol misuse through parental role modelling. Children’s beliefs regarding positive or negative effects of alcohol …

Introduction Medical education is committed to promoting empathic communication. Despite this, much research indicates that empathy actually decreases as students progress through medical school. In qualitative terms, relatively little is known about this changing student relationship with the concept of empathy for patients and how teaching affects it. This study explores that knowledge gap. Methods Adopting a constructivist paradigm, we utilised a research approach new to medical education: Love and Breakup Letter Methodology. A purposive sample of 20 medical students were asked to write love and break up letters to 'empathy for patients'. The letters were prompts for the focus group discussions that followed. Forty letters and three focus group discussions were thematically analysed. Results The three major themes were: art and artifice; empathic burden; and empathy as a virtue. Students were uncomfortable with the common practice of faking empathic statements, a problem exacerbated by the need to 'tick the empathy box' during examinations. Students evolved their own empathic style, progressing from rote empathic statements towards phrases which suited their individual communication practice. They also learned non-verbal empathy from positive clinician role-modelling. Students reported considerable empathic burden. Significant barriers to empathy were reported within the hidden curriculum, including negative role-modelling that socialises students into having less compassion for difficult patients. Students strongly associated empathy with virtue. Conclusions Medical education should address the problem of inauthentic empathy, including faking empathic s in assessments. Educators should remember the value of non-verbal compassionate communication. The problems of empathic burden, negative role modelling and of finding empathy difficult for challenging patients may account for some of the empathy decline reported in quantitative research. Framing empathy as a virtue may help students utilise empathy more readily when faced with patients they perceive as challenging and may promote a more authentic empathic practice.

Objectives To examine how 'gendered ways of thinking' relate to role models in medical education. Methods This study employed an explorative, qualitative, and cross-sectional design. A total of 57 interviews were held with medical students (28 interviews) and with faculty members (29 interviews) at a Swedish medical school. Participants were asked to describe their role models and the attributes that made certain individuals role models. Data were analysed using an inductive approach in three separate steps that explored the relationship between role models and gender. Results Males do not generally consider female doctors as role models, and male role models are generally viewed as more admirable than female role models. This was shown in all steps of the analysis and most prominently in how male role models were described as qualitatively more admirable than female role models. Male role models are thus more common (for male and female students) and described as more admirable. The results point to the persistence of 'gendered ways of thinking' that subtly shape medical students. Conclusions Gendering role models is disadvantageous to female doctors in several ways, so the results have implications for women's career paths and opportunities. The results can thus form a basis for discussing and teaching the importance of gender in role modelling and in medical education in general.

Introduction Faculties of Pharmacy worldwide have to adapt their curriculum to accreditation criteria. The present study explored how the Association of Faculties of Pharmacy of Canada’s (AFPC’s) 2010 Educational Outcomes are perceived and taught at the Leslie Dan Faculty of Pharmacy (LDFP). These outcomes were adapted from the CanMeds Physician Competency Framework which describes both medical expert and non-expert roles. Methods We wondered if pharmacy would struggle, as medicine has, to integrate these roles into curricula in meaningful ways, given the absence of previous studies from Pharmacy. We conducted an exploratory interview study with 10 core faculty members in charge of courses where non-expert roles were taught. Data were analysed using conventional content analysis. Results Faculty members understood that the AFPC Outcomes are important for students, patients, and the profession of pharmacy, and some saw the roles as knowledge-based and teachable using content from academic disciplines. However, most saw them as skills taught informally or through clinical experience. They used the roles as a framing device to legitimize their course content and relied on informal role modelling to do most of the teaching. The few faculty members who taught content related to these roles had postgraduate education in a social science or humanities discipline. Discussion Similar to studies of Faculties of Medicine, our study highlights the difficulty of translating a role-based, competency framework into concrete, integrated curricula for students. Competency development should be explicitly embedded into the curriculum and cannot be left to individual instructors.

Tasmania’s Child and Family Centres (Centres) provide a single entry point to early childhood services (ECS) and aim to improve the health and wellbeing, education and care of Tasmania’s children through supporting families and carers. This mixed methods study investigated the impact of Centres on parents’ confidence and competence. Centre users reported a slightly lower overall sense of parenting competence than non-users. There was no difference between Centre users and non-users in how they felt overall as a parent. Compared to non-Centre users, Centre users were more likely to report that ECS helped them develop new parenting skills. Centres supported parenting practices through a range of formal (i.e. parenting courses) and informal (i.e. role modelling) strategies. Centre users indicated that the combination of formal and informal parenting supports worked together to assist them build new parenting skills. The Centre model and partnership approach facilitates the development of positive parenting practices.

This article examines the formative socialization of British Army recruits in the first week of their Phase 1 Initial Training. Contextualized by individual and collective cultural variables, an extended participant observational case study commented on the process by which the British Army seeks to instill discipline and military identity in the early stages of transition from civilian to trained soldier. The person-environment relationship and individual exosystemic themes emerged as apparent influential variables, noting that a relationship appeared to exist between an early internalization of military values and subsequent formation of a moral identity, with associated primary and secondary adjustment behaviors.

Organisations and security professionals design Security Education, Training, and Awareness (SETA) programs to improve cybersecurity behaviour, but they are often poorly received by employees. To understand employee negative perceptions of SETA programs, we conducted in-depth interviews with 20 Australian employees regarding their experiences with both SETA programs and non-cybersecurity related workplace training. As expected, employees had a generally poor view of SETA programs. They reported that the same factors that are important for effective non-cybersecurity training are also important for SETA programs, such as management role modelling and well-designed workplace systems. However, the level of importance of these factors differed across the two contexts. For example, employees indicated that the misbehaviour of their colleagues is a more important factor for their appraisal of a SETA program than it is for a non-cybersecurity workplace training program. Our results suggest that employee perceptions of SETA programs relate to their previously held beliefs about cybersecurity threats, the content and delivery of the training program, the behaviour of others around them, and features of their organisation. From an applied perspective, these findings can explain why employees often do not engage with cybersecurity training material, and how their current beliefs can influence their receptivity for future training.

The objective of the paper is to examine the challenges of girls’ education in a poor urban context in Nairobi. This paper is motivated by the need to identify challenges affecting girls’ education in poor urban context in Nairobi. These challenges are identified from the lens of the community gatekeepers and the parents, who are key stakeholders in education at the local level. Data come from a qualitative component of the baseline study conducted in Korogocho and Viwandani, in Nairobi, collected in June and July 2013 using in-depth interviews and focus group discussions (FGDs). One of the most striking finding was role modelling to their daughters. This was evident from those households that had single parents. The study emphasizes that children should be better raised with the support of the whole community. This would enable parents to provide effective support to girls’ education and hence realize their full potential.

This paper takes up Bakhtin’s dialogic perspective to explore the becoming of one Chinese international doctoral student’s voices. We investigate how a single participant (from a wider study) assimilates the most transformative but alien voice of critical thinking in her supervision space by participating in dialogues with key speaking persons. When she assimilates this alien voice, the student also renovates her culturally enrooted and contradictory voice of respectful dependence. In this way, the student’s voices develop and transform through a process of conflicts, struggles and reconciliations. This rich case study illustrates how a doctoral journey may be transformative cognitively and socio-culturally for the student as a speaking person – for her subjectivity. It also shows how this transformation is enabled not only by the supervisors’ personal qualities but also through role modelling from peers: both kinds of relationships facilitate the student’s assimilation of the most transformative ...

Dear EditorWe read with great interest, the article ‘Enhancement of role modelling in clinical educators’ by Elaheh Mohammadi et al. (2019).The article excellently described the way individuals are...

Within the considerable body of research that the notion of parasocial interaction (PSI) has generated since the late 1950s, one aspect has been largely overlooked: the maintenance of one-sided relationships between fans and celebrities after the death of the latter. The present study focuses on this particular form of PSI, as reflected by memorial pages on Facebook dedicated to deceased public figures. Through a combination of content and theme analyses, we explored expressions of intimacy, role modelling, and identification by visitors of these pages and the subjects for whom these virtual shrines are designed. Corroborating findings from previous studies, our data revealed that a large number of postings serve a pseudo-dialogical function, allowing visitors to engage in public, unilateral ‘conversations’ with dead celebrities. Moreover, our analyses identified three recurrent themes underlying these pages: expansion of fans’ communicating capabilities across different dimensions of reality; leg...

Introduction: Role models have an important impact on the professional behavior of medical students. Previous investigations help us understand how to improve role modelling. However, studies aimin...

Physical activity levels decline during adolescence; however, some individuals initiate or maintain physical activity participation during this period of life. Socialisation impacts physical activity participation, yet few studies have explored the role of parental and peer processes concurrently on youth physical activity transitions over time. This study examined whether mother’s father’s and friends’ support, modelling and teasing predicted adolescents’ physical activity initiation, drop-off or maintenance over twelve months. In total, 803 adolescents (62.5% females, M age = 13.72) from Dublin, Ireland, completed self-report measures of support, modelling, teasing, and physical activity. Participants were classified as physical activity maintainers (17.8%), low active maintainers (58.8%), drop-offs (10.3%) or physical activity initiators (13.1%). The results revealed that parental support and modelling were unrelated to adolescents’ physical activity transitions, however mother’s and father’s support predicted sustained physical activity participation twelve months later. In contrast, peer processes predicted physical activity maintenance, initiation and drop-off at one-year follow-up underscoring the salient role of peers for adolescents’ behaviour change. In line with expectancy-value theory, the findings indicate that parents and peers represent distinct socialising agents that impart their influence on adolescents’ physical activity maintenance and behaviour change through various mechanisms, highlighting the need to consider both sources of socialisation concurrently in future studies of adolescent behaviour change.

BackgroundRecent studies have gone to great lengths to differentiate mentoring fromteaching, tutoring, role modelling, coaching and supervisionin efforts to better understand mentoring processes. This review seeks to evaluate the notion thatteaching, tutoring, role modelling, coaching and supervisionmay in fact all be part of the mentoring process. To evaluate this theory, this review scrutinizes current literature onteaching, tutoring, role modelling, coaching and supervisionto evaluate their commonalities with prevailing concepts of novice mentoring.MethodsA three staged approach is adopted to evaluate this premise. Stage one involves four systematic reviews on one-to-one learning interactions inteaching, tutoring, role modelling, coaching and supervisionwithin Internal Medicine, published between 1st January 2000 and 31st December 2018. Braun and Clarke’s (2006) approach to thematic analysis was used to identify key elements within these approaches and facilitate comparisons between them.Stage two provides an updated view of one-to-one mentoring between a senior physician and a medical student or junior doctor to contextualise the discussion.Stage three infuses mentoring into the findings delineated in stage one.ResultsSeventeen thousand four hundred ninety-nine citations were reviewed, 235 full-text articles were reviewed, and 104 articles were thematically analysed. Four themes were identified – characteristics, processes, nature of relationship, and problems faced in each of the four educational roles.ConclusionsRole modelling, teaching and tutoring, coaching and supervisionlie within a mentoring spectrum of increasingly structured interactions, assisted by assessments, feedback and personalised support that culminate with a mentoring approach. Still requiring validation, these findings necessitate a reconceptualization of mentoring and changes to mentor training programs and how mentoring is assessed and supported.

Introduction Role modelling is a key component in the training of doctors that influences professional behaviour, identity and career choices. Clinical teachers and residents are often unaware of this, thereby risking transmission of negative behaviour. On the other hand, awareness positively affects role model behaviour. To assess role model behaviour, the Role Model Apperception Tool (RoMAT) was developed and validated in general practice training. The aim of the current study was to validate the RoMAT in the hospital-based training setting. Methods The authors asked first to last year residents, regardless of their specialty, to participate after written approval from their clinical teachers. The tool was completed online in 2017. The authors performed a principal component analysis and investigated internal consistency, construct validity, inter-rater reliability, known-groups comparisons and floor and ceiling effects. Results Of the 473 residents contacted, 187 (40%) completed the questionnaire. As in the primary validation study, the authors extracted two components: ‘Caring Attitude’ and ‘Effectiveness’, explaining 67% of the variation with a Cronbach’s alpha of 0.94 and 0.93 respectively. Evidence for construct validity was found and there were no floor or ceiling effects, but inter-rater reliability was low. Discussion The RoMAT was internally consistent and valid to assess role model behaviour of the clinical teacher towards the resident in the hospital-based training of medical specialists. The poor inter-rater reliability, most likely due to homogeneous RoMAT responses, should be borne in mind when evaluating RoMAT scores on individual clinical teachers. Electronic supplementary material The online version of this article (10.1007/s40037-019-00527-6) contains supplementary material, which is available to authorized users.

Parents hold roles in supporting their children in learning. Parents’ involvement in educating their children is essential, especially on the religious matters. In teaching religious knowledge to the early aged children, parents play a huge role in teaching religious basis and internalize as well as habituate Islamic character. In KB-TK An-Nisa, the parents are demanded to be involved in the development of early aged chidren’s religious knowledge and practices. The education organizer of KB-TK An-Nisa prepared the learning activities by socialization to the parents and designing a learning syllabus to be learned by the child. The learning material for early aged children in TK-KB An-Nisa was in the form of the short surahs and hadith memorization, and habituation of ibadah as well as character building. The methods employed by the parents were role modelling, habituation, repetition, memorization, and advice. The forms of monitoring and evaluation on the parent’s involvement in the children learning process were by Whatsapp group message, parents meeting, and the children’s learning report at the end of the semester or at the end of the year. Parents’ involvement brings significant impacts on children's learning result.

Children's breakfast habits are suboptimal. A novel school-based education programme was developed and tested with the aim of improving children's attitude, knowledge and breakfast quality. A pre- and post-test design was used with four conditions: group-based education, role modelling, tailored feedback with goal setting, and a combination of these three delivery modes. Two hundred eighty children from disadvantaged communities (9.3 ± 0.8 years) participated in three lessons at school over a two-month period. Children's attitude, knowledge and breakfast behaviour were evaluated by a pre- and post-questionnaire completed by the children. A follow-up measure was executed at 24 weeks. The data were analysed by repeated measures ANOVA. At baseline, 90% of the children ate breakfast on the measurement day; 60–76% of the children ate breakfast daily. Between pre- and post-test, a significant time effect was found for children's attitude, self-efficacy, knowledge and behaviour (all p < 0.05). Children in the feedback condition improved most favourably: correct classification of breakfast products increased by 10 products (out of 44) and breakfast quality score improved by 25 points (on a 100-point scale). The feedback condition also resulted in positive changes in the home setting. The follow-up test showed a decline in children's knowledge and their breakfast quality across conditions. To conclude, this study showed that a three-lesson school programme based on individual feedback and goal setting is most effective for changing knowledge on breakfasting and self-reported breakfast quality among children aged 8–10 years living in disadvantaged neighbourhoods. To maintain effectiveness, longer-term programmes embedded in the school curriculum are needed to enhance breakfast quality. Future research should explore the optimal duration and intensity of such programmes and should incorporate the topic of suitable portion sizes.

ObjectiveAs numerous factors in the home environment have been related to children’s fruit and vegetable (F&V) consumption as a component of a healthy diet, the purpose of the present systematic review was to examine these factors specifically for children aged 6–12 years.DesignRelevant observational studies published in English between January 2007 and December 2015 were obtained through electronic database searches. Studies were included if the researchers reported on a potentially modifiable measure of the home physical, political and sociocultural environment related to child F&V consumption.ResultsOf the thirty-three articles reviewed, overall methodological quality was poor with twenty studies rated as weak, mainly due to cross-sectional design (majority of studies), selection bias, convenience sampling and voluntary participation. Half of the studies had strong–moderate ratings for using valid and/or reliable tools while for the other half, psychometric properties were either not reported or weak. The most consistent evidence for children’s combined F&V consumption was found for availability and accessibility of F&V, parental role modelling of F&V and maternal intake of F&V.ConclusionsA vast array of home environment components and their influence on children’s consumption of fruits and/or vegetables have been studied in recent years. Specific components of the home environment may have more influence than others, but more compelling evidence is needed to draw strong conclusions. Recommendations are made for future studies to be based upon conceptual/theoretical models to provide consistency in defining the home environment and investigation of potential moderators, such as personal or contextual factors.

Objectives To determine which professional and humanistic attributes demonstrated by teachers in the health disciplines caused them to be perceived by students as positive or negative role models. Methods Quantitative empirical data were gathered using a self-administered questionnaire by graduating students in medical, dentistry, and pharmacy schools at Kerman University of Medical Sciences. A total of 3 graduating cohorts, comprising about 220 students, were selected for this study. Surveys were distributed during January-March 2013. Results In total, 183 students participated in the study. Altogether, students considered 504 and 473 academic staff as positive and negative role models (PRMs and NRMs), respectively. Women were considered more negatively than men (mean scores: -12.13 vs. -11.6, p=0.04). While clinicians were considered more positively than basic scientists (mean scores: 12.65 vs. 10.67, p=0.001), dentists received higher positive scores than physicians or pharmacists (average scores: 13.27 vs. 12.99 and 9.82). There was a significant relationship between the personality of the students and the overall characteristics of their perceived role models (β for PRMs=0.35, p

Organizations often fail to encourage employees, especially newcomers, to come forward with their suggestions and implement changes to improve the status quo, that is, to engage in challenging organizational citizenship behaviour (C-OCB). In order to be able to stimulate these behaviours from the outset and throughout a career a better understanding of contextual antecedents of C-OCB is needed. This study investigates how leaders and coworkers might facilitate C-OCB of employees ( N = 266) with varying perceived newcomer status. Results revealed positive main effects of coworker variables (team-member exchange and coworkers’ C-OCB) but not of empowering leadership on C-OCB. Perceived newcomer status had a negative main effect on C-OCB and moderated the effects of both coworker variables: the positive effect of team-member exchange on C-OCB was stronger for those with higher compared to those with lower perceived newcomer status. Conversely, the positive effect of coworkers’ C-OCB on participants’ C-OCB was stronger for those with lower compared to those with higher perceived newcomer status. These findings provide evidence for the important role of coworkers in addition to leaders for understanding C-OCB.

The present study examines the impact of mentoring functions, namely, protection, coaching, counselling, role modelling, exposure, acceptance and friendship, on job satisfaction of Indian call centre employees. Furthermore, it also explores two variables which strengthen this relationship, namely, mentoring culture and mentoring structure. Employees working in call centres in India have been selected for data collection. Reliability and validity have been proved with the help of confirmatory factor analysis. Path analysis has been used for hypotheses testing. Results revealed that mentoring functions have direct impact on (except protection) job satisfaction of call centre employees. Furthermore, mentoring culture and mentoring structure act as moderators between mentoring functions and job satisfaction. The data collected is self-report in nature, and the study is limited to service sector only.

Dear EditorWe are thankful for the authors’ letter on our article ‘Enhancement of role modelling in clinical educators’ (Mohammadi et al. 2019). Overall, we agree with the points raised, yet would ...

Occupational therapy students learn in different environments, where role modelling takes place. Nevertheless, little is known about student and tutors perceptions on model´s characteristics.The aims of this study were to investigate the perceptions of occupational therapy students on the most important attributes of role models and to confront their views with those of clinical tutors.A sample of 61 students completed a structured, standardized online questionnaire. Ten clinical tutors regarded by students as good models underwent a semi-structured individual interview. Data were analyzed quantitatively and qualitatively (thematic content analysis).The most important attributes of a good role model according to student perception were: good relationship with patients, integrity and ethical behaviour, respectful relationships with colleagues, patient management skills, commitment to personal and professional growth and enthusiasm for the profession. Clinical tutors believed that they were nominated as good role models because they demonstrated empathy towards patients, good relationships with students and enthusiasm for their profession.Perceptions of occupational therapy students and clinical tutors about role models characteristics were similar. Identification of attributes of good role models may inform teacher training and faculty development in occupational therapy.

Leadership is a role that nurses are expected to fulfil, regardless of their job title and experience. Nurses are required to lead and manage care as soon as they have completed their training. However, the development of leadership skills and the associated learning can be challenging, especially for less experienced nurses and those at the beginning of their careers. This article examines the importance of effective leadership for nurses, patients and healthcare organisations, and outlines some of the theories of leadership such as transformational leadership. It also details how nurses can develop their leadership skills, for example through self-awareness, critical reflection and role modelling.

Background Role modelling is widely accepted as being a highly influential teaching and learning method in medical education but little attention is given to understanding how students learn from role models. This study focuses on role modelling as an active, dynamic process, involving observational learning and aims to explore the process involved, including strategies that learners and medical teachers use to support this. Methods To gain insight into medical students’ and clinical teachers’ understanding of learning through role modelling, a qualitative, interpretative methodology was adopted, using one-to-one semi-structured interviews. Six final year medical students and five clinical teachers were purposefully sampled and interviewed. Interviews were audio recorded and transcribed. The data were then analysed using open and axial coding before codes were combined to develop broader themes. Results Students could identify ways in which they learnt from role models but acknowledged that this was complex and haphazard. They described selectively and consciously paying attention, using retention strategies, reproducing observed behaviour and being motivated to imitate. Students evidenced the powerful impact of direct and vicarious reinforcement. Clinical teachers reported using strategies to help students learn, but these were not always consciously or consistently applied or informed by teachers’ understanding of their students’ cognitive processing. Conclusion Findings illustrate in what ways the process of learning from role models in clinical settings is challenging. They also support the relevancy and usefulness of Bandura’s four stage social learning model for understanding this process and informing recommendations to make learning from role modelling more systematic and effective. Electronic supplementary material The online version of this article (10.1186/s12909-018-1251-x) contains supplementary material, which is available to authorized users.

Purpose: There is a growing call around the world to include professionalism in the entry-level education of physical therapists and to teach professionalism as a continuing education professional development workshop for practicing physical therapists. Unfortunately, there is currently no empirical evidence to support the use of didactic instruction to effectuate a change in the knowledge and attributes of professionalism. This study evaluated the effects of a customized professionalism educational intervention on physical therapists’ knowledge and attributes of professionalism. Methods: A quasi-experimental research was conducted among 47 Nigerian physical therapists (Mean age = 41 ± 10.1 years). The educational intervention consisted of a 3-hour classroom lecture and five case studies on professionalism. The impact of the intervention was evaluated by a Professionalism Inventory that assesses the level of knowledge and attributes of professionalism - clinical competence, a spirit of inquiry, accountability, autonomy, advocacy, innovation and visionary, collegiality and collaboration, and ethics and value. Results: Post intervention, the physical therapist's aggregate knowledge of professionalism score improved significantly from 69% to 77% performance level (t = 2.340; p < 0.05). On the contrary, there was no significant difference in the aggregate attributes of professionalism score following the intervention (t = 1.396, p > 0.05). Although the improvement observed in the aggregate attributes of professionalism score was not statistically significant, when the effects of the intervention were examined on the attributes of professionalism subscales, the results revealed that clinical competence, accountability, autonomy, innovation and visionary, and collaborating and collegiality improved significantly (p < 0.05). The intervention was of small practical significance (Cohen d = .34 and .20 for knowledge and attributes of professionalism scores, respectively). Conclusions: It was inferred from the findings that a three-hour classroom instruction consisting of lectures and case studies presentation could improve the knowledge of professionalism of practicing physical therapists. A longer instructional period vis-à-vis mentoring and role modelling in the classroom may be needed to effectuate a practical change in professionalism.