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Role modelling has powerful impact in medical education, with the potential to shape the professional development, clinical skills and career choices of the medical workforce. In this article we provide twelve tips, some aimed at educators and some at curriculum leaders, to increase the positive potential of role modelling. Our tips are based on theory, evidence, our own research and experience. They include ensuring educators are conscious of their role modelling potential, providing role models to represent the diversity of learners, facilitating reflection in the role modelling process and supporting role modelling to improve recruitment to shortage specialties. [ABSTRACT FROM AUTHOR]

Professional ethics is a system of moral principles that apply values and judgements to the practice of medicine. These moral principles regulate the acts and practices of doctors in their everyday practice of medicine. For instance, in providing treatment to the patients, dealing with colleagues, teaching medical students and carrying out medical research. These moral principles are derived from a diverse array of social, cultural, legal and religious values. The core principles of the ethics related to patients’ care include the patient’s autonomy, beneficence, non-maleficence, justice, patient’s dignity, truthfulness and honesty. These core ethics are deeply embedded in all important medical ethical codes, including the Hippocratic Oath and the Helsinki’s declaration. Professional ethics is imperative to be taught to the medical students. As they progress through their education and later on in their professional career, they inevitably encounter situations that entail a variety of ethical issues, conflicts or dilemmas. They need to be taught ethics, in order to render them competent in this vital domain of their profession. This will enable them to identity and address ethical issues amicably. This need is all the greater owing to the every-day advances in medical technologies and ever-changing cultural and societal norms.

This study examined the relationship between positive discipline approaches and students' behaviour in secondary schools in Sheema Municipality in southwestern Uganda. Positive discipline approaches were looked at in terms of guidance and counselling, positive reinforcement and role modelling in relation to students' behaviours. This cross-sectional study involved a sample of 343 students. Data were collected from the students using a self-administered questionnaire. Partial least square structural equation modelling (PLS-SEM) was used to carry out data analysis. The findings indicated that the measurement model was good and structural equation model results revealed that guidance counselling and positive reinforcement positively and significantly related to students' behaviour. However, role modelling is positively but insignificantly related to students' behaviour. The results imply that while guidance counselling and positive reinforcement are essential factors for promoting students' behaviour, role modelling is not. Therefore, it was recommended that school administrators and teachers should emphasise providing guidance counselling and positive reinforcement to students as they handle them while role modelling should not be prioritised. [ABSTRACT FROM AUTHOR]

This is a guest editorial introducing a special issue on 'Exemplars and Emulation in Moral Education' which contains contributions from 10 multidisciplinary authors. Representing the state of the art in the discourse, this editorial elucidates several new themes pertaining to it, before outlining each contribution in relation to said themes. In light of David Carr's recent objections to role modelling, it is then argued that these contributions provide a possible collective response. [ABSTRACT FROM AUTHOR]

A foundational principle of neo-Aristotelian character education is that virtue can be cultivated, in particular through the emulation of moral role models, such as teachers. Yet despite the pedagogical appeal of role modelling, what emulation involves remains methodologically unclear. In this paper, I suggest that part of this ambiguity lies in a category mistake: the misconceptualisation of emulation as a mere emotion, rather than, as I argue, a virtue in its own right. Predominantly composed of virtuous emotion and necessarily entailing virtuous action, I propose a componential account of the virtue of emulation which I synthesise with Aristotle's theory of "four causes". Through doing so, I make visible how emulation operates in different ways depending on one's degree of phronetic development and suggest a new concept—entangled phronesis—as the mechanism underpinning emulation. I then consider what these insights illuminate about role modelling in classroom contexts. [ABSTRACT FROM AUTHOR]

Background: Individuals strive to maintain their sexual and reproductive health (SRH) by being exposed to correct information, having access to contraceptives, and promoting safe sex practices. Adolescent SRH promotion efforts should consider the influence of role models. This review explored the availability and nature of strategies and programmes on adolescents’ SRH role modelling and described them using a scoping review. Methods: Studies were retrieved from four databases and grey literature through a search of 223 studies. The databases included EBSCO-host, Medline, Sabinet, and Pubmed. Data extraction was guided by a data-extraction tool adapted from the JBI Manual for Evidence Synthesis. The characteristics of the selected studies were recorded in a Microsoft spreadsheet. Eleven studies published between 2014 and 2022 were included for the final review and analysed using thematic analysis. Results: Selected articles focused on adolescents’ SRH; however, only two studies focused particularly on role modelling. Nonetheless, some aspects of the findings and recommendations presented could be extrapolated to adolescents’ SRH role modelling. This includes adolescent–parent communication on SRH, community engagement, mentoring, positive role modelling, and information sharing through media campaigns. Conclusion: There is a lack of literature on SRH role modelling because most studies did not focus on role modelling as an aspect of SRH. Therefore, research needs to be conducted on strategies and programmes focusing on SRH modelling. Contribution: The findings of this scoping review may encourage the development and implementation of strategies and programmes targeting adolescents’ SRH throughout diverse communities to promote adolescent SRH.

A new theory of emulation – the method by which one learns from moral role models – is emerging through the combined efforts of philosophers, psychologists and educationists. Using a previous argument reconceptualising emulation as a moral virtue as a philosophical springboard, in this paper, I extend this theory by building a more robust case for how emulation qua role modelling works in practice through direct appeal to Aristotle's account of causation: the four causes. Historically revered for their explanatory power, I argue that reconstructing the four causes and synthesising them with emulation enables us to better comprehend it as a quadripartite causal process. Through doing so, I propose that emulation is driven by 'entangled phronesis ' – a mechanism which enables immature moral learners to acquire virtue by sharing in the phronesis, that is, practical wisdom, of a role model. Since the degree of entanglement depends upon a learner's phase of virtuous character development, I also divide emulation into two types: pre-phronetic 'habituated emulation' and phronetically-informed 'complete emulation'. Combined with my four-causal account of emulation, these concepts represent a novel contribution to neo-Aristotelian character developmental theory and help explain – step-by-step – the method by which one potentially acquires moral virtue and phronesis from moral role models. [ABSTRACT FROM AUTHOR]

Public health care in Germany, whilst having many advantages, has reportedly strong deficiencies in regards to sustained therapeutic relationships, mostly due to reduced or dysfunctional doctor-patient-communication, which would need to be improved when promoting therapeutical alliance. Communication culture and role modelling between doctors as well as between teachingdoctors and medical students play a critical part in shaping and constituting medical professionalism. To collectively move towards a more patient-centred communication style, it is necessary to address aspects of intra-professional culture that are vital to an empathic attitude. In this paper some of the major concerns with medical professionalism as part of teaching by example will be examined and put into perspective with some prevalent counterproductive practices, such as hierarchical competitiveness, abbreviated conversational habits and problems with hazing in higher education. These will need to be addressed in order to create a more constructive professional environment that is healthy for both patients and medical practitioners. [ABSTRACT FROM AUTHOR]

While working alongside professional nurses, student nurses develop professional identity and learn the professional nursing role, a process known as professional socialisation. Professional nurses should model professional behaviour to be emulated by student nurses. We used a qualitative exploratory design to explore if professional nurses behave in a manner that supports professional socialisation of student nurses in a clinical learning environment. According to our observations, two main categories emerged regarding professional nurses’ behaviour. The first category was unprofessional conduct with sub-categories that included disrespect, infringed patient privacy, breached confidentiality, inappropriate dress code and lack of punctuality. The second category was ward disorganisation which was related to delegating duties and structured orientation programmes for student nurses. In this study, professional nurses did not behave in a manner consistent with professional socialisation in the clinical learning environment. Student nurses may struggle to develop professional identity, leading to reduced confidence and poor patient quality care. Student nurses need to be professionally socialised in a clinical learning environment and professional nurses need to be empowered on how to carry out this process.

Background: Much of the education during anaesthesia training occurs in the workplace where trainees work under the close supervision of a more senior anaesthetist. Trainee anaesthetists are exposed to multiple supervisors with whom they form educational and supervisory relationships over the course of their training. Surprisingly little research has been conducted to explore the factors behind the development and maintenance of these relationships. This study explores the process of how education occurs in the workplace by examining the relationship from the perspective of both trainees and specialists. Methods: This is an exploratory qualitative study. Eight trainee and 10 specialist anaesthetists participated in an individual semi-structured interview. The data were analysed thematically by each of the authors to generate themes. Results: Six themes were identified in the analysis: (1) sizing up; (2) negotiated autonomy; (3) working closely together; (4) workplace practices; (5) education being valued; and (6) gender. A conceptual model to illustrate the relationships between the six themes was developed. Conclusions: Supervisory relationships were viewed positively by participants despite impediments such as lack of continuity and busy clinical environments. But there were tensions, particularly in balancing trainee autonomy with patient safety. A nuanced ‘sizing up’ process, with negotiation of autonomy, was described by both supervisors and trainees. Our findings may support supervisory relationships to reach this ideal more effectively.

Student parents, particularly women, cite role modelling as a key reason to come to university and persist with their studies. However, this role modelling relationship remains largely unexplored. This study examines the role modelling relationship between student parents and their children. There are distinct practical and emotional challenges faced by student parents, particularly during the COVID-19 pandemic, and these impact on the role modelling relationship with their children. Using Bandura's notion of 'attention', we found that there are some potential problems with the theory and practice of student parent role modelling. The 19 students interviewed identified balancing academic study and family life as the key issue, but also identified space as a major concern for participants. Lack of access to the library and campus during COVID was particularly problematic for student parents in practical terms, and in undermining a sometimes-fragile sense of student identity. However, the students were not simply modelling a student identity or aspiration to their children, but demonstrating efficacy, that it was possible to achieve by overcoming obstacles. A key challenge in terms of role modelling was getting an appropriate balance between demonstrating determination, but concealing some of the significant stresses they faced in their studies. [ABSTRACT FROM AUTHOR]

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.

Role modelling has been identified as an important phenomenon in medical education. Key reports have highlighted the ability of role modelling to support medical students towards careers in family medicine although the literature of specific relevance to role modelling in speciality has not been systematically explored. This systematic review aimed to fill this evidence gap by assimilating the worldwide literature on the impact of role modelling on the future general practitioner (GP) workforce. A systematic search was conducted in Medline, Embase, Scopus, Web of Science, Cochrane, ERIC and CINAHL, and all authors were involved in the article screening process. A review protocol determined those articles selected for inclusion, which were then quality assessed, coded and thematically analysed. Forty-six articles were included which generated four broad themes: the identity of role models in general practice, role modelling and becoming a doctor, the impact of role modelling on attitudes towards the speciality, and the subsequent influence on behaviours/career choice. Our systematic review confirmed that role modelling in both primary and secondary care has a crucial impact on the future GP workforce, with the potential to shape perceptions, to attract and deter individuals from the career, and to support their development as professionals. Role modelling must be consciously employed and supported as an educational strategy to facilitate the training of future GPs. [ABSTRACT FROM AUTHOR]

Peer providers are increasingly used by mental health programs to engage transition age youth (TAY, age 16-24) living with serious mental illness. This study elicited TAY clients' perspectives on peer providers' roles, responsibilities, and contribution to TAYs' use of mental health services. In 2019, six focus groups were conducted with TAY clients (n=24) receiving publicly funded mental health services in Southern California. Results from this analysis included four themes that illustrated the role of peers as perceived by TAY clients, including: 1) building client–peer provider relationships, 2) engaging with mental health services, 3) role-modelling recovery and supporting skill acquisition to instill hope and empowerment, and 4) peer roles and experiences specific to racial/ethnic concordance. These findings provide needed perspectives on the evolving role of peer providers in mental health services programming for TAY clients. [ABSTRACT FROM AUTHOR]

Abstract 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.

Values education has become a necessary tool in response to the rise in moral deterioration in an average South African society today. The school is viewed as one of the key players in nurturing children into adulthood. The teaching of values that can give the growing generation, necessary moral development is one of the responsibilities of the schools. Hence, this study aims at exploring teachers' experiences on how they integrate values education into South African learners in various high schools. This qualitative study engaged five schools in its case study, where five teachers from each of the schools were purposively selected for semi-structured focus group interviews, to share their experiences on the integration of moral values in schools. Moral development theory was used to underpin the study. Findings from the inductive thematic analysis from the participants from both rural and urban schools indicated a misunderstanding of the concept of values education by some teachers, which affects its effective integration. The study established that role modelling of learners by teachers and parents are inevitable to save the society from moral decadence, while some participants indicted overpopulation, single parenthood, social media as some of the challenges to the integration of value education in schools. The study, therefore, recommends capacitation of teachers through various professional development programmes, to integrate values education and adequate parental support as some of the strategies to promote effective integration of values education in schools. [ABSTRACT FROM AUTHOR]

BACKGROUND: A healthy diet is a major factor in childhood for proper mental and physical development, and schools are valuable settings for promoting nutritional health. Teachers have a key role as educators and as a link between children, families, and institutions. OBJECTIVES: The study aims at describing the teachers' profile and to evaluate the level of adherence of their schools to the recommendations by Health Promoting Schools concerning nutritional issues. METHODS: A cross-sectional study was conducted on a sample of 131 Spanish and Italian teachers from kindergartens and primary schools. RESULTS: The lack of a structured approach to school food emerged, as well as a low quality level of food consumption at school. Among the positive aspects, there is the compliance with the dietary reference values for the intake of nutrients and energy of meals supplied by cafeterias and the collaboration with nutritionists in health services, but other desirable circumstances are neglected (e.g. training courses for staff, the involvement of students, supply of water and vegetables such as healthy drinks and snacks). CONCLUSION: The study confirmed the need to train teachers and to strengthen school action plans, particularly the agenda around the sustainability of the school food and nutrition environment. [ABSTRACT FROM AUTHOR]

Abstract 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.

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Susan McKenzie,1 Annette Burgess,2 Craig Mellis1 1Central Clinical School, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia; 2Education Office, Sydney Medical School, The University of Sydney, Sydney, NSW, AustraliaCorrespondence: Susan McKenzieCentral Clinical School, Sydney Medical School, The University of Sydney, Building 63, Level 4, Royal Prince Alfred Hospital, Missenden Road, Camperdown, Sydney, NSW 2050, AustraliaTel +61 2 9515 6548Email susan.mckenzie@sydney.edu.auIntroduction: Medical students extend their preparatory learning on entering the clinical work environment, by joining their clinical team as peripheral participants and start to care for “real” patients. This learning is situated, experiential, varied, mainly unstructured, highly dependent on clinical opportunities (affordances), and students’ motivation to learn (learner agency). Students ideally contribute to workplace activities, which allow their practical skills, confidence and professional identity to evolve. This study sought to investigate senior students’ perspectives in their early stages of workplace learning, by using social learning theory as a framework. The focus is on team integration, practical skills performance, professional development and their evolving professional identity.Methods: Between 2015 and 2018, we conducted five focus groups, with a total of 36 volunteers, out of a possible 200 (18% Stage 3 (Year 3)) medical students. Each focus group session was audio recorded and transcribed verbatim. Participants were de-identified, and framework analysis used the theoretical frameworks of communities of practice, and workplace affordances to gain insight into their work-place learning experience during the first two months of their clinical rotation.Results: Thirty-six students out of 200 (18%) attended focus groups over a four-year period. The results are presented using the theoretical frameworks of community of practice and workplace affordances and presented as themes of: meaning, “learning as experience”, practice, “learning as doing” community, “learning as belonging”, and identity, “learning as becoming”.Discussion: Participants reported many positive examples of workplace learning while dealing directly with patients. Students were also exposed to ethical dilemmas and unexpected risks in the workplace. These included lack of site orientation, unsupportive teams, lack of supervision, and students’ inability to initiate agency, all of which contributed to their workplace uncertainty. Performing manageable tasks for their team provided a role in their community of practice, strengthening their identity as evolving doctors. Exposure to both positive and negative role models allowed students to reflect on ethical issues, further extending their own professional identities.Summary: Participants were quick to observe and report workplace dynamics as they were exposed to the positive and negative aspects of the hidden curriculum. This allowed them to reflect on patient safety, and ethical concerns promoting the development of their professional identity.Keywords: third-year medicine, workplace learning, professional identity, role modelling, communities of practice

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.

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Abstract Background Physical inactivity is a persistent challenge among girls. School-based physical activity (PA) interventions have shown mixed effects on girl’s activity levels, with multi-component approaches involving both school and community links appearing more effective for sustainable change. The purpose of the current research was to gather views from preadolescent girls, parents, teachers and stakeholders in order to co-produce a multi-component school-based, community linked PA intervention programme. Methods Focus groups were conducted in two primary schools with 34 girls aged 9–11 years and 11 parents (10 female, 1 male). In-depth interviews were conducted with four female teachers (including two head teachers). Focus groups and interviews focused on programme design (structure, content and delivery) and potential factors affecting intervention uptake and continued PA participation. A series of stakeholder engagement events occurred throughout the study period. All data were transcribed verbatim and thematically analysed in NVivo 11. Results Girls reported that fun taster sessions delivered by role models would encourage them to participate in a school-based role model programme, with tailored taster sessions each week to enhance continued PA participation. Parents and teachers identified a number of barriers to uptake and continued PA participation, and active involvement of stakeholders facilitated the development of intervention strategies. Strategies included; single-sex after-school sessions, use of female role models, low-cost activity options and mapping community provision. Analyses revealed the importance of tailoring the programme to align with local needs, demands and provision. Conclusions Data show numerous barriers to intervention uptake and continued PA participation when designing a school-based, community-linked intervention. Adopting a co-production approach, this formative work highlights a number of potential strategies for overcoming these barriers. Findings from the research directed the development and implementation of the CHARMING role model intervention and informed the creation of an intervention logic model.

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.

Value education is seen as one of the necessary tools for addressing moral deterioration in the South African society of today. The school is viewed as one of the key change agents in nurturing children into adulthood, where teaching of values can give the growing generation the needed moral development. The aim of this study is to explore teachers' experiences on the integration of values education into learners in South African high schools. Kohlberg's Theory of Moral Development was used as a lens to understand the integration of values education in a semi-structured focus group interview with five purposively selected teachers from each school. A total of 25 teachers from five public schools in King Cethswayo district in KwaZulu-Natal province participated. The collected data was thematically analysed and themes were interpretively discussed. The findings revealed that teachers' perception of values education affect its integration in schools. The role modelling of the learners by both teachers and parents is central to saving the society from moral decadence. However, limitations such as over crowded classes, single parenthood, and social media affect the effective integration of values education in schools. The study therefore, recommends mutual cooperation between the school and parents, the Department of Basic Education should provide adequate professional development training for teachers on the integration of values education, and schools should be provided with counselling psychologists to correct learners' misbehaviours and promote effective integration of values education in schools. [ABSTRACT FROM AUTHOR]

Background:  Individuals strive to maintain their sexual and reproductive health (SRH) by being exposed to correct information, having access to contraceptives, and promoting safe sex practices. Adolescent SRH promotion efforts should consider the influence of role models. This review explored the availability and nature of strategies and programmes on adolescents' SRH role modelling and described them using a scoping review., Methods:  Studies were retrieved from four databases and grey literature through a search of 223 studies. The databases included EBSCO-host, Medline, Sabinet, and Pubmed. Data extraction was guided by a data-extraction tool adapted from the JBI Manual for Evidence Synthesis. The characteristics of the selected studies were recorded in a Microsoft spreadsheet. Eleven studies published between 2014 and 2022 were included for the final review and analysed using thematic analysis., Results:  Selected articles focused on adolescents' SRH; however, only two studies focused particularly on role modelling. Nonetheless, some aspects of the findings and recommendations presented could be extrapolated to adolescents' SRH role modelling. This includes adolescent-parent communication on SRH, community engagement, mentoring, positive role modelling, and information sharing through media campaigns., Conclusion:  There is a lack of literature on SRH role modelling because most studies did not focus on role modelling as an aspect of SRH. Therefore, research needs to be conducted on strategies and programmes focusing on SRH modelling.Contribution: The findings of this scoping review may encourage the development and implementation of strategies and programmes targeting adolescents' SRH throughout diverse communities to promote adolescent SRH.

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. [ABSTRACT FROM AUTHOR]

Abstract 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.

Objective: The aim of our study is to determine the habits of 5th and 6th year undergraduate medical students and medical specialty trainees on hand hygiene through their views in a university hospital and to compare the habits of undergraduate medical students to those of medical specialty trainees to evaluate in the context of role modelling. Methods: This is a cross-sectional study. The survey form consisted of questions to determine habits of participants on hand hygiene compliance and the factors behind non-compliance. Participants filled the form electronically. Results: Data were collected between 10 December, 2019 and 10 March, 2020. Total number of participants was 363, and 122 were 5th year medical students, 116 were 6th year medical students, and 116 were medical specialty trainees. Hand hygiene compliance rate before contact from highest to lowest was 5th year medical students, residents, and 6th year medical students, respectively. The percentage of 6th year students who marked "I always perform hand hygiene" was lower than 5th year students, and this difference was statistically significant. In all but one of the items related to post-contact hand hygiene compliance rate, there was no statistically significant difference between the percentages of 5th and 6th year medical students. The most stated reason for non-compliance to hand hygiene was workload. Lack of role models was stated by 38.5%, 47.4%, and 11.2% of 5th and 6th year medical students, and medical specialty trainees, respectively. Conclusions: It may be thought that the dramatic decrease of hand hygiene compliance of 6th year medical students is related to the negative role modelling of medical specialty trainees but statistical analysis of compliance differences between participant groups do not support this argument. The relation between hand hygiene compliance and role modelling should be studied in more depth. [ABSTRACT FROM AUTHOR]

Rationale, aims, and objectives: While it has long been supported that faculty development programmes serve as a means to improving practical knowledge, professional skills, and identity formation for faculty, significantly less research is focused on how learning that occurs in faculty development programmes is actually employed in the workplace and ingrained in day‐to‐day activities. The present study qualitatively explored the long‐term impact of the Mentoring and Professionalism in Training (MAP‐IT) programme, a longitudinal, interprofessional faculty development curriculum designed to enhance clinicians' humanistic mentoring skills, specifically nurses and physicians. Method: Participants included 21 former high‐potential mentors and facilitator leaders who had graduated from the MAP‐IT programme from 2014 to 2016. Semi‐structured focus groups and interviews were conducted between August and September of 2017 to collect participant experiences of the impact of MAP‐IT skills on their professional roles (with colleagues and patients) in their clinical environments. Qualitative data were analysed using content analysis methodology. Results: Qualitative analyses using an editing analysis style resulted in nine major themes, including incorporation into clinical practice, self‐care, team building and conflict resolution, mindfulness, mentorship, professionalism, interprofessional collaboration, humanism, and appreciative inquiry. Conclusion: The personal and professional development instilled through the MAP‐IT programme was found to remain important over time, years after participation in the programme had concluded, supporting its "durability." Implications are also discussed. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This journal recently published a special issue on Kant, evil, moral perfection and education. The essays included in the special issue discussed the vulnerably and imperfection of human beings and the role of education as facilitating such beings in their pursuit of moral perfection. The contribution of this article is to put forward a Kantian idea of hope as a response to the difficulty of holding imperfect agents to an impossibly high standard (perfect virtue). Hope plays an enabling role for human agents, mediating the seemingly unstable relationship between imperfect moral agents, characterised by radical evil, and their duty to elevate themselves to the idea of moral perfection in an uncertain world. As such, hope can be seen as a response to the editors' call to bring attention to the need to work with the vulnerabilities and imperfections of human beings through education and social change. One practical way in which education can accomplish this task is through role modelling. A further contribution of this article is to advocate a Kantian idea of impure role modelling (the role model as imperfect but hopeful). [ABSTRACT FROM AUTHOR]

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 modelling of health behaviours by pre-service teachers who were specialising in HPE, and those who were not. Study design: Cross-sectional, Survey Design. Method:N = 637 pre-service teachers (who were in the first three weeks of their undergraduate Bachelor of Education course at three universities in Australia) completed self-report questionnaires asking about attitudes and beliefs toward role modelling of health behaviours. Comparison of attitudes and beliefs between those studying Health and Physical Education (HPE) and those studying other curriculum areas (classified as Bachelor of Education or non-HPE) were made. Results: We found both gender and degree-based differences in attitudes towards role modelling. Men were found to believe more so than women that HPE teachers should maintain a slim, athletic build which makes them appear as though they are fit and healthy. Male teacher education students who were not specialising in HPE were more likely than male HPE students to believe that Health and Physical Educators should maintain a 'slim, athletic appearance' and engage in regular physical activity. Conclusion: Pressure for HPE teachers to meet appearance and role modelling expectations may be coming more from men, and more from generalist teachers, as opposed to coming from within the profession. This research contributes to the debate regarding the fitness expectations of HPE teachers and has implications for physical education teacher education programmes. [ABSTRACT FROM AUTHOR]

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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. [ABSTRACT FROM AUTHOR]