Being an effective role model
Dr Margaret Kingston
Associate Medical Director Central Manchester Foundation Trust
TPD HEENW Genitourinary Medicine
You ARE a role model,
but are you always a good one?
Being a positive role model is:
 A key attribute of a successful doctor
 Expected of all UK registered doctors by the General Medical
Council
Education is an integral part of medical practice & learning
form role models is an important aspect of medical education
because:
 It teaches the application of knowledge and skills
 Influences career choices
 Is how our students and trainees develop professionalism
Students & trainees are aware of
their role models - good & bad!
“I think a role model is the single best way to learn… if you can see
someone do it and understand how and why they do it, I think that’s
when you’ll get it”
“Enthusiastic about her discipline, involved students actively in the
work, excellent knowledge and practical skills, nice to patients, staff
and students”
“I’ve found my first rotation was very stressful, humiliating, I worked
and read because of fear…”
Personal
considerations…

Who are / were your
role models?

What was their
influence on your
learning and career
choices?

Who are you a role
model for?

What are your good
and bad attributes as
a role model?
ILOs for this session
“Research indicates that being a positive role model is a
set of skills, attitudes and behaviours which may be
taught and acquired by doctors…”
Define positive and negative attributes of a role
model
Understand how learning from role models
happens
How you can effectively teach through role
modelling
Studies have established the
attributes reported in medical role models:
Individuals who:
 Excel in their clinical knowledge and skills
 Through communication skills they maintain good
professional relationships
 Are effective and enthusiastic teachers
A tall order!
 Students & trainees have multiple role models,
learning different things from different
individuals; the “composite” role model
How learning from role models happens
This is a complex process! Aspects have been
explained through various learning theories:
Individuals learn “to talk, from talk”
Students & trainees learn professionalism through
the “Hidden Curriculum” :
This is a process of assimilation into a community of
practice, not only by possession of shared expertise, but
also the development of professional values and
standards
Cruess, 2008
Video clip
• For those you consider to be acting as a role model in
these scenarios:
– What positive attributes of a role model are they
displaying?
– Are they demonstrating any negative role model
attributes?
– How could learning through role modelling be
improved in this situation?
Video clip
• For those you consider to be acting as a role model in
these scenarios:
– What positive attributes of a role model are they
displaying?
– Are they demonstrating any negative role model
attributes?
– How could learning through role modelling be
improved in this situation?
Positive role model attributes
Personal characteristics
• Caring & empathic
• Patient-centred approach
• Excellent communication
skills
• Good inter-professional
relationships
• Demonstrates leadership
• Integrity
• Good sense of humour
• Calm
• Positive attitude
Clinical skill
• Practically skilful
• Knowledgeable
• Sound clinical reasoning
• Strives for excellence
• Presentation skills
• Aware of own strengths
and weaknesses
Positive role model attributes
Teaching abilities
• Taking an interest in students and trainees
• Enthusiasm & patience
• Provide clear explanations
• Versatile, learner centred teaching style
• Constructive feedback
• Demonstrating clinical reasoning
• Facilitation patient interaction
• Identifying opportunities for learning & reflection
Negative role model attributes
Personal characteristics
• Making derogatory
comments
• Inappropriate humour
• Unfriendliness
• Complaining
• Expressing anger or
frustration
• Bitterness and cynicism
• Opinionated
• Lack of confidence
• Un co-operative
Clinical skill
• Lack of knowledge
Teaching abilities
•
•
•
•
Forgetting names & faces
Excessive criticism
Frightening or humiliating
Promoting unnecessary
competition
How to MAXIMISE learning
through role modelling
1. Attention
Emphasise/narrative/questions/subdivide
2. Retention
Repetition/parallels/relate new to existing knowledge
3. Production
Experience with appropriate autonomy
4. Motivation
Financial, profile, influence, enjoyment
How to MAXIMISE learning
through role modelling
Wright & Caresse, 2002
How to MAXIMISE learning
through role modelling
Blue sky thinking….
When it gets tough….
1.
1.
2.
3.
4.
5.
6.
7.
8.
Remember – you are a role
model!
Make time for teaching
Explicitly model skills &
behaviours
Recognise & use seminal events
Provide experience & feedback
Creating a positive learning
environment and culture
(trainees & their teachers)
Providing learner centred
teaching
Show you love it!
Time for teaching; can be very
efficient:
– Appropriate techniques
– Using “dead time”
– Prioritisation
2. Competing priorities:
– Demonstrate how these are
managed, including work-life
balance/merge
3. Adverse work related pressures:
– Explicitly model effectively
dealing with these
Efficient teaching techniques
 Learner centred:
Questions; learning objectives, previous experience,
pre-exiting knowledge
Two minute observation
 Make the implicit explicit by modelling skills,
knowledge or behaviours
Demonstrates reasoning & skills
Effective communication
Team working
Communication skills
Efficient teaching techniques
 One minute preceptor; rapid learner centred teaching
& feedback
 5 microskills: Commitment, evidence, general rules, reenforce & correct
 Highly evaluated & effective but requires training
 Directed observation/hot review
 “Hot seating”
 Three- way consultation
 SNAPPS
 Summarise, Narrow down, Analyse differential, Probe
uncertainty, Plan management, Select item for selfdirected learning
 “Aunt Minnie”
The importance of GOOD feedback
 Feedback can modify &
re-enforce behaviour OR
can cause demotivation &
poorer performance
 General principles:
 Expected everyday
 Clear expectations
 Task specific
 Not judgemental
 Timely
 Limited
 Encourage self-appraisal
 Action plan
 RIP/PIP
 Feedback “sandwich”
 Pendleton’s rules
 Reflective feedback
conversation
Hattie and Timperley, The Power of Feedback, Review of Educational Research, March 2007, Vol. 77, No. 1, pp 81-112
So, in summary, being a
good role model is important because:
Being a positive role model is:
 A key attribute of a successful doctor
 Expected of all UK registered doctors by the General Medical
Council
Education is an integral part of medical practice & learning
form role models is an important aspect of medical education
because:
 It teaches the application of knowledge and skills
 Influences career choices
 Is how our students and trainees develop professionalism
You ARE a role model; how can
you be a good one (nearly) all the time?
1. Remember that you are a role model
2. Actively demonstrate your positive role model characteristics
and skills
3. Actively demonstrate dealing with challenges
4. Create opportunities for authentic learner centred
experiences with constructive feedback
5. Enjoy yourself!
ILOs for this session
Define positive and negative attributes of a role
model
Understand how learning from role models
happens
How you can effectively teach through role
modelling
Thank-you; any questions?