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Resident Role Modeling: "It Just Happens".

Robert Sternszus1, Mary Ellen Macdonald, Yvonne Steinert

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Residents often don't realize they are role models, believing learning "just happens." Improving clinical teaching requires recognizing role modeling as a deliberate process, not passive observation.

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Area of Science:

  • Medical Education
  • Qualitative Research
  • Clinical Teaching

Background:

  • Staff physician role modeling is crucial for medical trainees.
  • Resident role modeling is an emerging area of focus.
  • Understanding residents' perceptions of their role modeling is unexplored.

Purpose of the Study:

  • To explore residents' self-perceptions as role models.
  • To describe how residents learn about role modeling.
  • To identify strategies for enhancing resident role modeling.

Main Methods:

  • Conducted 14 semistructured interviews with residents.
  • Included residents from internal medicine, general surgery, and pediatrics.
  • Utilized qualitative descriptive analysis of transcribed interviews.

Main Results:

  • Residents define role modeling as demonstrating "good" clinical behaviors.
  • Residents believe learning from role modeling occurs passively through observation.
  • Residents do not always equate their actions with being a role model.
  • Residents learn role modeling by observing both positive and negative examples.

Conclusions:

  • Residents are often unaware of their role modeling in real-time.
  • Residents perceive role modeling as a passive, observational learning process.
  • Enhancing clinical teaching may involve framing role modeling as an intentional practice.