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Bransen J, Poeze M, Mak-van der Vossen MC, Könings KD, van Mook WNKA. 'Role Model Moments' and 'Troll Model Moments' in Surgical Residency: How Do They Influence Professional Identity Formation? PERSPECTIVES ON MEDICAL EDUCATION 2024; 13:313-323. [PMID: 38800716 PMCID: PMC11122703 DOI: 10.5334/pme.1262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/14/2023] [Accepted: 04/15/2024] [Indexed: 05/29/2024]
Abstract
Introduction Role models are powerful contributors to residents' professional identity formation (PIF) by exhibiting the values and attributes of the community. While substantial knowledge on different attributes of role models exists, little is known about their influence on residents' PIF. The aim of this study was to explore surgical residents' experiences with role models and to understand how these contribute to residents' PIF. Methods Adopting a social constructivist paradigm, the authors used a grounded theory approach to develop an explanatory model for residents' experiences with role models regarding PIF. Fourteen surgical residents participated in individual interviews. The authors iteratively performed data collection and analysis, and applied constant comparison to identify relevant themes. Results Role model behavior is highly situation dependent. Therefore, residents learn through specific 'role model moments'. These moments arise when residents (1) feel positive about a moment, e.g. "inspiration", (2) have a sense of involvement, and (3) identify with their role model. Negative role model moments ('troll model moments') are dominated by negative emotions and residents reject the modeled behavior. Residents learn through observation, reflection and adapting modeled behavior. As a result, residents negotiate their values, strengthen attributes, and learn to make choices on the individual path of becoming a surgeon. Discussion The authors suggest a nuance in the discussion on role modelling: from 'learning from role models' to 'learning from role model moments'. It is expected that residents' PIF will benefit from this approach since contextual factors and individual needs are emphasized. Residents need to develop antennae for both role model moments and troll model moments and acquire the skills to learn from them. Role model moments and troll model moments are strong catalysts of PIF as residents follow in the footsteps of their role models, yet learn to go their own way.
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Affiliation(s)
- Jeroen Bransen
- Department of Trauma Surgery, Maastricht University Medical Center+, The Netherlands
- School of Health Professions Educations, Maastricht University, The Netherlands
| | - Martijn Poeze
- Department of Trauma Surgery, Maastricht University Medical Center+, The Netherlands
| | - Marianne C. Mak-van der Vossen
- Assistant professor in medical education, Amsterdam UMC, Department of General Practice, Amsterdam, The Netherlands
- Amsterdam Public Health research institute, Amsterdam, The Netherlands
| | - Karen D. Könings
- School of Health Professions Educations, Maastricht University, The Netherlands
- School of Health Sciences, University of East Anglia, UK
| | - Walther N. K. A. van Mook
- School of Health Professions Educations, Maastricht University, The Netherlands
- Department of Intensive Care Medicine, and postgraduate dean, Academy for Postgraduate Training, Maastricht University Medical Center+, Maastricht, The Netherlands
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McOwen KS. Cheating is a professional identity formation problem. MEDICAL EDUCATION 2024; 58:486-487. [PMID: 38302104 DOI: 10.1111/medu.15317] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2023] [Revised: 01/08/2024] [Accepted: 01/17/2024] [Indexed: 02/03/2024]
Abstract
.@kmcowen outlines how medical education could better support students connect their behavior during medical school to their future identities as physicians.
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Affiliation(s)
- Katherine S McOwen
- Academic Affairs, Association of American Medical Colleges, Washington, District of Columbia, USA
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Sullivan GM, Simpson D, Artino AR, Deiorio NM, Yarris LM. Greatest Hits of 2023! Notable Non-JGME Medical Education Articles. J Grad Med Educ 2024; 16:1-6. [PMID: 38304596 PMCID: PMC10829933 DOI: 10.4300/jgme-d-24-00009.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/03/2024] Open
Affiliation(s)
- Gail M. Sullivan
- Gail M. Sullivan, MD, MPH, is Editor-in-Chief, Journal of Graduate Medical Education (JGME), and Associate Director for Education, Center on Aging, and Professor of Medicine, University of Connecticut Health Center, Farmington, Connecticut, USA
| | - Deborah Simpson
- Deborah Simpson, PhD, is Deputy Editor, JGME, and Director of Education, Academic Affairs at Advocate Aurora Health, and Clinical Adjunct Professor of Family & Community Medicine, Medical College of Wisconsin, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin, USA
| | - Anthony R. Artino
- Anthony R. Artino Jr, PhD, is Deputy Editor, JGME, and Professor and Associate Dean for Evaluation and Educational Research, The George Washington University School of Medicine and Health Sciences, Washington, DC, USA
| | - Nicole M. Deiorio
- Nicole M. Deiorio, MD, is Executive Editor, JGME, Professor, Department of Emergency Medicine, and Associate Dean, Student Affairs, Virginia Commonwealth University School of Medicine, Richmond, Virginia, USA; and
| | - Lalena M. Yarris
- Lalena M. Yarris, MD, MCR, is Deputy Editor, JGME, and Professor of Emergency Medicine, Oregon Health & Science University, Portland, Oregon, USA
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Sawatsky AP, Rea JR, Hafdahl LT, Vaa Stelling BE, Huber JM, Wingo MT, Leasure EL. From Apprenticeship to Assembly Line: Recovering Relationships in Medical Education. J Grad Med Educ 2023; 15:627-631. [PMID: 38045942 PMCID: PMC10686647 DOI: 10.4300/jgme-d-23-00468.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/05/2023] Open
Affiliation(s)
- Adam P. Sawatsky
- All authors are with Mayo Clinic, Rochester, Minnesota, USA
- Adam P. Sawatsky, MD, MS, is Associate Professor of Medicine, Division of General Internal Medicine, Mayo Clinic, Rochester, Minnesota, USA
| | - Joanna R. Rea
- All authors are with Mayo Clinic, Rochester, Minnesota, USA
- Joanna R. Rea, MD, is Assistant Professor of Medicine, Division of Community Internal Medicine, Mayo Clinic, Rochester, Minnesota, USA
| | - Luke T. Hafdahl
- All authors are with Mayo Clinic, Rochester, Minnesota, USA
- Luke T. Hafdahl, MD, is Assistant Professor of Medicine, Division of Community Internal Medicine, Mayo Clinic, Rochester, Minnesota, USA
| | - Brianna E. Vaa Stelling
- All authors are with Mayo Clinic, Rochester, Minnesota, USA
- Brianna E. Vaa Stelling, MD, is Assistant Professor of Medicine, Division of Community Internal Medicine, Mayo Clinic, Rochester, Minnesota, USA
| | - Jill M. Huber
- All authors are with Mayo Clinic, Rochester, Minnesota, USA
- Jill M. Huber, MD, is Assistant Professor of Medicine, Division of Community Internal Medicine, Mayo Clinic, Rochester, Minnesota, USA
| | - Majken T. Wingo
- All authors are with Mayo Clinic, Rochester, Minnesota, USA
- Majken T. Wingo, MD, is Assistant Professor of Medicine, Division of Community Internal Medicine, Mayo Clinic, Rochester, Minnesota, USA; and
| | - Emily L. Leasure
- All authors are with Mayo Clinic, Rochester, Minnesota, USA
- Emily L. Leasure, MD, is Assistant Professor of Medicine, Division of Community Internal Medicine, Mayo Clinic, Rochester, Minnesota, USA
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Burm S. The problem with adopting a marathon mindset. MEDICAL EDUCATION 2023; 57:1003-1005. [PMID: 37606158 DOI: 10.1111/medu.15192] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Accepted: 08/07/2023] [Indexed: 08/23/2023]
Affiliation(s)
- Sarah Burm
- Continuing Professional Development and Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada
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