Table 1.
Positive and negative role modelling characteristics and behaviour identified by medical students
| Behaviour identified by students as positive (they would like to emulate in the future) | Behaviour identified by students as negative (they would not like to emulate in the future) |
|---|---|
| Clinical attributes | |
| • Good knowledge of general medicine | • Inability to impart knowledge at the student level |
| • Articulate history taking skills | • Talking about patients without respect |
| • Ability to explain and demonstrate clinical skills at appropriate student level | • Lack of empathy or compassion patients |
| • Empathy, respect and genuine compassion for patients | • “Fake” empathy or compassion for patients |
| Teaching skills | |
| • Development of a rapport with students | • Lack of time for students within and outside of tutorials |
| • Provision of time towards the growth of students academically and professionally | |
| • Poorly structured tutorials | |
| • Provision of a positive learning environment | • Humiliation of students |
| • Poor understanding of the curriculum and assessment requirements | |
| • Structured tutorials with clear expectations | |
| • Lack of meaningful feedback | |
| • An understanding of the curriculum and assessment requirements | • Lack of patient interactions |
| • Immediate and meaningful feedback | |
| • Provision of patient interaction | |
| Personal qualities | |
| • Respectful interdisciplinary interactions | • Lack of preparation for tutorials |
| • Preparedness for tutorials | • Lack of enthusiasm for teaching |
| • Punctuality | • Negative regard for the medical profession |
| • Enthusiasm for teaching and the subject | |
| • Demonstration of a passion for their career choice | |