Participates in learning/good attendance – 10 |
Act as positive role models - 10 |
Proactive – 5 |
Develops relationship with students - 6 |
Enthusiastic – 8 |
Respects students - 5 |
Mature/confident/not afraid to ask for help – 8 |
Cares about students - 4 |
Knowledgeable/skills competence – 7 |
Promotes students’ participation in communities of practice - 6 |
Communication skills – 6 |
Makes time to teach -5 |
Takes responsibility for learning/independent – 5 |
Provides one-to-one teaching - 4 |
Does not let exam pressures interfere with performance on attachment −5 |
Interested and committed to teaching - 5 |
Caring of patients/genuine – 4 |
Provides feedback - 5 |
Sense of vocation – 3 |
Relevant to curricular stage - 2 |
Team player – 3 |
Able to recognize position in hierarchy - 1 |
Should conform to norms of dress – 7 |
Avoid jeans, earings/piercings, bare midrifts/sexualized appearance |
Should become fluent in language of medicine/bilingual in being able to adjust language when talking to patients – 7 |
Students
|
Students
|
Participates in learning/good attendance – 3 |
Act as positive role models – all 3 groups |
Proactive – 3 |
Develops relationships with students - 3 |
Enthusiastic – 3 |
Enthusiastic/appears to enjoy teaching/confident - 3 |
Knowledgeable – 3 |
Knowledgeable/technically competent - 3 |
Able to take risks in a safe environment – 3 |
Makes time to teach - 3 |
Offer peer support – 3 |
Provides relevant learning experiences - 2 |
is promoted by shared experience and seen as an investment in the future |
Promotes students’ abilities to take risks in safe environments - 2 |
Confident – 2 |
Supportive - 3 |
Aware of limitations – 2 |
Encouraging- 3 |
Team player – 2 |
Treat students with respect - 3 |
Able to take criticism – 2 |
Provide honest constructive feedback - 3 |
Should conform to norms of dress – 3 |
Provides feedback consistent with curricular stage - 2 |
Students aware of overt pressure to conform to norms of dress – 3 |
Genuine with patients, students and colleagues - 3 |
Avoid casual dress, piercings, sexualized appearance – 3 |
Good interpersonal skills - 2 |
Promotes identification as medical student – 2 |
Team player - 3 |
Taken more seriously by ward staff −2 |
Avoids humiliating students - 3 |
Can hide behind clothes/make oneself look older – 2 |
Has developed teaching skills - 2 |
Can become less conformative as move up hierarchy – 2 |
Appears to have a true vocation - 2 |
Changing clothes is a method of switching off – 2 |
Ability to listen - 2 |
Should become fluent in language of medicine/bilingual in being able to adjust language when talking to patients – 3 |
Sense of humour - 1 |
Junior doctors and other Health Care Professionals as role models and mentors
|
Teachers
|
Students
|
It is important for students to develop relationships with junior doctors who can act as role models and mentors – 5 |
Junior doctors are able to empathise more with students - 3 |
Students identify with junior doctors more easily – 4 |
Can be more welcoming |
It is important for students to develop relationships with other health care professionals – 5 |
More approachable |
Helps students learn about teamwork |
More able to form relationships with students |
|
Other Health Care professionals can be effective teachers and mentors - 2 |
|
Nurses provide mentoring for developing practical skills |
|
Useful source of practical knowledge |
|
Important to develop relationships with HCPs to facilitate teaching |
|
Recognition of importance of establishing relationships to facilitate learning |
|
HCP, especially nurse teaching helps boost confidence and makes student feel part of team |