Negative faculty role modelling – is it a reflection of deteriorating societal values

Bibliographic Data

ID21448962
AuthorsAdeela Bashir (0009-0009-1447-7460, National University of Medical Sciences, corresponding author), Irene Janette McTaggart (Centre of Medical Education, University of Dundee, Scotland, UK), Shazia Tufail (National University of Medical Sciences), Nilofar Mustafa (0000-0003-2654-0227, National University of Medical Sciences), Ayesha Rauf (National University of Medical Sciences)
Year2024
Volume46
Issue9
Pages1196-1202
Publication date2024-09-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueMedical Teacher (JOURNAL)
Journal identifiersISSN: 0142-159X • E-ISSN: 1466-187X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0142159x.2024.2306844
PMID38306677
OpenAlexW4391464520
LanguageEN
Citations received1
References cited28

BACKGROUND: Negative faculty role modelling is an area of growing concern especially due to its implications on medical professionalism. The study aims to explore the impacts of negative role modelling on professionalism of medical students in the context of Pakistan. METHODS: This qualitative study is part of a larger study exploring impacts of role modelling on professionalism of students. It is based on Constructivist Grounded Theory involving six semi-structured interviews with clinical faculty and three focus group discussions with 22 students. Initial, focused, selective coding and thematic analysis was used to find the core category. RESULTS: Three overarching categories were developed: traits observed with negative role models; impact of negative role modelling; factors promoting negative role modelling. Subcategories of impacts included negative impact on professionalism, emotional impact, and its paradoxical positive impact. Negative role modelling, a manifestation of declining professionalism, was attributed to deteriorating societal values; further compounded by the lack of required mechanisms by institutions and the regulatory authority at their respective levels. CONCLUSIONS: In the absence of a strong moral platform at societal level, the burden of responsibility rests with the faculty and more importantly with institutions and regulatory bodies to discourage negative role modelling and educate students to recognize, reflect on and avoid negative behaviours and adopt strong professional values

Context (archaeology) · Geography · Medical education · Reflection (computer programming) · Computer Science · Healthcare professionals’ stress and burnout · Innovations in Medical Education · Medical Education and Admissions · Medicine · Psychology

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