![]() ![]() The Role Model Apperception Tool questionnaire (RoMAT) is a validated scale that assesses the students’ perception of their clinical teachers, using a 5-point Likert scale for rating 17 items 2. This model contains four constructs: physician competencies, teacher competencies, personal characteristics, and global performance ( Figure 1). The study was designed to test the following research hypotheses, using structural equation modeling (SEM) to meet the objectives set. ![]() A secondary aim was to explore the relationships between the tutor’s attributes. This study aims to determine what attributes of the clinical teacher influence their overall performance, assessed from the students’ perceptions, in the context of early clinical exposure (ECE). Given the above, the clinical teacher must be aware of their position as a role model 23. For this research, global performance is considered the teacher’s capacity to facilitate an active and stimulating learning process for medical students and a warm and supportive environment when working with them. The performance of teachers has been evaluated through the concept of teaching effectiveness 22. Global performance in clinical teachers is a complex concept to define, considering the diversity of attributes that have been explored as relevant. Features such as communication skills, role modeling, showing enthusiasm, and being supportive are highly valued 4, 12. Personal characteristics involve personal attributes such as relationship skills, some positive personal characteristics, and positive emotional states 3. ![]() The attributes expected from a clinical teacher are diverse, including but not limited to understanding the students’ learning needs 6, 10– 20, 21, having a positive attitude towards them, and being easily accessible for consulting 4, 6, 12. These competencies primarily involve methods used to facilitate the learning process, planning lessons, management practices, and attitude towards teaching 18, 19. Teacher competencies refer to the abilities and attitudes that are developed and displayed exclusively in the pedagogical context. In clinical teachers, these skills have been associated with teaching effectiveness 18. Physician competencies correspond to the clinical teacher’s knowledge, skills, and attitudes directly related to clinical practice, including clinical and technical skills, clinical reasoning, an effective doctor-patient relationship, adequate communication with the patients’ relatives, and a positive relationship with the health team 3, 11– 15– 17. These attributes can be grouped into three main categories: physician competencies, teacher competencies, and personal characteristics 3, 12– 14. The characteristics that should be present in an outstanding clinical teacher have been a subject of considerable discussion. ![]()
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