ROLE MODELLING Intending Trainers’ Course Reference BMJ. 2008; 336: 718-21.

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ROLE MODELLING Intending Trainers’ Course Reference BMJ. 2008; 336:

curriculum as intended curriculum as learnt curriculum as delivered ‘Hidden curriculum’ curriculum as assessed

What ‘hidden curriculum’ messages do you transmit through your behaviour in workplace teaching? What are the implications for our teaching?

Characteristics 1. Clinical Competence : knowledge, skills, communication, sound clinical reasoning 2. Teaching Skills : effective communication, feedback and opportunities for reflection 3. Personal Qualities : compassion, honesty and integrity, effective interpersonal relationships, enthusiasm and an uncompromising quest for excellence

Practical tips (Cruess, Cruess and Steinert) Be aware of being a role model The need to treat students, patients and staff with respect and care – always put the patient first The need to manage the conflicting demands of teaching and service delivery ‘effectively’ Show a positive attitude for what you do Facilitate reflection on clinical experiences and what has been modelled – ‘think out loud’ Encourage dialogue with colleagues Work to improve the institutional culture Be clear about the purpose of observation Demonstrate clinical competence

“ We must acknowledge that the most important, indeed the only, thing we have to offer our students is ourselves.” D. Tosteson