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Margreet Wieringa-de Waard - One of the best experts on this subject based on the ideXlab platform.
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Assessment of the clinical trainer as a Role Model: a Role Model Apperception Tool (RoMAT).
Academic Medicine, 2014Co-Authors: H.g.a. Ria Jochemsen-van Der Leeuw, Nynke Van Dijk, Margreet Wieringa-de WaardAbstract:Purpose Positive Role Modeling by clinical trainers is important for helping trainees learn professional and competent behavior. The authors developed and validated an instrument to assess clinical trainers as Role Models: the Role Model Apperception Tool (RoMAT). Method On the basis of a 2011 systematic review of the literature and through consultation with medical education experts and with clinical trainers and trainees, the authors developed 17 attributes characterizing a Role Model, to be assessed using a Likert scale. In 2012, general practice (GP) trainees, in their first or third year of postgraduate training, who attended a curriculum day at four institutes in different parts of the Netherlands, completed the RoMAT. The authors performed a principal component analysis on the data that were generated, and they tested the instrument's validity and reliability. Results Of 328 potential GP trainees, 279 (85%) participated. Of these, 202 (72%) were female, and 154 (55%) were first-year trainees. The RoMAT demonstrated both content and convergent validity. Two components were extracted: Caring Attitude and Effectiveness. Both components had high reliability scores (0.92 and 0.84, respectively). Less experienced trainees scored their trainers significantly higher on the Caring Attitude component. Conclusions The RoMAT proved to be a valid, reliable instrument for assessing clinical trainers' Role-Modeling behavior. Both components include an equal number of items addressing personal (Heart), teaching (Head), and clinical (Hands-on) qualities, thus demonstrating that competence in the 3Hs is a condition for positive Role Modeling. Educational managers (residency directors) and trainees alike can use the RoMAT
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the attributes of the clinical trainer as a Role Model a systematic review
Academic Medicine, 2013Co-Authors: H Ria Jochemsenvan Der G A Leeuw, Nynke Van Dijk, Faridi S Van Ettenjamaludin, Margreet Wieringa-de WaardAbstract:Medical trainees (interns and residents) and their clinical trainers need to be aware of the differences between positive and negative Role Modeling to ensure that trainees imitate and that trainers demonstrate the professional behavior required to provide high-quality patient care. The authors systematically reviewed the medical and medical education literature to identify the attributes characterizing clinical trainers as positive and negative Role Models for trainees. The authors searched the MEDLINE, EMBASE, ERIC, and PsycINFO databases from their earliest dates until May 2011. They included quantitative and qualitative original studies, published in any language, on Role Modeling by clinical trainers for trainees in graduate medical education. They assessed the methodological quality of and extracted data from the included studies, using predefined forms. Seventeen articles met inclusion criteria. The authors divided attributes of Role Models into three categories: patient care qualities, teaching qualities, and personal qualities. Positive Role Models were frequently described as excellent clinicians who were invested in the doctor-patient relationship. They inspired and taught trainees while carrying out other tasks, were patient, and had integrity. These findings confirm the implicit nature of Role Modeling. Positive Role Models' appearance and scientific achievements were among their least important attributes. Negative Role Models were described as uncaring toward patients, unsupportive of trainees, cynical, and impatient. The identified attributes may help trainees recognize which aspects of the clinical trainer's professional behavior to imitate, by adding the important step of apperception to the process of learning professional competencies through observation
Margaret M. Nauta - One of the best experts on this subject based on the ideXlab platform.
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Entrepreneurial Role-Model Exposure, Self-Efficacy, and Women’s Entrepreneurial Intentions
Journal of Career Development, 2016Co-Authors: Michelle J. Austin, Margaret M. NautaAbstract:We examined entrepreneurial Role-Model exposure (operationalized in terms of both the number of Role Models known and the intensity of interactions with ones most influential Role Model) and self-efficacy as predictors of womens entrepreneurial intentions. Among 620 female college students, self-efficacy and number of entrepreneurial Role Models were both associated with stronger entrepreneurial intentions. Among the 105 women who had at least one entrepreneurial Role Model, the intensity of interactions with the most influential of those Role Models was also associated with entrepreneurial intentions. Consistent with Social Cognitive Career Theory, self-efficacy mediated the relationships between both forms of Role-Model exposure and entrepreneurial intentions. Contrary to Banduras similarity hypothesis, the association between Role-Model exposure and self-efficacy was not stronger when access to female entrepreneurs was present. We discuss implications for future research and for career intervention.
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The Relationship Between Race and Students' Identified Career Role Models and Perceived Role Model Influence
Career Development Quarterly, 2004Co-Authors: Danesh Karunanayake, Margaret M. NautaAbstract:The authors examined whether college students' race was related to the modal race of their identified career Role Models, the number of identified career Role Models, and their perceived influence from such Models. Consistent with A. Bandura's (1977, 1986) social learning theory, students tended to have Role Models whose race was the same as their own, and this finding held among career Role Models who were not members of students' families. Caucasian and racial minority students did not differ respecting overall number of, and perceived influence from, career Role Models. Career intervention and research implications are discussed. Understanding more about the unique issues and concerns of racial/ethnic minorities is important (Bowman, 1993; Chung, Baskin, & Case, 1999). Because they may face stereotyping, discrimination, and environmental barriers, individuals who are racial/ethnic minorities may experience unique career development challenges (Herr & Cramer, 1997). For example, a scarcity of same-race Role Models may be a barrier to some racial minority individuals' career development (Bright, Duefield, & Stone, 1998; Chung et al., 1999; Haas & Sullivan, 1991; Hamann & Walker, 1993) because there are disproportionately fewer racial minority professionals in many career fields and academic settings (Fouad, 1995). The assumptions behind this theoretical postulate are that Role Models of one's own race serve functions that Models of a different racial/ethnic background do not serve and that people consider race when selecting career Role Models. However, although they may be theoretically likely, these assumptions have not been tested empirically. The purpose of this study was to examine how frequently college students' career Role Models are of a similar race/ethnicity as that of the student and to determine whether there are differences in the extent of influence from career Role Models among college students from different racial/ethnic groups. Role Model Influences on Academic and Career Decision Making Social learning theory (e.g., Bandura, 1977, 1986) suggests that people learn from watching others. Individuals' career decisions may be facilitated by Role Models-persons who arc deemed worthy of emulation (Pleiss & Feldhusen, 1995)-because these individuals provide information about the outcomes associated with pursuing a particular career field and illustrate how to cope with career decision-making tasks (e.g., Hackett & Betz, 1981; Lent, Brown, & Hackett, 1994). Indeed, research has documented a relationship between Role Model influences and a variety of outcomes such as career salience, educational aspirations, and college major choices (Hackctt, Esposito, & O'Halloran, 1989); perceived career information and career indecision (Nauta & Kokaly, 2001); and attitudes toward nontraditional careers (A. L. Greene, Sullivan, & Beyard-Tyler, 1982; Hackett et al., 1989; Savenye, 1992). Role Models may be especially important for minority individuals' career development because a history of discrimination and limited career options may have decreased their self-efficacy and outcome expectations, leading some minorities to have lower educational and career aspirations (B. A. Greene, 1990; Hackett & Byars, 1996). Social cognitive career theory (Lent et al., 1994) suggests that Role Models who have been successful in their careers may serve as a contextual support that would increase such individuals' self-efficacy and outcome expectations, thereby increasing aspirations toward and persistence in various educational and career realms. Assibey-Mensah (1997) suggested that minorities may also internalize societal stereotypes that need to be dispelled by powerful Role Models. Finally, Hackctt and Byars (1996) posited that minority individuals may especially benefit from Role Models who illustrate successful coping strategies for dealing with frustrations encountered as a result of bias and discrimination. …
Michelle J. Austin - One of the best experts on this subject based on the ideXlab platform.
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Entrepreneurial Role-Model Exposure, Self-Efficacy, and Women’s Entrepreneurial Intentions
Journal of Career Development, 2016Co-Authors: Michelle J. Austin, Margaret M. NautaAbstract:We examined entrepreneurial Role-Model exposure (operationalized in terms of both the number of Role Models known and the intensity of interactions with ones most influential Role Model) and self-efficacy as predictors of womens entrepreneurial intentions. Among 620 female college students, self-efficacy and number of entrepreneurial Role Models were both associated with stronger entrepreneurial intentions. Among the 105 women who had at least one entrepreneurial Role Model, the intensity of interactions with the most influential of those Role Models was also associated with entrepreneurial intentions. Consistent with Social Cognitive Career Theory, self-efficacy mediated the relationships between both forms of Role-Model exposure and entrepreneurial intentions. Contrary to Banduras similarity hypothesis, the association between Role-Model exposure and self-efficacy was not stronger when access to female entrepreneurs was present. We discuss implications for future research and for career intervention.
Nynke Van Dijk - One of the best experts on this subject based on the ideXlab platform.
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Role Modelling in the training of hospital-based medical specialists: a validation study of the Role Model Apperception Tool (RoMAT)
Perspectives on medical education, 2019Co-Authors: Miran Said, Ria Jochemsen-van Der Leeuw, Bea Spek, Paul L. P. Brand, Nynke Van DijkAbstract:Introduction Role Modelling is a key component in the training of doctors that influences professional behaviour, identity and career choices. Clinical teachers and residents are often unaware of this, thereby risking transmission of negative behaviour. On the other hand, awareness positively affects Role Model behaviour. To assess Role Model behaviour, the Role Model Apperception Tool (RoMAT) was developed and validated in general practice training. The aim of the current study was to validate the RoMAT in the hospital-based training setting.
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Assessment of the clinical trainer as a Role Model: a Role Model Apperception Tool (RoMAT).
Academic Medicine, 2014Co-Authors: H.g.a. Ria Jochemsen-van Der Leeuw, Nynke Van Dijk, Margreet Wieringa-de WaardAbstract:Purpose Positive Role Modeling by clinical trainers is important for helping trainees learn professional and competent behavior. The authors developed and validated an instrument to assess clinical trainers as Role Models: the Role Model Apperception Tool (RoMAT). Method On the basis of a 2011 systematic review of the literature and through consultation with medical education experts and with clinical trainers and trainees, the authors developed 17 attributes characterizing a Role Model, to be assessed using a Likert scale. In 2012, general practice (GP) trainees, in their first or third year of postgraduate training, who attended a curriculum day at four institutes in different parts of the Netherlands, completed the RoMAT. The authors performed a principal component analysis on the data that were generated, and they tested the instrument's validity and reliability. Results Of 328 potential GP trainees, 279 (85%) participated. Of these, 202 (72%) were female, and 154 (55%) were first-year trainees. The RoMAT demonstrated both content and convergent validity. Two components were extracted: Caring Attitude and Effectiveness. Both components had high reliability scores (0.92 and 0.84, respectively). Less experienced trainees scored their trainers significantly higher on the Caring Attitude component. Conclusions The RoMAT proved to be a valid, reliable instrument for assessing clinical trainers' Role-Modeling behavior. Both components include an equal number of items addressing personal (Heart), teaching (Head), and clinical (Hands-on) qualities, thus demonstrating that competence in the 3Hs is a condition for positive Role Modeling. Educational managers (residency directors) and trainees alike can use the RoMAT
David S Lyle - One of the best experts on this subject based on the ideXlab platform.
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estimating and interpreting peer and Role Model effects from randomly assigned social groups at west point
The Review of Economics and Statistics, 2007Co-Authors: David S LyleAbstract:The random assignment of cadets to social groups at West Point provides a rare opportunity to highlight potentially misleading estimates of social group effects found in many studies. Estimates of contemporaneous group effects in human capital production are typically positive and significant; however, evidence in this study suggests that occurrences common to a group may account for much of this correlation. Models that address these biases provide little evidence of group effects in academic performance, although there is evidence of group influences in choice outcomes such as the selection of academic major and the decision to remain in the Army. Copyright by the President and Fellows of Harvard College and the Massachusetts Institute of Technology.
