The teacher as a role model to its students: perspectives from the health area

Detalhes bibliográficos
Autor(a) principal: Silva, Luciana Costa
Data de Publicação: 2019
Outros Autores: Colares, Maria de Fátima Aveiro, Pinto, Maria Paula Panúncio, Troncon, Luiz Ernesto de Almeida
Tipo de documento: Artigo
Idioma: por
Título da fonte: Scientia Medica (Porto Alegre. Online)
Texto Completo: https://revistaseletronicas.pucrs.br/scientiamedica/article/view/35862
Resumo: Student education and training in the health professions involve acquisition of general and specific skills and competencies which happens throughout practical experiences under the supervision of teachers or clinical tutors. Supervisor characteristics may influence students and guide them in building their professional identity. In this context, a role model is defined as the professional whose positive qualities are likely to be imitated by the students, as they demonstrated skills and personal characteristics that impress and inspire them. Positive role models exhibit professional expertise, good communication and relationships with patients and students, good teaching skills and, most importantly, personal characteristics such as integrity, compassion and enthusiasm. On the other hand, students seem to be able to recognize undesirable negative attributes as opposed to the positive ones. Our studies suggest that the perception of Brazilian students on models attributes does not differ from what is described in the international literature and that there may not be substantial differences between students from the various health professions on their views. Teachers and preceptors who students consider to be good role models, surprisingly, are unaware that they have such influence, but have similar views as students about the positive attributes of a role model. Given the importance of role models in student personal and professional development, schools must take steps to have positive models prevailing in their faculty and to prevent clinical tutors from expressing behaviours that convey negative qualities. These measures involve teacher training and faculty development activities and appreciation of faculty members for their performance in teaching. However, these measures will only make sense if schools offer their teachers good working conditions and, above all, possess an institutional culture that favours humanized relationships within the academic community.
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spelling The teacher as a role model to its students: perspectives from the health areaO professor como modelo aos seus estudantes: perspectivas da área da saúdeRole modellingHealth professions studentsClinical tutorsFaculty development.Tutores/educaçãoDocente/capacitaçãoProfissões em saúdeEstudantes.Student education and training in the health professions involve acquisition of general and specific skills and competencies which happens throughout practical experiences under the supervision of teachers or clinical tutors. Supervisor characteristics may influence students and guide them in building their professional identity. In this context, a role model is defined as the professional whose positive qualities are likely to be imitated by the students, as they demonstrated skills and personal characteristics that impress and inspire them. Positive role models exhibit professional expertise, good communication and relationships with patients and students, good teaching skills and, most importantly, personal characteristics such as integrity, compassion and enthusiasm. On the other hand, students seem to be able to recognize undesirable negative attributes as opposed to the positive ones. Our studies suggest that the perception of Brazilian students on models attributes does not differ from what is described in the international literature and that there may not be substantial differences between students from the various health professions on their views. Teachers and preceptors who students consider to be good role models, surprisingly, are unaware that they have such influence, but have similar views as students about the positive attributes of a role model. Given the importance of role models in student personal and professional development, schools must take steps to have positive models prevailing in their faculty and to prevent clinical tutors from expressing behaviours that convey negative qualities. These measures involve teacher training and faculty development activities and appreciation of faculty members for their performance in teaching. However, these measures will only make sense if schools offer their teachers good working conditions and, above all, possess an institutional culture that favours humanized relationships within the academic community.A formação do estudante nas profissões da saúde envolve a incorporação de habilidades e competências gerais e específicas, adquiridas em experiências práticas sob a supervisão de professores ou preceptores, cujas características podem influenciar os estudantes e os guiar na construção de sua identidade profissional. Nesse contexto, define-se “modelo” (role model) como o profissional que serve de exemplo, por suas qualidades positivas, sendo imitado pelos estudantes, por demonstrar habilidades e características pessoais que os impressionam e inspiram. Modelos positivos exibem expertise profissional, boa comunicação e relacionamento com seus pacientes e com os estudantes, boas habilidades de ensino e, sobretudo, características pessoais como integridade, solidariedade e entusiasmo. Por outro lado, os estudantes são capazes de reconhecer atributos negativos indesejáveis, opostos ás características positivas. Nossos estudos sugerem que a percepção dos estudantes brasileiros sobre os modelos não difere do que é descrito no cenário internacional e que talvez não existam diferenças apreciáveis entre as várias profissões da saúde. Os professores e preceptores considerados pelos estudantes como bons modelos, surpreendentemente, desconhecem que exercem essa influência, mas têm visão semelhante aos dos estudantes sobre os atributos positivos de um bom modelo. Dada a importância dos modelos na formação pessoal e profissional na área da saúde, é imperioso que as escolas tomem medidas para dispor em seu corpo docente de predomínio de modelos positivos e para evitar que seus professores e preceptores emitam comportamentos que expressem qualidades negativas. Estas medidas envolvem atividades de desenvolvimento docente e valorização dos docentes por sua atuação no ensino. No entanto, essas medidas somente farão sentido se as escolas oferecerem aos seus docentes boas condições de trabalho e de remuneração e, sobretudo, tiverem cultura institucional que privilegie relações humanizadas entre os seus membros.Editora da PUCRS - ediPUCRS2019-12-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/scientiamedica/article/view/3586210.15448/1980-6108.2019.4.35862Scientia Medica; Vol. 29 No. 4 (2019); e35862Scientia Medica; v. 29 n. 4 (2019); e358621980-61081806-556210.15448/1980-6108.2019.4reponame:Scientia Medica (Porto Alegre. Online)instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/scientiamedica/article/view/35862/19217Copyright (c) 2019 Scientia Medicahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Luciana CostaColares, Maria de Fátima AveiroPinto, Maria Paula PanúncioTroncon, Luiz Ernesto de Almeida2020-01-02T22:17:07Zoai:ojs.revistaseletronicas.pucrs.br:article/35862Revistahttps://revistaseletronicas.pucrs.br/scientiamedica/PUBhttps://revistaseletronicas.pucrs.br/scientiamedica/oaiscientiamedica@pucrs.br || editora.periodicos@pucrs.br1980-61081806-5562opendoar:2020-01-02T22:17:07Scientia Medica (Porto Alegre. Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv The teacher as a role model to its students: perspectives from the health area
O professor como modelo aos seus estudantes: perspectivas da área da saúde
title The teacher as a role model to its students: perspectives from the health area
spellingShingle The teacher as a role model to its students: perspectives from the health area
Silva, Luciana Costa
Role modelling
Health professions students
Clinical tutors
Faculty development.
Tutores/educação
Docente/capacitação
Profissões em saúde
Estudantes.
title_short The teacher as a role model to its students: perspectives from the health area
title_full The teacher as a role model to its students: perspectives from the health area
title_fullStr The teacher as a role model to its students: perspectives from the health area
title_full_unstemmed The teacher as a role model to its students: perspectives from the health area
title_sort The teacher as a role model to its students: perspectives from the health area
author Silva, Luciana Costa
author_facet Silva, Luciana Costa
Colares, Maria de Fátima Aveiro
Pinto, Maria Paula Panúncio
Troncon, Luiz Ernesto de Almeida
author_role author
author2 Colares, Maria de Fátima Aveiro
Pinto, Maria Paula Panúncio
Troncon, Luiz Ernesto de Almeida
author2_role author
author
author
dc.contributor.author.fl_str_mv Silva, Luciana Costa
Colares, Maria de Fátima Aveiro
Pinto, Maria Paula Panúncio
Troncon, Luiz Ernesto de Almeida
dc.subject.por.fl_str_mv Role modelling
Health professions students
Clinical tutors
Faculty development.
Tutores/educação
Docente/capacitação
Profissões em saúde
Estudantes.
topic Role modelling
Health professions students
Clinical tutors
Faculty development.
Tutores/educação
Docente/capacitação
Profissões em saúde
Estudantes.
description Student education and training in the health professions involve acquisition of general and specific skills and competencies which happens throughout practical experiences under the supervision of teachers or clinical tutors. Supervisor characteristics may influence students and guide them in building their professional identity. In this context, a role model is defined as the professional whose positive qualities are likely to be imitated by the students, as they demonstrated skills and personal characteristics that impress and inspire them. Positive role models exhibit professional expertise, good communication and relationships with patients and students, good teaching skills and, most importantly, personal characteristics such as integrity, compassion and enthusiasm. On the other hand, students seem to be able to recognize undesirable negative attributes as opposed to the positive ones. Our studies suggest that the perception of Brazilian students on models attributes does not differ from what is described in the international literature and that there may not be substantial differences between students from the various health professions on their views. Teachers and preceptors who students consider to be good role models, surprisingly, are unaware that they have such influence, but have similar views as students about the positive attributes of a role model. Given the importance of role models in student personal and professional development, schools must take steps to have positive models prevailing in their faculty and to prevent clinical tutors from expressing behaviours that convey negative qualities. These measures involve teacher training and faculty development activities and appreciation of faculty members for their performance in teaching. However, these measures will only make sense if schools offer their teachers good working conditions and, above all, possess an institutional culture that favours humanized relationships within the academic community.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistaseletronicas.pucrs.br/scientiamedica/article/view/35862
10.15448/1980-6108.2019.4.35862
url https://revistaseletronicas.pucrs.br/scientiamedica/article/view/35862
identifier_str_mv 10.15448/1980-6108.2019.4.35862
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/scientiamedica/article/view/35862/19217
dc.rights.driver.fl_str_mv Copyright (c) 2019 Scientia Medica
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Scientia Medica
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Scientia Medica; Vol. 29 No. 4 (2019); e35862
Scientia Medica; v. 29 n. 4 (2019); e35862
1980-6108
1806-5562
10.15448/1980-6108.2019.4
reponame:Scientia Medica (Porto Alegre. Online)
instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron:PUC_RS
instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron_str PUC_RS
institution PUC_RS
reponame_str Scientia Medica (Porto Alegre. Online)
collection Scientia Medica (Porto Alegre. Online)
repository.name.fl_str_mv Scientia Medica (Porto Alegre. Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
repository.mail.fl_str_mv scientiamedica@pucrs.br || editora.periodicos@pucrs.br
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