The teacher as a role model to its students: perspectives from the health area
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , , |
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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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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1809101752067162112 |