Professional Experience Placement

Burgess, Oates and Goulston (2015) explored role modelling. They viewed this phenomenon as an aspect of the ‘hidden curriculum.’ They studied medical students opinions of ideal attributes of clinical tutors as role models. Students completed an online questionnaire that contained Likert scale and free text questions. The authors found that clinical skills and knowledge, personality and teaching skills were three main areas that students considered important for positive role modelling. Students reported that the ability to relate to students; patience and understanding and an interest in students development were vital. Students also wanted tutors to provide constructive feedback; have high, but realistic expectations of students and command their respect without being scary. They also found that teaching at an appropriate level and in a way that suited students needs was highlighted. Development of a rapport with patients and demonstration of empathy was also considered important for a ‘good’ role model. The role of educator, supervisor, tutor or preceptor is integral to supporting student  learning. The findings of Burgess, Oates and Goulston (2015) indicated that students value intangible attributes as well as knowledge and skills to support their learning. Clinical supervisors guide and nurture the next generation of health professionals. This study demonstrates that clinical supervisors add value to student learning in the workplace.

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