A Amalba1, F A Abantanga1, A J J A Scherpbier2, W N K A van Mook2. 1. a School of Medicine and Health Sciences (SMHS) , University for Development Studies (UDS) , Tamale , Ghana. 2. b Faculty of Health, Medicine, and Life Sciences, School of Health Professions Education , Maastricht University , Maastricht , The Netherlands.
Abstract
INTRODUCTION: Research findings in medical education support the importance of positive role models in enhancing learning and influencing the career path of medical students and graduates. The authors explored the characteristics of positive and negative role models during Community-Based Education and Service (COBES), as well as their effect on trainees' career paths. METHOD: A cross-sectional survey was conducted by means of a questionnaire among medical students to explore the characteristics of positive and negative role models during COBES. Associations between gender, choice of specialty, and practice location were assessed using the chi-square test. All qualitative data analysis was performed using the principles of primary, secondary, and tertiary coding. RESULT: The majority of the students indicated that role modeling during COBES will affect their choice of specialty and practice location with a significant gender difference in terms of practice location (p < 0.005). Qualitative data supported the finding that positive role modeling during COBES may influence graduates willingness to work in rural area. CONCLUSION: The desire and willingness to work in a rural community combined with good communication and excellent interpersonal skills as well as good leadership skills are attributes of good role modeling that could influence medical students' career choice during COBES.
INTRODUCTION: Research findings in medical education support the importance of positive role models in enhancing learning and influencing the career path of medical students and graduates. The authors explored the characteristics of positive and negative role models during Community-Based Education and Service (COBES), as well as their effect on trainees' career paths. METHOD: A cross-sectional survey was conducted by means of a questionnaire among medical students to explore the characteristics of positive and negative role models during COBES. Associations between gender, choice of specialty, and practice location were assessed using the chi-square test. All qualitative data analysis was performed using the principles of primary, secondary, and tertiary coding. RESULT: The majority of the students indicated that role modeling during COBES will affect their choice of specialty and practice location with a significant gender difference in terms of practice location (p < 0.005). Qualitative data supported the finding that positive role modeling during COBES may influence graduates willingness to work in rural area. CONCLUSION: The desire and willingness to work in a rural community combined with good communication and excellent interpersonal skills as well as good leadership skills are attributes of good role modeling that could influence medical students' career choice during COBES.