Role modeling and mentoring in the formation of professional identity
Notice bibliographique
Résumé
The question for us as teachers is not whether but how we influence our students. It is a question about relationship: where are our students going and who are we for them on their journey? Introduction Role models and mentors are frequently spoken of in the same breath. Both play important roles in helping new and “becoming” members to develop and navigate their journey into the profession. Indeed, it might be argued that the influence of role models and mentors extends from well before the time one enters professional studies, right through a practice lifetime. There are clearly articulated differences between the roles and processes of mentor and role model. However, they are related functions, and may grow from similar philosophical positions. Both processes are dynamic and reciprocal, involving interactions and adaptive changes occurring in the developing professional. Certain assumptions inform our exploration of these two processes. First, we have chosen a constructivist approach to understand both role modeling and mentoring. Constructivism refers to the way in which individuals build their own understanding and knowledge of the world through direct experience and reflection on experience. Constructivism focuses on meaning-making, on “making sense” both individually and collectively of our world. 2 Such meaning-making is essential to our development as professionals. The processes of learning through role modeling and mentoring are not passive; in both, the learner actively forms an understanding of his or her own developing identity. Our goals for this chapter are to: • Explore the processes of role modeling and mentoring, to understand how they contribute to the formation of professional identity; • Describe, based on the literature, how current understandings have evolved and how they align with understandings of how learning occurs; and • Suggest and consider implications of the literature for educators, teachers, and learners, to enhance, support, and grow through these processes. Two important shifts have occurred in the field of medical education, both of which highlight the importance of role modeling and mentoring. The first shift concerns what many would consider the core of our educational mission: creating the “professional” who, in addition to acquiring necessary skills and knowledge, will also adopt the values of the profession and enact them in an ethical, competent, and professional manner, based in mutually respectful interactions in the context of practice.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,010 |
| Communication savante | 0,007 | 0,005 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».