Perceptions of speech language pathologists and audiologists on professional model (role model)
DOI:
https://doi.org/10.23925/2176-2724.2023v35i1e57702Keywords:
University, Professionalism, Mentors, Faculty, Speech, Language and Hearing SciencesAbstract
Purpose: To identify the perception of graduates of a Speech, Language and Hearing Sciences course at a public university about important professional models (role models) during their professional practice in undergraduate courses. Methods: A questionnaire with a Likert scale (1-5) was completed by 106 graduates and analyzed quantitatively. Results: Participants identified professors and preceptors as their main professional models. Attributes referring to clinical skills had a higher degree of importance, while research skills were considered less representative of a professional model. Conclusion: The attributes related to a good professional model found in this study may contribute to the professional development of teachers and preceptors and to the formation of a favorable learning environment for the student.
Downloads
Metrics
References
Tang FWK, Chan AWK. Learning experience of nursing students in a clinical partnership model: Já exploratory qualitative analysis. Nurse EducToday. 2019; 75 (1): 6-12. DOI: 10.1016/j.nedt.2019.01.003
Passi V. Doctor role modelling in medical education. Med Teach. 2013; 35 (9): 1422-1436. DOI: 10.3109/0142159X.2013.806982
Wright SM. Attributes of rea fs attending physician role models. N Engl J Med. 1998; 339 (27): 1986-1998. DOI: 10.1056/NEJM199812313392706
Passi V. Developing medical professionalism in future doctors: a systematic review. Int J Med Educ. 2010; 11 (1): 19-29. DOI: 10.5116/ijme.4bda.ca2a
Plenário do Conselho Nacional de Saúde (CNS) - Resolução/CNS Nº 610. Diretriz Curricular Nacional em Fonoaudiologia. 2018.
Gibbs SS, Kulig JC. “We definitely are role models”: Exploring how clinical instructors influence nursing students’ rea f towards older adults. Nurse Educ Pract. 2017; 26 (1): 74-81. DOI: 10.1016/j.nepr.2017.07.006
Mandrá PP, Kuroishi RCS, Gomes NAS, Alpes MF. Percepção de estudantes de Fonoaudiologia sobre a Supervisão Clínica. Já Dist Com. 2019; 31 (2): 246-254. DOI: 10.23925/2176-2724.2019v31i2p246-254
Oosthuizen H, Klop D, Visser M. Navigating professional roles in early literacy intervention: exploring the experiences of speech language therapy students, teachers and clinical tutors. SAJCE. 2016; 5 (3): 1-10. DOI: 10.4102/sajce.v5i3.339
Lima RJ. Construction of professional identity in nursing students: qualitative research from the historical-cultural perspective. Já Lat Am Enfermangem. 2020; 28 (1): 1-10. DOI: 10.1590/1518-8345.3820.3284.
Silva LC, Troncon LEA, Panúncio-Pinto MP. Perceptions of occupational therapy students and clinical tutors on the rea fs of a good role model. Scand. J. Occup. Ther. 2019; 26 (4): 283-293. DOI: 10.1080/11038128.2018.1508495
Elzubeir MA, Rizk DE. Identifying characteristics that students, interns and rea fs look for in their role models. Med Educ. 2001; 35 (3): 272-277. DOI: 10.1046/j.1365-2923.2001.00870.x
Brasil BC, Gomes E, Teixeira MRF. Fontoura. O ensino de Fonoaudiologia no Brasil: Retrato dos cursos de Graduação. Trab, Educ e Saúde. 2019; 17 (3): 1-19. DOI: 0.1590/1981-7746-sol00214.
Moraes KO. Analysis of the expansion of supply and rea fs Speech-Language Pathology/Audiology courses in Brazil between 1994 and 2014. Já CEFAC. 2018; 20 (4): 484-492. DOI: doi.org/10.1590/1982-0216201820413617.
Burgess A, Goulston K, Oates K. Role modelling of clinical tutors: a focus group study among medical students. BMC Med Educ. 2016; 14 (5): 1-15. DOI 10.1186/s12909-015-0303-8
Tagawa M. Effects of undergraduate medical students’ individual rea fs on perceptions of encounters with positive and negative role models. BMC Med Educ. 2016; 23 (1): 160-164. DOI: DOI 10.1186/s12909-016-0686-1.
Jack K, Hamshire C, Chambers A. The influence of role models in undergraduate nurse education. J Clin Nurs. 2017; 26 (2): 4707-4715. DOI: 10.1111/jocn.13822
Wright SM, Carrese JÁ. Excellence in role modeling: insight and perspectives from the pros. CMAJ. 2002; 167 (6): 638-643.
Cruess SR, Cruess RL, Steinert Y. Role modelling – making the rea f a powerful teaching strategy. The BMJ. 2008; 336 (1): 76-86. DOI: 10.1136/bmj.39503.757847.BE
Silva LC, Colares MFA, Panúncio-Pinto MP, Troncon, LEA. The teacher as a role model to its students: perspectives from the health rea. Scient Med, 2019;29(4):1-5. DOI: 10.15448/1980-6108.2019.4.35862
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Matheus Francoy Alpes, Patricia Pupin Mandrá, Juliana Oliveira Silva
This work is licensed under a Creative Commons Attribution 4.0 International License.
