The Journal of the American Osteopathic Association, 2015/08, 115(8):510-2. doi: 10.7556/jaoa.2015.105, type of study: ,art,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,

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Keywords:

clinical competence [227]
curriculum [301]
medical faculty [18]
medical students [693]
medical [1583]
schools [216]
osteopathic medicine [2108]
USA [1751]
article [2634]

Abstract:

Role modeling opportunities for osteopathic physician teachers during a student's first 2 years of medical school are emerging as more colleges of osteopathic medicine strive to connect basic science didactics with clinically based learning activities. Examples of positive modeling by physician teachers during the first years of medical school are illustrated by 10 vignettes that can be incorporated into faculty development programs to increase awareness of such opportunities. The physician teacher in each vignette interacts with the student demonstrating desired professional behaviors. These vignettes also illustrate the effect of a positive “hidden curriculum“ on a student's professional development. By recognizing these valuable teachable moments, teachers can incorporate role modeling into their daily practice.