The use of social cognitive learning for humanistic professional role modelling

Background: Although medical literature has highlighted the importance of role modelling, hardly any reveals how humanistic qualities and role modelling should be taught. This study aimed to determine whether the use of Bandura’s social cognitive learning for humanistic professional role modelling could elicit any positive effect on medical university students’ awareness of humanistic professionalism, caring behaviours, and school-to-work transitional anxiety. Methods: We conducted a 16-week quasi-experimental study to examine whether the intervention could elicit any differences between the experimental group (BanduraSCLT–HPRM–Literature-and-Film Study; N = 34) and the control group (non-BanduraSCLT–HPRM–Literature-and-Film Study; N = 33), comprising of medical university students from the central part of Taiwan. The quantitative instruments included the Humanistic Professional Awareness Scale (HPAS-HSP), Caring Behaviour Scale (CBS-HSP) and School-to-Work Transitional Anxiety Scale (StWTA-HS). One-way MANOVA (multivariate analysis of variance) and one-way MANCOVA (multivariate analysis of covariance) were used for statistical analysis. Results: The results revealed that students who received Bandura’s social cognitive learning for humanistic professional role modelling had significantly stronger humanistic professional awareness in terms of ‘personal integrity and accountability’, ‘sensitivity to others’ and ‘professional competence’. They also had more effective caring behaviour in terms of ‘support and attentiveness’, ‘professional knowledge and skills’, ‘gratifying needs and responsiveness’ and ‘confidentiality and trust’. In addition, they had less school-to-work transitional anxiety in terms of ‘inexperience in professional knowledge and skills’, ‘fear of death’, ‘fear of being infected’ and ‘interpersonal interactions.’ Conclusion: The findings suggest that using Bandura’s social cognitive learning for humanistic professional role modelling can have a positive impact on awareness of humanistic professionalism, caring behaviour and school-to-work transitional anxiety. Hence, it can be an effective teaching tool for medical education.