Exploring clinical educators' perceptions of role modeling after participating in a role modeling educational program

Abstract

Introduction

Role modeling significantly affects medical students' values, attitudes, and professional behaviors. Role modeling is a complex and multidimensional process that necessitates accurate perception and adequate knowledge and skills. However, most clinical educators do not have adequate awareness and knowledge about the positive and negative effects of role modeling. We aimed to explore clinical educators' perceptions of role modeling after participating in a role modeling educational program.

Methods

This qualitative study was conducted on eighteen clinical educators who were voluntarily participated in a three-month role modeling educational program. Data were collected using reflection paper writing and were analyzed through conventional content analysis.

Results

Data analysis resulted in the development of three main categories, namely closer attention to role modeling and effort for its promotion, deliberate effort to display role modeling, and creating a positive environment to increase the effectiveness of role modeling.

Conclusions

Clinical educators have limited role modeling knowledge and skills, and hence, educational programs are required to improve their role modeling knowledge, attitudes, and skills. Role modeling educational programs should aim at developing educators' awareness and knowledge about role modeling, develop their reflection and self-control abilities, and sensitize them to the importance of deliberate use of role modeling.

Keywords:

• Medical education;
• clinical educator;
• role modeling;
• perception;
• qualitative exploration

Acknowledgments

Special thanks to all the faculty members who participated in the research.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Additional information

Funding

This study was part of a PhD thesis, supported and funded by Tehran University of Medical Sciences.

Notes on contributors

Elaheh Mohammadi

Elaheh Mohammadi, MSc, PhD, Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.

Sara Mortaz Hejri

Sara Mortaz Hejri, MD, PhD, AFAMEE, Assistant Professor at Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.

Amir Ali Sohrabpour

Amir Ali Sohrabpour, Associate Professor at Liver and Pancreatobiliary Diseases Research Center, Digestive Disease Research Institute, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.

Azim Mirzazadeh

Azim Mirzazadeh, MD, Associate Professor at Department of Internal Medicine and Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran.

Hooman Shahsavari

Hooman Shahsavari, MSc, PhD, Associate Professor at Medical-Surgical Nursing Department, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.