Explaining the Role Modeling of Teachers in Professional Identity Formation of Medical Residents

Background and

Role modeling is defined as "a purposeful activity that demonstrates the knowledge, skills, attitudes, and behaviors that students should acquire." This is an educational method suitable for the medical environment where students have the opportunity to observe their professors in action and behavior. All the teachers of medical sciences are diligent in training human resources, but developing a professional identity in medical students is a top priority which could help them to become good doctors. The purpose of this study was to explain the role modeling of teachers in professional identity formation of medical residents.

Sixteen medical residents, aged between 26 and 40 (male and female), participated in this qualitative content analysis study. The residents beloned to four major specialty groups including obstetrics and gynecology, surgery, internal medicine, and pediatric. Data were collected from four specialty hospitals of Tehran University of Medical Sciences through semi-structured in-depth interviews. Then the collected data were analyzed using conventional content analysis.

Data analysis showed four main categories of "access to the role of models" including ethical role modeling, professional role modeling, personality role modeling, and interpersonal interaction role modeling. These conceptualized categories explained that role modeling teachers created good opportunities for professional identity formation of medical residents.

Based on the present study, role modeling is a combination of individual characteristics and professional patient care that is implicitly revealed in medical education. Excellence in role modeling requires showing superior clinical care, teaching skills, and strengthening the good personal characteristics of professors. More studies and effective interventions in empowering of medical teachers can help lifelong learning and create a positive learning environment in the formation of professional identity in medical students and residents.