The proposed framework in this study holistically combines all attributes of role modeling in the context of medical education. Therefore, it provides an important contribution to the theoretical recognition of role modeling research. Our framework in this research identified five main themes, including “role model as a mentor”, “role model as a medical leader”, “role model as an expert clinical teacher”, “role model as a professional physician”, and "role model as a undeniable physician". Based on our results, mentoring is used for guiding and facilitating a learner’s, success planning and educational growth. Fowler and O’Gorman in 2019 introduced eight categories of mentoring function: learning facilitation; coaching; personal and emotional guidance; facilitation of career development; advocacy; strategies and systems advice; role modeling; and friendship [15].
The main domains of most mentoring functions are based on a Kram mentoring Theory, which recognized two mentoring function categories: career-related function and psychosocial function. Psychosocial functions, which develop self-confidence and self-esteem, include counseling, friendship, and role modeling. On the other hand, career-related function includes exposure, protection, and sponsorship [16]. The present findings are consistent with previous research, which showed that with positive role models as mentors, medical students can develop their skills, including professional attitudes and behaviors, and develop their identity as a physician [17–19].
Based on our results, a role model is a person who is looked up by other people and whose behaviors and success are copied. A study by Huang et al. (2014) revealed that in the Leader-Member Exchange Theory, leaders are aware of their reputation and work to maintain a positive one in line with the organizational values. They also develop strong relationships with their follower and invest in them. These relationships provide an opportunity for leaders to intentionally act as role models. By relating to others and continuing their communication, leaders help others in order to help themselves [20].
According to a study by Saxena (2014), transformational leaders are unique and flexible, take risks, and are tolerant of uncertainty. They are passionate and inspirational, using their influence to act as role models. In addition to their inspirational role, they show expertise in some technical skills, which can involve people and/or leadership [21]. Chan (2019) believed that leaders, with both expert knowledge and unique access, are accepted as experts in the professional setting. They develop supportive relationships that benefit others because they are willing to lend expertise, access, time, and energy, providing both professional and psychosocial support for others [22].
Based on our results, the clinical trainer, supervising the trainee in clinical practice, becomes a role model for the trainee. Therefore, the trainer’s professional behavior can have a positive effect on the trainee, whereas unprofessional behavior may have negative effects. In a systematic review of the literature on attributes of the clinical trainer as a role model, various lists of attributes have been proposed to describe clinical role models. These attributes can be classified into teaching qualities, patient care qualities, and personal qualities. A good clinical trainer needs to be conscious of his/her function as a role model, since development of clinical training skills may be supported by increased awareness of role modeling behaviors [7]. According to some researchers, a clinical trainer as a role model should make his/her behaviors explicit to the trainees in order to increase their attention and motivate them [10].
Based on our results, there is an urgent need for positive role models in medical training. These role models are the most powerful in the formation of professional character. The role models effect the development of professionalism. Positive doctor role models influence behavior of medical student by demonstrating them ‘how to act’ professionally with patients and clinical staff. Positive role models also help the medical students cultivate their own ‘professional role’ in medical practice and influencing career choices. The professionals highlighted that role modelling is vital as many professional characteristics such as ‘integrity’ are challenging to teach [23]. Finally the role models are undeniable and persistent in their mind of medical graduate. Role models provide support, protection, reflectiveness, advising, approval, confirmation, and coaching to their medical graduate and can have a great influence on students’ awareness of the excellence of their medical graduate experience.
The findings of this study are subject to one limitations. The results might not be generalizable to all settings; nonetheless, we studied some frameworks and models of role modeling in our literature review.
The Implication of this study is the necessity of appropriate discussion in medical society about role modeling and how we may ensure that the faculty members are empowered to reach their full potential. This study has shown what is needed to construct an effective role model for medical education. Recognizing the five elements of effective role modeling based on our framework allows medical teachers to produce powerful form of learning for medical students.