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Original Article
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Clinical teachers as positive and negative role models: an explanatory
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sequential mixed method design
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Leila Bazrafkan1, Ali Asghar Hayat1*, Seyed Ziaaddin Tabei2, Leila Amirsalari3
1.Assistant Professor, Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.
2.Professor, Department of Medical Ethics and Philosophy in Health Care, School of Medicine, Shiraz University of
Medical Sciences, Shiraz, Iran.
3.Researcher, Department of Pathology, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran.

Abstract
Today, role modeling is an essential component of medical *Corresponding Author
education that facilitates the students' learning and affects their Ali Asghar Hayat
attitudes and behaviors. Hence, this study aimed to examine the Sina-Sadra Halls Complex, Neshat Ave.,
characteristics of positive and negative role models using a Shiraz, Iran.
mixed method approach. In the quantitative part, data were Tel: (+98) 0713 23 33 064
Email: ali.hayat63@gmail.com
collected using a questionnaire with 24 items. The research
population included medical students who were in their clinical Received: 31 Dec 2018
period between May 2017 and December 2018 at Shiraz Accepted: 7 July 2019
University of Medical Sciences (n = 750). A total of 282 Published: 4 Sep 2019

questionnaires were completed by these students, and in the Citation to this article:
qualitative part, 26 semi-structured interviews were conducted Bazrafkan L, Hayat AA, Tabei SZ,
with them. Amirsalari L. Clinical teachers as positive
The most important components of role modeling for students and negative role models: an
explanatory sequential mixed method
included: individual characteristics, clinical skills and design. J Med Ethics Hist Med. 2019; 12:
competence, teaching skills and professionalism, in that order. 11.
The qualitative analysis confirmed the results of the quantitative
analysis. The findings showed that the characteristics of a
negative role model can also be classified in four main
components. The results demonstrated that 46.8% of the
students identified one or more medical teachers as negative
MEDICAL ETHICS AND HISTORY OF MEDICINE
Journal of

models.
Students paid attention to not only the positive characteristics of
their teachers, but also their negative features, stating that they
had been influenced by both. Therefore, it can be concluded that
clinical teachers should improve their performance as positive
role models through reducing these negative effects and
reinforcing positive characteristics.
Keywords: Role model; Clinical teacher; Medical education;
Medical students

© 2019 Medical Ethics and History of Medicine Research Center,

Tehran University of Medical Sciences. All rights reserved.
Volume 12 Number 11 September 2019 1
 Clinical teachers as positive and negative role models …

Introduction students under the circumstances (18).

Today, role modeling is an integral and Previous studies on role modeling showed
essential component of medical education (1 that personality traits, teaching skills and
- 5). Role models facilitate medical students' clinical competence are the key components
learning and affect their attitudes, behaviors for medical students in selecting role models
and ethics (2 - 4, 6 - 9). Moreover, they form (2, 4, 5, 19). In a study by Wright and
the students' values and professional identity Carrese (2), the results showed that certain
and influence their behavior regarding features of role modeling pertained to
provision of care services. In other words, several domains such as personal
students' professional identity develops by characteristics (interpersonal skills, positive
observing their teachers communicate and attitude, commitment to excellence, growth,
interact with patients, colleagues and others integrity and leadership), and teaching
(2, 7, 10 - 13). In this regard, some behaviors (establishing rapport with
researchers believe that training by way of learners, development and promotion of
modeling is one of the most effective specific teaching methods and philosophies,
methods to transfer experiences and improve and commitment to improving learners).
students’ professional attitudes (6, 14). It Moreover, perceived barriers to an effective
helps medical students to develop high role model comprised being impatient,
standards of professionalism and affects stubborn and reserved; going too far; and
their career choices and satisfaction (2, 15). having difficulty remembering names and
Students learn through observing their faces (2).
teachers and emulating their behavior not The results of another study by Wright et al.
only in clinical and formal settings, but also (1) showed that the most important factors in
in other situations (4). Therefore, teachers selecting role models were personality,
should understand that their interactions and clinical skills and competence, and the
behaviors could impact students (1, 2, 7, 16) ability to teach, while research achievements
both in a positive and negative manner (2, 7, and academic position were the least
16). Students directly observe their teachers’ important. The study also showed that 90
positive and negative behaviors. In this
MEDICAL ETHICS AND HISTORY OF MEDICINE
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percent of the students had selected a teacher

regard, Wright discovered that more than 50 as a role model while they were in medical
percent of the faculty members were not school (1).
perceived as positive role models by the
Several studies have been conducted on
residents (17). Medical students often saw a
characteristics of role models, but most of
discrepancy between what they had learnt in
them have been sporadically carried out in
the classroom and what they observed in
Western countries using a quantitative or
other settings (18). Therefore, clinical
qualitative approach, and may not have
teachers should always be conscious that all
covered all aspects of role models. In Iran,
their interactions, personal views, behaviors
there has been little research on role
and attitudes are observed and followed by
modeling (20); thus, given the significant

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 Bazrafkan, L., et al.

effect of role models in all areas of clinical classification of questions were permissible
education and their efficacious impact on (Bartlett = 1602.95; P-value ≤ 0.01). The
personality formation, identity and results of the KMO Test (0.71) showed that
professional behavior of medical students, research data were suitable for factor
this study was an attempt to fill this gap analysis. Finally, the results obtained by
using a mixed method design. factor analysis (principal components
analysis) with Varimax rotation confirmed
Methods that there were four factors in the items,
which were then classified into four groups:
This study was conducted using an
individual characteristics, teaching skills,
explanatory sequential mixed method
clinical skills and competence, and
design, which includes a two-phase scheme.
professionalism.
In the first phase, the researcher gathers
quantitative data and analyzes the findings, Internal consistency reliability was assessed
and in the second, uses the results to design through composite reliability (CR) and
(or build onto) the qualitative part. The Cronbach's alpha, and the values were over
general purpose of this project was to collect the recommended criterion of 0.7 for all
qualitative data that would help explain in constructs. To determine the convergent
more detail the initial quantitative results validity, factor loadings and average
and explore them in more depth (21). variance extracted (AVE) were assessed. If
all item loadings are greater than 0.7, they
The Quantitative Phase of the Study
can be considered appropriate (25), and
Participants were medical students from according to the findings, all the items
Shiraz University of Medical Sciences in indicated a loading higher than 0.7 on their
their externship or internship periods in the corresponding construct with appropriate
years 2017 - 2018 (n = 750). They were AVE ranging from 0.51 to 0.68. Therefore,
selected from among the students in the reliability and validity of the research
hospital and dormitories using convenience constructs were attained. The students were
sampling. In this section, we first developed
MEDICAL ETHICS AND HISTORY OF MEDICINE
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then asked to give their views about each
a 27-item questionnaire by reviewing the item in a 5-point Likert-scale questionnaire.
literature and background related to role In total, 282 questionnaires were completed
model components identified in previous and returned by the participants. The data
studies (2, 5, 12, 22 - 24). Content and face were analyzed using SPSS version 16 and
validity were used to examine the validity of Smart PLS2, and descriptive statistics (Mean
the questionnaire, and three questions that and SD) and inferential statistics (one-way
did not meet the criteria were subsequently ANOVA and independent t-test) were also
eliminated. Second, Kaiser-Meyer-Olkin applied.
(KMO) and Bartlett’s Test of Sphericity
The Qualitative Phase of the Study
indicated that the use of factor analysis and
In the second stage, we used a qualitative

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 Clinical teachers as positive and negative role models …

research approach with purposeful sampling confirmability, introduced by Guba and

to explore medical students’ perceptions and Lincoln in the 1980s (26). In addition, to
experiences of role modeling in their clinical ensure qualitative rigor, we used member
teachers through semi-structured interviews. checks when coding as well as peer
After explaining the aims of the study, we debriefing, and confirmed the results with
asked the participants to answer the the participants. For this study, we obtained
following questions: “Is there a teacher in permission from the Research Ethics
Shiraz University of Medical Sciences who Committee of Shiraz University of Medical
has positive role model characteristics?”; Sciences (IR.Sums.Rec.1387. S3967).
“Describe the characteristics of a teacher However, anonymity of the students was
who is a positive role model.”; “Is there a provided using ID codes, written informed
teacher in Shiraz University of Medical consent was obtained from each participant,
Sciences who has negative role model and confidentiality of the identities of both
characteristics? (Anonymous)”; and students and teachers was considered.
“Describe the characteristics of a teacher
who is a negative role model (Anonymous)”.
Results
We conducted a total of 26 interviews with
medical students. It is important to state that The Quantitative Phase of the Study
data were saturated in the 22nd interview The response rate in this study was 75.6%.
when no further new data were obtained, but After collecting the questionnaires and
we continued to the 26th interview. Each eliminating the low validity ones, 282
interview lasted 25 to 40 minutes. All questionnaires were analyzed. Descriptive
interviews were recorded and then typed. analysis showed that the students’ mean age
Qualitative content analysis was used for was 23  3.37, and 39.4% were students,
data analysis after adjusting the notes 35.8% externs, and 24.8% interns. In terms of
obtained from the interviews. First, we read gender, 33.7% were male and 66.3% female.
and reviewed all the texts line by line
Based on the obtained information, the most
repeatedly to achieve immersion and obtain
important component of role modeling for
an overall understanding of the subject.
MEDICAL ETHICS AND HISTORY OF MEDICINE
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students was individual characteristics,

Then, we extracted the initial codes and
followed by clinical skills and competence,
continued the process. The extracted codes
teaching skills, and finally professionalism.
were reread frequently and sorted into
From the male students' perspective, the
subcategories based on their similarities.
most important component was clinical
Next, we compared the subcategories with
skills and competence and the least
one another and placed them in broader
important one was professionalism.
categories based on their similar
According to the female students, the most
characteristics. To ensure reliability and
important component was individual
validity, we used four criteria: credibility,
characteristics and the least important was
transferability, dependability and
professionalism (Table 1).

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 Bazrafkan, L., et al.

Table1- The most important components of role modeling from medical students’ point of view

Student Extern Intern Male Female Total

Rank (n=111) Mean (n=101) Mean (n=70) Mean (n=95) Mean (n=187) Mean (n=282) Mean
& SD & SD & SD & SD & SD & SD
Individual Individual Clinical skills Clinical skills Individual Individual
R1 characteristics characteristics & competence & competence characteristics characteristics
(4.48± 0.053) (4.46± 0.51) (4.45± 1.22) (4.11± 0.65) (4.51± 0.50) (4.38± 0.58)
Individual Individual Clinical skills
Teaching skills Teaching skills Teaching skills
R2 characteristics characteristics & competence
(4.25± 0.56) (4.26± 0.52) (4.28± 0.52)
(4.11± 0.68) (4.38± 0.62) (4.22± 0.76

Clinical skills Clinical skills Clinical skills

Teaching skills Teaching skills Teaching skills
R3 & competence & competence & competence
(3.94± 0.66) (3.96± 0.65) (4.18± 0.59)
(4.16± 0.51) (4.14± 0.53 (4.19± 0.82
Professionalism Professionalism Professionalism Professionalism Professionalism Professionalism
R4
(3.87± 0.68) (3.91± 0.62) (3.66± 0.57) (3.74± 0.72) (3.88± 0.60) (3.83± 0.64)

SD= standard deviation

The ANOVA test showed a significant post hoc test was used to investigate the
difference in all four components of role difference between the groups of students
modeling based on the students’ educational (based on educational level) in terms of role
level (P < 0.01). Consequently, Scheffe’s model components (Table 2).

Table 2- Comparison of students’ views at different levels regarding role model components
MEDICAL ETHICS AND HISTORY OF MEDICINE
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ANOVA
SS df MS F P- value Post hoc
Between Groups 6.90 2 3.452 Stu > Ext
Individual
Within Groups 90.85 279 0.326 10.60 0.001 Stu > Int*
Characteristics
Total 97.76 281 Ext > Int*
Between Groups 5.20 2 2.603 Stu < Ext
Within Groups 93.22 279 0.334 7.78 0.001 Stu > Int*
Teaching Skills
Total 98.42 281 Ext > Int*

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 Clinical teachers as positive and negative role models …

ANOVA
SS df MS F P- value Post hoc
Between Groups 4.82 2 2.411 Stu > Ext
Clinical Skill &
Within Groups 160.87 279 0.576 4.18 0.016 Stu < Int*
Competence
Total 165.64 281 Ext < Int*
Between Groups 2.927 2 1.464 Stu < Ext
Professionalism Within Groups 114.90 279 0.412 3.55 0.030 Stu > Int
Total 117.83 281 Ext > Int*
*. The mean difference is significant at the 0.05 level
Stu: student; Ext: extern; Int: intern; SS=Sum of Squares; df= Degree of freedom; MS= Mean Square

Finally, the independent t-test showed that competence, and professionalism between
there was a significant difference in the two male and female students’ views (Table 3).
components of clinical skills and

Table 3- Comparison of male and female students’ views regarding role model components
Mean
Sex Mean SD T-Test P-value
Difference
Male 4.11 0.65
Individual Characteristics -0.40 -5.37 0.001
Female 4.51 0.50
Male 3.96 0.65
Teaching Skills -0.31 -4.39 0.001
Female 4.28 0.52
Male 4.28 0.62
Clinical Skills & Competence 0.08 0.91 0.36
Female 4.19 0.82
Male 3.74 0.72
Professionalism -0.14 -1.73 0.08
Female 3.88 0.60
MEDICAL ETHICS AND HISTORY OF MEDICINE
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SD= standard deviation

The Qualitative Analysis that the characteristics of teachers who were

In general, the results of the participants' positive role models were grouped in 5 main
responses and the coding process showed categories and 43 subcategories (Table 4).

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 Bazrafkan, L., et al.

Table 4- The characteristics of teachers who can be positive role models based on medical students’ views
Themes Subthemes
Respect for and empathy with patients and students, respect for the rights of
Professionalism coworkers, appropriate behaviors, commitment to professional development,
and accepting criticism.
Performing detailed examinations, sound clinical judgment and reasoning,
Clinical Skills and good decision-making abilities, competence in patient management, diagnostic
Competence skills, the ability to manage rounds, cooperation, the capacity to monitor all
aspects of treatment, and effective communication.
Excellent and interactive teaching, employing new teaching methods, providing
Teaching Skills
proper feedback, encouraging student participation in education.
Updated Knowledge Professional mastery, high academic achievements, updated information, using
and Information the power of knowledge, conducting valuable research.
Confidence, intelligence, the power to convey knowledge, piety and modesty,
tireless, caring, ready to help others, committed and patient, good manners,
Individual Traits
punctuality, authority, the ability to adjust to the team, conscientiousness,
sociability, creativity, and honesty.

1) Professionalism The qualitative study results showed that

The findings suggested that the students from the students’ point of view, teaching
considered teachers with higher levels of skills were among the components of
professionalism as positive role models. In positive role models. In this regard, a
this regard, a participant pointed out, “A participant stated, “Not only is a professor
expected to exhibit professional behavior,
professor may set the students an example of
but also to deliver quality teaching, interact
treating patients and students with respect”.
with students and provide what they need”.
Another participant argued, “A professor
Another participant said, “Once a professor
should possess a professional character and
shows up in class, you have the feeling that
observe good manners”.
MEDICAL ETHICS AND HISTORY OF MEDICINE
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she/he is doing her/his best to educate the

2) Individual Characteristics students to accept responsibility. She/he
Our findings showed that the students would want to teach all that she/he has
considered personal characteristics among learned”.
the most important features of positive role 4) Clinical Skills and Competence
models. One participant stated, “A doctor
Our findings showed that the students
should treat their audience gently and be
considered clinical competence as an
kind to them”. Another student said, “I believe
important feature of positive role models.
a professor should be kind and gentle”.
One of the students stated, “To me, a good
3) Teaching Skills

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 Clinical teachers as positive and negative role models …

clinical professor is a good physician who Considering the question” Is there a teacher
has sound clinical judgment and reasoning”. in Shiraz University of Medical Sciences
5) Updated Knowledge and Information who has positive role model
characteristics”, the obtained result showed
The results revealed that the students were
that 79 percent of the students acknowledged
specifically concerned with the lecturers’
one or more teachers as role models, while
knowledge and scientific competency. In
about 6 percent explicitly stated that there
this respect, one of the students said, “In my
was no positive role model at their
opinion, a lecturer should have sufficient
university, and finally about 15% did not
knowledge and expertise as well as good
answer the question (Table 5).
conduct and manners”.

Table 5- Students’ answers about positive role models at the university

Positive Negative
Question 2 No Answers
Answers Answers
Is there a teacher at the Shiraz University
of Medical Sciences who has positive role 222 (79%) 17 (6%) 43 (15%)
model characteristics?

As to the question “Describe the showed that, based on the students' views,
characteristics of a teacher who is a characteristics of a teacher who is a negative
negative role model (Anonymous)”, the role model could be grouped in 4 main
results obtained from the coding process categories and 28 subcategories (Table 6).

Table 6- Characteristics of negative role models based on students' views

Themes Subthemes
Bad behavior toward students, failure to respect the dignity of others, bad behavior
Lack of
toward patients and their relatives, regarding students as competitors, criticizing other
Professional
teachers, looking at patients according to their specialty and not from a human
MEDICAL ETHICS AND HISTORY OF MEDICINE
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Behaviors
perspective, mocking students, and not caring about student rounds.
Poor Clinical Lack of awareness of patients, undue insistence on diagnosis, failure to identify
Competence priorities, poor diagnosis, and weak clinical judgment and reasoning.
Insufficient
Inadequate knowledge, ignorance about scientific developments, outdated
Knowledge and
information, and inadequate familiarity with foreign languages.
Information
Materialism and excessive regard for money, money worship, narcissism, bad temper,
Negative
being too strict and inflexible, hypocrisy, being impolite, lack of confidence, being too
Personal Traits
proud, creating stress, low energy, selfishness, and lack of discipline.

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 Bazrafkan, L., et al.

The qualitative analysis showed that around”. Another participant said, “Some
students had observed an absence of professors are used to insisting on their own
professional behaviors in some of their views with no regard for others’
teachers. In this regard, a participant pointed circumstances”.
out, “I’ve witnessed several cases where the The participants considered insufficient
professor treated the students disrespectfully knowledge and information as negative
in front of the patients”. Another participant features of role models. One of them pointed
said, “I have seen professors who look at out, “In some classes, you notice the
patients materialistically and not from a professor hasn’t updated himself/herself and
human perspective”. just repeats what he/she has been teaching
The results showed that students considered in the past years”.
negative personal traits as a negative feature The results showed that 46.8% of the
of role models. One participant stated, students acknowledged one or more teachers
“Some professors are unpredictable. You as negative role models, whereas about
cannot tell whether they are in a good or 24.82% stated that there was no negative
bad mood. They are moody”. Another role model in the university, and about
student said, “Some professors are arrogant 28.36% did not respond to this question
and don’t look at the people they are talking (Table 7).
to. They behave as if there is no one

Table 7- Students’ answers about negative role models in the university

Positive Negative
Question 4 No Answers
Answers Answers
Is there a teacher at the Shiraz University of medical
132 (28.36%) 70 (24.82%) 80 (28.36%)
sciences who has negative role model characteristics? MEDICAL ETHICS AND HISTORY OF MEDICINE
Journal of

Discussion among the most important features in this

regard. These results are in line with the
Teachers play a vital role in medical
findings of previous studies (1, 2, 12, 28,
education, and shape the students’
29). For example, Wright and Carrese (2)
professional life and identity (14, 19, 27). In
showed that such features as interpersonal
order to better understand and improve role
skills, positive views, commitment to
modeling as an educational strategy, we
promotion and development, and honesty
need to have a clear view of the determining
could be effective in making a lecturer a role
factors that cause a teacher to be seen as a
model. In general, it can be said that the
role model. The results showed that students
individual characteristics of teachers can be
considered individual characteristics to be

Volume 12 Number 11 September 2019 9

 Clinical teachers as positive and negative role models …

powerful predictors for role modeling, and thoroughly; had sound clinical judgment and
students pay special attention to their reasoning, and excellent decision making
teachers’ characteristic traits. From the abilities; had good patient management and
students’ perspective, teachers with the diagnostic skills; could manage rounds
following personality traits were more efficiently; were cooperative; and had the
interesting than others and had more positive capacity to supervise all aspects of
effects: confidence, intelligence, the power treatment.
to convey knowledge, piety, modesty, good The results also showed that teaching skills
manners, punctuality and the ability to adjust were regarded as the third important
to the team; these teachers were also caring, component of role models. This is in line
helpful, committed and patient, with the findings of previous studies (1-3, 5,
authoritative, conscientious, sociable, 22, 28, 31, 32), indicating that when
creative and honest. Therefore, we can professors improve their teaching skills, they
conclude that medical students are sensitive will be more likely to be considered as
to their professors’ behaviors in all positive role models.
circumstances, and pay special attention to
Another finding of our study demonstrated
their conduct and characteristics. For that
that professionalism could act as a critical
reason, professors should be aware of their
component of role modeling. The results
behaviors and personality traits in
suggest that teachers with higher levels of
educational environments, and constantly be
professionalism are considered as positive
careful about everything they say or do.
role models by students, which has also been
In line with previous research, the students highlighted in previous studies (10, 23, 33).
in this study considered their teachers’ Some found that teachers’ professionalism
clinical skills and competence among the can affect the students' selection of a teacher
most significant aspects of role models (1, 2, as a role model; hence, role modeling can be
5, 12, 22, 24, 28- 31). In this respect, a facilitated through interacting effectively,
study by Wright et al. (1) on the impact of being compassionate toward others,
role models on students showed that clinical behaving respectfully, practicing open and
competence is one of the significant factors interactive communication, having a sense
MEDICAL ETHICS AND HISTORY OF MEDICINE
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in selection of role models. of humor, supporting the students fully and

It is the essence of medical education to improving their self-esteem (23). In this
ensure the best practices and to care for regard, Reuler and Nardone (1994)
patients. The results showed that students concluded that self-criticism, responsibility,
considered the value of optimal patient care humility, and respect, sensitivity to patients
in the selection of these components as and students are considered as
important factors in role modeling. Based on characteristics of role models (34).
the students’ views, medical teachers made The results of the qualitative analysis
good role models if they had the following showed that the students’ views on the
features: examined patient’s behavior characteristics of positive role models could

10 Volume 12 Number 11 September 2019

 Bazrafkan, L., et al.

be classified into five main components positive role models by the residents (14,
including professionalism, clinical 29). In addition, some researchers have
competence, teaching skills, updated pointed out the influence of negative role
knowledge and information, and individual modeling in clinical settings (35, 36). For
characteristics. The qualitative results example, in a study conducted by Murakami
confirmed the quantitative results. In other et al. (2009), the result showed how the
words, the components and features of role career choices and professional behaviors of
models as extracted from the interviews students were adversely affected by negative
were consistent with the results of the role models (36). This issue occurs in the
quantitative part of the study. The results form of hidden curricula and in informal
also showed that 79% of the students environments. Similarly, White et al. (2009)
reported at least one teacher at the university showed how students’ values and behaviors
as a positive role model. In this regard, the were shaped through the perceived conflicts
results of Wright and Carrese’s study (2002) between formal and informal curricula in
showed that 90% of the students identified a medical schools. They showed that during
model or role model teacher during their clinical clerkships, medical students
studies at the school of medicine (2). experienced serious inconsistencies between
Students observe their teachers’ behavior what they had read and learned regarding
directly, and therefore, clinical teachers can patient-centered care in the first two years
improve their performance through and what they observed in their role models
awareness of their impact as role models. in the third year (35). Teachers have both
They should always be conscious and positive and negative effects on the future
understand that all their interactions, professional behaviors of their students.
personal views, behaviors and attitudes are There is a need for revision and
observed and followed by students in consideration of all aspects of the learning
various situations. environment, particularly the non-structured
Other results of the qualitative analysis and hidden curricula, since these are the
showed that 46.8 percent of the students factors that determine students’ future
MEDICAL ETHICS AND HISTORY OF MEDICINE
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acknowledged one or more medical teachers professional behaviors. In other words,

as negative role models. Based on the students are constantly observing and
students’ views, characteristics of a teacher examining their professors' behaviors in all
who is a negative role model can be formal and informal environments, and are
classified into four main components more affected by the latter. The results also
including unprofessional behavior, poor showed that the students noted the
clinical competence, insufficient knowledge professors’ negative roles in different
and information, and negative personal circumstances. It is important to add that
traits. In this regard, some studies have negative role models can have an equally
shown that more than 50 percent of the strong influence on students' attitudes and
university faculty members were not seen as professional behaviors, and students can

Volume 12 Number 11 September 2019 11

 Clinical teachers as positive and negative role models …

easily imitate these behaviors. Considering (praiseworthy) behaviors both inside and
the difficulty of controlling role models’ outside the classroom. Graduates’ future
conduct, we should confirm the necessity of conduct will probably be dependent on these
having a structured curriculum for teaching laudable behaviors in the classroom and
professional principles in medicine. Hence, outside. Hence, it is expected of teachers to
educational planners and policymakers, as exhibit behaviors that reflect moral virtues in
well as professors, should pay special compliance with professional conduct.
attention to the role of hidden curricula and
its effect on the future professional behavior
of students. Finally, it is imperative that all
Suggestions
clinical teachers be aware of their conduct 1. Encouraging and introducing positive role
and adopt proper techniques to reduce these models and lecturers in the university to
negative effects. highlight appropriate conduct.
Generally, although some studies have been 2. Sharing the results of this research with
conducted on role modeling, the present teachers in order to increase their awareness
article is one of the few articles using mixed and reflect on the characteristics of positive
method design which yields a better and negative role models, as teachers’
understanding of role modeling. Moreover, awareness is the first step in improving their
the other strength of this study is considering performance as role models.
positive role models as well as negative ones 3. Inviting positive role models to present
mutually. This aspect of research will enrich and share their experiences with other
the role modeling literature in the context of teachers.
Iran and will provide a new insight as to role
4. Granting privileges to or facilitating the
modeling in medical education.
promotion of professors who are considered
as positive role models in order to encourage
Conclusion positive behaviors and examples.

This study revealed that the characteristics 5. Holding professional development

of medical teachers as role models could be programs for lecturers to improve their
MEDICAL ETHICS AND HISTORY OF MEDICINE
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classified in the following domains: clinical skills, competence and teaching

individual characteristics, clinical skills and skills, as these are considered by students to
competence, teaching skills and be important features of role models.
professionalism, in that order. Consequently, 6. Holding self-reflection sessions for
teachers' consciousness and self-awareness professors regarding their behaviors and
in education, personality, patient care and individual characteristics such as piety and
other behaviors are considered as the modesty, helpfulness, good manners,
cornerstones of a good role model. sociability and honesty. Our results showed
Consciousness and self-awareness are the that these factors are crucial in effective role
two most important characteristics of any modeling.
teacher dedicated to presenting exemplary

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 Bazrafkan, L., et al.

this study and shared their valuable

experiences.
Acknowledgements
The authors wish to thank Mr. H. Argasi at
the Research Consultation Center (RCC) of Conflict of Interests
Shiraz University of Medical Sciences for The authors declare that they have no
his invaluable assistance in editing this conflicting interests.
manuscript. In addition, we would like to
thank all the students who participated in

MEDICAL ETHICS AND HISTORY OF MEDICINE

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