ELAHEH MOHAMMADI; HOMAN SHAHSAVARI; AZIM MIRZAZADEH; AMIR ALI SOHRABPOUR; SARA MORTAZ HEJRI
Volume 8, Issue 1 , January 2020, , Pages 1-9
Introduction: Students observe role models and learn from themin a variety of educational settings. Although it is known thatrole models impact the professional and character developmentof ...
Introduction: Students observe role models and learn from themin a variety of educational settings. Although it is known thatrole models impact the professional and character developmentof students, some clinical teachers are poor role models. Weconducted a review to summarize the evidence that could helpclinical teachers promote their role modeling.Methods: We performed a review search using specific keywords(curriculum, role model*, faculty development, teach*, program*and education) through electronic databases (PubMed, EMBASE,and ERIC). We obtained 320 qualitative and quantitative studies.Having removed the duplicate references, we read 244 titles andexcluded irrelevant ones. Eighty-two articles were retained andthe abstract of each was read. Finally, 20 articles were included.Results: According to the results of our review, three majorthemes were identified: 1) features of a good role modelcomposed of teaching, clinical, and personal-interpersonal skills,2) self-improvement of role modeling, and 3) faculty developmentprograms.Conclusions: Role models have a profound effect on the attitudesand behaviors of medical students. It is important for clinicalteachers to make an intentional effort to articulate what aspectsthey are modeling. This study can help the faculty members tobe an effective role model. Also, the findings of this review couldform the foundation of a faculty development program in order tofoster role modeling in clinical settings.