To become or not to become: uncovering the influence of exposure to positive and negative role models in professional identity development.
6 affiliations
- 1Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
- 2Health Professions Education Research Center, Education Development Center, Tehran University of Medical Sciences, Tehran, Iran.
- 3Department of Pediatric Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
- 4Medical Education Development, Global Consulting, New York, USA.
- 5Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran. [email protected].
- 6Health Professions Education Research Center, Education Development Center, Tehran University of Medical Sciences, Tehran, Iran. [email protected].
Abstract
Background
Role models are crucial in shaping and developing students' professional identities. This study aimed to explore the lived experiences of medical students encountering both positive and negative role models and their impact on the process of professional identity growth and development at Tehran University of Medical Sciences.Methods
This study was carried out using the Colaizzi descriptive phenomenological method. Sixteen medical students from the undergraduate medical curriculum from 2023 to 2024 constituted participants. The data were collected through semi-structured interviews. Data trustworthiness was assured using Guba and Lincoln's criteria.Results
The data were categorized into six main themes. (1) Enhancing Students' Professional Insight and Vision, (2) Improving Students' Professional Performance and Behavior through Positive Reinforcement, (3) Instilling Positive Feelings and Affections in Students, (4) Triggering Negative Reactions and Feelings in Students5) Changing Students' Avoidance Performance, and 6) Stimulating Students' Reflections on Their Professional Beliefs and Views.Conclusion
The study results indicate that medical students pattern their performance, behaviors, feelings, and perspectives, which positively contributes to developing their professional identity through positive role models. Furthermore, facing negative role models through reflection, they think about behaviors and feelings that lead them away from professional norms and avoid internalizing them in their professional value system.
Related
- Positive psychology instruction with embedded mindfulness exercises and associations with professional calling and self-concept clarity: a quasi-experimental study of chinese medical students.
- Beyond Qualification: A Video-Stimulated Interview Study on What Group Discussion of Audit and Feedback Adds to Professional Development in General Practice
- Communication of Screen-Positive Newborn Bloodspot Screening Results for Metabolic Conditions in Ireland-Parent and Healthcare Professional Experience: A Service Evaluation.
- Factors that influence human exposure to fly bites in Fer Fer and Mustahil districts in Eastern Ethiopia-based on the experiences and views of members of the local communities
- Examining the Perspectives of Nepalese Senior Public Hospital Mangers on Professional Capability and Capacity Development: A descriptive qualitative study
BibTeX
@article{heidari2026become,
title = {{To become or not to become: uncovering the influence of exposure to positive and negative role models in professional identity development.}},
author = {Houra Heidari and Elaheh Mohammadi and Fatemeh Ebrahimpour and Elizabeth K Kachur and Mahboobeh Khabaz Mafinejad},
journal = {BMC medical education},
year = {2026},
month = jul,
doi = {10.1186/s12909-026-10004-4},
url = {https://europepmc.org/article/MED/42907976},
note = {CC BY-NC-ND},
}
RIS
TY - JOUR
TI - To become or not to become: uncovering the influence of exposure to positive and negative role models in professional identity development.
AU - Houra Heidari
AU - Elaheh Mohammadi
AU - Fatemeh Ebrahimpour
AU - Elizabeth K Kachur
AU - Mahboobeh Khabaz Mafinejad
PY - 2026
DA - 2026/07/01
JO - BMC medical education
DO - 10.1186/s12909-026-10004-4
UR - https://europepmc.org/article/MED/42907976
AB - Background Role models are crucial in shaping and developing students' professional identities. This study aimed to explore the lived experiences of medical students encountering both positive and negative role models and their impact on the process of professional identity growth and development at Tehran University of Medical Sciences.Methods This study was carried out using the Colaizzi descriptive phenomenological method. Sixteen medical students from the undergraduate medical curriculum from 2023 to 2024 constituted participants. The data were collected through semi-structured interviews. Data trustworthiness was assured using Guba and Lincoln's criteria.Results The data were categorized into six main themes. (1) Enhancing Students' Professional Insight and Vision, (2) Improving Students' Professional Performance and Behavior through Positive Reinforcement, (3) Instilling Positive Feelings and Affections in Students, (4) Triggering Negative Reactions and Feelings in Students5) Changing Students' Avoidance Performance, and 6) Stimulating Students' Reflections on Their Professional Beliefs and Views.Conclusion The study results indicate that medical students pattern their performance, behaviors, feelings, and perspectives, which positively contributes to developing their professional identity through positive role models. Furthermore, facing negative role models through reflection, they think about behaviors and feelings that lead them away from professional norms and avoid internalizing them in their professional value system.
SN - 1472-6920
ER -