Evaluating the Impact of Role Models on Medical Learners: A Multi-Generational Analysis

Abstract

Background Role modeling is a core, although often underrecognized, component of medical education that contributes to professional identity formation, the transmission of professional values, and specialty-related aspirations in an authentic clinical setting. In the context of evolving educational methods and increasing use of digital resources, examining whether learners and physicians continue to identify clinical educators as role models across different career stages has practical implications for faculty development and the clinical learning environment. Methods A national cross-sectional survey included 877 participants from Jordanian medical institutions in different career stages, categorized as medical students, residents, specialists, subspecialists, or respondents in basic medical sciences. The questionnaire assessed role-model identification, admired attributes, and specialty and sex concordance. It was developed following a literature review and underwent expert review for content validity by five experts. Because the questionnaire consisted of distinct categorical items and did not generate a composite scale score, internal-consistency reliability was not applicable. Results Across the different educational and professional groups, Eighty-seven percent of respondents reported having a role model. The most frequently cited attributes were expert knowledge (75%) and respect for students (64%), while communication with team members (40%) and work ethics (44%) were least cited. A significant association was found between participant and role model specialty (χ2(7) = 22.63, p = 0.002; Cramer’s V = 0.35), indicating moderate effect size. Weak association was observed between participant and role model sex. Male role models were predominant across both male and female respondents. Conclusion Role-model identification remains highly prevalent across educational and professional groups in different career stages, despite changes in educational delivery and technology. The findings support institutional efforts to make clinical reasoning, ethical practice, teamwork, and professional behavior more visible to learners; strengthen faculty development in conscious role modeling; integrate learners meaningfully into clinical teams; and broaden access to diverse role models. The observed specialty concordance should be interpreted as an association rather than evidence that role models caused specialty choice.