Aug 2026· Advances in Medical Education and Practice· Vol 17, pp. 1-9· 0 citations· 18 references
Medicine
TL;DR
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.
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.
Introduction: Professional identity formation constitutes a central dimension of contemporary medical education, involving a progressive process through which medical students and physicians in training internalize the values, norms, roles, behaviors, and ways of understanding practice that characterize the medical profession. This process extends beyond the acquisition of technical knowledge and skills and is shaped by educational experiences, by the relationships established throughout training, and by the institutional contexts in which professional socialization takes place. Objective: To examine the scientific evidence on professional identity formation in medical education, with emphasis on the contributions of curriculum, mentorship, and feedback to the identity development of medical students and physicians in training. Method: An integrative literature review was conducted, grounded in the principles of evidence-based practice. The review question was structured using the PICo strategy. The search was carried out across databases selected to capture the scientific production related to medical education and professional identity formation. Included studies were characterized in terms of their methodological features and levels of evidence, and the findings were subjected to interpretive thematic synthesis. Results: Eleven studies were included in this review. The literature on professional identity formation points to the longitudinal, relational, and contextual nature of this process, highlighting the influence of formal, informal, and hidden curricular experiences, mentoring relationships and professional role models, and feedback and reflection practices. These elements can foster a sense of belonging to the professional community, the internalization of values, and the progressive construction of a self-concept as a physician. Conclusion: Professional identity formation should be understood as a structuring component of medical education, rather than a spontaneous consequence of exposure to the training environment. Intentionally organized curricula, meaningful mentoring relationships, and reflection-oriented feedback practices can contribute to identity trajectories that are more conscious, coherent, and aligned with the values of the profession.
Rodolfo de Oliveira Medeiros, C. Galhardi, Viviane Canhizares Evangelista de Araújo et al.· Veredas do Direito· 0 citations
Background/Objectives: Early residency is not only about building clinical knowledge. It also involves learning how to communicate, collaborate, and regulate one’s behavior throughout real-world pressure—skills that shape teamwork and everyday patient encounters. Describing the behavioral profiles of early-career physicians can therefore be useful for mapping strengths and developmental needs in training. Methods: A cross-sectional exploratory study was conducted between May and June 2023 among 83 medical residents from a major Romanian training centre. Participants completed the Harrison Assessment, which yields trait-level scores relevant to workplace functioning. Individual traits were summarized, and complementary characteristics were examined as trait pairs, using a balance/imbalance classification to describe configuration-level profiles. Results: Across five of the six trait pairs, non-balanced configurations represented 60.24–65.06% of the cohort; Delegation showed a larger balanced group (55.42%). These distributions describe heterogeneity within the participating cohort at one time point and do not establish developmental sequence, competence, or clinical consequence. Conclusions: Configuration-level profiling may offer a descriptive way to examine how complementary behavioral tendencies co-occur. Replication, population-specific psychometric evaluation, longitudinal follow-up, and validation against external outcomes are required before educational or clinical utility can be inferred.
Background: Electives introduced under the Competency-Based Medical Education (CBME) curriculum in India are intended to promote self-directed learning, broaden clinical and academic exposure, and facilitate informed career decision-making among undergraduate medical students. However, evidence regarding students' elective preferences and their influence on career perspectives remains limited.
Methods: A cross-sectional analytical questionnaire-based study was conducted among 189 MBBS students from three academic cohorts (2019–2020 to 2021–2022 batches) who had completed both elective blocks at a tertiary teaching institution. Data were collected using a validated semi-structured questionnaire (Cronbach's α=0.81). Elective preferences, motivating factors, preference fulfilment, students' perceptions regarding electives, and changes in career interest across five professional domains were analysed using chi-square tests and paired t-tests, with effect sizes estimated using Cramer's V and Cohen's d.
Results: Pathology and Pharmacology were the most preferred disciplines in Block 1, whereas General Medicine and Surgery predominated in Block 2, with no significant variation across academic cohorts. Specialty interest and improved subject understanding were the principal determinants of elective selection (p<0.001). Overall, 47.0% of students received their preferred electives in both blocks, while fulfilment differed significantly across allocation categories (p<0.001). Most participants reported improved understanding of career options (64.5%) and expressed strong support for structured pre-elective counselling (72.5%) and greater autonomy in elective selection (57.1%). Career interest increased significantly across all evaluated domains following elective participation (p<0.001), with the largest improvements observed in research and academic medicine.
Conclusion: CBME electives positively influence career awareness and broaden professional interests among undergraduate medical students. Optimising elective programmes through transparent allocation procedures, structured mentoring, pre-elective counselling, and greater flexibility in elective selection may further enhance educational outcomes and support informed career planning.
Keywords: Competency-based medical education; Career interest; Elective preferences; Motivational factors; Trend analysis; Undergraduate medical education.
Arkamita Chaudhury, Saswati Das, Margareth Khuraijam et al.· International journal of sci...· 0 citations
Background: Despite the growing emphasis on student-centered learning in modern medical education, teachers, serving as role models, mentors, guides, and effective communicators, remain essential.
Objective: To evaluate undergraduate medical students' perceptions of the essential characteristics of an effective teacher in medical education.
Methods: This study conducted a descriptive cross-sectional survey at Liaquat College of Medicine and Dentistry (LCMD) in Karachi, Pakistan, from October 2024 to March 2025. A total of 225 undergraduate medical students took part in the study. Data collection utilized a validated 35-item questionnaire designed to assess the qualities of excellent faculty. The survey used a five-point Likert scale, and the results were grouped into three areas: human qualities, teacher qualities, and physician qualities.
Results: First-year students rated all three areas at a moderate level, with scores of 50.2% for physician qualities, 50.8% for teacher qualities, and 56.0% for humanistic qualities. Second-year students gave lower ratings. From third year onward, however, ratings improved significantly. Fourth-year students gave the highest overall ratings, showing a strong preference for human, teacher, and physician qualities, with scores of 71.4%, 69.2%, and 60.8%, respectively. Fifth-year students also gave these areas higher ratings, but slightly lower than fourth-year students. Across all years, human qualities had the highest overall rating at 59.8%, followed by teacher qualities (57.8%) and physician qualities (54.5%).
Conclusion: These findings suggest that students' expectations of excellent teachers are evolving throughout medical training, with an increasing emphasis on humanistic and teacher qualities in addition to clinical competence.
Muhammad Athar Khan, Muhammad Ashar Khan, M. Desai et al.· Journal of Liaquat National...· 0 citations
Aim.
This article analyzes clinical residents' assessments of the mentoring system.
Material and methods.
The use of theoretical analysis and evaluation of information obtained through a literature review, a questionnaire survey, focus groups, comparison, data pooling, and generalization made it possible to substantiate the psychological and pedagogical foundations of a mentoring system for residents. The study involved 519 respondents (residents).
Results.
The presented educational path system, based on the acmeological model of resident self-development integrates characteristics inherent in personalized learning and mentoring. Interpretation of data obtained through resident surveys and focus groups demonstrates that the implementation of a multi-modal mentoring system by experienced educators and medical professionals for young physicians (residents) is a pressing and urgent issue.
Conclusion.
A personalized acmeological approach to resident training has been developed, in which the individual educational path is specified by the development of the young physician's subjective attitude. Individualized mentoring has the potential to become an innovative pedagogical technology in medical schools.
V. I. Chumakov, E. V. Shishkina, A. Artyukhina et al.· CARDIOVASCULAR THERAPY AND P...· 0 citations
Background: Competency-Based Medical Education (CBME) has transformed medical education by shifting the focus from time-based training to the progressive development of observable competencies. Within this framework, Entrustable Professional Activities (EPAs) have emerged as an effective strategy for translating competencies into authentic professional tasks that support learner assessment and progressive clinical autonomy. However, evidence regarding their implementation and educational impact remains fragmented. Objective: To analyze the scientific evidence on the use of Entrustable Professional Activities (EPAs) in Competency-Based Medical Education, highlighting their educational contributions, implementation challenges, and implications for contemporary medical education. Methods: An integrative literature review was conducted following the principles of Evidence-Based Practice. The review question was developed using the PICo framework. Searches were performed in PubMed/MEDLINE, Scopus, Web of Science, and ERIC for studies published between 2020 and 2026. Data were extracted using a standardized instrument, methodological quality was characterized according to the Joanna Briggs Institute Levels of Evidence, and findings were synthesized through interpretive thematic analysis. Results: The included studies demonstrated that EPAs have become a key framework for operationalizing CBME across undergraduate medical education, clerkships, residency training, and faculty development. EPAs strengthen performance-based assessment, clinical supervision, longitudinal feedback, and entrustment decisions related to learner progression. Nevertheless, successful implementation requires sustained faculty development, standardized assessment practices, curricular integration, and institutional support. Conclusions: EPAs represent a paradigm shift in medical education by aligning competency development with authentic clinical practice. Their integration into programmatic assessment, continuous feedback, and competency-based curricula can strengthen educational decision-making and support the preparation of competent, reflective physicians capable of meeting contemporary healthcare needs.
Rodolfo de Oliveira Medeiros, C. Galhardi, Viviane Canhizares Evangelista de Araújo et al.· Veredas do Direito· 0 citations
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